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What is the role of ethics and values in justice and the role of justice in ethics and values? How do we do them? These questions, ever-present and often unacknowledged, undergird efforts to survive, practice mutual aid, and work to prevent and address harms produced through disasters and environmental change.

Emerging from the teachings of Reverend Richard Krajeski and to honor his call, a group of his mentees, collaborators, and co-conspirators organized a special session at the July 2020 Natural Hazards Workshop, Just Dialogue: An Intergenerational Conversation on Justice, Sustainability, and Abundance. Enough is abundance, as Dick Krajeski, a longtime leader in the hazards community, was known for saying. In this way, he reminded us that that when we live as if we already have enough, we live sustainably and in ways that help lift oppression and reduce inequality and injustice. The session brought together people from diverse and intersecting places of Dick’s life for an intergenerational conversation about hope and healing, and invited the Natural Hazards community to engage in a just dialogue to which we bring our whole, true selves (open and vulnerable) to ask – what are the questions for the Natural Hazards community to be questioning, and to be asking, to motivate change and to move our systems of research and practice toward more equitable futures for all?

The erosion of ‘trust’ (among citizens as well as within and between institutional levels) is a worrying aspect of these turbulent times in Europe and beyond. Trust (between citizens and institutions, citizens and experts, policymakers and experts, and among different levels of governance) is crucial in all dimensions of disaster resilience. Risk perceptions stem from a complex web of feedback between individuals, communities, institutions, and experts. Sometimes, institutions and experts are slow or even resistant to accepting signals and knowledge about risks coming from the grassroots. Or, it is the other way around, and citizens are skeptical about the information coming from institutions and experts. Thus, trust must work in all directions (from citizens to institutions, from experts to citizens, etc.) to build a cooperative framework for action.

Our article aims to explore the construction of trust and distrust in communities dealing with historical, actual, or potential disasters by putting forward a three-dimensional approach (societal, cooperative, and institutional). We convey the idea that less tangible aspects such as culture, contextual history, knowledge, and habits shape the perception of risk, the degree of preparedness and, ultimately, the impacts of environmental changes.

These elements affect cooperative behaviors, and it is expected that the institutional environment – which will vary across domestic, national, and regional contexts – will play a significant role in nurturing trust or distrust in relation to disaster risk.

This article will offer valuable insights by developing a new conceptual framework that can be translated and validated by future research.

In a past era, alchemists believed they could magically transmute lead into valuable gold. Science has progressed a substantial distance since then and for decades nuclear and particle physicists could change various materials into gold. When considering technology, leaders are faced with a comparable challenge: How does one leverage technology to create unique organizational value? To manage emerging technologies effectively to create organizational value, managers will need to lead the producers and practitioners of technology effectively. In the age of global interdependence, organizations must abandon old outdated perspectives.

Technology is a force which drives itself. Organizations must adopt to emerging technology or risk being obsolete. Leveraging technology to create value involves more then circumferentially managing technology. To create value, leaders must encourage staff to transmute technology. The principles and practices of quantum leadership provide for this possibility. This chapter will irradiate why simply managing technology does not offer organizations the maximum value from technology. The reader will be introduced to the four core features of quantum leadership: duality, superposition, entanglement, and observation. With this groundwork, the principles and practices of this leadership perspective will be discussed in context of transmuting technology into unique organizational value. Which lens one uses to see which possibility becomes reality are exclusively in the eyes of the viewer. Using information systems technology, artificial intelligence (AI), and 5G technology as the exemplars, readers can decide whether to accept, reject, or suspend judgement on using quantum leadership as the perspective to transmute technology into valuable organizational gold.

Maintaining a healthy and productive workforce is a challenge for most organizations. This is even truer for health organization, facing staff shortages and work overload. The aim of this study is to identify the resources and constraints that influence managers' mental health and better understand how they are affected by them.

A qualitative approach was chosen to document the resources, the constraints as well as their consequences on managers in their day-to-day realities. The sample included executive-, intermediate- and first-level managers from a Canadian healthcare facility. A total of 62 semi-structured interviews were conducted. The coding process was based on the IGLOO model of Nielsen et al. (2018) to which an employee-related level was added (IGELOO).

Results highlight the importance of considering both resources as well as constraints in examining managers' mental health. Overarching context, organizational constraints and the management of difficult employees played important roles in the stress experienced by managers.

The results offer a better understanding of the importance of intervening at different levels to promote better organizational health. Results also highlight the importance of setting up organizational resources and act on the various constraints to reduce them. Different individual strategies used by managers to deal with the various constraints and maintain their mental health also emerge from those results.

In addition to addressing the reality of healthcare managers, this study supplements a theoretical model and suggests avenues for interventions promoting more sustainable organizational health.

The purpose of this paper is to describe family intervention (FI) with four families in which the service user is under the care of forensic mental health services. There is a focus on identifying how systemic practice is used or adapted in working with families who have a family member who has presented risk and caused harm.

Four case studies are used to provide a basis for the exploration of commonalities in practice between the cases and the utility of FI within forensic services, which have the dual purpose of promoting mental health recovery and reducing offending/risk behaviour.

Family work can be a key healing tool in the recovery journey of forensic service users and their families. An integrated systemic and psycho-educational FI approach was found to be appropriate in the cases described. Issues particular to forensic services are identified; these include the role of safety planning; the function of talking about the history of trauma in the family including the impact of offending behaviour; mediating difficult relationships between family members and professionals; and overcoming barriers to having difficult and emotive conversations.

The absence of outcome assessments limits the findings to observational data and self-reported experiences from the authors.

FI can be safely and effectively used within forensic settings, facilitated by practitioners competent in working with trauma and complexity, as an integrated component of the therapeutic treatment.

There are recognised barriers to the provision of FI within forensic settings, with limited research regarding the application of such therapies with forensic patients and their families. This paper adds to the small pool of knowledge regarding useful applications of FI in such settings.

The purpose of this study resolved to evidence worldwide studies addressing the effects of the global COVID-19 pandemic on higher education (HE) academic staff. Particularly in relation to wellbeing and pedagogical role, as part of a parallel study exploring the impact of COVID-19 on academics’ pastoral role.

The systematized review identified eight relevant studies that shed light on the impacts of the COVID-19 pandemic on university academics’ well-being.

The review highlights the paucity of research in this area, with no studies, at the time of the review, considering how academics responded to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them.

Firstly, only eight relevant studies were included, affecting generalisability of results owing to uneven distribution between geographic regions. Secondly, participants across the eight studies accounted for less than 0.05% of a population of 6 million university academics worldwide (Price, 2011). Thirdly, most of the studies used cross-sectional design, limiting assessment of the longer-term impact of an evolving HE landscape.

The findings of this systematized review can be placed in the context of illuminating research deficits within a shifting HE landscape. Specifically, no studies that the authors are aware of have investigated how academics are responding to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them.

In providing pastoral support to students, the mental well-being of academics is frequently ignored (Urbina-Garcia, 2020). The provision of well-being support by university management for academics appears to be “limited to non-existent” (Hughes et al., 2018, p. 49). Critically, the Coronavirus pandemic appears to have both accelerated and precipitated a step-change to pastoral care within the HE teaching ecosystem. The impact of a broadening pastoral role on academics' well-being has yet to be fully realized and understood. The authors have subsequently conducted an empirical study to address this embryonic area of research.

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.