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This paper outlines the concept of service user leadership and both describes and reflects on an accredited training programme that enables mental health service users to take a leadership role.

The authors argue for a service user leadership approach and the training programme is reviewed by previous participants

Service users can take on a leadership role if they are given suitable and relevant training and development opportunities. Service user led training can be transformational.

Commissioners of mental health services should consider how to support service user leadership programmes, which can reach places and achieve outcomes that traditional mental health services are unable to attain.

The concept of service user leadership is relatively new and the training programme described in this paper is both original and highly valued by participants with many significant outcomes.

This study identifies the strategic intersectional identity management (SIIM) behaviors that Latina nonprofit CEOs engage in to navigate hegemonic spaces.

Data were collected via semi-structured life history interviews with Latina CEOs of nonprofit organizations and analyzed using critical race feminist thematic analysis grounded in critical race theory (CRT), Latinx Critical Legal (LatCrit) theory and feminist theory. Counterstorytelling methods reveal Latina CEOs’ SIIM behaviors and challenge dominant narratives of leadership.

Latina CEOs recounted experiences of identity threats and their identity manifestations and suppression strategies within five contexts: white supremacy hotbeds, liberal white supremacist spaces, pan-ethnic Latinx communities, white feminist spaces and women of color (WOC)-led workplaces.

This study focuses on Latina CEOs of nonprofits, a distinct context which shares many similarities with for-profit CEO roles. We use a small sample size that, while appropriate for our methodology, limits generalizability.

This research provides valuable insights for practitioners, including board members, donors, staff and coalition partners. It highlights the need for changes in board development, funder education and transformative allyship among coalition partners.

This paper offers SIIM as a way to challenge monolithic constructions of Latinidad and advocates for intersectional analyses and nuance when studying and supporting Latina leaders.

This paper aims to provide an overview of the current state of debt advisory services and good practices in Europe.

The authors examine how debt advisory services are organised in different European countries and how they can be used to address the phenomenon of over-indebtedness.

Debt advisory services seem to be varied and fragmented. There are few good practices that stand out, whereas in some countries there are no services available at all.

This study provides an updated and comprehensive review of good practices and suggests some measures for evaluating the effectiveness of debt advisory services.

The intensive 18-month treatment in the personality disorder (PD) therapeutic community (TC) is felt to offer improvement in many aspects of patients’ lives. This study aims to understand if the use of acute services was also affected via a service evaluation project.

The authors collected data from electronic records on the use of local services in the two years before, during and the two years after treatment in the TC. Specifically, the authors counted inpatient bed days, Emergency department (ED) presentations and days under home treatment team and liaison psychiatry; the authors used ANOVA to analyse the data.

The study included 25 adult service users, 17 female and 8 male, with an average age of 40. Whilst there were reductions in the use of inpatient beds and ED presentations, on analysis, these were not found statistically significant. The small size of the study is a limitation and may limit the generalisability of the findings. The study concludes there may be reductions in acute psychiatric service use during and after treatment in the TC. The findings were not statistically significant; the authors suggest larger multi-centre studies may be able to demonstrate statistical significance.

PD patients have a relatively high use of acute psychiatric services compared to other patient groups. The authors are not aware of any similar studies in the published literature.

Knowledge-building (KB) pedagogy is a framework that promotes collective inquiry towards the continual resolution of knowledge problems that are relevant to a community (Bereiter & Scardamalia, 1993). Scardamalia (2002) proposes 12 principles to define KB pedagogy. The aim of this study is to provide a review that analyses the influences of these principles on empirical investigations on KB and the importance of technology in such investigations in order to understand the research trends on this pedagogy. The sample was selected from the most recent products published in the Web of Science database. The content analysis performed showed that researchers focussed mainly on the aspects related to a balanced distribution of knowledge and the improvement of ideas in a KB community. Results of this research suggest the addition of a sixth principle in KB pedagogy, that is, a technological principle. The latter highlights that KB is mediated by technology, which in turn facilitates communicating and sharing ideas within a community.

This exploratory research aims to identify the effect of perceived stress level and self-efficacy on management quality and what practices and theories need to be enhanced to improve management quality under volatility business environments.

The study surveyed 291 working women, using the Perceived Stress Scale and the General Self-Efficacy Scale. Latent class analysis (LCA) for classifications of respondents, using categorical observed variables and MANCOVA, are applied to determine the relationship between stress and self-efficacy on the assigned classes.

The study suggests that in a highly volatile business environment, where stress is high, affecting management quality, managers as individuals fall into one of four classes that describe their techniques of coping with the stress, namely Uncommitted Experimenters, Try Anything, Intrinsically Motivated and Externally Motivated. Techniques of stress management classification are significantly related to the combined perceived stress and self-efficacy measures, with Externally Motivated respondents as the classification with a significant mean difference.

The main limitation of the study at hand refers to the sample size versus the number of potential factors of stress. This limitation highlights the need for further data gathering and research in this area, as stress is a critical factor of performance and often ignored in traditional management theories. Another limitation of this study is the lack of in-depth analysis of the use of meditation; its benefits and how to best use this practice in traditional work settings.

The outcome of the study could have significant implications for quality of management in business, private and social sectors by providing meditation as a tool for employees and stakeholders to handle stress in conflict zones.

Using stress management techniques might prove to be a low-cost tool for better quality management of human assets.

The authors study focuses on women in volatile economic turmoil, natural devastations, conflict areas and politically insecure environments. This socioeconomic segment was rarely scrutinized despite its direct effect on a large number of economies hosting a sizeable portion of the world’s population. Interesting potential results highlight the relationship between the respondents in the Intrinsically Motivated class and stress reduction for the benefit of management quality.

As one of the eight key competencies of life-long learning strategies identified by the European Union and the difficulties in enhancing the “sense of initiative and entrepreneurship”, the purpose of this paper is to propose a co-production approach to overcome several concerns.

An exploratory approach is used to analyse a single case study based on the EntreComp progression model and on a pedagogical approach consistent with the philosophy of learning through creating value for others.

The study introduces best novel practices that help enhance entrepreneurial education in primary school by engaging multiple local stakeholders in co-producing education. The case mainly shows that a co-production approach is appropriate to overcome challenges and assists policymakers to identify specific actions and make investments in entrepreneurship education (EE) at the primary level.

Theoretically, the study contributes to literature on entrepreneurial education and co-production studies. The main drawback of the study is its explorative analysis of a single case.

For practitioners, the research proposes stakeholder involvement as key to co-producing EE in primary schools, implying that policymakers should identify resources for projects and other similar initiatives.

The study elucidates the relevance of co-production approach to ensure early EE in school.

This study aims to investigate the role of relational asymmetries in influencing the coping strategies adopted by frontline workers to deal with the policy–client role conflict.

A comparative analysis of three different services highlights the role of the service relationships characteristics in explaining similarities and differences in the strategies adopted by street-level bureaucrats (SLBs). The research is based on the secondary analysis of three case studies conducted in Italy: the reception system for homeless people, the job brokerage service in the public employment service and the dispute settlement procedure in the labour inspectorate.

The results underline the interaction between the characteristics of the service relationship and the different coping strategies adopted to deal with the policy–client conflict.

The contribution of this study is threefold. Firstly, the authors focus on the influence of the characteristics of the service relationship in terms of agency resources over SLBs’ strategies to face with users’ expectations. Secondly, the authors intend to discuss these issues analysing SLBs not only as agents with individual preferences. Thirdly, the research design allows the authors to return to the street-level bureaucracy theory its comparative essence, proposing a comparative strategy with an explorative intent.

This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability.

A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed.

The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career.

As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum.

The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact.

A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.

People who inject drugs (PWID) face multiple health problems, including infectious diseases and drug overdoses. Applying syndemic and risk environment frameworks, this paper aims to examine the co-occurrence and clustering of drug-related harms and their association with incarceration experience with or without in-prison drug injection.

The authors used data from a cross-sectional survey conducted in 2015 among 557 active opioid injectors. Self-reported data were collected through face-to-face or online questionnaires. They distinguished three harm categories, namely, viral infections, bacterial infections and overdoses, and built an index variable by summing the number of harm categories experienced, yielding a score from 0 to 3. Association between incarceration experience and co-occurrence of harms was modelled using a multinomial logistic regression.

Of the 557 participants, 30% reported lifetime experience of drug-related viral infection, 46% bacterial infection and 22% drug overdose. Multinomial logistic models showed that those who injected drugs during incarceration were more likely to report two (aOR = 2.35, 95% CI: 1.03–5.36) and three (aOR = 9.72, 95% CI: 3.23–29.22) harm categories than those who had never been incarcerated. They were also more likely to report three harm categories than formerly incarcerated respondents who did not inject drugs in prison (aOR = 5.14, 95% CI: 1.71–15.48).

This study provides insights of the syndemic nature of drug-related harms and highlights that drug injection during incarceration is associated with co-occurring harms. Public health interventions and policy changes are needed to limit the deleterious impact of prison on PWID.