Search results

In order to shed light on whether and how leaders should help manage group members' emotions related to intragroup conflict, the aim of this paper was to investigate the effects of several outcomes associated with two cognitive emotion regulation strategies, cognitive reappraisal and distraction, in the presence of two distinct types of conflict, relationship or task-oriented.

A 2×3 between subjects' experimental design was employed to investigate the influence of intragroup conflict and emotion regulations strategies on individual-level discrete emotions and group processes and outcomes.

Results suggest that emotion regulation plays an important role in moderating the negative consequences associated with relationships conflict. Specifically, distraction served a critical function to those in the relationship conflict conditions such that both cohesion levels and task performance levels were elevated when group members used distraction as a means of regulating emotions.

This study extends research in the area of emotion regulation into a group context and extends other research that suggests distraction may have potential as a means of regulating emotion. Long-term groups with experience in problem solving may have behaved in different ways than participants in this study.

Emotion regulation strategies have been studied only in an individual context. This study is particularly valuable in understanding how emotion regulation strategies work differentially when applied to multiple individuals in a shared setting. Additionally, it incorporates the use of distraction as a viable regulation strategy.

The purpose of this paper is to reflect on the development and progression of the International Journal of Pharmaceutical and Healthcare Marketing and include comments on its future direction.

The paper takes the approach of an essay format.

The journal has published key papers in pharmaceutical and healthcare research and continues to develop an interdisciplinary character with contributions from scholarly and practice‐oriented sources.

The paper provides a contemporary appraisal of the status and positioning of the journal.

Roland Joffé, the film-maker behind the significant critical hits The Killing Fields (1984) and The Mission (1986), employed a hypnotic aesthetic, which unflinchingly depicted violence and brutality within different cultural contexts. In 2007, he used a no less impressive aesthetic in a similar way, although this film, Captivity, was met with public outcry, including from self-proclaimed feminist film-maker Joss Whedon. This was based upon the depiction, in advertisements, of gendered violence in the popularly termed ‘torture porn’ subgenre, which itself has negative gendered connotations.

We aim to revisit the critical reception of Captivity in light of this public controversy, looking at the gendered tensions within considerations of genre, narration and aesthetics. Critics assumed Captivity was an attempt to capitalize on the popularity of the torture horror subgenre, and there is evidence that the film-makers inserted scenes of gore throughout the narrative to encourage this affiliation. However, this chapter will consider how the film works as both an example of post-peak torture horror and an interesting precursor to more overtly feminist horror, such as A Girl Walks Home Alone at Night (2014) and Raw (2017). This is seen through the aesthetic and narrative centralizing of a knowing conflict between genders, which, while not entirely successful, does uniquely aim to provide commentary on the gender roles which genre criticism of horror has long considered implicit to the genre’s structures and pleasures.

Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.

As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.

This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.

The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

The purpose of this paper is to share reflections on the frontline delivery of a wrap-around secondary school re-engagement programme on compounding digital inequality during the COVID-19 lockdown.

This paper presents a deliberative reflection on practice and policy lessons learned while negotiating the digital divide during the COVID-19 lockdown in the delivery of the yourtown education youth engagement programme.

Frontline youth worker practice lessons highlight the compounding effect of digital inequality on vulnerable young people who are already disengaged or disengaging from secondary education and the necessity for a reflexive, agile and adaptable practice response, particularly during unprecedented events such as the COVID-19 pandemic.

This paper presents a wraparound service perspective and outlines important practice lessons gained from adapting an education re-engagement programme to respond to the COVID-19 lockdown in the Greater Brisbane area, Australia.