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The study's main goal is to investigate different leadership styles that characterize middle-level leaders, the intermediate leadership tier of role holders in school, as they practice leadership scenarios through active participation in a professional learning process of role-play simulation, using a social-ecological approach.

Thirty middle-level leaders from different Israeli high schools and districts participated in the study during an M.A. course in an educational leadership program. The authors used qualitative analysis to examine role-play simulations of leadership scenarios based on group debriefings. This content analysis was conducted within a two-dimensional theoretical framework composed of leadership style theory and a social-ecological model.

The study findings address four main leadership styles: authentic, transformational, participative and transactional. Regarding their appearance within different social-ecological layers, the interpersonal layer was the most salient one with a prominent appearance of transformational and authentic leadership styles. On the organizational and communal layers, authentic leadership was more prominent. The study findings demonstrate multidimensionality in both the leadership styles and social-ecological layers, as different styles appeared in different layers concurrently.

The findings may help articulate the nature and characteristics of middle-level school leadership. They may also provide relevant theoretical content and instructional strategy to develop simulation-based preparation programs for middle-level leaders.

The study findings highlight unique leadership characteristics of middle-level school leaders and suggest a contextual perception of their leadership styles within a social-ecological framework.

The purpose of this paper is to assess the implementation of the Welsh Network of Healthy School Schemes (WNHSS) at national, local and school levels, using a systems approach drawing on the Ottawa Charter.

The approach takes the form of a single‐case study using data from a documentary analysis, interviews with Healthy Schools Co‐ordinators (n=23) and stakeholder (n∼93) discussion of interim findings at three regional workshops.

There was almost universal adherence to a national framework based on Ottawa Charter principles. Substantial progress had been made with advocacy and mediation, although the framework provided less specific guidance regarding enablement. All‐Wales training for co‐ordinators, the commitment of co‐ordinators to working across administrative and professional boundaries, and support from local education and health partnerships, were important determinants of healthy school schemes' growth and efficiency. Primary schools were more successful than secondary schools in embedding health‐related changes.

Although findings are largely based on indirect evidence, the use of a social‐ecological model of evaluation provided valuable insights into implementation processes at multiple levels. Findings suggest that strong national support benefits programme development and dissemination and should include effective monitoring of local performance. The national strategic environment was influential at all levels of programme implementation. Priorities for further research include application of the social‐ecological model and organisational theory to investigate indicators of sustainability and influences on inequalities in health in school health promotion programmes.

The review illustrates the importance of evaluating health promotion programmes at multiple levels using a systems approach.

There is a clear link between dietary behavior and a range of chronic diseases, and overweight and obesity constitute an indirect risk in relation to these diseases. The worksite is a central venue for influencing dietary behavior. The purpose of this paper is to provide an overview of workplace influences on workers' dietary patterns.

The paper reviews the evidence of the effectiveness of dietary health promotion, and provides a brief overview of appropriate theoretical frameworks to guide intervention design and evaluation. The findings are illustrated through research examples.

Through case studies and published research, it is found that workplace dietary interventions are generally effective, especially fruit and vegetable interventions. There is less consistent evidence on the long‐term effectiveness of workplace weight management interventions, underscoring the need for further research in this area. This paper also reports evidence that changes in the work environment, including through health and safety programs, may contribute to enhancing the effectiveness of workplace health promotion, including dietary interventions. Organizational factors such as work schedule may also influence dietary patterns. The social ecological model, the social contextual model and political process approach are presented as exemplar conceptual models that may be useful when designing or assessing the effects of workplace health promotion.

The paper shows that using the worksite as a setting for influencing health by influencing dietary patterns holds considerable promise and may be instrumental in reducing workers' risk of developing chronic diseases.

Prosociality may in part determine sustainability behavior. Prior research indicates that pro-environmental behavior correlates with prosocial attitudes, and separately, that prosociality correlates with social support in homes and communities. Therefore, prosociality may constitute a keystone variable linking human well-being with pro-environmental behavior. The purpose of the paper is to test this conjecture.

Data from a multi-year student survey at the University of Maine on environmental behavior, prosociality and experienced social support are used. A two-stage least-squares regression is applied to explore the relationships between these variables, and sub-scale analysis of the pro-environmental responses is performed. Additionally, spatial statistics for the student population across the state are computed.

The data corroborate previous findings and indicates that social support within a community may bolster the prosociality of its members, which in turn may increase pro-environmental behaviors and intentions.

Cross-sectional data do not permit the imputation of causality. Self-reported measures of behavior may also be biased. However, student prosociality surveys may provide an effective and low-cost sustainability metric for large populations.

The results of this study corroborate prior research to suggest that pro-environmental and prosocial behaviors may both be enhanced by bolstering social support efforts at the community level.

It is suggested that prosociality could become a keystone sustainability indicator. The study’s results extend the understanding of the connections between prosociality, social support and pro-environmental behavior. The results of this study suggest that efforts to simultaneously improve the well-being and environmental status might focus on building prosociality and social support systems at the community level.

Addressing calls for broadening social marketing thinking beyond “individualistic” parameters, this paper aims to describe a behavioural ecological systems (BEM) approach to enhance understanding of social markets.

A conceptual framework – the BEM – is presented and discussed within a context of alcohol social change.

The BEM emphasises the relational nature of behaviour change, where individuals are embedded in an ecological system that involves the performances of behaviour and social change within historical, social, cultural, physical and environmental settings. Layers of influence on actors are characterised as macro (distant, large in scale), exo (external, remote from individuals), meso (between the individual and environments) and micro (the individual within their social setting). The BEM can be applied to guide social marketers towards creating solutions that focus on collaboration amongst market actors rather than among consumers.

The BEM contributes to a broader holistic view of social ecologies and behaviour change; emphasises the need for social marketers to embrace systems thinking; and recognises that relationships between actors at multiple layers in social change markets are interactive, collaborative and embedded in dynamic social contexts. Importantly, a behavioural ecological systems approach enables social marketers to develop coherent, integrated and multi-dimensional social change programmes.

The underlying premise of the BEM brings forward relational logic as the foundation for future social marketing theory and practice. Taking this approach to social market change focuses strategy on the intangible aspects of social offerings, inclusive of the interactions and processes of value creation (and/or destruction) within a social marketing system to facilitate collaboration and interaction across a network of actors so as to overcome barriers and identify solutions to social problems.

This paper aims to outline the benefits of using resilience assessment instead of command and control mechanisms to evaluate sustainable campus environments.

An exploratory mixed-method design was followed for the purposes of the project. During the first qualitative phase, a historical timeline of the focal system was created. In the quantitative phase, the resilience assessment guided the investigation. To collect data, the case study research strategy included a heuristic process of collecting and reviewing documents, semi-structured interviews, observations and the systematic implementation of the resilience assessment approach.

Based on the resilience assessment approach, it is argued that the environmental status of university campuses can be considered relevant to the local community and immediate environment. Knowledge of the finite resources and their capacity in the context of the social-ecological system may increase the resilience of a campus.

This research study explores the use of an alternative approach to environmental practices at university campuses. The resilience assessment is usually performed on large ecosystems. By applying this approach to a small ecosystem, the study fills a gap in the applicability of the resilience approach.

Young people drinking to extreme drunkenness is a source of concern for policy makers and health promoters. There are a variety of community groups who appear to respond to the alcohol-related problems. The purpose of this paper is to investigate the working practices and relationships among local community groups as part of the pre-intervention context-assessment process.

Drawing on the narratives of nine community workers and ten venue managers the authors examine the community level approach to inform the choice of interventions to reduce risky drinking practices and community wide alcohol-related harm.

There was considerable agreement across the community workers and venue managers about the nature of risk for young people in the night time economy (NTE). Two central themes of “perceived risk” and “management of risk” emerged from the data. Further, the community workers and venue managers identified different high-risk locations and strategies to improve their ability meet the needs of young people experiencing risk in the NTE. The local authorities, community organisations and night time operators adopted a broad proactive and connected approach to develop a coherent strategy to achieve new measures of safety in the NTE.

Applying the social ecological model to provide a framework for the understanding of the social, environmental and political factors that influence alcohol use in young people.

Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers.

The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design.

Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens.

The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations.

Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings.

The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.

Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances, however, have emphasized person-environment fit models of disability that view disability, intellectual, and other cognitive disabilities, as the lack of fit between a person’s capacities and the demands of the context. This chapter examines these shifts in conceptualization and the ways in which this changes how interventions are designed to provide support to enable people with intellectual disability to live, learn, work, and play in their communities. Such interventions and supports include issues pertaining to Universal Design for Learning, multi-tiered systems of supports, and the primacy of promoting the self-determination of people with disabilities. The importance of efforts to promote social inclusion is also discussed, as well as strategies to promote transition to adulthood. Authors from several countries provide examples of how these new intervention paradigms are being implemented across the world.