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The purpose of this paper is to present a model that explores the relationship between inclusive leadership, inclusive climates and sexual harassment and other negative work-related outcomes, at the work unit and individual levels.

A conceptual model of inclusive work unit leadership, inclusive work unit climate and sexual harassment based on a review of the literature.

Leaders who behave more inclusively are expected to have work units and work unit members who experience more positive outcomes and fewer negative outcomes including sexual harassment and other forms of mistreatment. Leaders impact their work unit and work unit members' outcomes directly as well as indirectly through the more inclusive work unit climates they create.

The sexual harassment literature has identified climate for sexual harassment as a key predictor of sexually harassing behavior and its attendant negative outcomes. A focus on a broader inclusive climate, and inclusive leadership, may provide a richer understanding of the conditions under which sexual harassment and other forms of mistreatment occur and can be mitigated.

This model can help identify strategies organizations can employ (e.g. inclusive leadership development programs) to combat sexual harassment.

This model may improve understanding of the systemic, organizational causes of sexual harassment reducing sexual harassment victims' potential self-blame and helping policymakers craft more effective sexual harassment interventions.

The paper conceives of work climates that contribute to sexual harassment more broadly than generally has been the case in the sexual harassment literature to date. The model highlights the important role that leaders play in shaping inclusive climates. It also contributes to the nascent literature on inclusion and inclusive climates, which has paid relatively little attention to exclusion and mistreatment including sexual harassment that are likely to arise in less inclusive workplaces.

This paper presents an attribution appraisal framework for venting anger in conflict and empirically tests moderating and mediating variables previously overlooked in the literature.

This takes the form of a 2 (offender status: high or equal)×3 (target of venting: offender, third‐party, or no venting) between‐subjects factorial design. Qualitative and quantitative methods were employed.

Results showed that attributions were greater when venting was directed at a third‐party than when venting was directed to the offender. Venting to a third‐party when the offender was of equal status yielded the greatest expressed attributions of responsibility and post‐venting anger. Venting to a third‐party resulted in greater anger than not venting, whereas venting to the offender directly did not show a significant difference from not venting. In general, greater post‐venting anger was found for equal status offenders than high status offenders. Attributions of responsibility were found to mediate the relationship between target and post‐venting anger.

Greater participant gender balance and obtaining a pre‐venting anger measure would have improved the generalizabilty and rigor of the study. Future research should investigate responses to venting and additional measures of venting effectiveness.

Venting is just steaming; anger is not reduced through the act of venting. Furthermore, what is said (and thought) during venting matters.

The paper demonstrates that the target of anger expression and the status of the offender are critical factors in venting. Additionally, it highlights the importance of attributions in the venting process.

This paper looks at mainstream lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA+) support services in Aotearoa New Zealand, which predominantly center white queer voices and services and fail to account for the intersectional identities of young ethnic queers.

This exploratory, qualitative study investigated the social and professional support experienced and responded to by 43 young ethnic queers living in Aotearoa New Zealand, who were between 18 and 35 years of age. Participants identified as queer, non-binary, gay, pansexual, demisexual, gender fluid, non-binary and trans among others and held ethnic heritage from Africa, Asia, the Middle East and the Americas. Persadie and Narain's Mash Up methodological approach (2022) was used to analyze the data. Mash Up allowed us to understand the intersectional spaces of queer ethnic lives in white-dominated spaces, the ways in which young ethnic queers resisted the marginalization of their racialized being and took agency to counter actions and decisions that negated their presence and intersectional identities.

The findings from the study showed that young ethnic queers responded to the lack of adequate support services by establishing their own voluntary organizations and support networks. The study revealed that ethnic queer young people were critical of the white-dominated LGBTQIA+ support organizations; they created their own transformative spaces where they found “family” and community where they could be open about their queerness without the fear of rejection and stigma, while still advocating for equitable resources and an intersectional approach in queer mainstream services.

This paper provides valuable information on the lack of support for queer ethnic young people in Aotearoa New Zealand. The absence of information on the needs of this group poses a challenge to government departments, which rely on data to inform policy and allocate resources. The limited research and knowledge of this community make them less visible and, consequently, less likely to be given resources. It also means that harmful practices and behaviors toward queer ethnic young people by families and communities are more likely to go unnoticed and unaddressed. The paper also shows that the agency of young ethnic queers to create their own transformative spaces and to challenge the white-centric spaces, which have failed to consider their intersectional identities, has been instrumental to their well-being.

The purpose of this paper is to inform readers and researchers about the use of a “lived experience” of therapeutic community work as an effective intervention for severely emotionally troubled children.

An explanation of the main developmental influences and how the Mulberry Bush School is continuing to incorporate new theories and approaches.

How the Mulberry Bush as a specialist therapeutic residential provision can bring about excellent outcomes for severely emotionally troubled children.

The paper explores the work and legacy of the school's founder Barbara Dockar-Drysdale and of her collaboration with Donald Winnicott to create a lived experience of community as an agent of therapeutic change. The paper also provides descriptions and a case study of the current multi-disciplinary work of the school, including how neuroscientific research is influencing the evolution of the therapeutic task with traumatised children.

The paper shows how a highly evolved model of integrated provision can support excellent outcomes for traumatised children and young people.

To broaden and deepen knowledge about the use of therapeutic community principles in the treatment of severely emotionally trouble children and young people.