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Failing to effectively play their leadership role can have a devastating effect not only on leaders, but also on the group or team they are responsible to lead, as well as on the organization or organizations they belong to and/or serve. In the following example of a leadership failure, the author’s inability to come to the plate to play her required role as a leader had a negative impact on her professional standing, as well as on a number of individuals who she was called to lead. This example illustrates the necessity to master “leading oneself” prior to leading others. Cleaning out the cobwebs in one’s own psyche and mastering emotional intelligence are pre-conditions for effective leadership. This is especially true when leading in a foreign cultural context as this chapter shows. A leader always faces the possibility of having to deal with individuals who bring out those inner parts of oneself that have not yet been dealt with and healed. This chapter focuses on the importance of the key ingredient of leading oneself, namely emotional intelligence. Within emotional intelligence, the author examines her leadership failure in relation to self-awareness and self-regulation while leading a US government foreign assistance project. She highlights the negative impact on her leadership of fear that arose from unresolved past conflicts remaining in my shadow side. “Self-betrayal” emerged as a key factor also in her leadership failure.

The purpose of this paper is to bring to light how betrayal can be found between individuals in organizations, and gives examples of how this can be avoided and managed effectively to create more collaborative and supportive working environments.

This is a viewpoint paper which discusses how betrayal is viewed and responded to by leaders in organizations. This paper makes use of the authors' personal experiences of leadership.

This article proposes a framework for recognizing patterns in behavior in organizations; especially between individuals, from which feelings of betrayal can occur.

The article describes “betrayal” in the context of small, medium and large organizations; however this is deemed to be something which is defined by the individual who has experienced the feelings of betrayal, making this a difficult concept to define universally.

The findings in this viewpoint can be applied to experiences of leadership and betrayal across the public sector.

This paper explains that naming the feeling of betrayal enables the proposal of a new framework, in which patterns in behavior can be identified which will enable leaders to understand their own responses and those of their employees. This will allow leaders be more readily aware of the “psychological contract” which exists between them and their colleagues, and to learn how to manage their relationships more effectively in light of this and the subtle expectations of their employees.

Critical race theory is a contemporary legal movement composed of progressive scholars, primarily people who identify as people of color, who seek to challenge racism in American society. In their writing, they explore the many ways in which racism infuses American institutions, popular culture, commonsense beliefs, pervades interaction and cuts to the core of the American psyche. One of the central challenges that any person, scholar, activist faces in the U.S. is the peculiar nature of contemporary discourse on race. Often times, much of white America treats racism as if it were a thing of the past, an article of a time when the racial caste system was explicitly upheld and defended, either in the form of slavery, explicitly racist immigration laws (like the Chinese Exclusion Act), the Jim Crow laws, or when Native Americans were massacred by Union soldiers. Contemporary anti-racist work constantly confronts this denial of racism from a large segment of America.² This denial of racism is one in which many people seem to have developed something of a psychic investment. Since the critical race theorists are working in a scholar-activist anti-racist vein, they also have to confront this massive self-delusion or mythic self-understanding.

This paper asserts that sustainable tourism education is an issue of extreme importance, especially for young adolescents, ages 10 to 12. Despite little intersection between middle-school education and tourism education, these two fields can become natural allies. Today's preteens not only influence their parent's tourism choices but will shape tomorrow's tourism, both as tourists and as hosts. This study is addressing the following research questions: if transformational school trips with tourism sustainability education proposes improve or enhance students' confidence and initiative, and how middle school individuals can become familiar with responsible and sustainable tourism and act upon it. Thus, the conceptual framework offered in this article is intended to contribute to a more systematic, programmatic, theory-based approach to the study of education for sustainable tourism in middle schools, and that by empowering students through travel. Results suggest that empowering middle-school individuals is halfway to achieve tourism sustainability goals.

In this paper, we present a conceptual and terminological system – what we term the ‘Comprehensive Integrity Framework’ – capable of applying to both personal and institutional integrity, and to different levels of institutions (including sub-institutions and institutional complexes). We distinguish between three sorts of integrity: consistency-integrity (whether the agent’s acts accord with her claimed values); coherence-integrity (whether the agent’s character and internal constitution accord with her claimed values); and context-integrity (whether the agent’s environment facilitates her living up to her claimed values). We then employ this conceptual system to explore similarities, differences and overlaps between personal and institutional integrity, drawing in particular on moral philosophic work on personal integrity (on the one hand) and on ‘integrity systems’ and public administration approaches to institutional integrity (on the other).

In today's world, events are used as a mean to achieve an array of objectives including changing behaviours. This chapter asserts the importance of marketing in encouraging sustainable behaviours by children through events. Thus, it examines the most effective way of marketing to contribute to shift behaviours in a young age having events as an ally. The question that poses is how marketing and more specifically social marketing can help to plan, create, design and promote sustainable events for children. Bearing that in mind, and based on a semi-systematic literature review, one developed a comprehensive conceptual framework intending to show how it is possible to encourage sustainable children's behaviour through events. Results suggest that social marketing can play a significant role in changing children's behaviour towards sustainability. It is argued that there is a creation of ‘value’ even that behaviour change is only temporary. Furthermore, it is suggested that social marketing represents a viable approach when seeking to educate children and change their behaviours towards the adoption of more sustainable practices. This chapter advances theoretical knowledge by offering a conceptual framework and by suggesting a way forward in marketing sustainable events for children.

How should researchers navigate and interpret the moral emotions evoked in them in research on trauma? In this reflective essay, the authors discuss their experience as researchers on moral injury (MI) in veterans and police personnel in the Netherlands. Stories of MI usually do not allow for a clear-cut categorization of the affected person as a victim or perpetrator. This ambivalence, in fact, is explicitly part of the concept of MI. It means however that researchers face complicated psychological, ethical and methodological challenges during research on MI.

The authors contemplate these challenges by describing two empirical cases demonstrating the particular moral challenges that emerge in MI research. Drawing from literature on qualitative research and emotions, the authors distil different perspectives on the role of moral emotions in research.

Reflecting on the ambivalent and difficult emotions the authors experienced as researchers when listening to personal accounts of moral injury, the authors offer insights into the necessity and delicacy of navigating between the methodological potential and the ethical and psychological risks of such emotions.

This study is relevant for all researchers examining trauma, in particular when the research is surrounded by complex ethical questions. While the issue of managing emotions in research on trauma is challenging in itself, it is further complicated when the stories related by respondents challenge the researcher's own moral beliefs and values.