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Although Hispanics represent a large and growing proportion of the US workforce, little is known regarding the possible effects of their somewhat unique cultural values, beliefs, and practices on their experiences of work-family conflict or job satisfaction. This research tested theoretically derived hypotheses regarding the protective effect of a component of familism values, family as a source of social support, on these outcomes.

A moderated mediation model was tested using survey data from Hispanic professionals (N = 103).

As predicted, family support was negatively related to work interfering with family (WIF) and positively related to job satisfaction. WIF mediated the relationship between family support and job satisfaction. Additionally, gender moderated this mediated relationship such that the effects were stronger for Hispanic women than men.

Generalizability of the results should be explored by employing larger samples that include longer tenured workers, employees with higher degrees of management experience, and additional Hispanic subgroups. Results contribute to a growing body of research demonstrating beneficial effects of familism values for Hispanics.

Results suggest that organizations may benefit from taking active steps to support familism values among Hispanic workers.

This is the first empirical study to explore the possible benefits of family support values on workplace outcomes.

The purpose of this paper is to examine the extent to which perceptions of injunctive and descriptive norms for workplace organizational citizenship behaviors (OCBs) affect an individual’s frequency of performing such behaviors. The study also explores whether the effects of norm perceptions are moderated by the individual’s need to belong (NTB) to social groups.

Hierarchical regression analysis was used to analyze data from 77 employed MBA students. Perceptions of OCB norms and NTB were assessed with an initial survey. Eight weeks later, a second survey assessed the individual frequency of OCBs.

Descriptive norms, injunctive norms, and NTB independently predicted OCB frequency. Additionally, NTB moderated the effects of injunctive norm perceptions. The injunctive norm was particularly influential for employees high in NTB.

Limitations of this study include its cross-sectional nature and the possibility of common method bias.

Study results indicate that managers can encourage OCBs by drawing attention to the prevalence of OCBs in the workplace (descriptive norm) and by showing approval of OCBs (injunctive norm). Hiring those with high NTB will also increase OCBs and enhance the effects of any effort on management’s part to signify approval of OCBs. OCBs can also be encouraged through new employee orientation and training that emphasizes the descriptive and injunctive norms for OCBs.

This is the first study to demonstrate social norms and NTB as predictors of workplace OCBs. This study also provides the first evidence that the effects of injunctive norms are moderated by NTB.

The purpose of this paper is to report the results of a study comparing perceptions of discrimination for immigrant and US‐born Hispanics, focusing on Hispanic business professionals.

Data were collected via nationwide survey of over 1,500 Hispanic business professionals and analyzed via analysis of variance.

No significant differences with regard to perceptions of discrimination were found, although both groups reported some level of discrimination. Immigrants had comparatively lower salaries and higher levels of Hispanic identity, yet, no differences in job satisfaction between groups were found. Post hoc analyses found that immigrants were significantly more likely to seek out mentors and US‐born Hispanics were more likely to join affinity groups at work.

Too often, immigrants are misunderstood and mistreated in the workplace. The present study provides an examination of how immigrants might perceive these differences and potential avenues for employers to assess this valuable segment of the workforce are suggested.

The present study creates the groundwork for more future in‐depth studies of the immigrant work experience. To this point, little research has been done on the discrimination perceptions of immigrant populations. The present study compares the perceptions of US‐ and foreign‐born Hispanic professionals.

Purpose: In this chapter, we develop a conceptual model, the relational anger model (RAM). The model aims to better understand the receivers' attributions and emotion regulation strategies used in the face of intense workplace anger. We also report a test of this model in a workplace setting. Study Design/Methodology/Approach: The data were collected through a survey using a split administration design conducted in various industries. The analysis used PROCESS based on data gathered from 122 employees. Findings: The results indicated that perceptions of greater anger intensity are associated with lower target positive health (e.g., lowered work functionality). When attributions of higher sender anger intensity are viewed as appropriate, targets experience better health outcomes. Targets' attribution of lower sender anger intensity appropriateness is also associated with targets' reporting higher negative health outcomes (e.g., lowered self-esteem). Support for the full moderated mediation model of the effects of the ER strategies is not found. However, separate paths within the model are significant as outlined in the analysis throughout this chapter. Originality/Value: Overall, the RAM increases our understanding of a receivers' internal cognitive and affective processes in the face of workplace anger manifestations in organizations. Research Limitations: There is a possibility of common method variance affecting the study results, but a split administration design was used to minimize this effect. The study may also be affected by memory of the anger incident, which we tried to overcome using the Day Reconstruction Method.

Self-harm, including death from suicide, remains a significant public health challenge. The prison population is known to be a high-risk group for self-harm and suicide. The purpose of this study is to explore the trends in the frequency of self-harm over the course of the COVID-19 pandemic within a high-secure hospital. The authors hypothesised that the pandemic could adversely affect the mental health of patients, which could increase the rates of self-harm. Reasons for changes in the frequency of self-harm and the strategies used in response to the pandemic were also investigated.

This paper encompasses findings from a quality improvement project that investigated self-harming behaviours from February 2020 to February 2021 in a high-secure psychiatric hospital. Incidents of self-harm were recorded based on the hospital’s ward structure. Data was collected on the incidence of self-harm rates over the COVID-19 pandemic, with a focus on how the pandemic may have had an effect on self-harm.

This paper found an increase in the incidents of self-harm during the initial stages of the pandemic. The first national lockdown period yielded a rise in self-harm incidents from pre-COVID levels. The frequency of self-harm reduced following the first lockdown and returned to pre-COVID levels. The authors explored the psychological effects of COVID, isolation, interpersonal dynamics and changes in the delivery of care as reasons for these trends.

This study demonstrates the substantial challenges of the COVID-19 pandemic to secure psychiatric services. Having an awareness of how the pandemic can impact on self-harm is important, as it allows the correct balance of restriction of our patients’ liberty to a degree deemed necessary to control the pandemic and the delivery of effective patient care. The key clinical implications include the importance of direct face-to-face patient contact, effective communication, therapeutic interventions and activities, the psychological impact of quarantine and the influence the pandemic can have on an individual’s function of self-harm.

This paper is the first, to the authors’ knowledge, to explore the impact of COVID-19 in a high-security psychiatric hospital. The authors also explore possible explanations for the changes in the trends of self-harm and include the consideration of strategies for improving the prevention and management of self-harm in high-secure settings during a pandemic.

Purpose – This chapter discusses the application of the Gradual Release of Responsibility (GRR) to school change and the learning of groups of leaders, teachers, and students. Specifically, the authors describe the Seven Levels to Success, a model for school change that supports teachers in building their school’s own staircase (coherent) curriculum in literacy. The authors discuss the effectiveness of this model for capacity building – giving schools a “deep bench” of leaders and teachers who can sustain improved student achievement over a period of years.

Design/Methodology/Approach – The theoretical underpinning of this research is provided by the Vygotsky Space, a construct that shows how learning may be understood in terms of the intersections of collective and individual actions, and public and private settings. This construct allows us to understand what drives a school’s advancement through the Seven Levels and how that advancement can be restarted after it has been slowed or interrupted. The authors report findings about school change from 20 years of work in 264 elementary and secondary schools, reflecting a wide range of students and communities across the United States.

Findings – While schools’ typical advancement in the Seven-Level model is neither steady nor linear, it adheres to an overall pattern: Leaders must take ownership first, followed by teachers and then students. To build their school’s staircase curriculum, teachers must see themselves as creators rather than consumers of curriculum. Teachers who see themselves as creators take ownership of their curriculum. Their deep understanding of the curriculum promotes continuous improvements and related success in improving their students’ literacy learning. Four case examples illustrate change in a variety of school settings, providing existence proofs of how the Seven-Level model functions to improve students’ literacy learning.

Research Limitations/Implications – The authors highlight the importance of the school as the unit of analysis in change efforts, and of understanding a school’s progress over time. The authors emphasize considering the role of multiple constituencies, beginning with school leaders and encompassing teachers, students, and families. One implication of this study is that more attention should be paid to the role of school leaders – administrators, curriculum coordinators, and teacher leaders – in setting the stage for sustainable improvement.

Practical Implications – The authors provide guidance to practitioners working on school change within the framework of the Seven Levels to Success and other social constructivist models. Specifically, the authors give examples of relevant actions external consultants and school leaders take at critical junctures in a school’s progress.

Originality/Value of Paper – This chapter breaks new ground in applying the GRR model and the Vygotsky Space to the area of school change in literacy. Summarizing 20 years of work with the Seven-Level model demonstrates potential of teacher-developed curricula for the sustainable improvement of students’ literacy learning.

Investigates employment discrimination in Canadian Schools of Business. A review of Statistics Canada data on student (1971, 1978) and faculty composition (1980, 1985, 1989) demonstrates that the number of females as a percentage of undergraduate and graduate students of business has increased significantly as has the total percentage of female faculty. Females are, however, significantly under‐represented in senior academic positions of associate and full professors with little change over the study period. Discusses barriers to academic attainment and the consequences to feminist research in the administrative sciences.

The purpose of this paper is to evaluate provider outcomes in response to two modes of suicide prevention training (e-learning and in-person) and a control group. The Collaborative Assessment and Management of Suicidality (CAMS) was adapted for e-learning delivery to US Veterans Administration mental health providers. Outcomes include: self-evaluated beliefs, ability, and self-efficacy in managing suicidal patients.

This study used a multicenter, randomized, cluster design to test the effectiveness of e-learning vs in-person conditions CAMS for changes in provider outcomes.

Survey scores showed significant improvements for both the e-learning vs control and the in-person vs control between pre-intervention and post-intervention; however, the e-learning and in-person conditions were not significantly different from each other.

Limitations of the study include that there were drop-outs over the study period and the survey questions may not have captured all of the aspects of the CAMS training.

Results suggest that e-learning training modules can provide comparable outcomes to in-person training for suicide prevention.

More providers may have accessible training materials for managing suicidal patients.

Currently practicing providers now can choose between two equivalent training modalities for improving the management of suicidality in their patients.