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There is a growing emphasis on the need to integrate research and practice in the fields of domestic and sexual violence. However, additional research is needed to identify strategies for key stakeholders to use to bridge research and practice in these areas. The paper aims to discuss these issues.

The current study analyzed qualitative data collected during a statewide conference for researchers and practitioners whose work addresses domestic and/or sexual violence.

The findings provide information about building effective researcher-practitioner collaborations, developing methodologically sound studies that address practice-relevant research questions, and identifying steps that funders, state coalitions, researchers, and practitioners can take to advance the integration of research and practice.

Additional research is needed to evaluate specific approaches to better integrating research and practice related to domestic and sexual violence.

Researcher-practitioner collaborations offer numerous benefits to advancing research and practice related to domestic and sexual violence. Additional guidance and tangible support is needed to foster these collaborations.

This study used data collected during an innovative conference that brought together researchers and practitioners. The data have implications for furthering the integration of research and practice related to domestic and sexual violence.

This article presents the results of a study involving 261 domestic violence researchers representing a variety of professional disciplines. The purpose of this study was to identify researchers' perceptions of the connections between research and practice in domestic violence. The study builds on previous literature that identified a gap between research and practice in domestic violence. Through a factor analysis of the Domestic Violence Research‐Practice Perceptions Scales: Researcher Form, a new instrument developed for this study, a four‐factor conceptual framework for understanding the domestic violence research‐practice gap was identified. The four factors identified were labelled as follows: (a) personal practice orientation, (b) beliefs about practitioners, (c) beliefs about researchers, and (d) beliefs about a research‐practice gap. Researchers were shown to differ in their scores on the first factor subscale based on whether they had prior experience of providing services to clients affected by domestic violence and whether domestic violence is the primary focus of their research agenda. Implications of the findings for integrating research and practice in domestic violence are then discussed.

Reading the political and the familial in The Americans illuminates central features of the New Right. In particular, The Americans provides an opportunity to reconsider the significance of the ‘pro-family’ label to New Right organising, the importance of mothering to the ‘pro-family’ narrative offered by the New Right, and the relationship between this account of mothering and democratic citizenship more broadly. This paper argues: first, the ‘pro-family’ label served to weaponise American families against equality and egalitarian public institutions; second, that this weaponisation of the family was accomplished through a rhetorical and real elevation of the moralised work of mothers in the home; and third, this account of mothering is incompatible with democratic citizenship not only because it reproduces inequality but also because it presents families, particularly mothers, as surrounded by enemies. Surrounded by enemies, their children appear endangered or dangerous should they become products of enemy forces. The pro-family rhetoric of the New Right – with its emphasis on the labour of women, particularly mothers – concealed an insurgent factional bid for power just as the Jennings family concealed an insurgent operation inside the United States. The displacement of law in The Americans mirrors the displacement of law in American conservative politics in the 1980s and law’s replacement by the ideal of sanctified families that the guard republic. The Americans both recognises this reversal in American conservative politics and parodies the reversal of the idea that law protects the family.

The purpose of this paper is to review the literature on war play and aggression. The paper begins with an introduction to play and the theories of Piaget, Vygotsky, and Corsaro. This is followed by a definition of pretend aggression and the war play debate. Literature is reviewed on how violent television, war toys, and war play shapes children’s imaginary play and aggressive behaviors. Attention is also given to the teacher’s role in war play and the methods used to investigate war play. Suggestions are made for future approaches to the study of war play within the context of the peer culture. The paper concludes with implications for early childhood educators.

The purpose of this paper is to provide a classified list of the factors that are most influential in the success of an executive coaching process, arranged in order of importance.

Selection of factors from an exhaustive literature review, and development of a qualitative investigation, applying a Focus Group, a Nominal Group technique, and the Delphi method to a group of experts comprising coaches, coachees, and human resources managers, in order to complete and assess the factors selected.

The most outstanding factors needed in executive coaching are confidentiality, trust, and empathy between coach and coachee; the coach’s ability to generate trust, and her/his competence in communication skills, vocation and commitment; the coachee’s need, motivation, responsibility for his/her own development and commitment to the process; and a guarantee from the organization of the confidentiality of that process.

This research furnishes a quantitative criterion for the evaluation and ranking of the determining factors in coaching success, which facilitates a justified selection of factors, both for research and professional purposes.

This study makes it possible to better channel the allocation of resources and gearing of business decisions for the implementation of coaching programs.

This paper provides a systematic review of the empirically based literature dealing with the main success factors in the effective application of executive coaching, and contributes new factors derived from the knowledge of professional experts, along with a classified and ranked list of those factors, assessed in terms of their relevance to the satisfactory outcome of a coaching process.

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.

My Country ‘Tis of Thee: How One Song Reveals the History of Civil Rights offers insights into the historic significance of the song’s familiar melody as an instrument for change Protesting for freedom is universal, and songs have long provided a sense of solidarity and a means to communicate messages for protesters with strong beliefs about various causes. By hearing an instrumental recording, students first engage in an activity to identify the song, which, since 1831, has been known as “America” to many in the USA. Students become familiar with concepts and historic people named throughout the book by manipulating and sorting concept cards. Using historic events depicted in the book, students create timelines using a technological timeline tool. Then, after listening to a read-aloud of the book, they use clues to match different sets of lyrics with corresponding historical events. Civil rights history is revealed through different lyrics of this song.

This paper summarizes the findings of the empirical papers in this volume and outlines future research directions for global leadership in general. We summarize the state of global leadership development in universities and recommend design criteria for these efforts. Given the popularity of study abroad as an integral component in many global leadership programs, we highlight common challenges for study abroad programs and the importance of taking an organization development approach. We conclude with future directions for global leadership development research in university settings, most of which emerged from the featured papers on this topic in this volume of Advances in Global Leadership. It is our hope that this chapter serves as a primer for both university program directors and researchers.

In the context of intense intercultural experience, the individual’s identity is often transformed by the forces of acculturation. Unexpectedly powerful demands, influences, and resistances buffet the values, beliefs, and behaviors of the sojourner, leading to confusion, and eventually resolution of profound identity issues. The resulting sense of being between two cultures or more, living at the edges of each, but rarely at the center, can be called cultural marginality. When these issues remain unresolved, the person is often confounded by the demands, and feels alienated in a state called encapsulated marginality. The constructive marginal resolves these questions by integrating choices from each culture of which the person is a part, choosing the appropriate frame of reference, and taking action appropriate for the context.

Global leaders need to recognize the characteristics of the marginal identity and leverage the skills the marginal brings to the organization. The mindset of hybrid professionals fosters increased creativity, culturally appropriate problem solving, and collaboration with other culture partners. Educators, trainers, and coaches can design developmental opportunities for sojourners to acculturate to new environments in a way that potentiates their intercultural competence and comfort with their bicultural mindset. By viewing a complex cultural identity as an asset to the organization, global leaders can avoid the common pitfall of overlooking cultural marginals and instead maximize their contribution to globalization.