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This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

The role and contributions of blue and gray collar employees in strategy making in practice are generally ignored, and left out of scientific inquiry. However, the authors argue that they are “hidden actors” in the strategy making process, and “silent heroes” of the strategy. Their participative role is generally seen limited to operational phases of strategy. Nevertheless, recent literatures have fruitful implications on blue and gray collars workers’ contributions in formulation phase. Upper echelon (Hambrick, 1987; Hambrick & Mason, 1984) and strategy as practice (SAP) literatures (Jarzabkowski & Spee, 2009; Whittington, 2006) are suggested to be closely scrutinized since the former has incorporated the middle- and low-level teams of management in the explanation (Carpenter, Geletkancz, & Sanders, 2004), and the latter takes “practice” as a prominent research perspective, and thus enable us to approach strategy phenomena from a wider context of practitioners, practices, and praxis (Jarzabkowski, Balogun, & Seidl, 2007; Jarzabkowski & Wilson, 2002). Overall, this chapter suggests that future studies could question the hidden assumptions behind strategy approaches to trace the assumed image and role of blue and gray collars in strategy making, and go further to integrate their deserved role in strategy process, content, context, and cognition.

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.

Language plays a complex role in coaching, facilitating communication, comprehension and meaning construction. Yet, the implications of coaching in a non-native language are uncertain and under-researched. This study explores the role of non-native language (NNL) in dyadic workplace coaching practice. Specifically, it explores how working in a NNL influences the coaching experience from the coach’s perspective.

A qualitative approach was chosen to explore the way coaches view coaching in a NNL. Twenty-three semi-structured interviews were conducted with coaches experienced in coaching in NNL. Reflexive thematic analysis (RTA) was applied for data analysis.

NNL coaching presents a paradoxical mix of negative and positive tensions for the coach and coachee in communication, relationship and insight. NNL coaching is nuanced and may be accommodated using coaching competencies to mitigate the potential for misunderstanding and relationship rupture. It offers alternative perspectives to existing worldviews, eliciting deeper insights. Coaches’ confidence in coaching in a NNL varies from a challenging struggle that perceptually hinders performance, through ambivalence, to a sense of greater resourcefulness.

The study contributes to the stream of literature on language in international business, sociolinguistic research and how meaning is constructed in a coaching process. First, the work develops a distinction between coaching in a native language (NL) and a NNL. Second, study results indicate that the context of NNL creates challenges as well as opportunities in a dyadic coaching process, particularly regarding aspects of the coach–coachee relationship and insight elicitation via alternative perspectives. Moreover, several practical implications of the study for the coaching practice are discussed.

Suicide and suicide-related incidents have increased within women’s prisons in the UK. This paper aims to synthesise the findings of qualitative literature, to gain a deeper understanding of the how women and staff in English prisons experience and explain the causes of their suicidal behaviours.

A systematic search of five electronic databases, namely, MEDLINE, APA Psychological Information Database (Psycinfo), Cumulative Index to Nursing and Allied Health Literature (with full text – CINAHL), Psychology and Behavioural Sciences Collection and APA PsycArticles, was completed in January 2023. This study’s search strategy returned 1,714 articles, 7 of which were included for review. To identify relevant themes within the data, Thomas and Harden’s (2008) framework was applied. Quality appraisal was conducted by using Joanna Briggs’ Institute Checklist for Qualitative Research (Joanna Briggs Institute, 2021).

Four themes were determined, which describe the causes of suicidal behaviours in women’s prisons in England; mental health and trauma, lack of support from services and staff, contact with family and self-harm as a coping strategy. Important sub-themes were also identified including the prison environment and poor relationships with staff.

Further qualitative research is needed, however, the findings suggest greater support is required to aid positive mental health, including the provision of trauma informed coping strategies and improved staff training.

To the best of the authors knowledge, this is the first systematic review conducted on the factors contributing to women’s suicide in English prisons using qualitative literature.

People who experience mental illness often demonstrate limited help-seeking behaviours. There is evidence to suggest that media content can influence negative attitudes towards mental illness; less is known about how media impacts help-seeking behaviours. The purpose of this study is to identify if media plays a role in people’s decisions to seek help for their mental health.

The databases Academic Search Complete, CINAHL Plus with Full Text, MEDLINE, APA PsycArticles, APA PsycInfo, Social Sciences Full Text [H.W. Wilson] and Soc Index were systemically searched for papers in the English language that investigated the link between media and help-seeking for mental illness.

Sixteen studies met eligibility criteria. There was some evidence to suggest that various forms of media – including video and online resources – can positively influence help-seeking for mental health. Print media had some limited effect on help-seeking behaviours but was weaker in comparison to other forms of media. There was no evidence to suggest that media discourages people from seeking help.

This review identified that, given the heterogeneity of the included papers, and the limited evidence available, there is a need for more focused research to determine how media impacts mental health-related help-seeking behaviours.

The purpose of this rapid review was to present current evidence on relations between resilience and self-efficacy among healthcare practitioners in the context of COVID-19 pandemic.

Literature searches were conducted in February/2022 in the online database MEDLINE EBSCO and not date/time limited. Eligibility criteria were as follows: population – healthcare practitioners, interest – relations between resilience and self-efficacy and context – COVID-19.

Six eligible studies from Italy, China, United Kingdom, India, Pakistan and Spain, published between 2020 and 2021 were included in the review. All studies used quantitative methods. The relations between resilience and self-efficacy were identified in contexts of resilience programs, measuring mental health of frontline nurses, measuring nurses' and nursing students' perception of psychological preparedness for pandemic management, perception of COVID-19 severity and mediating roles of self-efficacy and resilience between stress and both physical and mental quality of life. Findings indicated limited research on this topic and a need for more research.

Broader understanding of the relations between resilience and self-efficacy may help healthcare organizations' leaders/managers aiming to support resilience of their employers under challenging circumstances such as future pandemic.

The latest COVID-19 pandemic presented the opportunity to research relations between resilience and self-efficacy and enrich existed research in a new and extraordinary context.

This chapter presents findings from a qualitative study conducted among students from Germany, Hungary, Portugal, France, and Poland on their expectations and experiences of learning in two types of international mobility (physical and virtual) during the pandemic of 2020. The authors identified imprints of internationalization onto the students’ learning. They are of a binary nature and manifest themselves in the following dualities: Duality 1: Expectations (new life experiences) versus reality requirements (empowerment); Duality 2: Formal learning (at university) versus non-formal learning (outside formal environments as a part of daily life); Duality 3: Designing (the digital environment) versus reconstruction (the “old order” of university learning); Duality 4: Latitudes (choice of method, place, and time of learning) versus restrictions (staying at home and family responsibilities). Moreover, internationalization through student mobility programs simultaneously show features of some revolutionary changes and evolutionary transformations that have come about during the COVID-19 pandemic.

Reports from 2016 to 2017 suggest that approximately 870 cases of non-familial child abduction (NFA) are recorded in England and Wales per year. Yet, empirical knowledge of the victims, offenders and offence characteristics is limited in comparison to other forms of child victimisation. Furthermore, much of the available knowledge is constrained by a lack of clarity around the differences between acquaintance and stranger abductors. This systematic literature review aims to develop a comprehensive overview of acquaintance and stranger child abductions, focussing on the similarities and differences in offending behaviours.

Research databases (PsycArticles, Google Scholar, Science Direct, PsycINFO, Criminal Justice Abstracts, MEDLINE and ERIC) and the Grey Literature (ETHOS and EBSCO) were screened for peer-reviewed research published between 1995 and 2021. Sixteen articles met the inclusion criteria and were critically appraised using a modified version of the Joanna Briggs Institute Checklist for Case Reports.

Six key areas within NFA offences and their characteristics were identified as offering potential for differentiating acquaintance and stranger abductors: victim–offender relationship, number of victims and offenders, motives, modus operandi, victim injury, sexual assault and mechanism of death (in fatal cases). The results of this review are discussed with consideration given to investigative implications, limitations and directions for future study.

To the best of the authors’ knowledge, this paper is the first to systematically review the current NFA literature, from which pragmatic recommendations for practice and future academic enquiry are drawn.