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The rapid advancement of technology poses many social challenges including the emerging issue of technology-facilitated abuse (TFA) and violence. In Australia, women from culturally and linguistically diverse (CALD) backgrounds are found to be more vulnerable to domestic violence (DV) and abuse, including TFA. This chapter presents a snapshot of CALD women's technology-facilitated domestic abuse (TFDA) experiences in Melbourne through the eyes of a small group of DV practitioners. Findings show CALD women experience TFA similar to that of the mainstream, with tracking and monitoring through the use of smartphone and social media most common. Their migration and financial status, and language and digital literacy can increase their vulnerability to TFDA, making their experience more complicated. Appropriate digital services and resources together with face-to-face support services can be a way forward. Further research should focus on better understanding CALD women's perceptions of and responses to TFDA and explore ways to improve engagement with and use of community media channels/platforms.

In this chapter, we examine the program- and university-level infrastructure to support learners in a large online Master of Science in Computer Science program. The program is novel due to its cost and size: total tuition for the entire degree is around $7,000, and to date, it has enrolled over 25,000 total students with 11,000 enrolled in spring 2021. Prior research has largely focused on the program’s administration of individual classes, but in this work, we examine the administration of the program at higher levels: at the program level, including its academic advisers, career counselors, and alumni relations, and at the university level where it integrates with on-campus infrastructure for academic integrity, student advocacy, and disability accommodations. We close by offering three guidelines for implementing similar programs at other schools, taking into consideration the full range of experience in building the program.

Individuals with disabilities and vulnerabilities often experience a series of interventions that are of little benefit in terms of career development, resulting in uncertainty, career barriers, disinvestment in the future and school, a lack of knowledge regarding current reality, and a tendency to delay important life decisions, which can limit their ability to imagine and plan for the future. Based on the most recent and accredited approaches in the field of career guidance, this chapter explores a number of innovative programs and interventions designed to support children, adolescents, and adults with and without disabilities in planning their educational and professional futures in an inclusive perspective. Emphasis is given to actions and interventions to enable individuals with and without disabilities to develop critical consciousness, awareness, and reflection regarding the contextual variables and conditions that may represent career barriers to their future, to support them in aspiring to an inclusive and sustainable future, and to help them to acquire the strategies and skills needed to pursue what is close to their heart.

Southeast Asia (SEA) is a region highly susceptible to earthquakes, volcanic eruptions, and tsunamis, though the region has been underrepresented in disaster mental health research. This chapter addresses risk factors for SEA, including its disaster-prone location, the psychological toll of frequent disasters, and stigma and shame and lack of psychoeducation about psychological help-seeking. Collectivism, strong family ties, and religious faith are among SEA’s resilience factors. Culture should be heavily accounted for in mental health and psychosocial support (MHPSS), considering the wide array of cultural differences in spirituality, affect and expression, power distance, and gender and masculinity in SEA. Because culture affects treatment satisfaction, treatment engagement, and treatment outcomes, future research should explore how aspects of SEA culture impact accessibility and engagement in MHPSS.

This chapter demonstrates the ways in which digital inclusion functions as a super social determinant of health, particularly within the arena of family carework and healthcare for vulnerable disabled US communities. The focus on vulnerable populations, including the elderly, chronically ill, young disabled, neurodivergent, and/or medically complex children and the families that care for them, is a useful case to present a compelling argument for the need to take seriously digital inclusion to maximize health, safety, and well-being for growing populations of Americans today. The authors argue that digital inclusion is an increasingly influential social determinant of health and a key dimension of health equity that offers important benefits and potentials, especially for vulnerable patient populations, for whom in-home and family-centered care are necessary parts of health maintenance, prevention, and well-being. The chapter ends with a discussion of ways that the US government can mitigate digital barriers and facilitate equitable access to broadband internet and e-health resources that address the intersections of digital, health, and care inequalities, with significant impacts in all three dimensions.

Purpose: The chapter aims to analyze the impact of the COVID-19 pandemic on levels of domestic abuse at the global level; examine the responses of international and regional human rights bodies; and identify lessons which can be learnt with regard to responding to domestic abuse in a post-pandemic context.

Methodology/Approach: The chapter discusses the increase in rates of domestic abuse since the beginning of the COVID-19 pandemic, and proceeds to examine this form of abuse as an issue for international human rights law. The chapter then focuses on the responses of international and regional human rights bodies to the increased levels of domestic abuse in the context of the pandemic.

Findings: There is a danger of viewing the recent issues surrounding domestic abuse as simply being caused by the COVID-19 pandemic. However, in reality the pandemic has served to expose and exacerbate pre-existing difficulties with the responses of States to this form of abuse.

Originality/value: The chapter adds to the literature on domestic abuse as a human rights issue by focusing on the specific context of the COVID-19 pandemic.

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

This chapter explores the development of an individual-level measure of decent work. It draws on a recent article written by the authors, which was part of a larger international project to validate a cross-cultural self-report measure of decent work within the context of the Psychology of Working Theory (Dodd et al., 2019). It discusses the importance of a psychological perspective on decent work to better understand working lives; summarizes the findings from the validation studies Decent Work Scale (DWS) in eight countries; outlines potential uses of the DWS; and considers the limitations of the DWS as well as challenges to conceptualizing decent work more generally.

Deliberate practice (DP) is an innovative training method for improving psychotherapy skills acquisition and expertise in the twenty-first century. I introduce the reader to the principles and processes of DP and the rationale for its use. The concept of DP is not new, indeed it is used to support the improvement of performance in diverse areas, from sport to music. However, its application to psychotherapy is still in its infancy. Firstly, I provide the rationale for including DP as a method of therapist training based on research that illustrates that many of the current criteria that we use to identify expertise have little to no added impact on client outcomes. Additionally, some of the limitations of current traditional training regimes are outlined, along with the emerging evidence base for DP as a training method that can help improve the acquisition of therapeutic skills and expertise.