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The various levels of research support undergirding effective practices are outlined. Evidence supporting specific programming, service delivery models, and curricular interventions, and a subset of research-based classroom strategies for talented learners is reviewed. Trends and innovations for effective practices in the future are suggested.

Purpose: Prior work has convincingly argued that social inequalities arise from the basic human tendency to place others into social categories with different cultural meanings and to allocate resources unequally across those categories. However, few studies have sought to identify the micro-level mechanisms that sustain and justify this categorical inequality. In this research, I show how affect control theory (ACT) can be used to generate novel predictions about the interaction processes that perpetuate stratification.

Methodology/Approach: I present a series of analyses based in ACT that examine (1) whether categorical inequality is reflected in cultural sentiments for social groups, (2) whether patterns of normative behavior and social treatment vary based on category membership, and (3) whether interactions produce different emotions based on category membership.

Findings: Analysis 1 identifies four distinct patterns of cultural meanings that differentiate the groups studied. Analyses 2 and 3 show how these differences in cultural meanings produce categorical inequality through interpersonal behavior and emotional experiences in normative social encounters. Unequal cultural meanings for social groups correspond with their positionality in the social order and support patterns of situated behavior and emotions that keep groups with different levels of status and power separate and unequal.

Originality/Value: This research shows how social norms constrain and enable actions and emotions by members of different social categories, how they depend on the combinations of actors who appear together in a given social encounter, and how they contribute to the reproduction of inequality in ways not well accounted for by earlier work.

This chapter examines the scope and value of activist criminology, and questions whether it should be defined in relation to its means or its ends. It also outlines the nature and potential value of something that the author describes as Janus-faced criminology – an amalgam of activist and administrative criminology, and one which therefore straddles two very different sets of goals and priorities. To explore these issues, this chapter draws on some recent work that the author conducted in the UK with the cross-party parliamentary Youth Violence Commission. Ultimately, the author contends that Janus-faced criminology has its place in advancing the causes of social and legal justice in the years ahead.

The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.

Purpose: We examine how one's occupational class affects emotional experience. To do this, we look at both general affective outcomes (job satisfaction, respect at work, and life happiness) and the experience of specific positive emotions (overjoyed, proud, and excited) during the week.

Methodology/Approach: Using affect control theory simulations, we find the characteristic emotions of four occupational classes, derived from Maloney's (2020) block model analysis: everyday specialists, service-to-society occupations, the disagreeably powerful, and the actively revered. Using these characteristic emotions, we make predictions about how likely it is that individuals in these occupational classes will report workplace affective experiences: job satisfaction and respect at work, and broader affective experience: general happiness in the prior year. Lastly, we generate and test predictions about everyday emotional experience of positive emotions.

Findings: We find mixed results for our hypotheses. In general, our predictions regarding the actively revered as the highest status block in Maloney (2020) are supported for general happiness, job satisfaction, and daily emotional experience. However, we find higher probabilities of happiness and job satisfaction for the disagreeably powerful, a lower evaluation but higher power block, than were expected.

Research Limitations: The current analysis uses only 268 occupations out of the 650 occupational titles in the US Census three-digit occupational codes. An analysis that includes the entire occupational structure would be more definitive. Additionally, it would be preferable to have emotion-dependent variables that were specifically tied to work, rather than broader emotional experience, to have a cleaner test of our hypotheses about occupational identities.

Practical and Social Implications: Prior research has shown how the emotional experiences associated with different identity labels can explain mental health outcomes, workplace anger, and broader patterns of inequality (Foy, Freeland, Miles, Rogers, & Smith-Lovin, 2014; Kroska & Harkness, 2008, 2016; Lively & Powell, 2016). Understanding how occupational class elicits certain types of emotions in everyday interactions may help scholars explain differences in health and overall life satisfaction across occupations that are not explained by material resource differentiation.