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Many psychiatrists and trainees in Aotearoa New Zealand used telepsychiatry during COVID-19 lockdowns, despite minimal experience and training in the area. Research on a culturally safe telepsychiatry framework is lacking in Aotearoa. This study aims to provide a better understanding of telepsychiatry in the Aotearoa context and identify potential gaps with the current practice, with a focus on exploring telepsychiatry use with Maori, Pacific peoples and Asians.

This qualitative study was guided by the principles of the Kaupapa Maori methodology and the “Give Way Rule” from Pan-Pacific studies, to ensure culturally appropriate analysis and outcomes. Semi-structured interviews were conducted with a sample of psychiatrists and trainees recruited from Aotearoa members of the Royal Australian and New Zealand College of Psychiatrists. The qualitative data were then analysed using general inductive thematic analysis to identify the major themes.

In total, 18 participants were interviewed. Three key themes were identified: cultural safety such as preparation for a telepsychiatry session, cultural practices and equity issues; clinical practice such as continuity of care, patient selection and limitations; and process of running a telepsychiatry service.

The analysis of the main themes gives both practical ideas for providing a culturally safe telepsychiatry appointment, as well as a wider base for developing a telepsychiatry service that works particularly for Maori, Pacific and Asians mental health users. Issues around resources and expertise in the field are lacking and further frameworks to support infrastructure and training are needed.

Parkruns are weekly, free, community-based, 5 km runs around open spaces, with a growing body of research indicating their social, physical and psychological benefits. Thirty-one custodial establishments in England and Wales regularly offer parkruns. The purpose of this paper is to consider prisoners' experiences of parkrun in custodial settings, and these are discussed in the context of the evidence base regarding parkrun in the community and the wider literature on prison sport, desistance, and rehabilitation culture.

Using an inductive, qualitative approach, data was collected at three English prisons, via semi-structured interviews with 24 adult male prisoners who participated in parkrun. Data was subjected to thematic analysis.

In total, five themes reflecting positive experiences associated with custodial parkrun were identified: connection with others; healthy living; a safe and predictable exercise environment; a sense of purpose; and a re-humanising experience. Factors appearing frequently in the wider parkrun research are present in the perceptions of parkrunners in custody. In addition, factors deemed important to desistance and promoting a rehabilitation culture were also found in the experiences of the sample.

The work emphasises the successes of His Majesty’s Prison and Probation Service (HMPPS) and parkrun working in partnership to support custodial events. By highlighting the positive experiences of custodial parkrun on prisons and prisoners, the authors anticipate that their findings may encourage further sites to consider launching parkrun events and prompt existing sites to consider their events in line with efforts to promote desistance and a rehabilitation culture.

To the best of the authors’ knowledge, this is the first paper to explore custodial parkrun. The findings indicate that custodial parkrun supports HMPPS strategic goals by offering an opportunity for prisons to promote desistance.

The purpose of this paper is to provide rich, qualitative insights around internal communication in strategic communication agencies, addressing the evolutions in expectations and best practices for agency leadership through COVID-19.

Qualitative interview study with 18 US-based leaders of public relations and advertising agencies to examine their experiences of leading and managing strategic communication teams during COVID-19.

Synthesized findings around changes in leadership values and important facets of ongoing internal crisis communication led to the development of the following five categories—Improvisation and Flexibility, Transparency and Trust, Ownership and Embodiment, Care and Empathy, Relationships and Resilience.

Using a high-value sample, the study is the first (to the best of the authors' knowledge) to focus on the crucial context of agencies and internal communication around COVID-19; diversity, equity, and inclusion (DEI); and other pandemic-era challenges. It provides theoretical implications around ongoing, internal crisis communication and practical implications for agency leaders in crisis.

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

Behavioral threat assessment and intervention is a violence prevention strategy that has become widely used in US schools. Instead of relying on a zero tolerance disciplinary approach that often leads to school exclusion of students with disabilities, schools can use a multidisciplinary threat assessment team to assess the seriousness and context of a student's behavior and identify appropriate interventions and supports. This process is especially valuable for students with disabilities who are identified as threatening violence. This chapter describes an evidence-based model of threat assessment, the Comprehensive School Threat Assessment Guidelines (CSTAG), ¹ reviews some common misunderstandings of threat assessment, and presents a case example illustrating the value of threat assessment in preventing school exclusion, and provides services for a student with a disability.

The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation.

This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes.

The findings indicate the design of this school-based M.Ed. program provided both social and academic benefits including strengthening teachers’ working relationships and their understanding of students outside their own classroom and a transfer from individual learning to organizational benefit. Teachers positively perceived the three tenets that guided the first year of the program, especially the ability to study social justice and student motivation in depth.

This study has implications for teacher education and retention as well as how boundary spanning roles in PDS schools can impact graduate students’ experiences in schools. Given the current teacher shortage concerns, it is important to understand how M.Ed. programs can be designed with teacher needs at the forefront so learning is relevant and rewarding, both to the individual and the school.

While there are many studies that examine the use of cohorts in education, particularly in doctoral programs, few, if any, studies examine a school-based cohort M.Ed. program for practicing teachers. This study also puts a unique spotlight on how boundary-spanning roles can benefit not only teacher candidates but also practicing teachers in their M.Ed. programs.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

While scholars have demonstrated persistent demographic inequalities in hiring, performance evaluations, and compensation decisions, many of the mechanisms driving these effects remain less clear. Qualitative research methods, including ethnographic approaches, are uniquely poised to fill this gap because they can illuminate how workplace inequalities are produced and reproduced on the ground. But studying workplace inequalities qualitatively also poses specific methodological challenges and considerations. In this essay, I discuss common issues researchers face when studying workplace inequalities ethnographically, including barriers in gaining access to sensitive organizational processes, building sufficient trust and rapport to move beyond official narratives of organizational practice (‘the company line’), and managing the emotional and psychological burden of discovering what lies beyond that line. I discuss potential strategies for navigating these challenges.

In the Fall of 2020, three teacher educators in Ohio collaborated on a three-month long online professional development series on how to write Focused Inquiries, a la the Inquiry Design Model (IDM).

The authors detail the contents of the six group professional development (PD) sessions and share the lessons that the authors learned as a result of leading this training.

Given this study’s mixed results, the authors often came back to the questions of “maybe it was us? Maybe it was the pandemic? Maybe there wasn’t enough training? Or maybe IDM creation isn’t a skill that all teachers possess and maybe that’s ok?” The authors share the struggles with these questions and situate all of this within the current culture wars raging around schools today.

Finally, the authors offer the current approach to inquiry training for teachers that situates inquiry creation later in the process after significant structured introductory work.

Drawing on transaction cost economics, the authors conceptualise brand licensing as a form of alliance. Its performance may be affected by a licensee’s potential opportunism resulting from an imbalance of specific investments in brand-building prior to signing the licensing agreement. From the licensor’s perspective, brand licensing represents a trade-off between brand protection and additional revenues. This study aims to examine how this trade-off shapes licensors’ evaluations of the attractiveness of brand licensing opportunities.

In a vignette study, 121 brand licensing professionals evaluated the attractiveness of up to eight hypothetical brand licensing opportunities with different levels of risk and profitability.

From a licensor’s perspective, high brand quality and distribution risks decrease the attractiveness of a licensing opportunity, although the latter risks are more pronounced. High potential profitability has a positive and significant effect on attractiveness.

The risks outlined in this study refer to licensee behaviour. The licensor may also behave opportunistically. The authors encourage research designs that enable a dyadic evaluation of licensing opportunities because a comparison of a licensor’s and a licensee’s assessments of the same scenario would be illuminating.

The findings enable the development of an evaluation template that directs brand owners’ attention to the risks and gains of brand licensing opportunities. It supports licensors in choosing the “best” opportunity.

This study identifies risks emanating from a licensee’s potential opportunism from a licensor’s perspective. It juxtaposes these risks with the potential profitability of brand licensing opportunities. It is thus one of the first studies to address a licensor’s decision-making trade-offs in a large-scale empirical setting.