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The purpose of this study was to identify and understand the barriers and enablers to the implementation of youth peer support in a clinical mental health service. The development of a lived experience workforce in mental health is a key component of policy at both the state and the federal level in Australia. Implementing a peer workforce within existing clinical services, however, can be a challenging task. Furthermore, implementing peer support in a youth mental health setting involves a further degree of complexity, involving a degree of care for young people being invited to provide peer support when they may be still early in their own recovery journey.

This paper reports on a formative evaluation of the beginning stages of implementation of a youth peer workforce within an existing clinical mental health service in Melbourne.

The project found that it was feasible and beneficial to implement youth peer support; however, significant challenges remain, including lack of appropriate training for young people, uncertainty amongst clinical staff about the boundaries of the peer role and the potential for “tokenism” in the face of slow cultural change across the whole service.

Very little evaluation has yet been undertaken into the effectiveness of implementing peer support in youth mental health services. This paper offers an opportunity to investigate where services may need to identify strengths and address difficulties when undertaking future implementation efforts.

Discusses reasons for women not reaching the same level of achievement as their male counterparts. Details a number of ways in which power is biased in favour of men and identifies a number of sources of power in organizations. Gives women′s views of organizational politics suggesting that they fail to recognize the importance of political competence. Outlines a number of strategies women can adopt to develop political skills. Argues that men must recognize it is in the interests of the organization to allow women to advance to top management positions.

Empirical investigation into the e-learning innovation, FUSE Studios, is both timely and relevant because FUSE is rapidly expanding domestically and abroad and there is continued interest in the interdisciplinary fields of information and learning sciences in the constructs of choice and interest as they relate to the provision and design of learning experiences. In particular, this paper aims to contribute to scholarly and design-based conversations on how e-learning innovations – especially those situated within the digital youth and constructionism strands of research – can be designed in ways that support robust opportunities for learning for young people (Reynolds et al., 2019).

Drawing upon a large corpus of mixed-methods data including computer-generated activity log data, youth survey data and studio facilitator interview data, this paper examines patterns of use and interest-related experience among young people in a range of FUSE Studios settings across the USA.

The results suggest that student choice within FUSE’s curricular and Studio model tends to support a broad exploration of interests across a wide range of youth, rather than a deep dive into particular Science, Technology, Engineering, Arts, and Mathematics (STEAM) content areas.

Alongside the broad exploration that was found to characterize the patterns of student choice in FUSE Studios, a striking number of students from those surveyed reported that FUSE supported their interest development: they liked the FUSE challenges, were always able to find something of interest to do in the FUSE Studios and saw the FUSE challenges are supportive of their current and future interests. (See similar findings in Stevens et al., 2016). We understand these student self-reported experiences as evidence that the FUSE Studios model did well to encourage meaningful, interest-driven learning experiences for youth.

Committed to making research usable for practice, this paper offers implications for future e-learning designs that seek to make choice and interest central to the organization of activity and environment.

This study explores how the context of a classical Christian school (CCS) interacted with a how teacher taught and how students learned and experienced a unit about World War II.

A sixth-grade class was observed during their 13-day unit on World War I. The teacher was interviewed before the unit began to understand her goals for the unit and was interviewed after for her to reflect on her teaching and student learning. All classroom documents (notes, worksheets, essays) were collected. After the unit, each student participated in a think aloud of the assessment and reflected on their experiences during the unit.

The findings suggest that teacher and students were greatly impacted by the classical Christian nature of the school. The teacher used three biblical themes to frame the unit, which caused misconceptions for students. While students learned factual information about World War II, they struggled to relate the teacher's themes to World War II.

This study adds insights about teaching and learning history in a CCS and highlights the need for more research to explore what and how students in private religious schools are learning. While the teacher's themes could have been useful organizing concepts for the material, they instead complicated student learning.

Using brand netnography (analyzing consumers' first‐person on‐line stories that include discussions of their product and brand use), this article aims to probe how visitors interpret the places, people, and situations that they experience while traveling in Japan.

Through analysis of online consumer stories about their trip experiences, Heider's balance theory is applied to visitors' trip experiences. Follow‐up contact with the consumers allows application of autodriving methodology to gather additional post‐trip insights.

The results show immediate and downstream positive and negative associations of concepts, events, and outcomes in visitors' stories. Maps of consumer stories identify kernel concepts and include descriptions of how visitors live a specific destination's unique promises (e.g. distinct cultural history). Using the kernel concepts as a basis, Holt's five‐step strategy for building icons is applied to the travel destination to show how a destination can create a brand identity.

Bloggers reporting their travel experience may not be representative of the population of travelers. On the other hand, travel blogs potentially can influence trip planning by other visitors collecting travel information.

Blog reports represent an unobtrusive method of collecting emic interpretive information from consumers. Emic reporting provides deep insights about consumers' trip interpretations. Tourism and hospitality managers can use this information to improve service experiences and design communication strategies to strengthen positive iconic imagery reported by consumers.

Emic and etic interpretations of travel experiences create a bricolage of the travelers' experiences. Autodriving methodology is extended to tourism research to gather additional insights and to better clarify informants' interpretations. This article also expands on a revisionist proposal to Holt's five‐step strategy for building destinations as iconic brands and suggestions for tourism management.

Long COVID is a complex and highly heterogeneous condition with a variable symptom profile, and calls have been made for an integrated care approach to be taken for its management. To date, no studies have explored speech and language therapy services or needs associated with long COVID. This service evaluation aimed to gauge the level of demand on speech and language therapy services for individuals with long COVID in the UK; their clinical needs, the organisational arrangements of services and the barriers and facilitators of delivering quality care.

A service evaluation was undertaken via distribution of an online survey to speech and language therapists (SLTs) receiving referrals for individuals with long COVID. Analysis was completed using descriptive statistics, with thematic analysis to evaluate qualitative data.

One hundred and eleven SLTs responded. Eighty-six percent were seeing individuals with long COVID in their “everyday” service, in uni- or multi-disciplinary teams, without any “dedicated” resource. Dysphagia and dysphonia were the most reported symptoms. Most respondents (66.7%) indicated the individuals they were seeing were of working age, and that an individuals' speech and language therapy needs were impacting their wellbeing. Perceived barriers to quality care included fragmented and non-integrated care pathways. Multi-disciplinary and integrated working was a key enabler.

This study provides novel insights into the current speech and language therapy needs of and care pathways for individuals with long COVID in the UK SLTs have unique expertise and are integral to supporting individuals with long COVID and should be a part of integrated care teams.

This article investigates the leadership style of Jacinda Ardern, Prime Minister of Aotearoa New Zealand. It uses the model of Social Change Leadership (SCL) to evaluate her approach to leadership as well as some notable successes and failures of her premiership.

The article adopts a grounded theory approach in which five increasingly refined research iterations were conducted to detect and articulate patterns of significance (Strauss and Corbin, 1997). Ultimately, the team selected 19 leadership examples to be cross referenced with the SCL model.

The article finds that in terms of leadership style Ardern corresponds closely to the SCL framework. The 19 examples show clusters of behavior that clearly denote a SCL constellation in terms of her approach. It also finds, however, that in terms of performance goals there is a less clear picture with less coherence to the framework. These findings in turn point to an interesting potential tension in the SCL model that has hitherto not been acknowledged.

The article is the first of its kind to apply SCL to a major global political leader. It is the first structured, academic assessment of Ardern's leadership. It adds a theoretical contribution to ongoing discussions on the efficacy and utility of the SCL framework.

This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an exemplar, but the teaching strategies described can be equally employed in facilitating reflections on practice in real‐life multiprofessional teams.

Guided by self-presentation theory and social role theory, this study examines the different strategies elite female athletes used in personal branding on social media before and after becoming mothers. Scholars have investigated the authenticity of female athletes’ frontstage versus backstage representation on social media for branding purposes, but this study further expands on existing literature to review how female athletes would present themselves in the same realm once entering motherhood.

Through a content analysis, researchers evaluated whether there was a shift in three elite female athletes’ (Serena Williams, Allyson Felix and Skylar Diggins Smith) Instagram posts and captions one year before their pregnancy and one year after motherhood. A total of 732 posts were examined and were organized into six main categories: athletic, professional, promotional, personal, motherhood and dual identity.

Results revealed there was a difference in the self-presentation strategies used by the three female athletes on their social media pages. Specifically, the researchers confirmed the presence of a combined role of athlete and mother.

The findings support existing literature on the importance and the challenges of “balancing” a third identity of blending being both a mother and elite athlete as one. Yet, the findings challenge the previous notion that women cannot continue to perform at an elite level and manage the expectations that society institutes of being a “good mother.”