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The purpose of this paper is to outline a UK-based interdisciplinary workforce development project that had the aim of improving service delivery for children and young people who self-harm or are feeling suicidal.

This innovative practice-higher-education partnership utilised an iterative consultation process to establish the local workforce need and then facilitated the systematic synthesis and presentation of evidence-based clinical guidelines in a practical format, for staff working directly with young people who self-harm in non-mental health settings.

The development, content and structure of this contextualised resource is presented, along with emerging outcomes and learning from the team. It is anticipated that this may also be a useful strategy and resource for other teams in other areas and is intended to provide a template that can be adapted by other localities to meet the specific needs of their own workforce.

The paper demonstrates how higher education-practice partnerships can make clinical guidelines and research evidence in a field often thought of as highly specialist, accessible to all staff. It also shows a process of liaison and enhanced understanding across universal/specialist mental health service thresholds.

This paper demonstrates how collaborative partnerships can work to bridge the gap between evidence-based guidelines and their implementation in practice, through innovative multi-agency initiatives.

The purpose of this paper is to examine the relationships of internal and external networking behaviors of managers and professionals with their affective, continuance, and normative commitment.

Data were obtained from 335 managers and professionals of a health system who completed a survey on networking behavior and organizational commitment. Correlation analyses and multiple regressions were performed to test our hypotheses.

The results showed that networking behavior focussed within an individual's organization was positively related with affective commitment and normative commitment. Networking with individuals outside of an individual's organization showed a significant negative relationship with normative commitment. Contrary to expectations, networking externally was not related to affective commitment, and neither internal nor external networking behaviors were related to continuance commitment.

Because data were collected at a single point in time, no statements can be made about causality. Future research is needed assessing both internal and external networking behavior and the three types of organizational commitment across time to help determine direction of causality or whether reciprocal relationships exist.

Organizations that encourage internal networking behaviors may see individuals who are more connected with their colleagues and affectively committed to their organizations. However, encouraging external networking behavior may result in a drop in normative commitment as individuals might identify more with their profession than their employer.

Although previous research has shown that networking behavior is related to job performance and career success measures, the research extends the literature by investigating whether networking is related to attitudinal variables such as organizational commitment. The paper explores whether differential relationships exist between internal and external networking behavior with three types of organizational commitment.

An analysis is made of the effect of YTS participation on the subsequent employment and earnings of participants. It uses data from the first cohort of the England and Wales Youth Cohort Studies. These focus on a cohort of young persons who reached the minimum school‐leaving age in 1984 and were eligible for entry into the original one‐year version of YTS. The results indicate that participation is positively associated with subsequent employment and negatively associated with subsequent earnings.

The longer‐term psychological impact of childhood wartime experiences is an under‐researched area. Davies' (2001) work has been seminal in drawing attention to the challenges that older people face in coming to terms with their early childhood experiences during the Second World War. This project used qualitative research methods to investigate the lived experience of older people who were evacuated during the war or remained in Liverpool, UK and experienced ‘the Blitz’ firsthand. It also investigated older people's understanding of these experiences, the meaning they attributed to them, and how they felt these experiences had affected them across the lifespan. The data collection phase of this project included an initial focus group and four free association narrative (FAN) interviews. Interpretative phenomenological analysis (IPA) was the method used to draw out main themes for each of the participants. Analysis revealed specific psychological issues for each of the participants, along with specific coping strategies. Analysis also suggested that some older people continued to find it challenging to make sense of their early experiences and to assimilate these unusual events into their life narratives. This project has contributed to the limited literature base relating to the longer‐term consequences of early wartime experiences, which may be of use to psychologists working with a range of individuals with past or more recent experiences of war or ‘war‐like’ experiences.

Provides direction for researchers, collections developers, and other interested people to locate sources of information on The Beat Generation. Focussing on the primary period of Beat Generation productivity, 1951‐1960, and on the Beat Generation’s two principal milieux, San Francisco’s North Beach and New York City’s Greenwich Village, this pathfinder gives prominence to the works of the two defining figures of the Beat Generation: Allen Ginsberg and Jack Kerouac, whose seminal works, respectively Howl and On the Road, inspired a generation of “beatniks” and paved the way for the Hippie flowering and Civil Rights Movement of the 1960s. Emphasis is placed on the background, context, and impact of the Beat Movement, rather than on a critical analysis of their work.

Previous research has highlighted the importance of engaging people with lived experience (PWLE) in the knowledge creation process. However, diverse approaches to engagement exist. In addition, tensions remain in community-engaged research (CER), including how to address structural inequalities in research settings. This study aims to consider how CER interacts with citizenship within and beyond the research context.

This study discusses the authors’ experiences as a majority-PWLE of psychosis research team in Canada, including successes and challenges the authors experienced building their team and navigating research institutions. This study also reflects on the authors’ pathways through citizenship, prior to and during the research process. This study discusses divergent models of CER and their applicability to the cyclical process of citizenship and community participation.

Relationships between academic and peer researchers developed organically over time. However, this study was limited by structural barriers such as pay inequality and access to funding. The authors recognize that there are barriers to full citizenship and acknowledge their resources and privilege of being well supported within their communities. Team members built on a foundation of citizenship to access participation in research. This led to opportunities to engage in community spaces, and for PWLE to participate in research as partners and leaders. This study also found that citizenship is a way of giving back, by building a sense of social responsibility.

Academic and peer researchers can reflect on the authors’ experiences to build more inclusive research teams and communities by using a citizenship approach to research participation.

The purpose of this paper is to provide a human ecology economics (HEE) framework for understanding and addressing homelessness, especially as it exists in California and the San Francisco Bay Area. The role of business and private “stakeholders of the homeless” is emphasized.

The HEE approach relies on evolutionary and complex systems processes, and it incorporates interdisciplinary material from the humanities. Within HEE, an early-stage exploratory research method is used. In-depth interviews with 16 long-term residents who are also managers in various organizations help to identify private-sector perceptions including how businesses can engage with and support the homeless.

In the current balance between needed supplies of “production capital,” which includes affordable housing, shelter beds, food, clothing, medical supplies and so on and “transaction capital,” which is an interacting mix of social capital, informational capital and financial capital, the authors find that the business community needs to pay greater attention to deficits in “transaction capital.”

It is beyond the scope of this paper, and beyond the current ability of complex system modeling, to prioritize the best interventions across various types of homeless communities. However, for early-stage research, the authors have provided a useful ontology of the human ecology of homelessness that might inform further research and policy initiatives. Follow-on research might then investigate, with more rigorous methods, the narrower causalities between subcomponents of one’s ontology.

Scholars, policymakers and business community activists might appreciate the more comprehensive and accessible interdisciplinary framework for understanding the causes and possible responses to homelessness.

This study reflects an examination of four teachers and their approaches to teaching the Holocaust and comparative genocide. The purpose was to address four succinct research questions that followed a conceptual framework which emerged around these teachers’ rationale, methodology, preparation, and characteristics. Analysis of the results allowed for the emergence of six themes: (a) citizenship, (b) curriculum and design, (c) teaching pedagogy, (d) influence of modeling, (e) neoteny, and (f) life-altering experiences.

The purpose of this paper is to provide some background and context to MacInnis’ 33-year life as a marketing academic and to share some of the trials, tribulations and joys that have characterized her professional career.

This paper is autobiographical, highlighting some key aspects of MacInnis’ career, including the various educational, administrative, editorial, teaching and consulting roles she has held and how they have influenced her development as a scholar.

MacInnis emphasizes the importance of doing what is interesting, sticking with topics you love and working with people who inspire you and are great collaborators. We continually evolve as scholars in light of the continual changes in academic knowledge and in the world of marketing. Those changes provide exciting and enticing career opportunities.

Everyone should follow their own path. She has been fortunate to pursue a number of different roles in the profession, but she has learned to differentiate which activities best match who she is as an individual. Debbie would encourage others to do the same.

We can contribute most when we understand ourselves, our strengths, our weaknesses and the other aspects of our lives that make life meaningful to us.

The essay offered here reflects Debbie’s path alone. Her hope is that by articulating her history, she can share with others the range of opportunities available in the field. There is no one way to succeed, and while she is not sure that her choices have made her the most successful that she could be, they are the choices she has made and she is happy to have learned both about the world and herself through these choices.