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The purpose of this paper is to complicate and critique contemporary scholarship on high-reliability organizations (HROs). This paper argues that although HRO scholarship helps to identify communicative patterns that facilitate reliability and safety, it also simplifies processes that undermine the effectiveness of existing recommendations for HROs.

This paper frames high-reliability organizing as the enactment of mindfulness, which is the theoretical mechanism behind each of the five principles of high-reliability organizing. Using this framework, this paper then elaborates on each of the HRO principles: preoccupation with failure, reluctance to simplify interpretations, sensitivity to operations, commitment to resilience, and deference to expertise.

This paper details how research guided by HRO theory must address the following obstacles to safety and resilience: information accessibility limiting preoccupation with failure, identity constructions encouraging the simplification of interpretations, message fatigue repressing sensitivity to operations, the information environment within HROs weakening commitment to resilience, and generational differences impeding deference to expertise.

This paper highlights key issues obstructing safety and reliability in organizations that have been largely ignored by extant literature and encourages scholars to do more to acknowledge the role communication plays in constituting and reconstituting organizational reliability. Failing to fully address complex communicative interactions in HROs obstructs efforts to safeguard employee health and safety.

School counselors are committed to serving students' social-emotional, postsecondary, and academic needs while they navigate primary and secondary school (American School Counselor Association, 2019). Much has been said about the ways in which school counselors can impact postsecondary outcomes and social emotional health. It is important that we also address the ways school counselors can impact positive academic outcomes as it is intertwined in postsecondary options and success. For Black males, academic success has traditionally been met with systemic barriers (i.e., school-to-prison pipeline, lower graduation rates, lower incomes, higher unemployment rates, and lower college going rates (National Center for Edcuation Statisitics, 2019a, 2019b, 2020a, 2020b) and low expectations. School counselors are charged to be leaders and change agents for social justice and equity in our schools by the American School Counselor Association (ASCA, 2019) and can impact systemic change. This chapter will explore ways in which school counselors can impact positive academic outcomes for Black males. School counselors as change agents and advocates are positioned to make a real impact for Black male academic success. The authors will also provide some recommendations and best practices for elementary, middle, and high school counselors as they work with students, teachers, and families from an anti-deficit model as outlined by Harper (2012).

This chapter explores the notion that paying regular, systematic attention to children's voices in unstructured, open-ended contexts, such as that offered by forest school, may support genuine child-centred practice. It suggests ways in which such practices may be developed even within structured institutional contexts, such as mainstream school. It notes the tendency of the outcome focused dominant model of education to silence children's voices and explores alternative child-centred approaches to education (such as Reggio Emilia), drawing upon the author's experiences both as a teacher and facilitator of a child-led forest school programme. It explores both forest school research and pedagogical practice that amplifies children's voices. Ultimately, it suggests that the practical application of forest school approaches could spread respectful listening practices beyond education and into other childhood disciplines.

To explore the roles of perceived leader caregiving, and followers’ leader-specific attachment orientations, in followers’ experiences of negative interactions and emotions.

In a qualitative field study, individuals identified as secure and insecure (avoidant or anxious) on a pre-measure of leader-specific attachment, were interviewed regarding perceptions of leader caregiving and experiences of negative affective events in their current leadership dyad.

Followers perceived and interpreted negative interpersonal events and emotions in ways that reflected underlying attachment concerns, and embedded perceptions, of leader caregiving quality.

The study was small-scale but provides rich relational information on which future researchers can build to further explore the development and impact of leader-follower attachment dynamics.

Attachment-focused leadership development training may be useful in enhancing leader-follower relationship quality.

This study is the first to demonstrate qualitatively the associations between followers’ leader-specific attachment orientations, their perceptions of leader caregiving, and their experiences of negative affective events in the leader-follower dyad.

This chapter explores the phenomenon of organizational resilience. A comprehensive model was advanced and tested while utilizing a quantitative study conducted in the education system in Israel with 98 schools, involving 1,132 educators. Statistical analysis based on structural equation modeling revealed significant relationships between three antecedents (social capital, team empowerment, goal interdependence) and organizational resilience. In addition, a positive significant relationship was found between organizational resilience and organizational functioning in crisis. Organizational resilience was found to be a mediator between three of the antecedents (social capital, team empowerment, goal interdependence) and organizational functioning in crisis. Furthermore, organizational functioning in crisis was found to mediate the relationship between organizational resilience and organizational innovation. Implications for policymakers, managers, and change leaders in organizations are discussed.

Adverse childhood experiences (ACEs) are highly prevalent in people with developmental disorders who engage in offending behaviour. Many violence-based risk assessment tools include items pertaining to ACEs, and may inflate risk scores in trauma-exposed groups. This paper aims to explore the relationships between ACEs, risk assessment scores, incidents of risk and restrictive practices, in adolescents with developmental disorders in a forensic inpatient setting.

Secondary analysis was conducted on clinical data for 34 adolescents detained to a developmental disorder service. Data were extracted for Structured Assessment of Violence Risk in Youth (SAVRY) risk scores and risk behaviours and restrictive practices, as measures of observed risk.

Participants exposed to more ACEs had higher SAVRY risk scores (p < 0.001, two-tailed), with elevations specifically on the historical subscale (p < 0.001, two-tailed). Neither ACEs nor risk scores were associated with the frequency of risk behaviours. Nevertheless, participants exposed to four or more ACEs were secluded more frequently (p = 0.015, two-tailed), indicating a potential association between trauma and risk severity. Those with more complex developmental disorders experienced fewer ACEs (p = 0.02, two-tailed) and engaged in self-harm behaviours less frequently (p = 0.04, two-tailed).

The inclusion of ACEs in risk assessment tools may lead to the inadvertent stigmatization of trauma-exposed individuals. Further investigation is necessary to offer clarity on the impact of early adversity on risk assessment accuracy and levels of institutional risk, and the role of developmental disorders in this relationship.

To the best of the authors’ knowledge, this study is the first to explore the relative associations between ACEs, risk assessment scores and observed institutional risk and does so in a highly marginalized population.

The purpose of this paper is to propose and test a dual pathway model whereby addressing the question, “What are the effects of supply chain orientation and organizational identification on internal integration and supplier integration?”.

A survey design was performed to collect data from supply chain professionals regarding their organization’s supply chain orientation (SCO), organizational identification (OI) and achieved states of both internal and supplier integration. Partial least squares-structural equation modeling was performed to test the dual mediating pathways.

The results show that internal integration partially mediates relationships between SCO and supplier integration and for OI and supplier integration. In comparing the mediating effects to test competing theories, the SCO path yields stronger complementary partial mediation. This supports the proposition that SCO and OI mutually exist within an organization and influence achieved integrative behaviors. Additionally, results suggest the behavioral spillover effect exists for an internally integrated organization that has also achieved supplier integration.

This research makes several contributions to extant literature, including finding that SCO contributes to levels of achieved integration. Also, this research theoretically integrates literature on the social dilemma associated with supplier integration and the behavioral spillover effect, suggesting that SCO allows for positive internal integrative behaviors to spillover to integrated suppliers. Finally, this research contributes to research on OI by finding achieved integration is an outcome, which refutes a dominate theory that explains OI facilitates negative behaviors toward external organizations.

Children's food insecurity experiences are largely unrepresented in academic literature. Parents and caregivers cannot always accurately evaluate their children's attitudes or experiences, and even within the same family unit, children and their parents may report differing views and experiences of family food insecurity. The purpose of this narrative review is to identify studies that include children's voices and their perceptions, understanding, and experience of food insecurity in the household.

This narrative review aimed to address the following questions: (1) “What research studies of household food insecurity include children's voices?” and (2) “Across these studies, how do children perceive, understand and experience food insecurity in the household?”. A database search was conducted in October 2022. After inclusion and exclusion criteria were applied, 16 articles remained for review.

The findings from this review were organised into three themes: Theme 1: Ways children coped with accessing food or money for food; Theme 2: Food-related strategies children used to avoid hunger; and Theme 3: Children attempt to mask food insecurity.

Future research should further explore the long-term consequences of social pressures and informal economic engagement on children's well-being and social development. By addressing the social determinants of food insecurity, this study can strive to create supportive environments that enable all children to access adequate nutrition and thrive.

Overall, the findings of this review demonstrate the significant social pressures that shape children's responses to food insecurity. Results suggest that children's decision-making processes are influenced by the desire to maintain social standing and avoid the negative consequences of being food insecure. As such, this review underscores the need for a comprehensive understanding of the social context in which food insecurity occurs and the impact it has on children's lives. Understanding these dynamics is crucial for developing effective interventions and policies addressing the multifaceted challenges food insecure children face.

This review has highlighted a need for interventions to incorporate trauma-informed strategies to protect children from and respond to the psychologically distressing experiences and impact of living in food insecure households.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.