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Interest in psychological resilience has grown rapidly in the last couple of decades (Britt, Sinclair, & McFadden, 2016; King & Rothstein, 2010; Youssef & Luthans, 2007). Psychological resilience occurs when a person can “recover, re-bound, bounce-back, adjust or even thrive” in the face of adversity (Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O’flaherty, 2013, p. 264). As such, resilience can be conceptualized as a state-like and malleable construct that can be enhanced in response to stressful events (Kossek & Perrigino, 2016). It incorporates a dynamic process by which individuals use protective factors (internal and external) to positively adapt to stress over time (Luthar, Cicchetti, & Becker, 2000; Rutter, 1987). Building on the dual-pathway model of resilience, we integrate adaptive and proactive coping to the resilience development process and add a heretofore unexamined perspective to the ways in which resilience changes over time. We propose that resilience development trajectories differ depending on the type of adversity or stress experienced in combination with the use of adaptive and proactive coping. We outline the need for future longitudinal studies to examine these relationships and the implications for developing resilience interventions in the workplace.

This chapter examines immigrant adolescents’ personal vulnerabilities and strengths that combine in complex ways with environmental adversities and affordances to determine their post-immigration developmental pathways. The challenges associated with immigrant adolescents’ transition to a U.S. school are examined within the framework of risk-protective additive, challenge and susceptibility, and the risk-protective interactive models. This transition is much more than a change of schools. It involves several transitions: (a) the cultural, relational, and physical context the adolescent leaves behind; (b) the circumstances of exit from the home country and of entry into the host country including voluntary and involuntary immigration; (c) the reception accorded to the immigrant adolescent’s family upon immigration; (d) the first place of settlement after immigration; and (e) entry into a new school with a new set of peers, teachers, behavioral norms, and school rules and expectations. The chapter addresses the various forms of immigrant adolescents’ acculturation upon relocation to the United States. These include the role of immigrant group’s social distance from mainstream society, downward assimilation, and selective acculturation. Special emphasis is placed on the relationship between immigrant adolescents’ identity negotiations, their need to belong in the new context, and the acculturation patterns they manifest. While acknowledging the importance of family resources pre- and post-immigration and the role of community resources in the United States that may ease this transition, the crucial role of schools in creating respectful, culturally responsive spaces that foster inclusion, engagement, and learning for immigrant adolescents’ successful adjustment in the new context is highlighted.

Past theorizing and empirical work suggest that long-standing strategic leaders generate harmful attention and information-processing effects in their organizations, which in turn impair organizational learning and performance. In contrast, our argument is that longevity and its attendant inertia foster useful transformational and strategic persistence for organizations pursuing stretch goals. Through attentional vigilance and restricted focus, inertia may create the cognitive profile necessary for effective learning when organizations pursue the seemingly impossible. We empirically examine our ideas in the context of the French royal navy and the naval battles it had with the British in the seventeenth and eighteenth centuries. More specifically, we focus on two distinct but related stretch periods during which the French royal navy was tasked with building a powerful naval force and using it to gain naval supremacy over Great Britain. Given its exceptionally weak starting position at the beginning of the two studied periods and its desire to displace the established and advantaged navy of the era, the French had a lofty task. Our results are supportive of the stability argument, with leader longevity and inertia being positive for outcomes.

This chapter explores the concept of allyship in social justice struggles. It provides a road map for self-reflection as well as acquisition of skills necessary for effective allyship. It describes appropriate roles for allies in dismantling systems and structures that protect the privilege of the majority in various contexts – privilege often unseen, unacknowledged and/or actively denied. This chapter will examine unique roles of allies in exposing, challenging, and dismantling privilege and white supremacy. Concrete examples of benefits that have accrued to white Americans through privilege – both conscious and unconscious, are assessed. The reader will be encouraged to explore personal areas of privilege and marginalization and acknowledge multidimensional identities (race, ethnicity, gender, class, ability, etc.) of individuals and unique lived experiences. Those seeking authentic positions of allyship are challenged to root out embedded privilege/white supremacy through direct action.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

In this chapter, I investigated how challenges (life events) are negotiated within families according to gender roles and their effect on marriage quality, life satisfaction, and psychological resilience in a nonclinical sample of heterosexual couples (N=159), age 23–78 (M=45.4, SD=11.2), with children (n=127) or childfree (n=32). Specifically, I accounted for the individual’s ability to share “hurt feelings” and foster intimacy within the couple, thus strengthening resilience and improving life satisfaction and hypothesized that the impact of negative life events on both relationship quality and life satisfaction could depend on the resilience levels of each partner and their ratio according to gender roles. Results confirmed the hypothesis and showed significant gender differences in the impact of negative life events on relationship quality, life satisfaction, ability to share hurt feelings, fear of intimacy, and resilience levels. Moreover, the ratio of the partner’s individual resilience affected the dependent variables differently by gender, its level interacted with the age of the couple’s first child (range: 2–54, mean: 21.4, SD: 10.4) and strongly depended on the occupation of the parents.

Performance management involves budgeting, performance evaluation, and incentive compensation. This study describes a model that encompasses these three elements of performance management. To illustrate the model, survey data were examined using path analysis. The empirical evidence supports the model, and suggests several intervening variables that mediate the direct and indirect effects of budgeting, performance evaluation, and incentives on gaming behaviors and individual performance.

Recovery seems to be one of the most important mechanisms explaining the relationship between acute stress reactions and chronic health complaints (Geurts & Sonnentag, 2006). Moreover, insufficient recovery may be the linking mechanism that turns daily stress experiences into chronic stress. Given this role recovery has in the stress process, it is important to ask in which contexts and under what circumstances recovery takes place.

This study aims to examine the mediating role of organisational fairness on the association between the emphasis on budgets and budget difficulty with budget value and job stress. Data were collected using an online survey questionnaire with 515 responses from middle and lower-level managers in Australian business organisations. The results indicate that organisational fairness fully mediates the association between budget difficulty with both budget value and job stress. Organisational fairness was not found to mediate the association between the emphasis on budgets with budget value and job stress. Rather, the emphasis on budgets was significantly negatively associated with job stress, implying that a greater emphasis on budgets is desirable in alleviating job stress. The findings have important implications for practice.