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The following case study describes the assessment, formulation and treatment of a man with mild learning disabilities and a history of violent behaviour. Following several years of offence‐related work, identification of chronic low self‐esteem provided an alternative approach to addressing the risk of violence by treatment based on the cognitive model of low self‐esteem. Global self‐esteem and fear of negative evaluation were assessed at baseline, middle and end of treatment and at one‐month follow‐up. Although scores improved over the course of 23 sessions and were maintained at one‐month follow‐up, the change was minimal and unlikely to be clinically significant. However, the client reported benefits from therapy and there were observable positive behaviour changes. Discharge was facilitated from secure services to supported living in the community. The results from this case study show that, with adaptation, cognitive behavioural therapy for low self‐esteem may successfully be applied to people with mild learning disabilities. Therapy to address issues underlying offending behaviour is often required in addition to offending behaviour programmes in order to reduce risk of re‐offending.

This paper aims to present journey mapping as a creative practice that can be used to “do doctoral education differently”, specifically, in a way that supports the wellbeing of doctoral students and centres students often excluded in post-secondary planning and program development. It understands journey mapping through the lens of feminist care ethics, critical and decolonizing disability studies, theories of Indigenous relationality, systems thinking, and action-oriented approaches.

Using collaborative autoethnography, it critically analyses authors’ experiences of a journey mapping process initiated by students in a new interdisciplinary doctoral program in Ontario, Canada. For this study, the authors invited all students currently enrolled in the program and the Program Director to share their reflections on their experiences with journey mapping as a creative practice. They then conducted collaborative data analysis, working together to identify common themes, experiences and tensions which arose throughout the journey mapping process.

The study analysis positions journey mapping as a creative practice of collective memory, which can facilitate connection, healing and change. It suggests that this practice can be used to resist problematic ideals of individualism, and competition within academia, by offering a process through which graduate students can build community, advocate for programmatic changes, and move towards individual and collective wellbeing.

Drawing on the lived experiences in an interdisciplinary doctoral program, this paper brings together work that explores student experience and creative practice in graduate education with the practice of journey mapping, to highlight the possibilities and tensions of using this approach. In the changing landscape of doctoral education, practices that centre students’ voices and support student wellbeing must be developed, and the resources needed to support such practices better understood.

This study aims to explore the perceived barriers that a secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi.

The authors rely on Critical Whiteness Studies and qualitative methods to explore the following research question: What are the barriers that a White ELA teacher perceives when teaching about racial injustice through The Hate U Give?

The authors found that there were several perceived barriers to discussing modern racial injustice in the Mississippi ELA classroom. The participating teacher indicated the following barriers: a lack of racial literacy, fears of discomfort and an urge to avoid politics.

Much has been written about the urgent need for antiracist teaching practices in secondary English classes. This article explores the barriers a white ELA teacher perceived when attempting to discuss modern racial injustice through literature instruction in a white context of the “four pandemics” (Ladson-Billings, 2021).

Preedip Balaji B holds a masters degree in library and information science from Bishop Heber College, Bharathidasan University, Trichy in 2007. He worked as information professional in different positions at Indian School of Business and IKP Knowledge Park, Hyderabad in Andhra Pradesh, South India. Having received his Junior Research Fellow award in 2009 from the University Grants Commission, New Delhi, currently, he is pursuing doctoral studies at Documentation Research and Training Centre, Indian Statistical Institute, Bangalore. His research interests are in natural language processing, faceted analysis and classification. He has to his credit 10 national and international publications, published in journals, workshop manual and conference proceedings.

The purpose of this paper is to report the findings of a rapid evidence synthesis commissioned by the Diocese of Winchester with a remit to provide an empirical basis for church contributions to large housing community developments. It sought to respond to three questions concerning new community developments. These related to risks and causes of failure; learning from past corporate and intermediate tier interventions at diocesan and equivalent levels by religious denominations; and the transferable learning available from developments described in community health and liveability literatures.

The review took a purposive approach to sampling evidence from within academic literature, policy and “think tank” outputs and theological texts. The search was instigated with the use of keywords (including New Settlements, Urban Redevelopment, Diocese, Faith and Community), principally within the SCOPUS, NIHR, PUBMED and Google Scholar databases. A pragmatic snowballing approach to relevant references was then employed.

Segregation and separation were identified as the main risk for new settlements. Connectivity is required between and across neighbours, ensuring communal access to services, transport and recreation. Communal places where people can come together for conversation and social interaction are identified as contributing significantly to healthy communities. Churches have a particular positive contribution to make here, through a focus on inclusion, hospitality and common values, rather than single faith-based, evangelical approaches.

The initial effect of the study has been to increase confidence in and awareness of the diocesan contribution. In the longer term the three areas of practice highlighted for enhanced faith-based contributions are those of public communications, community integration and civic leadership. An evidence-based approach appears to be especially significant in facilitating the latter.

The importance of “creational narratives” in defining and making explicit the values underpinning new housing communities is identified as a singular source of shared motivation for planning and faith agencies.

This paper aims to evaluate children’s literature that focuses on body size issues for elementary readers.

The paper used an evaluative tool based on three categories: content, audience and other considerations.

The evaluative tool was used to evaluate six children’s books identified as critical literature supporting body image. The books evaluated focused on body image but were also tied to other themes such as body positivity, body neutrality, self-love, acceptance, diversity and inclusivity. All books acknowledged and celebrated the uniqueness of varied body types.

Because of the number of books evaluated, the evaluative results may lack generalizability. Therefore, researchers are encouraged to evaluate other critical children’s literature focused on body image.

The paper offers recommendations for parents, teachers and schools.

This paper encourages the need for parents, teachers and schools to help children embrace body positivity and neutrality so that they would love their skin.

The purpose of this paper is to investigate the relationship between three antecedents, namely, work self-determination, managerial support (i.e. interpersonal motivation style) and person–organization fit (P-O) (i.e. shared values among employees and the overall organization) on employee work satisfaction in a French Canadian health care context. Assessing the relationships between such intrapersonal, interpersonal and macro-level variables will help to better comprehend work satisfaction in health care and shed light on applicable transformations for management.

The study tested a judicious model grounded in self-determination theory in order to capture and construe the three levels of influence. Participants were recruited from four health centers in the Suroît (Quèbec, Canada) region. Management was provided with the questionnaire and asked to distribute to all employees including nurses and allied health. A serial multiple mediation analysis was used to test the proposed model.

The findings revealed that nearly 60 percent of the participants from each of the professional groups reported feeling moderately to not at all satisfied with their job (follow-up ANOVA revealed that nurses were the least satisfied). Through closer examination, the findings revealed that 46 percent of the variance in reported job satisfaction was explained by the three focal antecedents from the hypothesized model (work self-determination, managerial support and P-O fit). Therefore the model, in its entirety, represents a comprehensive perspective for influencing employee work satisfaction in particularly demanding health care work contexts.

The study is the first to indicate the prevailing factors necessary to pursue and support employee satisfaction within a health care context among French Canadians.