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People who are “othered” confront an epistemic injustice that silences and discards their knowledge. Rather than being actors in their own future, people in positions of authority dictate prescriptive procedures, removing marginalized individuals – and often the communities that care about them – from participating in what could be real and sustainable solutions to harmful social conditions. These injustices create us/them narratives, which can become social landmines that may explode under pressure. Restorative practices prize shared learning and decision-making to harness collective energies around a common purpose to repair relationships. Dialogue facilitated in a circle format ritualizes acts of inclusion and utilizes the power of followership – those without formal authority – to create a shared understanding. Revealing complexities beyond a myopic us/them perspective expands cognitive empathy and refocuses participants on unmet needs to help defuse social landmines. This chapter illustrates three inclusive circle processes that can be employed to uphold human dignity by affirming belonging within a diverse community and honoring all people’s voice and agency. Dialogue circles respond to the injustice of being othered by granting people the right to interpret their own lives. In Detroit, Guatemala, and Singapore, facilitated circles create space for reciprocal storytelling and foster social connections among neighbors, police, and migrants. Most significantly, people become stewards of their future, not problems to be managed, kindling life-affirming resolve collectively supported within their communities.

The purpose of this paper is to develop an understanding of the experience of secure care from the patients’ perspective.

A systematic review of qualitative literature was conducted. The data was sourced from the electronic databases: PsychINFO, CINAHL, Medline and the Web of Science Core Collection using pre-defined search terms. A total of 17 studies, conducted in various countries worldwide and covering high, medium and low secure inpatient settings, were included for review. The analysis involved integrating findings from across the literature and was guided by thematic synthesis.

A total of eight themes were generated from the data, three of which provided an understanding of the experience of forensic secure care, and the remaining five themes provided an understanding of the factors which may influence the experience of secure care.

Developing understanding of patient experience can lead to service improvements, potentially impacting patients’ motivation and engagement and thus reducing admission times, potential recalls and recidivism.

To the best of the authors’ knowledge, this is the first systematic review to date to exclusively explore the broad topic of the patient experience of secure mental health care.

This study analyses interlocking directorates from the perspective of an emerging market, Mexico, where formal institutions are weak, and family firms with high ownership concentration dominate. It responds to recent calls in the literature on interlocks, which urge the differentiation between family and non-family businesses and to complete more research on emerging economies.

A database was constructed for 89 non-financial companies (52 family-owned) listed on the Mexican Stock Exchange (BMV) from 2001 to 2014. This period includes normal times and an episode of financial crisis (2009–2010). To test the hypotheses, a dynamic panel model (in two stages) is used, applying GMM.

In normal times, the advantages of Board Chairman (COB) interlocks for the performance of publicly traded Mexican family firms are obtained regardless of the weak formal institutional environment. By contrast, during financial crisis, interlocking family COBs are more likely to jointly expropriate minority shareholders with actions that further their family objectives, which mitigates the positive effect of interlocks on performance. These findings contrast with the insignificant effects of COB interlocks found for non-family corporates.

A new framework is proposed which, through agency theory, finds points of concordance among resource dependence and class hegemony theories, to understand the effect of interlocking directorates on the performance of family firms operating in Mexico. The results of the empirical exercise for family companies listed on BMV during normal and financial crisis periods suggest its applicability.

Mothers play important roles in their families' lives. When they are high performance athletes, they need specific supports that will enable them to excel in their roles as mother athletes. The feminist qualitative research in this chapter is based on data from two studies drawn from semi-structured interviews with elite female distance runners: 14 in 2013–2014 and 11 in 2021. We address two questions: (1) what are the considerations that elite female distance runners make around planning their pregnancy(ies) and family lives? and (2) how have experiences shifted between athlete interviews in 2013–2014 and a new cohort of athletes in 2021? In order to address these questions, we drew on three complementary theoretical approaches: liberal feminism, radical feminism, and strategic essentialism. Further, we then used thematic analysis and generated three broader themes about elite female distance runners that aligned with both cohorts of athletes. First, athletes are forced to plan/strategize their pregnancies around finances, competitions, contracts, and spousal supports due to the lack of support from athletic governing bodies or corporate sponsors. Second, female athletes who choose to have children experience stress and uncertainty in their athletic careers that their male counterparts do not. Third, elite female athletes are demanding that further change occur to address these inequalities, and participants offered a number of potential solutions to improve supports for these athletes. Although solid progress has been noted in the timeframes of our two cohorts, further commitment from athletic governing bodies and corporate sponsors is needed to work toward gender equity in athletics.

Leading up to and now living amid the Covid-19 pandemic, teachers are faced with strong incentives, even pressure to adopt and use digital technologies. Previous research has focused on teaching with digital technologies as a matter of believing in their importance and receiving specific preparation for integration strategies. Further, teaching with technologies must appear “seamless” during instruction to not distract from what is regarded to be the more important subject matter knowledge. In this chapter, I review and problematize digital instruction focused on convincing teachers to integrate strategies that use digital technologies in a “seamless” way and then propose an alternative view emphasizing posthumanist, relational views of integrating digital technologies.

This study aims to investigate how phishers apply persuasion principles and construct deceptive URLs in mobile instant messaging (MIM) phishing.

In total, 67 examples of real-world MIM phishing attacks were collected from various online sources. Each example was coded using established guidelines from the literature to identify the persuasion principles, and the URL construction techniques employed.

The principles of social proof, liking and authority were the most widely used in MIM phishing, followed by scarcity and reciprocity. Most phishing examples use three persuasion principles, often a combination of authority, liking and social proof. In contrast to email phishing but similar to vishing, the social proof principle was the most commonly used in MIM phishing. Phishers implement the social proof principle in different ways, most commonly by claiming that other users have already acted (e.g. crafting messages that indicate the sender has already benefited from the scam). In contrast to email, retail and fintech companies are the most commonly targeted in MIM phishing. Furthermore, phishers created deceptive URLs using multiple URL obfuscation techniques, often using spoofed domains, to make the URL complex by adding random characters and using homoglyphs.

The insights from this study provide a theoretical foundation for future research on the psychological aspects of phishing in MIM apps. The study provides recommendations that software developers should consider when developing automated anti-phishing solutions for MIM apps and proposes a set of MIM phishing awareness training tips.

The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.

This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.

The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.

For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.

This paper describes the process of developing training for student employees at a reference desk in which students assist peers and others in the community with research help.

This case study details the process as well as the challenges in developing training that is helpful for student employees in performing day-to-day tasks at a reference desk and incorporates diversity, equity, inclusion and accessibility (DEIA) and high-impact practices (HIPs).

Training for student employees that prepares them for library work and incorporates DEIA and HIPs can be developed. These ideas can be incorporated into training for all library employees, not just students.

This article aims to assist others in developing training for front-line student employees that incorporates DEIA and recognizes the importance of HIPs.

DEIA and HIPs are considered throughout the development and implementation of training for student employees. Librarians have been training student employees to assist their peers with research for many years. This approach goes beyond the training that is needed to do a job and takes DEIA and student development through HIPs into account.