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Mental health practitioners dealing with older adults living in the community are commonly required to form judgements about the decision‐making capacity of someone with dementia. Newer ways of understanding the dementia experience that recognise the importance of relationships and social connections on the functioning of the person with dementia, offer promise for helping to better conceptualise and carry out these assessments of capability. A relational lens recognises that performance and behaviour of persons with dementia are determined not only by neuropathology but also by their personal histories, their interactions with others, and by how they are perceived within their social contexts. This paper will examine how this more ‘relational’ model of understanding can impact the assessment of incapacity.

International work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort; most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable.

Personal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model.

Analysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles.

It is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed.

Research is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.

The present work investigates the micro-mechanisms underlying the link between psychological contract violation (PCV) and incivility in women employees. Building on social exchange theory (SET) and the norm of reciprocity, the authors utilized a multi-dimensional variable, labeled “Aggressive Reciprocal Attitude” (ARA), composed of three sub-constructs, namely anger, hostility and negative reciprocity, to explain negative women's uncivil behaviors. Further, the effect of conscientiousness is hypothesized to restrain the mechanism of ARA.

Confirmatory Factor Analysis (CFA) and Covariance-based Structural Equation Modeling (CB-SEM) were used on a sample of 194 women from 4 different organizations to empirically validate the proposed conceptual model and test the hypothesized relationships.

Women's ARA is shown as a partial mediator of the relationship between PCV and incivility. Conscientiousness significantly moderates the link between ARA and incivility.

Managers should avoid stereotyping women as more compliant and submissive. Based on women's tendency to reciprocate negatively, this study’s findings suggest that reducing the negative reciprocity attitude is advisable by demonstrating that negative responses are an unsuccessful strategy and encouraging other forms of reaction.

By introducing the negative reciprocity attitude in the construction of the variable ARA, the authors overcome the contradiction between the social role theory, according to which women avoid unsociable behaviors, and studies demonstrating a remarkable presence of conflicts among women.

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators identify in the PLN overall that supported their co-construction of knowledge and practice development together? and (2) How did including co-teaching partners in the PLN help participants to mobilize knowledge and/or practices in the contexts where they were working?

A qualitative case study design was used because of its potential to examine how and why questions about complex processes as situated in context (Butler, 2011; Yin, 2014). A case study methodology allowed us to collect and coordinate multiple forms of evidence (i.e. interviews, teacher reflective writing, classroom artifacts, field notes) to examine both how conditions created within the PLN supported learning and how co-teaching partners were mobilizing what they were learning in their school contexts. Interviews were transcribed verbatim and data was analyzed abductively through an iterative and recursive process (Braun et al., 2018).

Conditions within the PLN overall that participants identified as supportive to their knowledge mobilization and practice development included: having a shared focus, feeling accountability to the group, collaborative enactment of practices within the PLN, large group sharing and debriefing, sustained cycles of collaborative inquiry, affective support, valuing diversity and drawing from expert others as resources. Participants also identified the benefits that accrued specifically from working with co-teaching partners. In addition, findings showed how the degree to which partners engaged in rich forms of collaborative inquiry could be related to their learning and situated practice development.

Findings show the generative potential of inviting co-teaching partners into a PLN to engage in collaborative inquiry with others. PLNs offer the benefit of engaging with educators from outside of one's practice context, which enables pushing their thinking in new directions. Our findings add to the literature by revealing how in situ knowledge mobilization can be amplified when educators participating within a PLN are also working through cycles of inquiry with a co-teaching partner. Overall, this study offers a PLN model where teachers have built-in support for knowledge co-creation and mobilization both within and outside of their school contexts.

While an increasing number of adults with an intellectual disability are having children, research suggests that they face an increased risk of having their children removed. The purpose of this paper is to explore child and family social workers’ experiences of working with parents with intellectual disability, in order to further our understanding of this issue.

Seven social workers were interviewed. Each had experience of working on safeguarding cases where a parent had a diagnosis of intellectual disability. Data were analyzed using Interpretive Phenomenological Analysis.

Five super-ordinate themes were identified. These were: “feeling torn,” “experiencing a power imbalance,” “hopelessness,” having “pride” in their work’ and experiencing “barriers.”

The results are discussed in the context of the increased risk that parents with an intellectual disability face of having their children removed. Several areas for future research are identified.

The study highlights several areas for development regarding services for parents with intellectual disability.

The study describes some of the difficulties experienced by social workers in this area of their work, from their own perspective. It also strengthens existing ideas about improving services for parents with intellectual disability.

In October 2018, the Canadian federal government legalized the use of recreational cannabis with a goal to drastically diminish the black-market and the use of cannabis by minors. The attraction of talent to the new industry has been recognized as important to long-term industry success, but there exists a paradox in talent attraction. Key talent must first be screened by the Royal Canadian Mounted Police. Anyone with serious criminal charges in the past may not be cleared to work in the industry, blocking out experienced cannabis talent. Additionally, some potential talent may not be interested in working the legitimized industry although others may welcome the opportunity to work in it. HR managers have a rare opportunity to be trailblazers by establishing the norms for the industry. Their role should be established in the boardroom, but they will have to demonstrate their value through their ability to build talent in an industry made up largely of SMEs. We use a nested model of macro and micro TM perspectives to analyze the context of this industry. At the macro level we investigate how legalization, government regulation, legitimacy, and reputation affect TM within the micro level context. We suggest how HRM strategies related to attraction, development and retention can impact TM. The integration of the macro and micro level context of TM is paramount to the survival of the new legalized cannabis industry.

Pervasive and rampant workplace incivility effects have called for more studies on antecedents and possible deterrents of the onset of negative organizational behaviors. Based on social exchange theory (SET), this study proposes a framework investigating the underlying mechanisms of team–member exchange (TMX) on instigated incivility.

The hypothesized model explores the combined effect of interventions on teams and organizational levels. Indeed, the personal norm of negative reciprocity (PNR) and the psychological contract violation (PCV) are hypothesized as mediating variables of such a relationship. The model is empirically tested using covariance-based structural equation modeling (CB-SEM) on a sample of 330 employees of organizations with a team-based design. PNR and PCV resulted as a full mediating variable of the relationship between TMX and instigated incivility.

Findings suggest that, by encouraging high-quality TMX, human resource (HR) managers could reduce employees’ willingness to instigate incivility toward colleagues other than team members. However, focusing only on TMX may be insufficient because of the role played by individual attitudes and organizational levers such as PNR and PCV.

The authors enrich current works on incivility by analyzing the role of positive sentiments in minimizing deviant behaviors. Further, the authors investigate negative organizational phenomena through a positive lens and contribute to building a more comprehensive understanding of the factors that might produce uncivil behaviors.

This paper explores, from the perspective of an Australian pracademic, how school leaders are leading during the global COVID-19 pandemic.

This essay explores the tensions navigated by school leaders leading during this time of global crisis, by looking to research as well as the author's lived experience.

The author finds that school leaders are navigating the following: accountability and autonomy; equity and excellence; the individual and the collective and well-being and workload.

This paper offers insights into school leadership, at all times but especially during times of crisis and during the COVID-19 pandemic.