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The title of this chapter was inspired by Martin, a prisoner the author met while conducting fieldwork. Martin remarked that, despite the common rhetoric around prisoners ‘maintaining’ their family ties, the reality was that during imprisonment it became more about trying to cling on to them. Imprisonment is perhaps one of the most brutal disruptions a family can undergo, leaving them little choice but to adapt to this enforced transition. Immediately, the spaces where family life can happen narrow severely and become dictated by the prison environment and the plethora of rules that regulate it. The immediate physical separation, onerous restrictions on physical contact and the heavily surveilled nature of family contact during imprisonment constricts space for emotional expression, often rendering romantic relationships clandestine and fatherhood attenuated. Further, the temporal space for family is reduced as limited opportunities for visits lead prisoners to eschew contact with wider family members and prioritise their ‘nuclear’ family. Drawing on empirical research conducted at two male prisons in England and Wales, this chapter then, will detail the complexities of how families navigate this transition and the limitations on what family can mean in the prison environment. The chapter will conclude with the implications of these restrictions for the ultimate transition when prisoners return ‘home’.

The need to improve performance and productivity causes conflict when a blind typist comes under scrutiny. Although not intentionally singled out, she felt threatened. This is a sensitive issue that needs to be handled with tact and professionalism. Because of the personalities involved, there is no easy solution to this case, a characteristic that makes “performance shock” a valuable learning tool.

This paper is concerned with what intensive family intervention professionals reveal to the parents with whom they work about whether they themselves are parents or not, as a form of professional self-disclosure in child welfare work. This paper also addresses the act of lying in professional self-disclosure.

The paper draws on material from a series of narrative interviews completed with practitioners from one family intervention programme in an English local authority as part of a study looking at how children’s services professionals experience the suffering of parents. The study was based on a psychoanalytically informed methodological approach, which is represented in the analysis provided in the paper.

The overall team ethos regarding parental status disclosure is considered briefly first then two participants’ accounts are explored in depth. These involved, what can be considered as, questionable or unorthodox stances regarding parental status disclosure (and self-disclosure more generally). The exploration illustrates the role that practitioners’ personal lives and histories can play in influencing how the act of professional parental status disclosure is experienced and how particular positions are invested in regarding the role of self-disclosure in working relationships with parents.

Child welfare and family intervention professionals are often asked personal questions by the parents and carers they work with, including questions about whether they are a parent or not. These questions can be difficult to answer and there is a need for dedicated empirical analysis into the ways in which professionals experience, think about and respond to them and what they disclose about themselves when working with families.

The design of a job is deeply consequential for employees’ psychological experiences at work. Jobs are collections of tasks and relationships that are grouped together and assigned to an individual (Ilgen & Hollenbeck, 1992), and scholars have long been interested in the way these elements come together to constitute the experience of a job (Griffin, 1987; Hackman & Oldham, 1980). Research in this area has traditionally built on a core assumption that managers design jobs in a top-down fashion for employees, which places employees in the relatively passive role of being the recipients of the jobs they hold.

The underdetermination argument establishes that scientists may use political values to guide inquiry, without providing criteria for distinguishing legitimate from illegitimate guidance. This chapter supplies such criteria. Analysis of the confused arguments against value-laden science reveals the fundamental criterion of illegitimate guidance: when value judgments operate to drive inquiry to a predetermined conclusion. A case study of feminist research on divorce reveals numerous legitimate ways that values can guide science without violating this standard.

The purpose of this paper is to empirically investigate the effects of cultural values on gender gap.

First, by relying on the extant literature, the concepts of cultural values and gender gap are framed and variables are defined. Then, the relationships among variables are hypothesized and the theoretical model is constructed. Finally, empirical tests are conducted, the results are analyzed, and theoretical/practical implications are discussed.

The results show that controlling for the effects of socio‐economic variables, culture still has important implications for gender gap. More specifically, it is found that conservatism value dimension is associated with higher levels of gender gap, but autonomy cultural dimension may lead to gender equality.

This study is limited to three pairs of cultural values as proposed by Schwartz. Another major limitation of this study resides in the theoretical model and linear data analysis techniques used to investigate the relationship between culture and gender gap.

The findings of this study could have important practical implications in many areas of social sciences such as political science, management and organizational studies, education, international law, and human resource management.

By considering the implications of cultural values, policy makers and business leaders may adopt effective strategies to promote gender equalities at the societal and organizational levels.

While many studies have focused on some narrow aspects such as gender‐based differences in labour, employment, remuneration, political representation, education, and leadership, in this study, the authors relied on a comprehensive conceptualization of the gender gap. Considering the reliability of data and the variety of countries/cultures included, the results seem very significant.

Several issues are reported in the literature regarding the preparation and training of nurses for the preceptor role. The purpose of this study is to explore the experiences, growth and development of nurses transitioning to the preceptor role in allied health contexts.

A basic interpretive qualitative research method was used for this study. In total, 20 preceptors who were practicing in a variety of healthcare settings participated in in-depth interviews.

The preceptors of this study found meaning through their teaching and learning encounters with novice nurses. Their meaning making led to identity development and new perspectives on both the nursing and preceptor roles.

This study extends the literature on informal learning and training by focusing on the unique work role of nurse precepting. Conclusions of this study call for additional research that examines other occupational areas in which workers have transitioned from expert to novice again, and how training can enhance these transitions

Participants described several areas of improvement for preceptorships: additional administrative support, guidelines and standards for preceptor training and preparation and additional time and support for transitioning to the preceptor role

Work role transition theory was used in this study to examine the preparation and training of preceptors. This study features the voices of nursing preceptors who have experienced changes in their employment status and major shifts in their work roles transitioning from expert to novice to expert again.