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The purpose of this paper is to examine the salary and promotion negotiation practices of female and male school psychology practitioners and university instructors of school psychology practitioners in order to determine whether salary differences exist between male and female employees in the field of school psychology, which has become a female‐dominated profession.

A total of 191 female and 115 male faculty members and 148 female and 56 male school psychologists completed a survey regarding salary, negotiation practices, and job satisfaction.

Results suggest that females earn less than male colleagues, controlling for years of experience and degree attainment. No gender differences were found regarding faculty participants' willingness to negotiate for increased salary; however, males were more likely to negotiate for promotion. Likewise, no gender differences were evident in practitioners' salary and promotion negotiation attempts, although none were expected, given the salary schedule constraints unique to occupations in the field of education.

The paper is limited to one profession, albeit both university faculty and school psychology practitioners, and was conducted in the USA, so the findings may have limited generalizability to other professions and/or in other countries.

The paper demonstrates that gender pay differences exist despite no differences in males' and females' willingness to negotiate for salary. Consequently, it is likely that pay differences between men and women are due to reasons other than individuals' education levels, years in position, and negotiation practices.

This is the first paper that tracks salaries and the negotiating practices of school psychologist trainers and practitioners. It also finds that male/female salary differences carry over into a female‐dominated profession.

Therapeutic communities (TCs) are one of the existent social responses in helping drug users overcome addiction and pursue social reintegration. The purpose of this paper is to present and discuss the general characteristics of about 200 drug users and their addiction and those of addicts abroad treated in a TC and clinically discharged. The analysis now presented is the first empirical approach to capture social regularities and singularities that are present in these individuals’ reintegration strategies.

The data have a ten-year range – from 1999 to 2009 – and were statically analysed.

They show a group of individuals with low qualifications reflected in their professional occupation, from which family is an essential support. These data also show a significant prevalence of heroin, alcohol, cocaine and polydrug uses, highlighting the need to consider new use patterns and new synthetic substances.

TC have been little studied, mainly in Portugal.

The purpose of this paper is to report the experiences of redress seeking and organisational responses for targets of bullying.

A phenomenological research design was adopted. In total, 22 primary teachers (seven males, 15 females) in Ireland were self-selected for interview, following an advertisement detailing the study in a national teacher union magazine. Data were analysed utilising an interpretative phenomenological analysis framework.

All those interviewed had made official complaints as per available procedures for addressing workplace bullying in their schools. All participants had engaged in Stages 1 and 2 of the official complaints procedures including uptake of recommended counselling. Three participants ceased engagement at Stage 2. In total, 18 participants had engaged in Stage 3 with 12 ceasing engagement at this stage. Seven participants had proceeded to Stage 4. It is noteworthy that no participant articulated satisfaction with the outcome, but conversely all had articulated further upset and acceptance of the reality that redress would not be forthcoming. These participants who had exercised agency in attempting to seek redress were met with power abuses and cultures of collusion.

This is a small-scale study with self-selecting teachers. The data point to some problematic assumptions underpinning anti-bullying policies in small organisations.

This paper contributes to discourses of power/agency in workplace bullying. It challenges researchers and policy makers to elucidate more carefully the issues surrounding seeking redress for bullying.