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Past research has primarily focused on the negative impact of workplace mistreatment or aggression on the individuals involved, workgroups, and organizations. Certain circumstances, however, create paradoxical effects in which mistreatment positively relates to desirable workplace outcomes and characteristics at the individual and/or organizational level. Reviewing the theoretical and empirical evidence of beneficial outcomes provides researchers and practitioners with a more comprehensive understanding of the progression of workplace mistreatment, allowing them to target specific mechanisms to mitigate detrimental effects and potentially discover important avenues that lead to desired outcomes. A qualitative review of 13 articles demonstrated that different forms of aggression such as bullying, abusive supervision, incivility, and ostracism have positive relationships with paradoxical outcomes and characteristics such as resilience, prosocial behaviors, socially desirable behaviors, job performance, job satisfaction, and creativity. The authors caution against leveraging mistreatment as a method for producing these desired outcomes; instead, the authors encourage researchers and practitioners to utilize the information to further their understanding of the nomological network of workplace mistreatment and its underlying mechanisms, such as cognitive reappraisal and social learning.

Indian education system is obligated to assure “accessibility” to the “quality” preschool education for all children. National Education Policy (NEP) 2020 has emphasised this endeavor loudly and provided clear directions to bring quality in the preschool education through effective implementation strategies. En route to this, trained and motivated preschool teachers are considered as the key factor for quality assurance. Diversity of the Indian society (language, culture, socio-economic status), variety of preschool service providers, different models of preschool education system, uneven salary structure, work load, shortage of support system, huge teacher children ratio, and unregulated sector of teacher preparation are the upfront challenge for the quality of preschool teachers and teacher education. Recruitment of trained preschool teachers, assured career growth, performance-based promotions and salary structure, regulated teacher preparation programs, adherence to the other quality standards for preschool education, digital/distance mode of obtaining required qualifications, and development of strong mechanism for monitoring; supervision as well as on-site mentoring of preschool teachers are some of the major milestones set by the government in the policy. With all this, the most important aspect is to provide encouraging and respectful environment for preschool teachers to keep them happy, contented, and motivated. The teachers, who are prepared in this way contribute in the lives of young children by creating warm and welcoming environment when they enter preschool. The NEP 2020 has brought hope, possibilities, and directions in this regard.

Whilst there has been some growth in the number of Indigenous Australians completing Higher Degree Research (HDR) over the past decade, the parity rate remains significantly behind that of other domestic Australian students. The bulk of research which investigates strategies to improve Indigenous Higher Education participation and completion tends to focus on undergraduate students, leaving a significant void of knowledge in how the sector can better cater for, and support, Indigenous postgraduate students.

This chapter proposes a set of strategies to seed the success of Indigenous HDR students. It draws on the findings of three separate studies undertaken during 2006 to 2013 in order to provide a detailed overview of the current challenges Indigenous HDR students regularly face.

It outlines various support mechanisms available to this cohort as well as those that are desired, but not necessarily available. An important component of the chapter is the inclusion of the voices of Indigenous Australians who were undertaking their postgraduate studies at the time they were interviewed, as well as a group of Indigenous Australians who had successfully completed their doctoral degrees. Through generously sharing their postgraduate experiences, participants provided important insight into this area which remains significantly under-investigated.

The study of corporate psychopaths has gone from something which some academic peers found somewhat incredible, and even laughable, in 2005, to an area where an increasing amount of research is taking place across many disciplines. The paradigmatic view in 2005 was that psychopaths were criminal and, therefore, to be found in prisons and not in ‘respectable’ corporations. That chapters like this on corporate psychopaths and destructive leadership are now invited in 2020 for inclusion in academic management books that illustrates how relatively quickly the idea that psychopaths are found in corporations has gained acceptance. Nonetheless, destructive, unethical and psychopathic leadership is, by and large, still unexpected in the workplace, and this magnifies its impact as employees struggle to know how to deal with it. Such destructive leadership is also jarring and quite often traumatic for the employees concerned as well as being damaging to the organisations involved. This chapter examines psychopathic leadership and outlines its importance. This subject has been covered before in books and other chapters which describe psychopaths as organisational destroyers and producers of a climate of fear. Therefore, an aim of this chapter is to present some of the most up-to-date findings on corporate psychopaths and how they influence their environment via abusive supervision involving discrimination, ridicule and lowered job satisfaction. Abusiveness and unfairness lead to employees experiencing workplace stress and reduced mental health. The implications of corporate psychopathy for corporate legal responsibility are only just being considered as lawyers, ethicists and philosophers engage with this difficult subject.

This chapter reviews ethical challenges confronting nonprofit administration in relation to organizational managerial practices and leadership behaviors. Through a theoretical model of nonprofit-specific toxic leadership, it reviews the dynamics of destructive leaders, susceptible followers, and conducive environments in cases of unethical and corrupt nonprofit organizational behaviors. It provides a case for prioritizing oversight responsibilities of the board of directors, board supervision, promoting ethical culture in organizational leadership, and implementing policies for addressing destructive and corrupt nonprofit leaders. It reflects on how nonprofit toxic leadership primarily erodes public trust in the nonprofit sector and concludes with practical recommendations for recentering positive behaviors congruent with the nonprofit's social and public good mission.