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In this chapter, I will outline the labels of giftedness and underachievement and present the theoretical debates surrounding these labels. A historicist examination of these labels follows, highlighting how the gifted underachievement (GUA) label emerges through the negation of “giftedness.” Subsequently, I explore the concept of GUA and its negative connotations, stemming from the positive valuation inherent in the term “giftedness” and its implications for what is considered “normal.” This chapter also reviews perspectives on shifting the focus away from the individual within the current paradigm of labeling giftedness and explores insights from systemic thinking and symbolic interactionism (SI). The conclusion underscores the necessity of a symbolic interactionist perspective to address the gaps in research on the labeling of giftedness and underachievement. Finally, I propose a generic definition that can be used in GUA research in the light of SI.

Comparative analyses in education science have traditionally focused on the category of geographic location as the comparative unit. However, comparison may involve many other units of analysis, such as culture, politics, curricula, education systems, social phenomena, and other categories of the lives of societies. Still, categories are inseparably linked to one or several geographic locations. Comparative approaches are often also dictated by the availability heuristic. Studying geographic units as the foci of comparative research is a necessary step for comparative presentation of the topic. According to Bray and Thomas, a researcher must always seek preliminary insight in the geographic unit to be analyzed before making the comparison. In social science research, a unit of analysis relates to the main object of the research, as it answers the question of “who” or “what” is going to be analyzed. The most common units of analysis are people, groups, organizations, artifacts or phenomena, and social interactions. Ragin and Amoroso have noted that comparative methods can be used to explain the commonness or diversity of results. This paper shows how comparative research can be approached in ways that have not been discussed, grounded in the historically variable understanding of the very term “comparison.” They are, for example, The Ogden-Richards triangle, The Porphyrian Tree, Classification strategies – Mill’s Canons, The chaos of the world – the order of science, Weber’s ideal types, Raymond Boudon’s formula, and the Möbius strip in comparativism.

Mental health champions (MHCs) and young health ambassadors (YHAs) are two innovative public health interventions. MHCs are practitioners who work in schools and other youth settings and aim to be the “go to” person for mental health in these settings. YHAs are a linked parallel network of young people, who champion mental health and advocate for youth involvement, which was co-produced with young people across all stages of development implementation. This paper aims to identify the potential benefits, barriers and facilitators of these interventions.

Semi-structured qualitative interviews (n = 19) were undertaken with a purposive sample of n = 13 MHCs, and n = 6 YHAs, between June 2021 and March 2022. Interviews were audio-recorded, transcribed, anonymised and then analysed following a thematic approach. Ethical approval was granted by Newcastle University’s Faculty of Medical Sciences Ethics Committee.

The findings are organised under five key themes: motivating factors and rewards for MHCs and YHAs; outcomes for children and young people (CYP) and others; impact on youth settings and culture; facilitators of successful implementation; and implementation challenges and opportunities.

These findings are intended to be of relevance to practice and policy, particularly to those exploring the design, commissioning or implementation of similar novel and low-cost interventions, which aim to improve mental health outcomes for CYP, within the context of youth settings.

The interventions reported on in the present paper are novel and innovative. Little research has previously been undertaken to explore similar approaches, and the individual experiences of those involved in the delivery of these types of interventions.

Perverse instantiation is one of many hypothetical failure modes of AI, specifically one in which the AI fulfils the command given to it by its principal in a way which is both unforeseen and harmful. A lot is already said about perverse instantiation itself, especially when such a failure mode presents an existential risk, as would be the case with a superintelligent AI. However novel these disaster scenarios may be, similar fictional cautionary tales already exist in many cultures: tragic stories about misinterpreted prophecies and grand wishes gone awry, from Croesus to Macbeth. Analysis of both old and new tales of perverse instantiation reveals that the core of the issue is an ancient philosophical and logical problem that even Socrates faced: the problem of defining terms. Unlike the Socratic problem, which focused on finding a good intensional definition, perverse instantiation encompasses problems that arise from both badly defined intension of terms (their internal content) and badly defined extension of terms (their range of applicability). However, models of machine learning that use vast amounts of training data hold the promise of resolving the issue of badly defined extension of terms. The issue of defining intension of terms remains. Further parallels can be found between scenarios of perverse instantiation and Socrates' dialogues with obstinate sophists, such as importance of philosophical reflection and discussion. This indicates that our future challenges in working with AI may still have a lot to do with retracing Socrates' steps.

Chapter 6 explores the cultural impact of mental health, addiction, and dual diagnosis challenges with a specific focus on Irish society. The chapter takes a staggered approach whereby each type of challenge is separated and discussed individually, before being joined together through discussions on dual diagnosis as presented in Section 6.4. These discussions are designed to highlight the cultural deviance that is perceived by other people towards those with such diagnosis over the years that such diagnosis have been prevalent in history. In particular, the discussions around dual diagnosis here will strengthen the discussion in Chapter 4: ‘The Conundrum of Dual Diagnosis’ and will set the groundwork for the remainder of this text.

This paper aims to explore the hierarchy of motivations behind Chinese young wine consumers’ wine-purchasing behavior.

This study used a random and snowball sampling technique to collect data from Chinese young wine consumers. Ultimately, 840 participants were included, representing diverse geographic regions across China. The gathered data was analyzed to explore wine customer behavior using SPSS and AMOS.

The hierarchical structure of motivations guiding young consumers’ wine consumption becomes apparent when analyzed across ascending levels: from considerations of health benefits and emotional assessments to social interactions and status symbols. These factors wield significant influence over the purchase of wines among Chinese young wine consumers. Moreover, these consumption motivations notably impact consumption behavior by mediating through consumption intentions.

This study integrates the theory of planned behavior with Maslow’s hierarchy of needs, systematically identifying four primary motivations that hierarchically influence wine consumption among Chinese young wine consumers. It empirically validates the relationships between motivations, intentions and behaviors, underscoring intentions as a mediating factor linking motivations and behaviors.

The purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory.

The hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components.

Results confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity.

The study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.

This study presents an overview of research literature on health promotion in schools, utilizing metadata extracted from 4,328 publications indexed in the Scopus database over the past 35 years.

A bibliometric approach was used to analyze the development and current state of using publication and citation data. A structured keyword search was conducted in the Scopus database to retrieve relevant publications in the field. Frequency counts, rank-ordered tables and time series charts were used to illustrate the dynamic growth of publication and citation data, the core journals, the leading countries and the most frequently used keywords in research on health promotion in school contexts. A series of social network analyses was conducted to explore and visualize the social, intellectual and conceptual structure of the field.

Findings demonstrate that health promotion in the school context is a growing research field that has gained significant momentum in recent years. The research in this field is widely distributed internationally, but the research output is dominated by the US and other English-speaking countries. The study reveals a trend toward increased collaboration among research groups. The level of international collaboration varies. The research field is highly interdisciplinary, and the main research themes addressed in the literature include mental health, well-being and quality of life; health behaviors; oral health education; sexual and reproductive education and general health promotion and health education in schools.

This is the first study to map the development of a research field with growing recognition. It provides a comprehensive overview of the emerging field of health promotion in the school context and its progress over time, contributing to the organization of the research domain. The study demonstrates the need for a new framework for health promotion research that supports the sustainability of health promotion research in schools.