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Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental substance abuse, parental incarceration, and so forth. Trauma impacts brain development in many negative ways that may have serious consequences on the child’s ability to learn, grow socially and emotionally, and develop physically. These brain changes also change how the child will play in the early childhood classroom, and information is given to help recognize the signs of trauma in children. The early childhood educator can make trauma-sensitive modifications in the classroom to assist the traumatized child’s ability to play out the problem. School counselors can be a resource for assisting early childhood teachers when working with traumatized children. A brief description of the importance of play therapy as a developmentally appropriate method to help traumatized young children is provided.

Perhaps the marvel is that there should exist at all a department in a British official body at national level dedicated to the support of research into information needs and the problems of providing and operating library and information services. That it does exist may be regarded as the product of a typically British combination of conscious decision‐making and historical accident.

We argue that self-stigma places patients on a path of marginalization throughout their life course leading to a negative cycle of opportunity and advancement. Mental health patients with higher levels of self-stigma tend to have much lower self-esteem, efficacy, and personal agency; therefore, they will be more inclined to adopt role-identities at the periphery of major social institutions, like those of work, family, and academia. Similarly, the emotions felt when enacting such roles may be similarly dampened.

Utilizing principles from affect control theory (ACT) and the affect control theory of selves (ACTS), we generate predictions related to self-stigmatized patients’ role-identity adoption and emotions. We use the Indianapolis Mental Health Study and Interact, a computerized version of ACT and ACTS, to generate empirically based simulation results for patients with an affective disorder (e.g., major depression and bipolar disorder) with comparably high or low levels of self-stigmatization.

Self-stigma among affective patients reduces the tendency to adopt major life course identities. Self-stigma also affects patients’ emotional expression by compelling patients to seek out interactions that make them feel anxious or affectively neutral.

This piece has implications for the self-stigma and stigma literatures. It is also one of the first pieces to utilize ACTS, thereby offering a new framework for understanding the self-stigma process. We offer new hypotheses for future research to test with non-simulation-based data and suggest some policy implications.

In “Reinventing Entrepreneurial History,” Wadhwani and Lubinski (2017) encourage the study of legitimacy, the sense that a new organization or venture “belongs” to, or fits within, the social construct of its time.

To this end, this query will consider methods used in the period between the Civil War and the Civil Rights Movement to show legitimacy in black economic endeavors. Three Atlanta entrepreneurs’ efforts will be used as demonstrative examples.

The overarching aim of this investigation of economic legitimization is to give practical examples of three distinct strategies in play: endorsement, authorization and storytelling. In addition, a fourth external actor, social organizations, that exists outside of the realms of media, government and law as noted by Bitektine and Haack (2015) is illustrated to grant validity within the black community. Also, the storytelling strategy is used to illustrate promoters, actors pushing legitimacy to benefit the community at large.

Arguably the search for economic and collective legitimacy within black businesses is not confined to the past. Stated in another way, black businesses still fight for legitimacy, and future research should be undertaken to show the similarities and differences in the two aforementioned periods.

We examine whether self-stigmatization may affect the everyday social interactions of individuals with a diagnosed, affective mental health disorder. Past research demonstrates self-stigmatization lowers self-esteem, efficacy, and personal agency, leading to the likely adoption of role-identities that are at the periphery of major social institutions. We advance research on self-stigma by examining the likely interactional and emotional consequences of enacting either a highly stigmatized self-identity or a weakly stigmatized self-identity.

Using affect control theory (ACT), we form predictions related to the interactional and emotional consequences of self-stigmatization. We use the Indianapolis Mental Health Study and Interact, a computerized instantiation of ACT, to generate empirically based simulation results for patients with an affective disorder (e.g., major depression and bipolar disorder), comparing simulations where the focal actor is a person with a mental illness who exhibits either high or low levels of self-stigma.

Self-stigma is predicted to negatively influence patients’ behavioral expression, leading the highly self-stigmatized to enact behaviors that are lower in goodness, power, and liveliness than the weakly self-stigmatized. Their corresponding emotional expressions during these types of interactions are similarly negatively impacted. Even though these likely interactions are the most confirmatory for people with high levels of self-stigma, they lead to interactions that are behaviorally and emotionally more negative than those who have been better able to resist internalizing stigmatizing beliefs.

This piece has implications for the literature on the interactional and life course challenges faced by psychiatric patients and contributes to the self-stigma literature more broadly. This work will hopefully inform future research involving the collection of non-simulation-based data on the everyday interactional experiences of people with mental health problems.

Women leaders operate within multiple roles, managing both work and nonwork obligations. Exploring work-life balance constructs, this study examined role integration, social support sources, and work-family conflict to determine their influence on women leaders. Findings suggested that women leaders felt the benefit of a variety of social support services, but especially from sources external to the organization. Women leaders were diverse in role integration strategies, with respondents largely divided between blurring and segregating their work and nonwork roles. Time-based work-family conflict was slightly more apparent than strain-based conflict. Women leaders also indicated that their work interfered with their family more than their family interfered with their work. Findings provide valuable insights as to how women view work-life balance within their roles as leaders.