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Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students.

Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes.

Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness.

The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews.

This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities.

This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

The purpose of this study is to measure local climate change response capacity and identify the existing gaps between local climate change action plans and land use plans.

This study uses content analysis method to statistically analyze 40 pioneering local jurisdictions' climate change action plans and land use plans.

The results show significant gaps in the two types of plans. Local climate change action plans have a higher quality of plan components including factual basis, targets, coordination, and communication than local land use plans. However, local land use plans have an even higher quality of policy plan components than action plans.

This study has extended established climate change concepts and practices by incorporating climate change considerations into the existing framework of local decision making.

The purpose of this paper is to communicate the positive and challenging aspects of a Master of Education program, as perceived by Chinese students at an Atlantic Canadian university.

Assuming a qualitative methodology, 21 Mainland Chinese students participated in individual, paired, and focus group semi-structured interviews. Interviews were member checked. Data were analyzed through content analysis. The findings are discussed using Deardorff’s (2006, 2009) concept of intercultural competence.

Students perceived the best features of their educational experience to be personable instructors, their enhanced English skills, and practical course-based experiences embedded in the program. The main challenges were social isolation, English language requirements and related assignments, and theoretical expectations of the program.

This study contains a somewhat small qualitative small sample size (i.e. 21 participants), therein, disabling any generalization of results. In other words, the data findings are unique and non-generalizable beyond the particular research case. However, transferability, which refers to the extent in which the results of an original study can be applied to similar people, contexts, or settings (Lincoln and Guba, 1985), may be applied to the findings if the reader deems the context of this study in alignment with his/her situation.

Approximately, 82 percent of Canadian universities rate internationalization as a top priority, supporting the need for research in this area. An implication of the study is that internationalization of higher education must be more than just the recruitment of international students. Universities have direct and fiduciaries responsibilities to support the academic needs, personal needs of their international students, as well as the intercultural competence of all students, instructors and staff.

There is a plethora of research documenting experiences of international students, in general, but such research is not directly transferrable to the Chinese student. The issues and problems encountered by Chinese international students are unique and should be addressed independently from international students. Moreover, a lot of the research that focuses on Chinese students enrolled in North American universities, predominantly, is conducted within the USA, and such research tends to spotlight the challenges only. In turn, the authors’ research addresses a specialized focus of the international Chinese student in Canada.

The purpose of this paper is to explore factors contributing to non-participation in a workplace physical activity (PA) intervention in a large UK call centre.

In total, 16 inactive individuals (nine male/seven female), aged 27±9 years, who had not taken part in the intervention were interviewed to explore their perceptions of PA, the intervention and factors which contributed to their non-participation. Transcripts were analysed using thematic analysis.

Six superordinate themes were identified: self-efficacy for exercise; attitudes towards PA; lack of time and energy; facilities and the physical environment; response to the PA programme and PA culture. Barriers occurred at multiple levels of influence, and support the use of ecological or multilevel models to help guide future programme design/delivery.

The 16 participants were not selected to be representative of the workplace gender or structure. Future intentions relating to PA participation were not considered and participants may have withheld negative opinions about the workplace or intervention despite use of an external researcher.

In this group of employees education about the importance of PA for young adults and providing opportunities to gain social benefits from PA would increase perceived benefits and reduce perceived costs of PA. Workplace cultural norms with respect to PA must also be addressed to create a shift in PA participation.

Employees’ reasons for non-participation in workplace interventions remain poorly understood and infrequently studied. The study considers a relatively under-studied population of employed young adults, providing practical recommendations for future interventions.

Due to the projected increase in the older adult population, occupational therapy providers will have an increasing role in supporting health outcomes for older adults in the coming years. The purpose of this systematic review was to determine the effectiveness of occupational interventions to promote home safety in older adults.

This systematic review followed the Preferred Reporting Items of Systematic reviews (PRISMA) guidelines. Articles were double screened by separate researchers, then exported and managed in EndNote. The Risk of Bias Table determined certainty of evidence for themes.

Three main preliminary themes were identified from the 17 included articles. Themes include multimodal interventions (n= 6), exercise interventions (n= 9) and home modifications (n = 2). None of the articles explicitly defined home safety, but distal outcomes related to safety included: increased strength, balance improvement and functional mobility.

Importantly, an absent consensus for a definition of home safety limits the results of this systematic review while at the same time providing opportunity for future research.

Exercise combined with nutrition provided the strongest intervention evidence for physical functionality. Additionally, home modifications alone may be insufficient to result in improved home safety.

An occupational therapy’s (OT) holistic approach benefits older adults through evidenced-based interventions improving home safety, independence in functional tasks and overall quality of life.

Findings provide clinicians with information on the effectiveness of interventions within the scope of OT that can be implemented within the home to promote home safety.

Home buyout programs are typically funded by the federal government and implemented by local agencies. How these agencies design and implement buyouts has considerable impacts on participating households and communities, making understanding the internal processes of implementing agencies a critical component of buyout research. This study addresses this issue by exploring the early design and implementation phases of a buyout program in Harris County, Texas, following Hurricane Harvey.

Data were collected via semi-structured interviews with buyout staff and government stakeholders. Data were analyzed in two phases using grounded theory methodology and holistic coding.

There was considerable tension regarding the role of buyouts in mitigation and recovery. Participants conceptualized buyouts as mitigation programs, but recognized that residents, in contrast, viewed buyouts as a tool for household recovery.

This study adds to questions raised in the literature about the efficacy of buyouts and other relocation efforts implemented in response to disasters and global climate change. Future research should work to build systematic knowledge regarding design, implementation, and impacts of buyouts on affected households and communities.

Tension in the purpose of buyouts may be the cause of consistent shortcomings in buyout implementation including attrition, checkerboarding, and transfer of risk. Funding, timing, and the scale of buyouts do not align with household recovery needs and priorities, limiting the mitigation potential of buyouts.

This study identifies a fundamental tension in the purpose of buyout programs that has yet to be discussed in the literature.

As Ratnam makes clear, a cultural–historical perspective on teacher/faculty excessive entitlement is indispensable if we are to use this concept to work with, rather than undermine, education practitioners. In this chapter, a networked relational model of activity is proposed as a tool for understanding excessive entitlement from a cultural–historical activity theory (CHAT) perspective, so that the transformative potential of both entitlement and the modeling of it may be harnessed. The networked relational model, which represents CHAT activity systems as a hand-draw or painted network of relationships between actors and artifacts, allows its creators, in their capacity as researchers or academics, to use it as an imaginative artifact in the Wartofskian sense. That is, by representing activity systems of academic performance as networks of interacting entities, the emergence of excessive entitlement can be traced to, and perhaps mitigated through the relationships that they represent. In this regard, the why, what, and how artifacts proposed by Engeström are taken up as useful means for enhancing the functioning of the networked relational model not just as a tool for analyses of entitlement but also a means for envisioning alternative countercultures into being.

Positive behaviour support (PBS) is currently considered best practice for managing challenging behaviour in young people with intellectual and developmental disabilities. A key principle of PBS is that all members of the person’s support network participate in the assessment and intervention. It is, therefore, important to understand what factors act as facilitators or barriers to family engagement; however, research in this area is limited. The purpose of this paper is to conduct a novel piece of qualitative research analysis into experiences of family members of young people who have received family-based PBS.

Eight parents of a young person with an intellectual or developmental disability who had received PBS were interviewed about their experiences and factors they found helpful and hindering in terms of their engagement. Thematic analysis allowed a detailed and robust interpretation of the qualitative data.

Five superordinate themes were identified, namely, PBS is more than just strategies, considering the family context, the therapist/family relationship, acknowledging challenges and the ongoing nature of the problem and supporting family member change.

Although research was rigorously conducted, the small sample size mean findings should be considered preliminary.

The literature related to family engagement in PBS is limited and largely based on the opinions of professionals. This study identified factors that parents themselves felt were helpful and hindering in terms of their engagement and offers practical suggestions for services and future research.

I build on a strong foundation of prior studies about expatriate compensation in general to provide an overview of changes in expatriate compensation, from home- to host-based approaches, during the past 10 years.

Underpinned by findings from academic and practitioner literature, I review and integrate studies of expatriate compensation and global talent management to outline the challenges and opportunities home- and host-based compensation approaches present to MNEs.

Home-based compensation is becoming an outdated and overly expensive model that is often ineffective in moving MNEs’ global competitive advantage to where it needs to be, leaving host-based approaches as the only alternative. But the use of host-based “cheaper” compensation approaches can also lead to unintended outcomes for MNEs in terms of unforeseen opportunity costs (such as the loss of critical talent) arising from shortsighted compensation decisions.

I argue that expatriate compensation works best when it is not based on an employees’ home-country status but instead on the role that he or she performs locally. I suggest a host-based compensation approach — global compensation — that is based on the worth of the position rather than where the individual has come from. Such an approach is more equitable because it is performance-based thereby eliminating overpaying and perceived unfairness. It is much simpler to administer than home-based compensation because it represents an extension of most MNEs already existing domestic (home country) pay-for-performance model.

Despite more than 10 years of new compensation practices being implemented and reported by global mobility practitioners, very little has been studied or written by scholars about some of the recent changes in expatriate compensation over the past decade. The chapter addresses this gap in academic literature.