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In a world where companies create multiple brand and product features and use technology to continuously improve the appeal and delivery of their offering, a perception that high tech characteristics are sufficient to attract customers and build loyalty for the company is a common misconception. In reality, the emotional aspects of the customer–brand/product bond are critical and must be factored into strategic decisions. Holbrook and Batra (1987a) suggest that consumers seek emotional value and benefit from brand/product and that these emotional ties may exceed the value derived from technology. While research turns attention to investigate emotions within this brand/product relationship, questions arise regarding possible levers that can be engaged to trigger this emotional relationship. In an effort to understand this complex issue, a review of literature on emotions and strategy, framed, as value management will be discussed and the role that emotions play in the customer–brand/product bond will be addressed. In addition, this discussion moves to understand which design element can possibly meet this challenge. Is it possible that color and its established link to emotions could prove strong enough to be a strategic lever?

As in the previous volumes of Research on Emotions in Organizations, the chapters in this book are drawn largely from the best contributions to the bi-annual International Conference on Emotions and Organizational Life. The editors of this series are the co-founders and co-organizers of this event which has come to be known as the “Emonet” conference. Eight of the chapters in this volume were selected from those papers accepted, using a double-blind peer-review process, for inclusion in the fifth Emonet conference held in Atlanta in August 2006. The conference attracted 51 submissions from which a total of 39 paper, symposium, and poster presentations were selected for inclusion on the program. Conference program submission included as chapters in this volume were selected based on their quality and interest, as well as the contribution that they make to the theme of this volume: functionality, intentionality and morality of emotions. The volume is completed by four additional invited chapters.

Nalini Ambady is a Professor at Tufts University's Psychology Department, and conducts research on interpersonal judgment.

President, Charles S. Goldman, M.P.; Chairman, Charles Bathurst, M.P.; Vice‐Presidents: Christopher Addison, M.D., M.P., Waldorf Astor, M.P., Charles Bathurst, M.P., Hilaire Belloc, Ralph D. Blumenfeld, Lord Blyth, J.P., Colonel Charles E. Cassal, V.D., F.I.C., the Bishop of Chichester, Sir Arthur H. Church, K.C.V.O., M.A., D.Sc., F.R.S., Sir Wm. Earnshaw Cooper, C.I.E., E. Crawshay‐Williams, M.P., Sir Anderson Critchett, Bart., C.V.O., F.R.C.S.E., William Ewart, M.D., F.R.C.P., Lieut.‐Colonel Sir Joseph Fayrer, Bart., M.A., M.D., Sir Alfred D. Fripp, K.C.V.O., C.B., M.B., M.S., Sir Harold Harmsworth, Bart., Arnold F. Hills, Sir Victor Horsley, M.D., F.R.C.S., F.R.S., O. Gutekunst, Sir H. Seymour King, K.C.I.E., M.A., the Duke of Manchester, P.C., Professor Sir Wm. Osler, Bart., M.D., F.R.S., Sir Gilbert Parker, D.C.L., M.P., Sir Wm. Ramsay, K.C.B., LL.D., M.D., F.R.S., Harrington Sainsbury, M.D., F.R.C.P., W. G. Savage, M.D., B.Sc., R. H. Scanes Spicer, M.D., M.R.C.S., the Hon. Lionel Walrond, M.P., Hugh Walsham, M.D., F.R.C.P., Harvey W. Wiley, M.D., Evelyn Wrench.

This chapter focuses on military couples and factors that affect their experiences of work, stress, and health using a life course perspective. An introduction to the definition of military couples is provided followed by a brief review of previous research on marital quality and divorce among military couples. The core of the chapter describes the advantages of using a life course perspective to examine the military life course for couples, and two critical transitions of military life are more fully examined. Specifically, periodic relocation and deployment and their impacts on military couples are reviewed in detail. Future directions for research on military couples are provided, and the use of the Convoy Model of Social Relations as an integrative approach to examine military personnel and family members’ stress and health across the military life course is introduced.

The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.

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