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Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

This scoping review article aimed to systematically search the literature on the use, purpose and barriers of information and communication technology (ICT) for culturally and linguistically diverse (CALD) older adults in the host country. The review also conducted a search for literature on programs that aim to develop digital literacy skills for CALD older adults.

A scoping review approach was utilized to identify and search the available literature, and to map the key concepts. A total of 23 relevant articles were included following a systematic search across seven databases.

The review suggests that CALD older adults use ICT for various purposes, including social interaction, health management, information gathering, immigration, everyday routines and leisure. The barriers faced by these older adults in using ICT encompass fear and limited knowledge, language issues, lack of interest, limited access to technology and health concerns. The existing training programs focus on enhancing self-efficacy and confidence and promoting attitudinal changes toward ICT.

Despite the presence of empirical studies, few scoping or systematic reviews have focused on CALD older adults and technology. Research developments related to the technology use of CALD older adults and associated training programs have been fragmented and sporadic, resulting in gaps in the evidence base. This review fills such a gap to better understand the research status connected to CALD older people’s technology adoption and use.

Psychotherapy and clinical supervision outcomes are influenced by client and supervisee factors, one of which is cultural identity. Those with diverse racial and ethnic minoritised identities often experience disparities in therapy outcomes. Therapists and supervisors need to be responsive to the identity of those they support. The multicultural orientation (MCO) framework is an emerging concept in psychotherapy and clinical supervision that may offer these practitioners a framework to be responsive.

A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Six databases, PubMed, Scopus, Embase, Academic Search Complete, Web of Science and PsychInfo, were searched for peer-reviewed literature published in English between the years 2000 and 2023.

A total of 1,553 sources were identified, of which (n = 42) are included in this review. Findings suggest that MCO is still in its infancy as applied to therapy and clinical supervision. Most of the research has been conducted in America, using quantitative methodologies with white western populations. Cultural humility is the most studied MCO pillar, and variables such as reductions in psychological stress, the working alliance and microaggressions are reported on as outcomes. MCO applied to the group therapy process is an emerging finding of interest. However, more research is needed, especially experiential designs across different and diverse populations and contexts.

MCO is an emerging therapy and clinical supervision process that has the potential to improve the outcomes for therapy clients and supervisees. Further research is needed to replicate current studies, and further research with diverse populations, countries and contexts should be undertaken as a priority.

The purpose of this study was to investigate forgiveness and mental well-being amongst Forgiveness and mental well-being were investigated amongst British European and Nigerian African samples to compare and determine the similarities and differences in dispositional forgiveness levels between the two populations conducted in terms of their general samples, gender and age and the difference in mental well-being scores between the two samples. Finally, the relationship between forgiveness and mental well-being in both groups was examined.

The Bolton Forgiveness Scale and the Short Warwick–Edinburgh Mental Well-Being Scale were administered to the participants (Nigerian n = 1,164, British n = 855). SPSS was used to analyse data; a series of t-test was conducted; and Eta-squared and Z-value were calculated to determine the magnitude of each significant difference among variables and the magnitude of the difference in the correlation coefficient among variables, respectively.

Statistically significant results suggested significant differences in the way and manner dispositional forgiveness is conceptualised and practised within one group relative to the other, whereas non-significant results indicated similarities in forgiveness opinions and practises between the two groups. Overall British sample, men and those aged 36–55 reported higher levels of forgiveness than their Nigerian counterparts. However, Nigerians under the age of 35 reported higher levels of forgiveness than their British counterparts, and there was no statistically significant difference between the forgiveness levels of British and Nigerian women. Furthermore, the British total sample, men and women, all had higher well-being scores than their Nigerian counterparts.

Forgiveness varies according to culture. The findings of this study suggest that the individualistic/collectivistic cultural arguments long held by some authors may not adequately explain the differences and similarities in forgiveness conceptualization and practise across cultures. As a result, research may focus on a variety of factors such as educational background, income, socioeconomic level and religion, among others. Second, consistent with previous studies, this research suggests that forgiveness is positively related to mental health and well-being. Finally, one of the limitations of this study is its exclusive focus on two countries, namely, the UK and Nigeria. Future research could include more countries with both individualistic and collectivistic societies.

This paper, which is, to the best of the authors’ knowledge, the first to examine forgiveness and mental well-being in a comparative perspective between British European and Nigerian African samples, has made a unique contribution to the forgiveness and mental well-being literature and in particular, has provided a solid foundation and resources for future research of a similar nature in Africa, where little or no research had been conducted previously.