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The purpose of this paper is to examine the role of blogging (writing online weblogs) in facilitating healing following sexual assault.

To explore how blog writing may facilitate healing and recovery, 30 blog posts written by survivors of sexual assault were analysed using thematic analysis.

The analysis revealed three themes: the aftermath of abuse, the need for support and helping others. In accordance with past research, bloggers frequently did not receive the supportive reaction to a face-to-face disclosure that they desired. Instead, blogging provided a safe environment in which victims could deal with the ongoing challenge of coping with, and recovering from the abuse. Moreover, blogging enabled victims to use their negative experience to educate and support others going through a similar experience, therefore allowing the bloggers to achieve some positive growth.

The results suggest that blogging and reading blogs may be beneficial to victims of sexual assault. Therefore, the findings support the recommendation of blogging by professionals working with victims of sexual assault.

The study presents the first analysis of blogs written by victims of sexual assault to facilitate their healing.

The purpose of this paper is to describe the potential value of affirmation as a way that leaders might be able to reduce employee cynicism in organizations.

A brief overview of cynicism and possible value of affirmation as a method to reduce cynicism is followed by suggestions for ways that leaders may be able to reduce cynicism through affirmation. Six strategies for reducing cynicism were summarized. These strategies were organized using AFFIRM as an acrostic.

Leaders may be able to reduce employee cynicism through actions intended to affirm employees. Specifically, it is suggested that leaders can affirm employees through acknowledgement and appreciation, feedback, focus, involvement, respect, and maintaining employee well-being.

This paper framed the strategies for reducing cynicism using AFFIRM as an acrostic for the six strategies. Organizing the recommended strategies of acknowledgement/appreciation, feedback, focus, involvement, respect, and maintaining employee well-being using this methodology may be a beneficial tool for leaders looking for ways to reduce employee cynicism in organizations.

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.