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This paper aims to explore using the children’s accelerated trauma technique (CATT) in an adult intellectual disability population, with the aim of reducing symptoms of post-traumatic stress disorder (PTSD).

A service evaluation was completed to investigate differences between pre- and post-CATT trauma scores.

Scores on a measure of PTSD decreased significantly following CATT.

The findings support continued use of CATT in adults with intellectual disabilities, and they highlight the need to evaluate effectiveness in a larger sample.

This paper evaluates the novel application of a trauma treatment – developed for use with children – in an adult intellectual disability population and adds to the existing evidence base.

The purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.

The paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.

The paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.

The paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.

This has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.

The purpose of this paper is to investigate the impact of two dimensions of technological relatedness, namely technological similarity and complementarity, on collaborative performance, plus the mediating role of collaboration network stickiness and the moderating role of partner expertise and geographical distance in interfirm collaboration contexts.

This study takes Chinese Scientific and Technological Achievements (STA) of inter-firm collaboration in five high-tech fields in 2010–2020 as the sample and uses OLS regression to test the hypothesis.

Technological similarity and complementarity positively affect collaborative performance. Partner expertise negatively moderates the relationship between similarity, complementarity and collaborative performance. Geographical distance positively moderates the relationship between similarity and collaborative performance while negatively moderates that between complementarity and collaborative performance. Collaboration network stickiness partly mediates the relationship between similarity and collaborative performance.

This study expands literature on inter-firm collaboration, especially research on the antecedents of collaborative performance. Moreover, this study not only compensates for lack of empirical analysis in partner selection research, but also utilizes second-hand data to enhance the objectivity of analysis. Additionally, we enrich the research on the moderating role of partner expertise and geographical distance as well as the mediating role of collaboration network stickiness.