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In the previous chapters, I set out a conceptual model of trauma-informed servant leadership and discussed servant leadership supervision for working with burnout, compassion fatigue and secondary trauma in employees within trauma related health and social care settings. In this chapter, I further extend servant leadership to the peer support principle in trauma-informed approaches (Substance Abuse and Mental Health Services Administration, 2014). The first part of this chapter will examine peer support work (PSW) and report on the outcomes associated with it. Then, servant leadership will be discussed and used to operationalise the principle of peer support as set out in trauma-informed approaches. A servant leadership peer support approach is put forward with a theoretical basis. This theoretical model has been slightly changed from the previous servant leadership approaches discussed, in order to represent the PSW role more accurately. However, as discussed previously, it is not the characteristics of the Servant leadership (SL) model that define the approach, rather the philosophy and desire to serve first. In the last section of this chapter, Martha Griffin brings the characteristics of this model to life using her vast experience and discusses some of the potential challenges faced by peers in training and practice.

Mental health services have changed significantly in the past few decades. Currently, our services are transforming from one that was biomedically led to one that encompasses a recovery orientation. Additionally, a new field of study as it related to mental health care is emerging that of trauma-informed care. In this chapter, we explore briefly what we mean by the terms trauma and trauma-informed care. This is followed by a critical examination of how co-production and servant leadership can work together to support individuals through their trauma towards recovery and well-being. From which, we suggest that peer support workers are suitable candidates to co-produce trauma-informed services as they embody the connecting principles of choice and empowerment needed for all three concepts to converge and work together to enhance recovery and well-being. While I focus on using co-production in the mental health space in this chapter, the principles and practices can equally apply to other health and social care services.

This chapter describes and analyzes a project offering university-based courses to local people with mental health problems. Converge is a partnership between York St John University and the National Health Service (NHS) that is built on a convergence of interests of the two organizations: real world experience for university students and good quality, non-stigmatizing courses for people with mental health problems. Three key principles of the project will be considered: to work with participants as students and to frame the provision as education, not therapy; to involve university students in the delivery of the courses and in the support of participants; and to work closely with the university and mental health providers in order to offer a resource that supports social integration and recovery.

It will be proposed that this partnership provides the conditions for the creation of a “healing campus”: an attempt to heal the “fracture” between people who experience mental health problems and their communities that began with their disappearance into large mental hospitals in the 18th and 19th centuries. The healing that this chapter examines is not merely of people who identify as having mental health problems but of a social and cultural fracture revealed in the stigma and shame that still surrounds mental ill health.

When reporting wrongdoing internally, whistleblowers are confronted with the dilemma of weighing up their loyalty toward the organization (e.g., ethical standards) and their co-workers (e.g., the social norm of not snitching on peers). However, the role played by peers in the whistleblowing decision process and in the aftermath has rarely been addressed in existing reviews. We therefore perform a systematic review that identifies seven thematic clusters of peer factors, offering researchers an informative overview of (a) the peer factors that have been examined to influence the whistleblowing decision, and (b) the extent to which the whistleblower experiences adverse consequences from peers in the aftermath of whistleblowing. As peer factors seem to be important to explain and predict internal whistleblowing, researchers are encouraged to address in future works the research gaps our review unraveled.

We present an overview of research on spillover effects within firms and introduce a classification of the literature. We divide spillovers into either technological or social in nature. In our classification, a technological spillover is one in which an agent rationally responds to a cue in the workplace that does not rely on the identity or characteristics of a coworker. Social spillovers, on the other hand, may be thought of as arising from the social preferences of an individual or social norms established in the organization.

Two major trends – demographic shifts in the working-age population, and the proliferation of web technologies – are having a profound and generally unrecognized effect on the nature and characteristics of work, and on opportunities for the mature workforce. Key features of the workplace point to seven broad work trends. These trends have significant implications for organizations and for older workers. Six interdependent organizational changes are central to the far-reaching effects on enterprises and operating approaches. These changing work characteristics require certain essential behaviors for mature workers to be successful in the contemporary work environment. Such a dynamic workplace provides opportunity to introduce new thinking and propose new models. Realigning organizational and workforce interests calls for developing solutions beyond the individual level, reorienting enterprise capabilities, and reframing of the organization development practitioner role as work ecosystem advisor. High-leverage strategies and systemic interventions, such as multiconstituent initiatives and action research, can be used to influence constructively the multifaceted world of work.

I aim to understand how informal relationships at work provide a supportive context for individuals and contribute to their engagement in an environment of disruptive change when they are likely to be stressed.

The research was conducted in three UK public service organizations during pre-Brexit disruption. An app was used to capture 400+ transient emotions, reactions, and diary entries of employees about their interactions with co-workers, colleagues, and close colleagues. This was followed by 25 interviews to reflect more deeply on those relationships documented in the app.

Interactions with co-workers, colleagues, and close colleagues are shown to contribute in different ways to emotions felt and different aspects of engagement. Closer relationships, less transactional and more emotional in nature, contribute to feelings of trust, significance, and mutual reliance. A typology of four close colleague relationship types also emerged variously driven by the depth of the relationship and sense of shared mutuality.

This research documents employees' lived experience during disruption to show that relationships provide support for the meaningfulness, psychological safety, and availability aspects of personal engagement. It maps the process of developing supportive workplace relationships that form the relational context with four sub-contexts, distinguishing work, and personal engagement by their different foci. Practical and social implications are discussed.

Teacher unions’ departures from industrial organizing are documented in a series of case studies and collections on reform-minded locals’ practices and contracts (see Johnson & Kardos, 2001; Kerchner & Koppich, 1993). Recently, investigators have collected data on union locals that belong to the Teacher Union Reform Network (TURN), a group of NEA and AFT locals. For example, William Harju (2003), retired executive director of the San Diego Teachers Association, visited most of the TURN locals (working from a document collection schedule and case study format similar to the one in Kerchner & Koppich, 1993). Kerchner and Koppich, in recent unpublished work, visited Minneapolis, Columbus, and Rochester and made additional inquiries by telephone interview.¹ TURN locals by no means represent the totality of union reform, and no encyclopedia of union reforms in the United States exists, but TURN locals are certainly among those with the longest experience and most extensive reforms.