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Due to the emergence of rich personal narratives within recent research, the purpose of this paper is to review and to explore the experience of transition from care and consider how these accounts can inform care services.

This meta-synthesis follows from several quantitative and mixed method reviews examining how young people experience aging out of the care system.

Three themes emerged from an inductive analysis: navigation and resilience – an interrelated process; the psychological impact of survival; and complex relationship.

The findings of a meta-synthesis should not be over generalised and are at least partially influenced by the author's epistemological assumptions (Dixon-Woods et al., 2006). However, a synthesis of this topic has the potential to provide greater insight into how transition can be experienced through the reconceptualising of the personal experiences across the studies reviewed (Erwin et al., 2011).

This synthesis discusses the themes; their relationship to existing research and policies, and suggestions for further exploration. The experience of transition is considered critically in terms of its often traumatic nature for the young person aging out of care but also the ways in which the experience itself can build essential resiliencies.

Reflections for clinical practice are discussed with importance placed upon systemic working, accommodating likely challenges and considering appropriate therapeutic approaches for the client group and their systems.

No review thus far has qualitatively examined the narratives told by the young people emerging from care and how these narratives have been interpreted by the researchers who sought them (Hyde and Kammerer, 2009).

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

Using a theory of translation of ideas, the purpose of this paper is to investigate how the mining industry has implemented and practices lean production as well as the form of this practice.

The study reviewed the scientific literature on lean production in the mining industry, as well as in the reported practice of the concept in a mining company. The results were then analyzed using content analysis.

Lean production has not seen a full implementation in the mining industry. Rather, select practices are focused, though the literature covers several more. The findings suggest that the form and extension of lean production in mining differ from other industries owing to characteristics of the industry itself.

The scientific literature on the subject is limited. Additional material was used to attempt to offset this. However, there are still blind spots relating to practice that is not reported in the type of material investigated.

This paper contributes to understanding the evolution of lean production in a unique industry. It suggests why lean implementation may be unsuccessful in this type of industry while also identifying the focal point of its lean production practice.

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.