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The purpose of this paper is to explore the efficacy of a targeted youth programme that promotes social-emotion learning through an experiential learning, on negative problem orientation (NPO), and to identify to what extent risk (of disengagement) would have an impact on the outcomes.

Participants were selected by their school teacher, using a risk selection tool and divided into two groups: “lower risk” and “higher risk” on the basis of three criteria (socioeconomic disadvantage, engagement and parental support). Participants were asked to complete the Negative Problem Orientation Questionnaire (NPOQ) before and after the programme.

Baseline NPO scores were significantly higher (indicating high levels of NPO) in participants who had a higher risk profile compared to those who had a lower risk profile, (t=17.79 (663), p<0.01). Overall, NPO decreased significantly from baseline to the end of programme assessment, (F(1,163)=41.0, p<0.01). Further analysis reveals that while there was a significant impact of the programme on NPO (greater than overall statistic) in higher risk young people (F(1,163)=63.8, p<0.01), there was no significant impact for those who were lower risk. This group scored slightly (but not significantly) higher than baseline (t=1.14 (664)=, p=0.253). There were no significant effects of gender (p=0.165) or ethnicity (p=0.72).

The results of this study may add value to this field of clinical and academic research that recognise the importance of interventions that use socio-emotional learning and experiential learning to minimise NPO. More specifically, the present research suggests that young people at risk of disengagement, who come from disadvantaged groups may benefit from an intervention. This has long-term implications as interventions such as these, have been shown to have the largest impact on student’s academic, behavioural, social-emotional and motivational outcomes and produce benefits to pupils’ health and well-being.

The present research may contribute to a better understanding of the mechanisms responsible for contributing to a programme that enhances psychological well-being through NPO.

The paper provides a good framework in terms of adding value for understanding the world of at risk young people and their psychological well-being and academic attainment, not to mention how this may affect young people in the long term. Mental health is a serious concern among young people and great cost to the NHS. Young people are not being seen by professions and the threshold is ever increasing. Prevention of the exacerbation of mental illness while waiting for treatment may be sought in interventions that concentrate on problem orientation.

The data analysis is applied to a specific group of at risk young people, on a novel intervention. Furthermore, there does not seem to be a large amount of research using NPOQ.

The aim of the current paper is to examine if participants attitudes and perceptions regarding risk leads to subsequent risky behaviours as this is indicative of sexual health and teenage pregnancy. The second aim was to explore if sense of coherence (SOC) (a predictor of mental health) mediates the relationship between perceived risk and risky health behaviours (RHB), or even be used as an indicator for RHB.

Young people from a targeted youth mental health programme for “at risk” teenagers, were asked to complete a battery of measures: SOC, The Adolescent Risk Behaviour Survey (ARBS) and RHB post-programme.

RHB such as drinking alcohol, taking drugs and smoking, correlated positively with attitudes to risk and negatively with SOC. Hierarchical regression analysis revealed that there was a significant relationship between ARBS and reported health behaviour, which was strengthened by SOC. SOC contributes to the relationship between attitudes and perception of risk and RHB, whereby individuals with stronger SOC were less likely to partake in RHB. Qualitative analysis revealed that the components of SOC (comprehensibility, manageability and meaningfulness) were perceptible six months minimum after the programme has been undertaken.

The present research was unable to obtain SOC baseline scores which could be used as evidence of the programme's impact. Furthermore, participants had completed the programme six months to six years previously, hence were relying on memory recall and self-report. Future research would incorporate three points of data collection on SOC in order to monitor change in relation to perceived risk and risk behaviours.

The paper provides a good framework in terms of adding value of the SOC concept for understanding the world of at risk young people and their psychological wellbeing, and a future tool for tracking whether changes occur. RHB in adolescence lead to health related problems as well as risk taking in adulthood, costing the NHS.

The intervention itself aims to target individuals at risk from being not in employment, education or training or teen parents which has wider social implications relating to educational engagement, health behaviours and the community.

The data analysis is applied to a specific group of at risk young people, on a novel intervention which uses an experiential learning model in order to encourage self awareness through the interaction with toddlers, as well as build self efficacy, improve mental health, self-esteem and decision making ability. The battery of measures used in combination within the research context is unique.

This paper aims to explore two factors that may moderate the relation between an individual’s ethical values and their evaluation of competing ethical and financial outcomes. It is argued that distance (i.e. low proximity) attenuates moral intensity, thereby inhibiting ethical decision-making (EDM). In contrast, it is argued that presenting outcomes in a separate social and environmental perspective in the balanced scorecard (BSC) increases EDM.

In an experiment, participants evaluated social outcomes presented in a BSC. Proximity and scorecard format were manipulated in a 2 × 2 factorial design.

The results indicate that physical and social proximity increase the extent to which performance evaluation is influenced by the ethical values of the evaluator. Contrary to expectations, BSC format did not influence the EDM of the evaluator.

Participants were undergraduate students which may limit the generalisability of the results. Further research should be conducted with practicing managers. The study focused on a particular ethical issue, hiring and training from the local community. Further research is necessary to consider the effect of personal ethical values on other aspects of corporate social responsibility (CSR).

This study indicates that ethical values will be less salient when the outcomes relate to distant locations. There are important implications for multinational corporations seeking to avoid the liability of foreignness in their distant operations.

Previous CSR research has focused on the institutional level. The focus of the authors on the individual’s decision-making process increases our understanding of the biases that can affect EDM.

The purpose of this paper is to capture students’ understandings of dyslexia as a component of identity. Specifically, the journey that students embarked on in order to contribute to self-understanding of learning and how dyslexia contributes to these experiences was examined.

This qualitative case study explored concepts of social identity theory, how students understood their dyslexia and whether or not labelling theory informed students’ identities through an arts-based phenomenological lens. Eight university students participated in a brief survey, a semi-structured interview and created artefacts representing their dyslexia, which facilitated dialogue about their individual experiences in a higher education context.

Interpretive phenomenological analysis revealed that student participants associated strongly with the identity of dyslexia; however they did not consider themselves to be part of a dyslexic group. They also discussed different routes that informed their decisions to undergo diagnostic assessments for dyslexia. Students did not report dyslexia identity as a label. Nonetheless, the students expressed that creating an artefact supported them to better understand and communicate their dyslexia.

Although visual methods are increasingly prevalent in educational research, they are not typical in the field of dyslexia in higher education. This research therefore engaged students in active self-reflection which provided valuable insight into the nature and diversity of the experiences that can emerge from identification of dyslexia at university.

There are increasing demands on professional accountants in practice to generate water accounts for clients using knowledge from other disciplines within and outside their firms. Whilst many professional service firms have a broad range of in-house and consulting expertise, professional groups within and between these organisations may not be generating and sharing the knowledge required for successful water accounting. The purpose of this paper is to explore how additional disciplinary skills for water volumetric measurement, understanding of licensing and allocations can effectively and efficiently be shared between the disciplines required to be involved.

Two cross-sectional semi-structured surveys developed using a social network lens were disseminated to Australian accountants operating in professional services firms, and the results were descriptively analysed.

The authors find that, whilst accounting and engineering are acknowledged as core disciplines for water accounting, there is a need for more standardised measures and frameworks across diverse scales to fit in with current reporting practices and meet stakeholder needs. These need to be nested in a water accounting regulatory model that includes the accountancy professional bodies as a platform for knowledge generation and sharing.

The paper provides evidence of perceived barriers to and pathways for interdisciplinary knowledge networks for a new type of accounting. It demonstrates how regulatory frameworks can potentially assist rather than impede accountants in their contribution to solving of complex corporate sustainability problems.

Meaningful feedback at work signals effective performance management. Drawing on a new perspective of the conservation of resources (COR) theory, this paper aims to examine the mediating effect of relational energy in the relationship between supervisor developmental feedback and subordinates' task performance with the moderating role of learning demands.

Data from 230 supervisor-subordinate dyads were collected at two time points of four enterprises in China.

The results support the proposed mediation effect that supervisor developmental feedback positively predicts subordinates' task performance via boosting subordinates' relational energy. Furthermore, the results highlighted the moderating role of learning demands in the relationship between supervisor developmental feedback and subordinates' relational energy. The moderated–mediated relationship for subordinates' task performance was also supported.

Drawing on COR theory, this paper contributes to a complete understanding of how supervisor developmental feedback may support or build employees' relational energy, facilitating task performance and further exploring learning demands as a boundary condition of this indirect relationship.