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Empirically, this paper questions whether accounting can help cope with crisis and preserve some form of feminist ideals. Theoretically, this paper aims to explore how accounting affects the division of emotional work in times of crisis.

The paper relies on a qualitative study that investigates “life under lockdown” during the COVID crisis and focuses on middle-class well-educated couples aspiring for some form of gender equality and who introduced accounting tools (schedules, charts, to-do-lists, etc.) in their daily life to achieve it.

The paper argues that accounting tools are not able to prevent couples from adopting traditional ways of carrying out emotional work. By favoring the masculine way of displaying emotions, they make invisible women's efforts for comforting. They even mask the unequal distribution of emotional work under some form of “neoliberal equality”. Also, in a context where middle-class standards are perceived as crucial to meet for both parents to keep their social position, accounting tools, by holding parents accountable for these standards, let no time to find alternative ways of living. Consequently, traditional roles become impossible to reverse.

The paper investigates accounting, gender and emotions by showing the importance of making emotional work visible at a household but also at an organizational and societal level. It calls for an “integrative” emotional display that is crucial for resilience in times of crisis and invites to challenge neoliberal middle-class standards that make household life difficult for most women. Theoretically, it invites for further exploring how accounting tools are constructed and negotiated and how unpredictable elements of life other than emotions affect gender when accounting tools are introduced in times of crisis.

This article contributes to the literature on gender-in-accounting by introducing the concept of emotional work and showing how accounting tools affect the gendered division of emotional work in praxis.

Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.

There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.

While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.

The purpose of this paper is to review work on the power and importance of emotional appeals from a range of disciplines including philosophy, psychology, psychiatry, neuroscience, linguistics and advertising. It aims to illustrate the growing body of evidence and theory that emotions play a vital part in how we shape and alter our attitudes and behaviours. By contrast many PR practitioners have been slow to recognise the importance of these new findings and do not regularly consider how emotional appeals can help enhance reputations or limit criticism. It further suggests that to date the PR professional has lacked a workable framework around which the importance of emotions can be understood and subsequently used to aid the planning and delivery of public relations programmes.

To aid the practitioner a new framework is suggested; newly referred to as corporate pathos. This approach allows for emotional appeals to be systematically analysed and provides corporate PR practitioners with a set of new tools by which emotional appeals can be deployed freshly and deliberately alongside rational arguments. To illustrate the practical impact of adopting rather than ignoring emotional appeals a series of four case studies from the worlds of technology, food manufacture, property and energy are used.

With corporate threats to reputation coming from a far wider set of sources more quickly and intensely than ever before the need to parry them with emotional engagement techniques is becoming more important. Failure to do so risks serious damage to reputation, but corporations that use a “corporate pathos” approach can achieve strong results with low levels of risk. Yet, much further research and practice is necessary before “corporate pathos” becomes an accepted and important part of the corporate communicators toolkit.

With the corporate pathos framework modern PR practitioners can now look afresh and how to ensure emotional appeals blend with rational arguments when faced with hostile publics.

The paper seeks to examine the potential implications for leadership preparation programs of the intersection between emotions and leadership for social justice.

The methodology followed was grounded in an ethnographic case study of a Greek‐Cypriot principal who struggled to transform his elementary school into a community that truly included students from different ethnic and cultural backgrounds.

The findings of the case study highlight: the vision and practices of leadership for social justice; the ambivalent emotions of social justice leadership; and strategies for coping with the personal and structural dimensions of social justice leadership.

The practical implications are discussed in relation to the emotional knowledge and skills that are needed for preparing social justice leaders to navigate emotionally through existing school structures and to cultivate critical emotional reflexivity about the changes that are needed to school discourses and practices so that justice and equity are placed at the center of school leadership.

The paper offers insights into the emotional aspects of leadership for social justice, focusing on the implications for leadership preparation programs.

This study aims to analyse the roles in which children have been portrayed in advertisements over three decades (1990–2000, 2000–2010 and 2010–2020) and what have been the changes in the portrayal of the children, including the changes in product type and target audience.

The content of 212 television advertisements was analysed for the study; 32 advertisements belonged to 1990–2000, 38 belonged to 2000–2010 and 142 belonged to 2010–2020.

It could be observed that in 2010–2020, marketers had primarily focused on children as their central idea behind making any advertisement. They were projecting children as an emotional and informational tool for attracting adults and children, directly or indirectly.

The implications of this study are manifold. Firstly, the study supports the theories of socialisation and the changing role of children in the same. Secondly, the trend over the decades hints at the marketer’s changing strategy behind using children in advertisements to target adult audiences.

The significant implication for the practitioner is the possibility of having a child protagonist in an ad for the non-children target audience.

This paper is one of the first to analyse the changing role of children in advertisements over a long time horizon.

This paper aims to contribute to the literature on human resources (HR) digitalization, specifically on HR analytics, disentangling the concept of analytics applied to HR and explaining the factors that hinder companies from moving to analytics. Therefore, the central research questions addressed in this study are: what does HR analytics encompass? What impedes the adoption of analytics in HR within organizations?

The authors performed a comprehensive literature review on analytics as applied in HR. The authors relied on two of the major multidisciplinary publication databases (i.e. Scopus and WoS). A total of 64 manuscripts from 2010 to 2019 were content analyzed.

The results reveal that there is an ongoing confusion on HR analytics conceptualization. Yet, it seems that there is an emerging consensus on what HR analytics encompasses. The authors have identified 14 different barriers for HR analytics adoption grouped into four categories, namely, data and models, software and technology, people and management. Grounding on them the authors propose a set of 14 key factors to help to successfully adopt HR Analytics in companies.

This paper brings clarity over the conceptualization of HR analytics by offering a comprehensive definition. Additionally, it facilitates business and HR leaders in making informed decisions on adopting and implementing HR analytics. Moreover, it assists HR researchers in positioning their paper more explicitly in current debates and encouraging them to develop some future avenues of research departing from some questions posed.

In this chapter, we consider music as a tool for emotional regulation in relation to disability, which can be employed to counter the dehumanisation of disabled people that arises from unregulated emotional responses to disability. Responding to Julia Kristeva's presentation of non-disabled encounters with disability as causing a physical or psychical death, Alison Duncan Kerr's arguments on the rationality of regulating emotions in encounters where unregulated emotions have negative effects on the self and others are brought together through Rebecca Jiggens' cultural model of understanding the significance of disability to illustrate the irrationality and moral paucity of ableism. We argue that music can play a role in regulating the emotions typically felt towards the disabled. Kristeva's idea that disability wounds or even kills the abled is insightful, but if we are right, then the tight connection between death and emotional reactions to disability could be overcome through the process of emotion regulation.

The purpose of this paper is to report on eight years of piloting an innovative, practical, lifelong learning intervention that improves emotional intelligence in families, schools, communities and workplaces in a unique way: each person gains insights to adjust constructively together to disappointments. “Emotional Logic” identifies a root cause in accumulating complex loss reactions that produces the destructive behaviour, self‐centredness and vengefulness seen in riots and other distress and tension reactions.

“Emotional Logic” is a teachable language technology, with a set of tools that safely maps emotional chaos. From this mapping, a learning plan is generated that guides self‐help action and improves communication at the right emotional level to promote co‐operation between people and prevent recurrences of distress reactions.

An outline of the wide range of piloting studies is given. Self‐respect, honesty, empathy and the capacity to make realistic decisions rapidly improve, leading to personal development with unpredictable outcomes.

Training for front‐line staff, managers and redundant health and social care workers could produce leaders for community‐based “Emotional Logic Learning Clubs” within nine months.

Many young people cover a sense of shame and anxiety with bravado, or they withdraw into an existential depression. Learning Emotional Logic may improve both communication across generations, and understanding of the common humanity between different groups within our one British culture. The new emotional insights could help young people to resist being inappropriately led, and enable them instead to bring assertive order to situations.

The Emotional Logic tools are unique. Each person can safely map their emotional chaos during times of change, and link these feelings to values they had not named before.

Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy.

This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment.

Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations.

This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.