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Purpose – This chapter describes the “Teen Alliance for Prepared Parenting–SPIN” (TAPP-SPIN) unwanted pregnancy prevention intervention for pregnant/parenting adolescents and their adult parent(s) in primarily African American and Latino communities in the District of Columbia (DC).

Methodology/approach – We augment TAPP services with SPIN Video Home Training (VHT)11Called Video Interaction Guidance in the United Kingdom., an intervention to build Parent–Child Connectedness (PCC). SPIN VHT aims to (1) improve adult–teen interaction to strengthen the supports teen parents need to continue to progress toward life success and (2) build the teen's ability to engage in warm, attuned, and skillful parenting of her child.

SPIN VHT uses a guided, strengths-based analysis of videotaped parent–child interactions to identify examples of the parent's competencies that support the child's well-being and optimal development. Collaborative review of an edited collection of video helps guide participants to integrate what has been effective into their daily patterns of interaction and communication.

Findings – The randomized experiment compares TAPP to TAPP-SPIN with a sample of 400 15- to 18-year-olds and their parents (dyads). After a baseline survey, we collect follow-up data at 6, 12, 18, and 24 months post-baseline. We collect outcome data on health information-seeking, pregnancy prevention communication, cognitions related to parenting and subsequent pregnancy, improved parenting, and clinical outcomes including subsequent pregnancy.

Social implications – The TAPP-SPIN intervention aims to advance the state of pregnancy prevention research in a population facing multiple health disparities.

Originality/value of chapter – This chapter describes the first ever randomized controlled trial of the SPIN approach to improving PCC.

Public libraries are incubators for collective action in the knowledge economy. As three case studies from the United States and Singapore demonstrate, public libraries can serve as influential champions that garner financial resources, communicate an urgent need for change, and respond to the unmet information and economic needs of marginalized individuals and communities. In the Raise Up Radio (RUR) case, public librarians engaged schools, museums, youth, and families in rural communities to develop and deliver STEM (science, technology, engineering, and math) content over local radio stations. In collaboration with organizational partners, RUR librarians created a model for library-community-radio projects for the rural United States. In the What Health Looks Like (WHLL) case, public librarians engaged senior citizens in discussions of health and the creation of health comics. In partnership with an interdisciplinary health research team, WHLL librarians developed a pilot for library-community-public health projects aimed at information dissemination and health narrative generation. In the Singapore shopping mall libraries case, the National Library Board (NLB) created public libraries in commercial spaces serving working families, senior citizens, and the Chinese community. The NLB developed an exportable model for locating information centers in convenient, popular, and useful business spaces. These case studies demonstrate how libraries are nodes in the knowledge economy, providing vital services such as preservation of cultural heritage, technology education, community outreach, information access, and services to working families, small- and medium-size businesses, and other patrons. In the years to come, public libraries will be called upon to respond to shifting social norms, inequitable opportunities, emergencies and disasters, and information asymmetries. As the cases of RUR, WHLL, and the shopping mall libraries show, public librarians have the vision and capacities to serve as influential champions for collective action to solve complex problems and foster sustainable development and equitable participation in the knowledge economy.

We examine whether self-stigmatization may affect the everyday social interactions of individuals with a diagnosed, affective mental health disorder. Past research demonstrates self-stigmatization lowers self-esteem, efficacy, and personal agency, leading to the likely adoption of role-identities that are at the periphery of major social institutions. We advance research on self-stigma by examining the likely interactional and emotional consequences of enacting either a highly stigmatized self-identity or a weakly stigmatized self-identity.

Using affect control theory (ACT), we form predictions related to the interactional and emotional consequences of self-stigmatization. We use the Indianapolis Mental Health Study and Interact, a computerized instantiation of ACT, to generate empirically based simulation results for patients with an affective disorder (e.g., major depression and bipolar disorder), comparing simulations where the focal actor is a person with a mental illness who exhibits either high or low levels of self-stigma.

Self-stigma is predicted to negatively influence patients’ behavioral expression, leading the highly self-stigmatized to enact behaviors that are lower in goodness, power, and liveliness than the weakly self-stigmatized. Their corresponding emotional expressions during these types of interactions are similarly negatively impacted. Even though these likely interactions are the most confirmatory for people with high levels of self-stigma, they lead to interactions that are behaviorally and emotionally more negative than those who have been better able to resist internalizing stigmatizing beliefs.

This piece has implications for the literature on the interactional and life course challenges faced by psychiatric patients and contributes to the self-stigma literature more broadly. This work will hopefully inform future research involving the collection of non-simulation-based data on the everyday interactional experiences of people with mental health problems.

Commentators have claimed that business schools encourage unethical behavior by using economic theory as a basis for education. We examine claims that exposure to agency theory acts as a self-fulfilling prophecy, reducing ethical behavior among business students. We experimentally test whether economics coursework or a manipulated competitive vs. cooperative frame affects measured ethical behavior in simulated decision settings. We measure ethical behavior using established tasks. We also measure ethical recognition to test whether agency theory reduces recognition of ethical issues. Exposure to agency theory in either prior classwork or the experiment increased wealth-increasing unethical behavior. We found no effect on unethical behavior that does not affect wealth. We found no effect of exposure to agency theory on ethical recognition. Usual laboratory experiment limitations apply. Future research can examine why agency theory reduces ethical behavior. Educators ought to consider unintended consequences of the language and assumptions of theories that underlie education. Students may assume descriptions of how people behave as prescriptions for how people ought to behave. This study contributes to the literature on economic education and ethics. We found no prior experimental studies of the effect of economics education on ethical behavior.

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability “resets” the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability.

We argue that self-stigma places patients on a path of marginalization throughout their life course leading to a negative cycle of opportunity and advancement. Mental health patients with higher levels of self-stigma tend to have much lower self-esteem, efficacy, and personal agency; therefore, they will be more inclined to adopt role-identities at the periphery of major social institutions, like those of work, family, and academia. Similarly, the emotions felt when enacting such roles may be similarly dampened.

Utilizing principles from affect control theory (ACT) and the affect control theory of selves (ACTS), we generate predictions related to self-stigmatized patients’ role-identity adoption and emotions. We use the Indianapolis Mental Health Study and Interact, a computerized version of ACT and ACTS, to generate empirically based simulation results for patients with an affective disorder (e.g., major depression and bipolar disorder) with comparably high or low levels of self-stigmatization.

Self-stigma among affective patients reduces the tendency to adopt major life course identities. Self-stigma also affects patients’ emotional expression by compelling patients to seek out interactions that make them feel anxious or affectively neutral.

This piece has implications for the self-stigma and stigma literatures. It is also one of the first pieces to utilize ACTS, thereby offering a new framework for understanding the self-stigma process. We offer new hypotheses for future research to test with non-simulation-based data and suggest some policy implications.

In this chapter, we explore gender equity issues in relation to the governance of sport in Wales. Our focus is primarily on Sport Wales (SW), the national agency responsible for developing and promoting sport and physical activity in Wales and for distributing National Lottery and Welsh Government funding. As a public authority, SW has a statutory responsibility to promote equality and eliminate direct and indirect discrimination. Their recent policy commitments express a desire to advance equality and promote inclusion and diversity within sports organisations in Wales. They also set the agenda for National Governing Bodies (NGBs) in Wales, in terms of providing a policy framework for understanding and pursuing gender equity in sport and sport governance. In this chapter, we present a snapshot of the governance and leadership policy landscape for Welsh sport, with a specific focus on gender equity. We present data collected from publicly available online policy documents relating to SW, and their NGB partners, relevant to gender equity provision. Based on the data, we suggest that there is evidence of progress in terms of the numbers of women on boards in Wales as well as the creation of gender equity policies within NGBs in Wales. We argue, however, that progress is inconsistent across the different NGBs in Wales, and it is less clear whether sport governing bodies can implement policies to effectively challenge organisational culture and ethos. We concluded by suggesting future Wales specific research priorities on this topic.

This chapter aims to shed light on some aspects of instructional collaboration with the purpose of providing further understanding of how teachers collaborate and what hinders their collaboration in Saudi inclusive and mainstream schools. Instructional collaboration among teachers in Saudi educational settings has not been thoroughly reviewed, nor has it been adequately considered as an essential component in assuring the implementation of inclusive education. The voice of two special education teachers and two college professors are presented and discussed in order to explain and clarify aspects of instructional collaboration. The last part of the chapter delineates proposed changes that may motivate teachers and aid them in developing a clear understanding of how to practice instructional collaboration in inclusive and mainstream settings, namely, provision of professional development for special and general education teachers, endorsement of legislation and regulations to promote instructional collaboration, and development of teacher education programs.

Biodiversity loss now ranks as one of the most significant global drivers of environmental change. In an increasingly urbanized world, there is enormous potential to address this problem through conservation, restoration, and creation of new urban ecosystems. This chapter explores how nature-based solutions (NBS) can contribute to addressing the urgent problem of biodiversity loss in a way that goes beyond just greening gray environments. It then explores the alignment (and misalignment) between the ways in which NBS is framed as a nature conservation tool globally and the ways in which biodiversity is considered in urban approaches to NBS. Finally, the chapter explores the ways in which NBS might become an essential part of the solution to biodiversity and ecosystem decline. It discusses how NBS can be effectively leveraged to address the biodiversity crisis in urban areas, through conservation, restoration, and efforts to create thriving places for both people and nature. Although the concept of NBS in urban areas is fairly divorced from its nature conservation origins, reconnecting with those ecological roots is important for creating biodiverse, resilient cities. In so doing, NBS could offer a unified concept for environmental management in urban areas that integrates the ecological benefits of nature conservation with an innovative focus on confronting major societal challenges. Though this is a demanding task, it could provide a fit-for-purpose approach for conserving biodiversity and supporting functional ecosystems in the Anthropocene.

This chapter provides an overview of entrepreneurship clubs. It charts the development of these organisations, as a form of extracurricular activity. It introduces different forms of entrepreneurship clubs, such as Junior Achievement (JA) and Enactus, and explains how they grew from 1919 to the present. It also illustrates the differences between self-organised clubs, organised programs using clubs as a learning method, structured societies and nationally organised cooperative societies. The second part introduces research on student clubs in entrepreneurship education. It explores the benefits of clubs. It shows that clubs assist student learning, enable the acquisition of practical skills and improve college attendance, employment opportunities and career attainment. We argue that entrepreneurship clubs have improved student learning outcomes in entrepreneurship and simulated entrepreneurial learning, while impacting student self-efficacy and intentionality as well as improving employability and social learning. The final part of the chapter provides advice and tips for educators advising student-run entrepreneurship clubs. Ultimately, the chapter explains how student clubs have developed, why they are important for student learning and how advisors can support them.