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This paper explores some social‐psychological aspects of South Asian young adults in Denmark, including identity processes through social relations across geographical borders and psychological diaspora consciousness, and is a follow‐up of a project conducted in the mid‐nineties, in Denmark (N = 14). Diasporic conceptualisations focusing on human‐centredness and processes in migration, combined with a lifecourse perspective, provide the theoretical framework for this study. The method used is in‐depth interviews, analysed through condensation and meaningful categorisation of the narratives. The young adults are perceived as active actors in relation to their life situation. The results show the young adults', as well as the parental generations', re‐interpretation of the self, other and home. They also show that the young adults' diasporic identities involve the countries of origin as well as the Scandinavian welfare societies. However, the myth of return is not supported, although the countries of residence have adopted increasingly restrictive migration policies in the past years.

Identity is a disputed concept. A clear-cut, unitary definition of identity is impossible as it “bears a multivalent, even contradictory theoretical burden” (Brubaker & Cooper, 2000, p. 8). Existing literature shows that teacher identity or teacher professional identity is defined differently. In some cases, there is no definition at all. This chapter summarizes how research on teacher identity evolved in the last two decades. A total of 33 papers on teacher identity were reviewed. To analyze the data, we developed a conceptual framework on teacher identity based on the reviewed papers. In reviewing the literature, we found four lines of studies that have attracted more attention from educational researchers: (1) research on factors shaping teachers' professional identities, (2) studies highlighting the tensions and crises in teachers' professional identities, (3) approaches and models to the construction of teachers' professional identities, and (4) research on students' and beginning teachers' identities. Two different conceptions of teacher identity were found in these lines of research: strong and soft approaches. Strong conception of identity emphasizes sameness over time or across persons. Soft or weak conception of teacher identity, in contrast, is based on the premise that identity is flexible and unstable over time and across persons. Most of the research adopted the soft conception. Thus, the strong conception of teacher identity was understudied. Hence, we do not know what counts as the core professional values or meaning in strong conception of teacher identity. Relying on general pedagogy, we propose a framework based on moral, aesthetic, and rational foundations for developing a strong conception of teacher identity.

The experience of redundancy and being unemployed can dislocate the ways in which we make sense of ourselves and our lives. Explores some of the key stressors involved in being unemployed. Proposes a programme of psychological support as one way of facilitating the process of personal adaptation during this transition. Evaluates the programme in relation to other possible sources of support, such as outplacement services and personal counselling.

To delineate the range of consumer responses to life‐conditions where sustained powerlessness is experienced. To provide a framework to understand the ways in which these consumers try to reclaim degrees of self‐empowerment and wellbeing.

Goffman's conceptualization of stigma is employed to study a heavy metal music enclave consisting of lower socioeconomic consumers, who exhibit a range of stigmatizing attributes.

A taxonomy of ten consumer remedies for their situation is developed. These include: resignation, confrontation, withdrawal, engagement, concealment, escapism, hedonic, spiritual, nostalgia, and creative. Each can potentially have negative or positive consequences. However, we found consumers often use a blend of these remedies as pathways to self‐empower.

Understanding the strengths and weaknesses of each of the remedies will potentially guide public policy makers in shaping programs better able to foster self‐empowerment among disadvantaged consumers.

The paper advances understanding of consumer response to sustained powerlessness as consequence of disadvantaged life conditions that are resistant to change.

Sociologists of crime and deviance have devoted considerable time and effort, in recent years, to the study of deviants' accounts of their activities. There are good reasons why students of deviance in particular should be interested in what can be learned from their subjects' explanations of their social practices. Actors are normally called to account for or to explain their activities precisely when these actions are seen by significant others to be in some sense “unreasonable”. Moreover, accounts are central to the processes of law. The purpose of legal judgements is to attribute or withold responsibility. In order to assess an individual's guilt, where criminal activities are concerned, lawyers, judges, and juries pose such questions as: “Did the defendant perform an illegal act?”; “if so, can he or she explain his or her actions in reasonable terms?”; “Was the act in question pre‐meditated?” (that is, “motivated”); and, perhaps most important of all “What is the relationship between the accused's account of his or her involvement in an act, and their real involvement?”

Several paradoxes have been presented in the literature as inherent in supervision of doctoral students. The purpose of this paper is to explore these paradoxes and offer the concept of praxis as a way of effectively engaging with complex and paradoxical dimensions of supervision, rather than denying or avoiding them.

Drawing on sometimes provocative offerings of others, and the seminal work of Grant, views are presented that problematise supervision, challenging its representation as something to be transparently understood, planned and managed. Sophisticated theories of supervision have been offered in literature to hold its inherent paradoxes while opening up its practice for inquiry. It is suggested that supervision is usefully understood as the development of praxis: challenging supervisor and student to understand their practice journey as one of interwoven, often tacit, dimensions of knowing, doing, being and becoming (that are personally and therefore distinctively resolved.

Generative metaphors drawn from other complex domains of human experience suggest useful ways of engaging with the intensity, individuality and murkiness of supervision. Such metaphors draw attention to the identities and authorities that are in play and offer markers that can be identified even through the fog.

Voice work is explored as a metaphor for supervision, suggesting reflective practices that ask supervisor and candidate to pay deep attention to the sounds of their voices as well as to the nuances of the dialogue they create together.

The purpose of this paper is to explore a possible effect of #MeToo media on individuals’ personal recall and reinterpretation of sex harassment (SH) experiences. The authors experimentally examine how exposure to high-profile stories of sexual misconduct triggers memories and reinterpretation of one’s own past SH experiences.

Using a sample of 393 US adults, participants were randomly assigned to read one of four media passages, two of which were news stories or transcripts of high-profile cases of sexual harassment or misconduct (e.g., the Trump Access Hollywood transcript), then completed the Sexual Experiences Questionnaire (SEQ) and follow-up questions about how the media impacted their memory of their prior SH experiences.

Sexual misconduct media stories, compared to control conditions, indirectly predicted self-report of past SH (SEQ) through both remembering and reinterpreting one’s past experiences. Gender and political ideology moderated the indirect effects such that the effects of the media stories were stronger for women and for those higher on progressive political ideology.

This study experimentally demonstrated what has publicly been assumed to be a driving force behind the upswing of SH reports and the seriousness by which they have been regarded during the #MeToo era: publicized stories of high-profile sexual misconduct triggers personal recall of having been sexually harassed in the past and reinterpretation of SH experiences. The #MeToo movement may be acting as a driver of social change, facilitating changes in social norms. As these social norms change, organizations should be prepared to effectively respond to a possible increase in reporting SH experiences due changes in norms around reporting SH.

This study uses an experimental design to investigate the role of high-profile media stories about SH as a driving force behind the #MeToo movement.

The purpose of this paper is first, to test the validity of a new scale measuring the construct of meaning‐making, defined as the ability to integrate challenging or ambiguous situations into a framework of personal meaning using conscious, value‐based reflection. Second, to explore whether meaning‐making is distinct from other personal resources (self‐efficacy, optimism, mastery, meaning in life), and coping (positive reinterpretation, acceptance). Third, to explore whether meaning‐making facilitates work engagement, willingness to change, and performance during organizational change.

Cross‐sectional survey‐data were collected from 238 employees in a variety of both public and private organizations.

Confirmatory factor analyses showed that meaning‐making can be distinguished from other personal resources, coping and meaning in life. Regression analyses showed that meaning‐making is positively related to in‐role performance and willingness to change, but not to work engagement, thereby partly supporting the hypotheses.

The paper focuses on meaning‐making that has not yet been studied empirically in organizational change settings. It shows that the new construct of psychological meaning‐making is related to valuable employee outcomes including in‐role performance and willingness to change. Meaning‐making explains variance over and above other personal resources such as self‐efficacy, optimism, mastery, coping and meaning in life.

To deepen our understanding about the development of turnover intention, the purpose of this paper is to develop a conceptual model based on the stress theory to explain cross-country differences in the formation of turnover intention, complementing previous literature that mainly emphasizes the effect of monetary compensation on turnover intention without taking into account anxiety and pressure.

Empirical testing of this model by investigating personnel across Taiwan’s and Indonesia’s banks confirms the applicability of stress theory in cross-cultural business management. Of the 161 Chinese-language questionnaires distributed to the employees from the three large banks in Taiwan, 137 usable questionnaires were returned for a response rate of 85 percent. At the same time, of the 234 Indonesian-language questionnaires distributed to the employees from the two large banks in Indonesia, 219 usable questionnaires were returned for a response rate of 93.6 percent.

This research reveals that mental disengagement fully mediates the indirect relationship between performance-related anxiety and turnover intention, while positive reinterpretation fully mediates the indirect relationship between work pressure and turnover intention. Furthermore, the effects of performance-related anxiety and work pressure on turnover intention are moderated by cross-country differences.

First, the finding concerning the full mediating role of mental disengagement complements prior justifications of the conservation of resources theory. Second, the finding of this study regarding the full mediating role of positive reinterpretation complements the previous findings of Taylor’s (1983) theory of cognitive adaptation, which conceptualizes employees as active agents in restoring the psychological equilibrium in the aftermath of a competitive pressurized event.