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It is becoming more generally accepted that there is a need to develop a new kind of leader to meet the needs of our 21st century VUCA world. The bookcases are full of volumes that describe “what” great leaders should do, but “how” to develop such leaders is usually limited to a macro or systemic solution rather than focusing on granular behavioural change of the individual. This paper describes the qualities and characteristics of Transpersonal Leaders, then focuses on developing these leaders through a new coaching process and finally explains how experienced coaches can be trained to coach these leaders.

Our research over the last 20 years of working with leaders individually and in teams has focused on this issue. We have been developing “21st century ready” leaders, referred to as Transpersonal Leaders, for over 10 years in teams, but only recently have we been developing such leaders through a new coaching process. We have also developed a methodology that codifies the development of Transpersonal Leaders which, in turn, allows us to replicate the programme by training other professionals, potentially in large numbers.

Graduates of the Transpersonal Coach Training Programme say that it has been a transformational personal experience, enabling them to take their leader clients to a new level. Leaders who have been coached say the programme has equipped them to learn a practical approach to becoming an authentic, ethical, caring and more effective leader.

This is a unique approach to coaching leaders but based on proven learning principles.

The purpose of this paper is to share Danielle Jeffries’ story.

Danielle wrote a biography of her experiences. Robert then asked a series of questions from the perspective of a mental health academic.

Danielle shared stories from her life, and how her experiences have shaped her, including being sectioned under the Mental Health Act.

Recovery narratives such as this give us an overview of only a single person’s experiences. However, they allow the person with lived experience to explore their story in depth.

What Danielle has written is very powerful. Her story will give readers an insight into her life and experiences.

There is so much to learn from stories such as Danielle’s. In particular, the way that she speaks about the impact of a diagnosis of borderline personality disorder.

This is the first time that Danielle has chosen to share her unique story. The value of Danielle sharing her story is apparent upon reading it.

This study is a radical interactionist analysis of family conflict. Drawing on both a negotiated order perspective and Athen's theory of complex dominative encounters, this study analyzes the role that domination plays in conflicts among intimates. As the family engages in repeated conflicts over roles, the family also engages in negotiations over the family order, what role each party should play, interpretations of past events, and plans for the future. These conflicts take place against a backdrop of patriarchy that asymmetrically distributes power in the family to determine the family order. The data from this study come from a content analysis of mothers with substance use problems as depicted in the reality television show Intervention. The conflicts in these families reveal that these families develop a grinding family order in which families engaged in repeated conflict but also continued to operate as and identify as a family. These conflicts are shaped by and reinforce patriarchal expectations that mothers are central to family operation. The intervention at the end of each episode offered an opportunity for the family to engage in a concerted campaign to try to force the mother into treatment and reestablish the family order.

Purpose – The study reported here analyzed the meanings that 8-year-old children of different demographic backgrounds constructed about poverty.

Methodology/approach – Six children with different demographic profiles were selected from a larger study for closer examination of their conceptions of poverty (Chafel & Neitzel, 2004, 2005). Content analysis was used to arrive at an in-depth interpretation of the children's ideas expressed in response to a story about poverty and interview questions.

Findings – The children communicated perspectives about poverty that appear to reflect their demographic profiles. Yet, they also shared a common ideology about the poor different from the dominant societal view.

Research implications – By selecting typical children, recognizing the interrelatedness of sources of influence, and considering the data holistically, it was possible to achieve an in-depth understanding of the children's conceptions.

Originality/value of paper – With insight into the more humane conceptions that children have about the poor, adults can take steps to nurture these ideas so that as they grow older children continue to oppose discrimination and challenge the status quo.

The authors sought to examine how hegemonic masculinity and sexism functioned in a storied, historic corporation, a test of MAnne's (2017) claim that misogyny is a structural phenomenon rather than being about anger and hatred of individual men.

This study was an archaeological excavation of discourse in a well-documented employment relationship. The researchers were informed by feminist poststructuralism and drew on critical discourse analysis of labour arbitration and media from the case of a woman, twice wrongfully dismissed.

The authors concluded that the employer was the site of hegemonic masculinity, which led to a train conductor being repeatedly targeted and demeaned in a bad faith and discriminatory manner for disrupting the conductor’s employer's patriarchal strictures. The authors found that misogyny shaped the conductors’s experience as a repeated pattern of abuse, a gendered feature of a patriarchal organisation, and a coercive matter of maintaining the conductor’s subordination. The authors also found that the male arbitrator in the conductor’s second dismissal arbitration became complicit in misogyny by penalising the conductor for acts of resistance, giving the employer what the employer wanted, to purge the conductor for violating the patriarchal norms.

The authors traced how a historic corporation demonstrated vulnerability to the resistance of a lone female worker, who faced discriminatory, disturbing and bad faith managerial behaviour in the creation of the conductor’s own meaning and resistant identity. The authors concluded that evidence of the regulation of employee relations, such as the decisions of arbitrators, can reveal the processes and outcomes of work under hegemonic masculinity, sexism and misogyny.

The purpose of this paper is to analyse the levels of access to healthcare available to undocumented migrants in the Italian and British health systems through a comparative analysis of health policies for this population in these two national health systems.

It builds on textual and legal analysis to explore the different meanings that the principle of universal access to healthcare might have according to literature and legal documents in the field, especially those from the human rights domain. Then, the concept of universal access, in theory, is contrasted with actual health policies in each of the selected countries to establish its meaning in practice and according to the social context. The analysis relies on policy papers, data on health expenditure, legal statutes and administrative regulations and is informed by one research question: What background conditions better explain more universal and comprehensive health systems for undocumented migrants?

By answering this research question the paper concludes that the Italian health system is more comprehensive than the British health system insofar it guarantees access free of charge to different levels of care, including primary, emergency, preventive and maternity care, while the rule in the British health system is the recovering of charges for the provision of services, with few exceptions. One possible legal explanation for the differences in access between Italy and UK is the fact that the right to health is not recognised as a fundamental constitutional right in the latter as it is in the former.

The paper contributes to ongoing debates on Universal Health Coverage and migration, and dialogues with recent discussions on social justice and welfare state typologies.

This chapter uses narrative inquiry to tell the stories of two female neophyte educators experiencing the oppositional misalignment between their idealized perception of female teachers in American society and their personal realities by providing alternate images of women in education. American teachers, especially women, are perceived as a homogeneous group that lives to serve the children of others and inhabit a monochrome, two-dimensional, existence inside the educational landscape of schools (Clandinin & Connelly, 1996). However, the prevailing notions and outdated imagery of teachers is flawed in its lack of acknowledgment of the richly diverse and textured lived experiences of women both inside and outside of the educational field. Furthermore, female teachers face tremendous pressure to imitate these unrealistic ideals and expectations at the expense of the authentic self, which can lead to a myriad of internal dissonances, such as burnout, serving as an umbrella over PTSD, anxiety, compassion fatigue, decreased confidence, and lower job satisfaction. The researchers in this chapter come from nontraditional backgrounds to capture the negative effects of subtle, persistent, and unrealistic expectations of females that contribute to feelings of burnout at the onset of our teaching careers.

Amidst changing national racial demographics, multiracial college students have begun reframing how postsecondary institutions define diverse campus environments. Interest in how multiracial students self-identify has grown; yet, their identity development remains a complex and largely undefined process. This chapter examines how multiracial students navigated their identity development at a predominantly White institution (PWI). In particular, we connect Renn’s (2004) multiracial identity patterns with the philosophical idea of recognition desires. Findings indicated that White peers’ recognition (or misrecognition) of racial categories moderated multiracial students’ situational identities, particularly their agency with respect to self-identifying their race.