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The purpose of this paper is to investigate the impact of psychological case formulation meetings for staff in a secure forensic learning disability and autism service.

In total, 89 of the attendees completed a questionnaire prior to the formulation meeting and then another questionnaire following attendance at a formulation meeting.

The results indicate that staff found these to be a helpful, informative and a positive experience professionally and personally. The results suggest that the formulation meetings developed staffs’ psychological understanding about the patient and their problems, helped to increase their empathy towards the patient, increased consistency in the teams’ views, and that the staff felt listened to.

Psychological formulation meetings are established in the current service, and therefore this may be a contributing to factor to the lack of significant change found in some of the items. Therefore, it would be beneficial for future services to complete a service evaluation at a much earlier point of implementation, as this may impact the level of significance.

The findings of this service evaluation suggest that formulation is a beneficial and useful tool for teams and would be a helpful tool for psychologists to use in the clinical work with teams.

In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our mathematics methods course. Teacher candidates were tasked with the challenge of creating hands-on, interactive activities for small groups of fifth-grade students based on a selected Common Core State Standard for Mathematics (CCSS-M) related to the area of fractions. Responsible for both planning and preparing their activities, the teacher candidates were the curriculum designers. What we designed as the practice teaching activity involved a morning of planning and implementing a fraction activity with small groups of fifth-graders in short sessions, making adjustments, prompting and cueing students, extending learning, managing behaviors and distractibility – experiencing the early challenges and rewards of their first experiences in teaching – gaining practice and feedback. Forming the core of this chapter is a narrative construction of Michelle’s personal experience working with teacher candidates and fifth-grade students in practice teaching spaces for the first time, discovering moments along with our students, when they bridged the expansive gap from living as education students to feeling like beginning teachers. Teacher candidates’ responses to the experience and reflections on their challenges and successes are shared.

If you knew one of your child’s friends smoked pot with her mom, would that worry you? If you knew another one of your child’s friends spoke in tongues, would that worry you more or less?

It's official – my sister is black. It says so in the second paragraph of the autopsy report – “The body is that of a normally developed obese black female whose appearance is compatible with the recorded age of 41 years.” OK, the obese part we knew – but black? This finding was confirmed on her death certificate as well: there in black and white the word “Black” in the Race category. It's ironic that my sister achieved in death what had eluded her in life: an official, unambiguous racial identity.

As the First Lady, Michelle Obama stated that she had a number of priorities but that the first year would be mainly about supporting her two girls in their transitions to their new life in the White House. Her choice to be mom-in-chief drew unusually intense and rather puzzling, scrutiny. The chapter briefly discusses the range of reactions along the political spectrum as well as African-American feminists’ analyses of the stereotypes of Black women underlying those reactions. This analysis engages the debates from a different perspective. First, the chapter addresses the under-theorizing of the racialized gender norms embedded in the symbolism of the White House and the role of First Lady. It challenges the presumption of traditional notions of true womanhood and the incorrect conclusion that mothering would preclude public engagement.

Second and most importantly, this chapter argues that there are fundamental misunderstandings of what mothering meant for Michelle Obama as African-American woman. Cultural traditions and socio-historical conditions have led Black women, both relatives and non-kin, to form mothering relationships with others’ children and to appreciate the interdependence of “nurturing” one's own children, other children, and entire communities. Those practitioners whose nurturing activities encompassed commitment and contributions to the collectivity were referred to as community othermothering. Using primary sources, this chapter examines in detail Michelle Obama's socialization for and her practice of community othermothering in her role as First Lady. Attention is focused on her transformation of White House events by extending hospitality to more within Washington, DC, and the nation, plus broadening young people's exposure to inspiration, opportunities, and support for setting and accomplishing their dreams. Similarly, the concept of community othermothering is also used to explain Michelle Obama’s reinterpretation of the traditional First Lady's special project into the ambitious “Let's Move” initiative to end childhood obesity within a generation. The othermothering values and endeavors have helped establish the White House as “the People's House.”

This study aimed to investigate the sensemaking strategies employed by early-career employees working within organizationally constrained environments.

Grounded in the sensemaking-as-accomplishment framework, a longitudinal multi-case study was conducted, involving three early-career employees. These participants were interviewed multiple times concerning tasks they themselves identified as anomalous and ambiguous.

The study's findings illuminate how early-career employees utilize sensemaking strategies to accomplish anomalous-ambiguous tasks. These strategies are interwoven with deliberate efforts to mitigate organizational constraints that exist in the organization or arise during the execution of complex tasks.

Notable limitation pertains to the time gap between task completion and the interviews. Conducting real-time interviews concurrently with task execution or immediately afterward was not feasible due to constraints in participant availability. This research has implications for organizational learning initiatives, particularly those encompassing employee-driven self-learning components. Insights derived from studies like this can inform the development of effective self-learning schemes within organizations.

Previous sensemaking research focused on what takes place in high-reliability organizations. This study explored sensemaking strategies in workplaces that are organizationally constrained.

The purpose of this study is to examine the effects and ways to confront the devastating effects of the COVID-19 crisis and develop a theoretical framework to facilitate understanding of these aspects from the perspective of micro, small and medium enterprises (MSMEs). In doing so, the fundamental insights of entrepreneurial self-efficacy, bricolage and improvisation are considered.

The study draws on data from 56 business owners-managers operating in eight different nations and representing three geographical regions; the data were gathered through an online questionnaire.

Various differences in responses from participants operating in the featured geographical settings were revealed. For instance, whereas a higher percentage of South American participants acknowledged financial impacts, they and their European counterparts were also more engaged.

The study provides various original and valuable elements. First, by gathering data from business owners-managers operating in different countries and geographical regions, it provides an international perspective concerning ways in which business operators confront an extreme event. Second, and related to the previous point, the study focusses on a business group (MSMEs), which is fundamental for many nations’ economies. Moreover, the experiences of MSMEs could be timely and insightful to industry and business stakeholders. Third, the proposed theoretical framework highlights various emerging dimensions associated with adaptation and responsiveness, with both theoretical and practical implications.

Newspapers provide the context to how the public understands the role of race and gender in America. Both are portrayed commonly as having lost their power. Taking an intersectional approach, here I examine the role race and gender play in black newspaper coverage of Michelle Obama from August 2008 through July 2009. Analyzing 31 papers, gathered from Ethnic NewsWatch, I examine 175 articles, notes, and editorials that addressed the first lady in some capacity. Most narratives highlighted traditional first lady duties, her “family” values and fashion. Female reporters were focused on Obama's values and duties before the election, but emphasized her duties and looks after. Although from December, their reporting was more diffuse, having no particular focus, male reporters also focused on her duties pre-election, but values and looks were relatively unimportant. Race remained an important element in many narratives, especially for male reporters. It was mostly invoked in ways that were ceremonial and abstract, with little attention to the specific plight of black communities. In contrast, female reporters made the intersection of race and gender important (both before and after the election), and Obama's looks (particularly after). Overall, these papers were supportive; and they almost appear in awe of a black family in the White House. As a result, little attention was given to exploring how “change you can count on” would affect black America particularly.

The purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of moving race from the margins of social studies curricula.

This self-study's design includes the use of multiple data collection methods and continuous dialogue with Chris who served as Macy's critical friend. The authors independently analyzed the data following the same procedure with each data set and then utilized a constant comparative method to reconcile our coding.

The findings point to the importance of critical emotional reflexivity in any effort to reposition race as central rather than peripheral to teaching and learning social studies content.

This study is not under review with another journal.

The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.

The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis.

The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge.

Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.