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The purpose of this study is to investigate the transfer of learning among older adults and the importance of physical activity (PA) related to aging in place.

A mixed-methods approach examined 10 older adults aged 65–88, who were receiving occupational therapy and contemplating aging in place. Semistructured interviews determined participants' perceptions of aging in place and PA. Accelerometers assessed levels of PA over 14 days.

Interviews revealed that most participants were aware of the importance of PA but did not specify PA as being a primary contributor to continued independence with aging. Accelerometer data revealed that, on average, 96.7% of the day is spent in sedentary behavior.

Health-care professionals may ask the question, “What will my patient do with the information he or she has learned?” This study was useful to increase understanding of older adults’ learning, lifestyles and effects on aging independently.

As older adults have true expectations of requirements for successful aging in place, realistic levels of PA and transfer of learning could improve the intended outcome of aging independently.

PA is often an overlooked factor for occupational engagement and aging in place and is novel to investigate in combination with interviews.

In this chapter, the authors present a conceptual perspective on resilience that is grounded in self-regulation theory, to help address theoretical, empirical, and practical concerns in this domain. Despite the growing popularity of resilience research (see Linnenluecke, 2017), scholars have noted ongoing concerns about conceptual confusion and resulting, paradoxical, stigmatization associated with the label “resilience” (e.g., Adler, 2013; Britt, Shen, Sinclair, Grossman, & Klieger, 2016; Luthar, Cicchetti, & Becker, 2000). The authors seek to advance this domain via presenting a clarified, theoretically grounded conceptualization that can facilitate unified theoretical advancements, aligned operationalization, research model development, and intervention improvements. Resilience is defined here as continued, self-regulated goal striving (e.g., behavioral and/or psychological) despite adversity (i.e., after goal frustration). This self-regulatory conceptualization of resilience offers theoretically based definitions for the necessary conditions (i.e., adversity and overcoming) and outlines specific characteristics (i.e., unit-centered and dynamic) of resilience, distinguishes resilience from other persistence-related concepts (e.g., grit and hardiness), and provides a framework for understanding the connections (and distinctions) between resilience, performance, and well-being. After presenting this self-regulatory resilience perspective, the authors outline additional paths forward for the domain.

Our understanding of leadership has undergone a significant shift in the early part of the 21st century. An emerging perspective, dubbed Eco-Leadership, suggests leadership is a collective process involving both leaders and followers co-creating leadership. Because our beliefs and attitudes toward leadership affect how we lead, it becomes crucial to better understand the views youth have towards leadership, as they develop into our future leaders, to improve curricula and instruction. In this study, no relationship was found between youth attitudes and beliefs towards systemic and hierarchical thinking with respect to their preferred problem-solving style. These findings indicate youth may adaptively or innovatively associate leadership equally through systemic and hierarchical thinking. Further, neither being more adaptive nor more innovative implies one to be better at leading.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

The purpose of this study is to evaluate a conflict management training that used a communication competence perspective. This addresses whether the training had an impact on role conflict, conflict resolution skills, horizontal violence, burnout, turnover intention and perceptions of consumers. It also assessed staff perceptions of the training.

A mixed-method analysis was used using survey data from multiple time points along with focus group interviews.

The program decreased role conflict, horizontal violence and burnout among direct-care workers, whereas feelings of safety and perceptions of workers’ ability to protect themselves and others in aggressive situations increased. Furthermore, staff felt the training was useful and increased feelings of safety and empowerment at the study.

These findings suggest that conflict management training may need additional refresher sessions. Administrative planning is also needed to ensure training of all staff is trained in an adequate timeframe.

These results, although positive, are somewhat time bound. Therefore, the content of training and knowledge dissemination of conflict management training need additional research to ensure best practices.

American police agencies' swift adoption of body-worn camera (BWC) technology, coupled with the ubiquity of smartphones and social media, has led to a “new visibility” of policing. Video recordings are often touted as objective evidentiary accounts of police-civilian interactions. Yet even these recordings are rarely seen in a vacuum, but instead accompanied by headlines and accounts.

Using a diverse sample of young American adults (N = 943) and an experimental design incorporating a short poorly recorded BWC video embedded within a survey, this study investigates perceptions of the appropriateness of police behavior in an ambiguous situation where officers used deadly force on a Black civilian. All respondents viewed the same video, but were randomly assigned to one of four ultimate outcomes.

Respondents overwhelmingly reported the BWC video was personally important and significant for a subsequent investigation and public opinion. The experimental manipulation, along with background factors, exerted a substantial effect on perceptions of the officers' actions. Respondents found the officers' actions more appropriate when told the civilian held a weapon.

Americans are divided on the role of police in a democratic society. Objective accounts like video recordings may be used to build consensus, but our results, derived from a novel method and dataset, suggest deeper cognitive biases must also be overcome.

The purpose of this paper is to describe the use of group concept mapping (GCM) as a tool for developing a conceptual model of an episode of acute, unscheduled care from illness or injury to outcomes such as recovery, death and chronic illness.

After generating a literature review drafting an initial conceptual model, GCM software (CS Global MAX^TM) is used to organize and identify strengths and directionality between concepts generated through feedback about the model from several stakeholder groups: acute care and non-acute care providers, patients, payers and policymakers. Through online and in-person population-specific focus groups, the GCM approach seeks feedback, assigned relationships and articulated priorities from participants to produce an output map that described overarching concepts and relationships within and across subsamples.

A clustered concept map made up of relational data points that produced a taxonomy of feedback was used to update the model for use in soliciting additional feedback from two technical expert panels (TEPs), and finally, a public comment exercise was performed. The results were a stakeholder-informed improved model for an acute care episode, identified factors that influence process and outcomes, and policy recommendations, which were delivered to the Department of Health and Human Services’s (DHHS) Assistant Secretary for Preparedness and Response.

This study provides an example of the value of cross-population multi-stakeholder input to increase voice in shared problem health stakeholder groups.

This paper provides GCM results and a visual analysis of the relational characteristics both within and across sub-populations involved in the study. It also provides an assessment of observational key factors supporting how different stakeholder voices can be integrated to inform model development and policy recommendations.

At a time when governmental corruption seems rife and administrations grow ever more secretive, the whistleblower is a crucial resource in journalism’s attempts to make accountable those who wield power. Yet despite legislation that is meant to protect employees and officials who expose wrongdoing, a governmental “war on whistleblowers” has made the hazards faced by many whistleblowers increasingly grim. This chapter explores the role of the journalist/whistleblower collaboration in disclosing important, but sensitive, information involving national security. In discussing case studies of those who have braved the government’s anger, we examine not only the circumstances of these breaches, but also their political and legal repercussions.

Multidimensional fit (MDF) has been coined as “elusive” and relevant to an individual’s social identity and self-concept, unfolding over time as individuals assess their fit relative to Person-Organization, Person-Vocation, Person-Job, and Person-Team Fit. In this chapter, the literature as it relates to the refugee employment journey, MDF, and HRM practices that facilitate or inhibit MDF is reviewed. Furthermore, in this study, the process-oriented view of the refuge path highlights the complexity of their experience, noting an array of antecedents as they relate to country, host country and individual differences, interventions through NGOs, refugee resettlement agencies, and organizations, as well as the less explored entrepreneurial path. These diverse paths and the process of finding fit, and the obstacles refugees face, are viewed through the lens of shocks and reassessment of MDF throughout their journey. Finally, the study’s outcomes illustrate individual wellbeing factors, organizational level benefits, as well as community level benefits to MDF.

This study examines a general education, hands-on and 100 per cent online laboratory course to better understand the prospects for fostering green building literacy through experiential online education.

The mixed-methods research design included pre- and post-course surveys (n = 42) together with semi-structured interviews mid-semester (n = 10) and four to six months post-course (n = 5). Data were collected for two semesters.

Students experienced significant increases in green building knowledge and skills, environmental sensitivity and pro-environmental behaviors from the beginning to the end of the course. Qualitative results indicate that the hands-on laboratory assignments were the primary pedagogical interventions affecting change. Interviews four to six months after the course revealed that motivation, convenience and supportiveness of the context were key factors impacting the pro-environmental behaviors that were maintained versus those that were discontinued by students when the course was over.

This paper shares effective approaches used to deliver an online course with hands-on laboratories that lead to positive increases in sustainability knowledge and behaviors stretching beyond the semester.

While online and experiential learning are both well-studied themes in higher education, very little empirical work examines experiential online learning, and this is particularly the case for online laboratory courses. The work here contributes to the understanding of general education online laboratories that are designed to increase knowledge and behavior change through hands-on experiential learning techniques.