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The purpose of this paper is to explore the factor structure of the Resiliency Scales for Children and Adolescents (RSCA, Prince-Embury, 2006, 2007) and to provide supporting evidence that this is a psychometrically sound measure for practitioners and researchers to use to assess resilience in incarcerated male adolescent offenders in the UK.

Confirmatory factor analysis (CFA) was used to determine if the factor structure could be replicated among incarcerated male adolescent offenders. Concurrent validation of the measure was also conducted, utilising the Beck Youth Inventory, second edition (BYI-II-II; Beck et al., 2005).

CFA of the RSCA was unable to confirm the structure of the measure at an item level, therefore parcelling techniques were utilised similarly to Prince-Embury and Courville (2008), using the subscales for the factors as indicators for the factors. While a three-factor model was found to be an acceptable fit to the data, there was also some support for a two-factor model. Despite this, there was more statistical support for the three-factor model and arguments are made for retaining this structure. Expected associations between the three subscales of sense of mastery, sense of relatedness and emotional reactivity were found with the Beck Youth Inventory demonstrating support for the concurrent validity of the measure in incarcerated male adolescent offenders.

This paper provides support for the internal structure of the RSCA with incarcerated male adolescent offenders within the UK, although some caution should be used when interpreting scores from the subscales. The findings suggest that the RSCA can be utilised by practitioners to identify young people who may benefit from additional support and also in assessment and treatment/intervention planning. This may be particularly useful when practitioners wish to explore the potential protective nature of resilience.

The current study is the first of its kind to formally explore the factor structure of the RSCA with incarcerated male adolescent offenders.

The purpose of the research is to investigate the impact of affective and emotional experiences on organizational learning in highly dynamic and chaotic environments, specifically in the context of the COVID-19 crisis.

Based on an intensive 12-month inductive study, 24-project managers and 16 team members from biopharmaceutical organizations were interviewed and a thematic analysis was conducted.

Three themes emerged from the findings: (1) developing affective maturity as a socio-emotional resource, (2) mixed-motive emotional dynamics and (3) meaning-oriented organizational identification and commitment. The context of the COVID-19 crisis provided an unconventional performance environment.

Our study has several limitations, offering avenues for future research. Firstly, our focus on biopharmaceutical organizations, with their unique socio-cultural influences and management styles, may limit the generalizability of our findings to other sectors and institutional contexts. However, regulatory mechanisms in this sector may align with knowledge-based sectors, emphasizing the influence of organizational values and best practices. Secondly, our reliance on a posteriori interview data limits real-time observation of organizational learning (OL) processes. Future research could employ diverse data sources and survey methods for corroboration. Additionally, cross-cultural studies might explore how different societies respond to crises. Multi-level perspectives could also enhance understanding of affective experiences and their impact on OL outcomes.

The study contributes new insights into OL through its focus on how affective experiences and affective organizing efforts shape OL. We offer a novel and emergent theoretical model of OL in the context of trauma which has implications for organizations particularly in the areas of information processing and decision-making.

To report on longitudinal change in corporate real estate (CRE) practice in the last two decades, in particular, monitoring significant changes in CRE policy, function and activities through the statistical analysis of annual survey data.

A literature review revealed the major themes that have influenced CRE practice in the last 20 years. Applying principal components analysis the annual survey of CRE practice dataset was analysed to identify significant tends in the CRE practices reported by organizations.

A significant overlap was observed between the activities used in practice and the CRE literature, and new working practices were identified as a significant theme. Based on these analyses comment is made on the impact of changes in CRE practice over the timescale of the survey and it was predicted that new working practices will continue to influence CRE practices in the future.

This paper fulfils a need for evidence‐based monitoring of CRE practices to give insight into the relationship between past, present and indicative directions for future CRE practice.

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.

Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.

Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.

The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.

Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

If ‘income‐poor’ older home‐owners could draw on their housing equity easily and with confidence, then they could afford practical help that would improve their quality of life and make it possible for them to continue to live for longer in their own homes. This article reports on three local authorities that are now piloting equity release schemes, and the plans for monitoring and assessing them.

The purpose of this paper is to understand whether a woodland-based intervention might offer something helpful and engaging for people affected by dementia. In total, 18 people came to Woodland Wellbeing groups over summer and autumn in 2016.

The authors made observations during the groups, kept some notes and conducted some interviews around three months after people had participated in Woodland Wellbeing.

Feedback from participants indicated themes around connection with nature and to one another; the joy in new learning and activities; and the inspirational impact of feeling part of nature.

This paper adds to the growing literature on natural approaches in supporting the wellbeing of people affected by dementia, and highlights the value of partnership working.

Ridley Scott’s 1982 cinematic production of Blade Runner, based loosely on a 1968 story by Philip Dick (Do Androids Dream of Electric Sheep?), is read within a general context of critical theory, the purpose being twofold: first, to highlight the film’s fit with, and within, several issues that have been important to critical theory and, second, to explore some questions, criticisms, and extensions of those issues – the dialectic of identity/difference most crucially – by speculations within and on the film’s text. The exploration is similar in approach to studies of specific films within the context of issues of social, cultural, and political theory conducted by the late Stanley Cavell. Interrogations of dimensions of scenarios and sequences of plotline, conceptual pursuit of some implications, and assessments of the realism at work in cinematic format are combined with mainly descriptive evaluations of character portrayals and dynamics as these relate to specified thematics of the identity/difference dialectic. The film puts in relief evolving meanings of prosthetics – which is to say changes in the practical as well as conceptual-semantic boundaries of “human being”: what counts as “same” versus “other”? “domestic” versus “foreign”? “integrity” versus “dissolution”? “safety” versus “danger”? And how do those polarities, understood within a unity-of-opposites dialectic, change, as human beings are confronted more and more stressfully by their own reproductions of “environment” – that is, the perspectival device of “what is ‘text’ and what is context’?” – and variations of that device by direct and indirect effects of human actions, as those actions have unfolded within recursive sequences of prior versions of perspectival device, a device repeatedly engaged, albeit primarily and mainly implicitly, as a “prosthetic that could not be a prosthetic.”

More than two million older home owners have housing assets worth over £50,000, but incomes so low that they qualify for means‐tested benefits. Drawing on housing equity could improve their quality of life significantly, helping them to live more comfortably in their own homes for longer. But only about 25,000 home owners (of all ages and incomes) conclude equity release deals each year. This paper identifies the obstacles that deter asset‐rich, income‐poor older home owners from drawing on their housing equity, and suggests ways of overcoming them. The focus is on paying for additional care at home, home improvements and repairs.

Performance in virtual teams, which faces cultural and demographic differences, is a relevant phenomenon that has been widely investigated in recent decades, but with opportunities in exploring other levels of analysis as individual and project. This current research aims to understand how multicultural virtual teams affect individual, team and project performance.

The authors conducted a systematic literature review (SLR) and bibliometric analysis to capture 273 papers from the Web of Science (WoS) database using a snowball approach. In a second approach, the authors selected 130 papers to conduct a content analysis.

The authors presented a longitudinal overview regarding the adoption of virtual teams in project management (PM) literature. A conceptual framework was proposed to explore the relationship between multicultural virtual teams and performance with three levels of analysis: individual, teams and project. The authors contributed with research hypotheses to be explored in future empirical studies not only at the team perspective but also at the project and individual levels. The thematic analysis suggested that the literature focus has shifted from hard to soft aspects faced by virtual teams. Social identity/categorization theory was the most prominent theory in this body, but it is not fully explored in PM literature. Other opportunities of future studies are to understand the impact of cultural diversity, the sense of belongingness, the project life cycle and the development of a knowledge management program.

The authors developed a 3-level conceptual framework for future empirical studies and demonstrated that cultural differences are mainly approached at the national level in the literature, bringing suggestions for future empirical research.