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Recovery seems to be one of the most important mechanisms explaining the relationship between acute stress reactions and chronic health complaints (Geurts & Sonnentag, 2006). Moreover, insufficient recovery may be the linking mechanism that turns daily stress experiences into chronic stress. Given this role recovery has in the stress process, it is important to ask in which contexts and under what circumstances recovery takes place.

Events that are designed around the needs of children are particularly challenging to plan and thus choosing the right venue to stage such an event is a substantial task. Venue considerations for such events includes location, access and nearby amenities, capacity and flow, facilities, catering, decor as well as safeguarding. Given that event managers can now choose from purpose-built event spaces, hotels, academic, sporting and unique venues, the decision is even more complex. This chapter provides a comprehensive assessment of key venue considerations for event managers when planning child-centric events and outlines the typical characteristics of a range of venues, as relevant to organising events for family audiences.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.

Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions between the employee and supervisor or the employee and the organizational collective. In contrast, our chapter focuses on employee prosocial advocacy voice (PAV), which the authors define as prosocial voice behaviors aimed at preventing harm or promoting constructive changes by advocating on behalf of others. In the context of a healthcare organization, low quality and unsafe patient care are salient and objectionable states in which voice can motivate actions on behalf of the patient to improve information exchanges, governance, and outreach activities for safer outcomes. The authors draw from the theory and research on responsibility to intersect with theories on information processing, accountability, and stakeholders that operate through voice between the employee-patient, employee-coworker, and employee-profession, respectively, to propose a model of PAV in patient-centered healthcare. The authors complete the model by suggesting intervening influences and barriers to PAV that may affect patient-centered outcomes.

Emotion recognition and emotion expression/regulation are important aspects of emotional intelligence (EI). Although the construct of EI is widely used and its components are part of many investigations, there is still no sufficient picture set that can be used for systematic research of facial emotion recognition and practical applications of individual assessments. In this research we present a new Facial Action Coding System validated picture set consisting of six emotions (anger, disgust, fear, happiness, sadness, and surprise). Basic principles of stimulus development and evaluation process are described. The PFA-U can be used for future studies in organization for the assessment of emotion recognition, emotion stimulation, and emotion management.

The purpose of this chapter is to combine research findings around gender bias and the challenges women face in academia, and to present a unified conceptual framework. Ample research indicates that the issue is far from sufficiently addressed. Even in cases where policies are in place, mediocre outcomes are observed. Fewer women climb the ladder of academic progression all the way up to senior positions, especially in certain institutions and certain disciplines.

After thoroughly reviewing the literature, the authors integrate and organize the different multifaceted causes that appear to obstruct women in academia. They propose a scheme that divides between contextual and non-contextual factors, emphasizing their interplay.

Even when policies are in place, they appear to have limited results, because they mainly address isolated factors rather than taking a multifaceted, integrative approach.

Future research should further examine the interplay of contextual and non-contextual factors by combining multiple variables that contribute to gender bias in academia.

Policy-making should consider both contextual and non-contextual factors, thus providing more integrative solutions and taking a broader perspective on the issue.

Despite the ample and rising amount of research findings, there is no coherent framework to adequately include all the factors that contribute to gender bias in academia. By integrating and organizing the different, multifaceted causes already pointed out by previous findings, the authors hope to contribute to future research with specific variables to test and correlate, as well as to the formulation of more sophisticated policies.