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Intensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual disability. This paper aims to contribute to the understanding of ISTs through evaluating one IST’s process and their use of positive behaviour support (PBS) as an intervention.

Participants were obtained from the ISTs discharge database, and pre- and post-intervention data from these participants was used for analysis.

Three-paired sample t-tests found that there were significant differences between pre- and post-scores on the behaviour problem inventory, Health of the Nation Outcomes Scale for people with Learning Disabilities and periodic service reviews, which measure quality of targeted, individualised support. This indicates that challenging behaviour frequency and severity were lower post-intervention, quality of life improved post-intervention and staff teams implemented recommended strategies more consistently by the end of the intervention.

This service evaluation captured data over seven-year period, which helps to contribute to the understanding of the effectiveness of ISTs and the PBS framework.

Based upon the broaden-and-build theory of positive emotions, this study aims to assess the role of perceived social responsibility (PSR) in mediating the relationship between gratitude and environmentally responsible behaviour (ERB) among teachers.

Data were collected, following a correlational design, from a total of 292 school teachers in Kerala state, India. In total, 256 data were taken for final analysis. Out of the total participants, 63.3% were female and the remaining 36.7% were male. Confirmatory factor analysis was carried out to verify the factor structure and discriminant as well as convergent validity of the study variables. The relationship between gratitude and ERB with mediating role of PSR was tested.

The mediation analysis output revealed that PSR fully mediates the effect of gratitude on ERB, and it is concluded from the findings of the study that ERB can be enhanced by humanizing the citizens to integrate social responsibility in their acts and promoting the significance of having positive emotions like gratitude to widen their thought–action repertoires.

In line with the broaden-and-build theory, a positive state of mental faculty can be a prime facilitator to increase concern for green environments as an outcome of an expanded thought–action repertoire. The findings imply the importance of inculcating enduring personal resources like the sense of gratefulness as it weighs the effect of producing altruistic acts like ERB along with many other benefits associated with having a positive emotion which is obviously considered to be a fair contribution to serve social resources in the community.

The study findings can be an inspiration for the formation of policies to encourage pro-environmental behaviour and to further expansion of policies like national education policy of India. As teachers being the facilitators of knowledge and wisdom, they are potential sources to inspire students to practice healthy behaviours, they can be better models by practicing ERB.

The authors have verified the application of broaden-and-build theory of positive emotion in the context of ERB along with identifying its relationship with gratitude and PSR.