Search results

Many individuals in drug treatment courts (DTCs) have co-occurring mental health and substance use disorders (COD), which can negatively impact treatment engagement, behavioral health and criminal justice outcomes. This paper aims to report results of DTC participants with a COD, who received a 12-month wraparound treatment intervention called MISSION-Criminal Justice (MISSION-CJ) alongside DTC to improve treatment engagement and behavioral health outcomes and reduce reincarcerations.

In this pre-post, single-group pilot, 48 clients enrolled and 81% completed 12-month follow-up assessments (N = 39) and weekly MISSION-CJ fidelity for type and intensity of services delivered. Generalized linear mixed models (GLMMs) were computed with a fixed term for fidelity (e.g. high or low MISSION-CJ), time and a fidelity x time interaction term.

Among participants, at 12 months, 81% of the participants remained engaged in treatment at study completion, and 89% had high MISSON-CJ fidelity. Clients demonstrated significant reductions from baseline to 12 months in average nights in jail (B = −0.1849511, p < 0.0344), mental health symptoms via the Behavior and Symptom Identification Scale (BASIS) total and subscale scores (B = −0.121613, p < 0.0186) and trauma symptoms on the PTSD Checklist-5 (PCL-5) (B = −0.928791, p < 0.0138). High MISSION-CJ fidelity further improved criminal justice, and behavioral health outcomes.

This was the first reported 12-month MISSION-CJ trial. While feasible to implement, given the design limitations, future research should include a large randomized controlled trial.

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

Learning through formal and informal experiences is critical for building content knowledge, pedagogical skills, and self-efficacy/confidence for preservice teachers. teachHOUSTON offers numerous teacher enhancement opportunities outside the teacher education courses which allows preservice teachers to connect to the real world which includes being able to relate to a diverse population of students and to understand how the course content can be related to them, their families, and communities in their everyday experiences. Through formal and informal experiences such as professional development workshops, discipline specific courses, research experiences, and internships, preservice teachers have the opportunity to engage in hands-on science activities they can use with their students, develop lessons, and gain knowledge on how to deliver this content while managing their classroom. This chapter will give an overview of the formal and informal experiences offered through teachHOUSTON with a highlight on the structure and content of the six week Noyce Internship Program which engaged interns as counselors and teaching assistants in a summer STEM camp for underserved middle school students and introduces the interns to interactive sessions that model promising practices for teaching.

Collaborations between faculty from the teachHOUSTON program and physics department have led to an increase in the number of highly qualified physics teachers produced by the University of Houston. Faculty were able to systematically build the physics teacher preparation program through the following endeavors: streamlined degree plans, a physics inquiry course, an internship program, a scholarship program, and induction activities for the first three years of their teaching degrees. This has resulted in preparing approximately three physics teachers annually. Prior to this collaboration, the University had not produced any physics teacher graduates in the previous decade.

Global leadership involves the ability to connect with individuals from different cultures. Connecting is an actionable process that creates mutual understanding, positive feeling, and a common approach to collaborate. Forming interpersonal connections can be an effective way for global leaders to cut across cultural differences as it is based on a universal human need for belonging. Our study aims to understand the specific actions global leaders engage in to connect with people across cultures. Furthermore, we examine how identity experiences of multicultural individuals contributed to their capabilities of connecting with people from different cultures in their role of global leader. Through a qualitative analysis of in-depth interviews with multicultural individuals in global leadership positions, we develop a model of connecting across cultures involving specific leadership actions that lead to emotive, cognitive, and behavioral dimensions for connection. Our model also illustrates how multicultural identity experiences equip global leaders with qualities such as empathy, perspective-taking, and integration, which enable them to engage in actions for connecting to people across cultures. The research in this chapter contributes to a better understanding of global leadership with novel insights into how global leaders connect to people and sheds light on the advantages of multicultural identity experiences in this process.

The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.

The need for individuals capable of leading change has become pronounced based on the changes occurring within the higher education system. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of change leadership. The longitudinal analysis included comparisons across members of three classes in the LEAD21 program, as well as the aggregated data from all three years. Results indicated overall level of change leadership rose by an average of 28.8%. Additionally, the study established benchmarks for pre-program and post-program levels of change leadership. Leadership educators can use the results to inform future leadership education initiatives. Furthermore, the study presents a Leading Change Scale that may be appropriate for future leadership program evaluations. Ongoing evaluations of leadership programs are encouraged.

Factors that may influence risk and/or vulnerability to young people’s involvement in terrorism are currently unclear. Understanding the factors that contribute to a young person’s risk profile is a high priority for Youth Justice Services to enable the development of targeted interventions and subsequent risk reduction. The purpose of this study is to systematically identify and critically review studies relating to young peoples’ involvement in terrorism to understand potential risk and/or vulnerability factors and the implications for intervention.

Literature was evaluated using the systematic review method. Twelve papers were selected for the systematic review according to the inclusion criteria.

Twelve factors emerged that indicated relevance to terrorism by young people and were combined into five overarching themes: contextual, social, psychological factors, trauma and use of time.

This systematic review is one of the first of its kind relating to terrorism by young people. The reported findings will be valuable to practitioners seeking to understand the risk and vulnerability factors related to terrorism by young people and the implications for intervention. Directions for future research are explored.

The rise of creative economy has been the subject of considerable interest in the recent literature. Despite the growing effort to investigate entrepreneurship in creative industries, little work has been done to scrutinize the relationship between individual attributes of creative entrepreneurs and the new venture outcomes. Prior research shows that entrepreneurial creativity and opportunity recognition are the major determinants of entrepreneurs’ behavioral posture in the new venture process. Therefore, this study aims to explore the typology of creative entrepreneurs’ attitude to new venture creation using entrepreneurial creativity and opportunity recognition to categorize entrepreneurs in creative industries.

A sample of 291 entrepreneurs in creative industries of Taiwan and cluster analysis was used to categorize the research data.

The results identify four types of creative entrepreneurs, namely “creative constructionist”, “creative opportunist”, “creative designer” and “creative producer”. To better understand the role of creative entrepreneurs in affecting new venture success, the career outcomes perceived by entrepreneurs were compared between different categories. Results suggest that entrepreneurs who are categorized as “creative constructionist” have better career success in firm’s creative performance, personal career achievement, social reputation, entrepreneurial satisfaction and entrepreneurial happiness. Moreover, findings also suggest that constructionist type of creative entrepreneurs have the lowest intention to quit the entrepreneurial career.

This paper confirms that entrepreneurial creativity and opportunity recognition complement each other to accomplish entrepreneurs’ career success. Its findings shed light on entrepreneurs’ attribute typology as well as how the typology is linked to entrepreneurial career success in creative industries. Theoretical contributions and practical implications are discussed.

The purpose of this paper is to re-examine the use of the term “culture shock” in international management studies and cross-cultural research and to propose a paradigmatic shift in how the term is understood for future research. The experience of “culture shock” is an established concept within international management studies, engendering an industry of training designed to combat difficulties in relocation. This paper argues that the use of concept is based on a flawed understanding of “culture” and proposes an alternative perspective to help organisations prepare their employees for overseas assignments.

The paper opts for a critical review of literature to examine models of culture shock through time and theories relating to success factors in cross-cultural adjustment. In so doing, the paper revisits the notion of culture shock from a social constructionist perspective within a dialectical framework.

The paper challenges the notion of culture as an essential, reified concept, arguing that culture shock is not about culture, but about the dynamics of context and how individuals deal with life changes to navigate the challenges that they face.

Future research should focus on context-related, interactive behaviour, framed in discourse processes, rather than predetermined a priori typologies based on cultural stereotypes. This would recognise the discursive nature of social interaction within a dialectical framework, where relational tension emerges as a result of disparity.

The paper contributes to an understanding of the complex range of factors influencing the success of relocation to guide international companies in their policies.

This paper proposes a paradigm shift in the treatment of culture shock towards a more discourse-based concept created through universal cultural and dialectical processes.