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The purpose of this paper is to present and provide a critical review of most recent studies inquiring into brain abnormalities in psychopathy.

The authors provide an overview of the findings of neurobiological studies conducted in the last five years. Publications chosen for review were found using Web of Science, PsycINFO and Scopus search engines.

Data in the literature reveal that psychopathy is associated with brain abnormalities in frontal and temporo-limbic regions, i.e. regions responsible for moral decision making, emotional processing and learning. Additionally, interactions between the brain areas have been identified as crucial for the development of psychopathic personality traits. Research findings suggest that the flow of impulses between the frontal cortex and temporo-limbic structures in psychopaths is significantly hindered.

The current paper provides an in-depth review of most recent neurobiological studies inquiring into brain abnormalities associated with psychopathic personality traits. Moreover, a particular attention has been paid to identifying abnormalities in brain structures not previously studied in relation to psychopathy (e.g. mirror neuron system, white matter connections).

This chapter investigates the phenomenon of teachers' “entitled attitude” that manifested itself as resistance to change in the midst of a curricular reform in the Indian school context. For teachers long socialized into a teacher-centered culture, the change expected was nothing less than a paradigm shift in the Kuhnian sense. However, conclusions drawn from studies involving cursory surveys and teacher observation pinned the problem to teachers' “entitled attitude,” an unwillingness to exert themselves beyond the minimum level required by school policies. This view reflects a lack of acknowledgement of teachers as persons with values and the capacity to think and feel as potential agents of community practices such as schooling. My study investigates the wider sociocultural historical and political basis of teachers' putative “entitled attitude” informed by Lev Vygotsky's dialectical approach. It accesses the interrelated history of a teacher at a number of levels using the teacher's life history to create the narrative. This “genetic” analysis helps illuminate what the curricular change means to teachers inside out. The findings are used to unravel the nature of support that would help teachers realize their agency and sway them from using entitlement as a compensatory mechanism to deflect change.

For work organizations and their members, establishing and maintaining mutually satisfying employment relationships is a fundamental concern. The importance that scholars attach to employment relationships is reflected in research streams that explore the optimal design of strategic human resource management systems, the nature of psychological contract fulfillment and violation, and the factors associated with achieving person-environment fit, among others. Generally missing from theory and research pertaining to employment relationships is the perspective of individuals who reside at the employee-employer interface – managerial leaders. We argue that, for managerial leaders, a pervasive concern involves the tangible and intangible resource requirements of specific employees. We then provide the groundwork for study of the leader’s perspective on employment relationships by proposing a model that identifies how employees come to be perceived as low versus high maintenance and how these perceptions, in turn, influence leader cognition, affect, and behavior.

The purpose of the paper is to explore the theory and approaches employed by a novice narrative researcher to open, work in, and close the narrative space. The paper reflects on this personal journey and aims to provide insight for other novices to successfully navigate the narrative space.

This paper draws on the experiences and emotions involved in undertaking narrative inquiry as a novice researcher. The paper focuses specifically on the challenges of opening, working in and closing the narrative space.

Through a critical and reflective discussion of approaches to narrative inquiry, the papers points to key theories, and approaches, which guide narrative research. In doing this, the diversity in interpretation and application of narrative research are noted as essential components of both its challenge and beauty.

The practical implications of this paper are linked to its utility in helping others reflect on their own practice and also providing insight and support to other novice researchers seeking to navigate the narrative space.

The paper provides a subjective interpretation and application of the theory underpinning narrative research and how it was used to guide the authors research into care leavers journeys into and through university.

The purpose of this paper is to examine the implications of implementing innovation in experimental schools (focussing on R & D) for school effectiveness post-intervention (five years). Based on theoretical models of social exchange and “conservation of resources” (Hobfoll, 1989), the authors focussed on assessing the effects of implementing innovation on individual outcomes (strain) and school level outcomes (social cohesion, emotional conflict, organizational innovation). The authors compared three types of schools: schools that have completed the implementation process (after), schools still in the implementation process (during) and schools not participating in the implementation process (control group).

A sample of 75 schools (23 non-experimental, 25 during the experiment, 27 post-experiment) was used. Data were collected from teachers and principals to avoid a single source bias.

MANOVA analyses suggest that the process of implementation of innovation contributes to organizational effectiveness: differences were found between the control group and the two groups of experimental schools. The two groups of experimental schools showed higher levels of organizational innovation and social cohesion and lower levels of emotional conflict and strain as compared to the control group.

This study concentrated on the question of the direct links between the study variables – the effects of the implementation of innovation on school functioning. It would be interesting to examine the limit conditions (encourage – discourage factors) for these relations.

Findings suggest that a structured process of implementing innovation contributes not only to the outcome of innovation in school, but also enhances overall school functioning.

Permits the authors to deepen the knowledge of the potential of organizational processes of innovation in schools over time (pre-during-post process).

This paper seeks to explore the theoretical bases for teacher‐delivered and peer‐delivered sexual health promotion and education.

The first section briefly outlines the main theories informing sexual health interventions for young people, and the second discusses their implications for modes of delivery.

Most interventions that claim to be theoretically based draw on social‐psychological cognition theories. Other programmes aim to develop self‐esteem and/or empowerment, while the two main sociological ideas underpinning sexual health programmes are the gendered construction of sexuality and the diffusion of innovations.

More research is necessary to clarify the mechanisms by which sexual health promotion works, which in turn should contribute to more empirically based theory.

If theoretical ideas are to be translated into potentially effective programmes, the specific features of the setting, target group and those delivering the programme must be taken into account.

This paper compares the theoretical justifications for different modes of delivering sexual health promotion, through outreach peer educators, formal school‐based peer educators and teachers.