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The purpose of this paper is to describe the development and delivery of an aftercare programme called Learning To Live Again, which was co-produced between service users and clinic staff.

In total, 37 semi-structured interviews were conducted with 29 project stakeholders who were service users, mentors, university and clinical staff. The data were transcribed and analysed using thematic analysis.

Four overarching themes were identified in the analysis of interview data as characterising the process of co-producing an aftercare programme. These were: achieving common ground, roles and responsibilities, the activities programme and the road to recovery. Interdependence of service users and clinicians was given strong emphasis.

A number of challenges arise in co-producing an aftercare programme which is largely service user led and adds to the local recovery capital. The benefits of co-producing aftercare outweigh the difficulties and the programme can be set up within existing resources. Given the study's focus on the process of setting up and maintaining an aftercare programme, no attempt was made to evaluate the improvement in outcomes or cost-effectiveness.

Many peer-mentor-led aftercare programmes have been set up and this paper describes stakeholders’ thoughts about the challenges and benefits of co-producing an aftercare programme.

Post-traumatic stress disorder (PTSD) affects both civilian and military populations following wartime experiences. However, despite an abundance of research investigating civilian and military populations separately, much less focus has been given to synthesizing and integrating findings to describe how civilian and military war survivors are comparatively affected by PTSD. This review is broken down into three sections covering (1) risk factors associated with PTSD, (2) relationships between PTSD and mental health outcomes, and (3) protective factors that can attenuate PTSD and its effects. Each section covers findings for civilians and military personnel and highlights similarities and differences between groups.

In this introductory chapter, we establish the basis for the theme of this volume, “Emotions and Disruption.” We discuss how the initial idea for the theme arose during the height of COVID-19. At this time, and as widely reported in the press (e.g., see Grensing-Pophal, 2020), a myriad of workplace disruptions occurred impacting employees' moods and emotions and their subsequent well-being and performance. We open by discussing some key work on emotions research during change and disturbance, followed by a synopsis of each of the chapters in this volume, including discussion of their key contributions. This includes an overview of how some of these chapters were first presented as conference papers at the Twelfth International Conference on Emotions and Worklife (EMONET XII), an event that took place for the first time online in response to the turbulence and travel disruptions created by the pandemic.

In this chapter we give an outline of the organization of this book and discuss its four major parts. We then relate each chapter to the relevant part and consider its key contributions in terms of what we have learnt about emotions when applying the lens of disruption.

We conclude that the chapters provide a range of insights and practical solutions for dealing with emotions during different types of disruption that should be helpful to practitioners and academics.

The chapters investigate underresearched topics and thus make new and important contributions. While many topics addressed in the chapters are still in their initial stages, they clearly have the potential to make a significant impact on people's work lives.

The purpose of this paper is to explore the potential of creativity in work-based research and practice to yield deeper understanding of practice situations. Unexpected insights can lead one (or a team) to identify new approaches, tackling workplace issues differently, leading to unexpected outcomes of long-term impact.

This paper draws on work conducted for a doctoral thesis, investigating the impact of work-based learning for recent masters graduates of a work-based learning programme. Fiction was incorporated into analysis of the data, creating play scripts to represent key aspects of the researcher's perceptions and interpretations for each participant.

Research participants experienced personal, professional and organisational impact, although there was considerable variability between individuals. Additionally, societal impact was wished for and/or effected. The approach to representation of analysis, which involved fictionalising participants' experiences, created a strong Thirdspace liminality. This appeared to deepen awareness and understanding.

Such approaches can transform the researcher's perspective, prompting insights which lead to further adventure and development in work-based research and practice.

Managers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.

Managers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.

The creation of play scripts, representing an interpretation of participants' stories about their work-based learning experience, is an innovative feature of this work.

THE first part of Professor Duncan Dowson's paper (March/April issue) dwelt on late 19th century development of machinery outstripping the performance of available lubricants. Contemporary lubricant research, and personalities involved, where described, leading to the concept of fluid‐film lubrication, documented by Professor Osborne Reynolds' paper read to the Royal Society in 1886.

The “United Nations' Sustainable Development Goal” 9 seeks to “… foster innovation” in all sectors of an economy. Thus, this conceptual piece addresses the indirect effect of innovative behaviour (INB) between total quality management (TQM) and innovation performance (INP). It further explores the context-contingent effect of four external factors [government regulation (GOV), market dynamism (MKD), competitive intensity (CMP) and technological turbulence (TUR)] on the TQM–INB linkage.

By incorporating both theoretical and empirical works in the fields of strategic management, innovation and business performance, this conceptual piece constructs a conceptual model, using a systematic literature review, alongside suppositions that can be tested in further studies.

This conceptual piece puts forward that TQM will be favourably connected to INP, and this favourable association will be mediated by INB. Moreover, GOV, MKD, CMP and TUR will have a favourable context-contingent effect on the favourable direct connection between TQM and INB.

This conceptual piece affords suggestions for both practitioners and researchers alike in the areas of innovative and strategic decision-making in banking establishments for reinforcing INP by introducing TQM, INB, GOV, MKD, CMP and TUR as innovative-strategic tools. It also delivers suggestions for forthcoming academics to examine this conceptual piece, empirically, in diverse banking sites worldwide.

Practical lessons for managers, employees, customers and consultants within the banking sector for the superior advantage of all key stakeholders are deliberated.

This study provides a new model to demonstrate how TQM leads to INP by passing through INB of employees, and how TQM fosters INB under diverse degrees of GOV, MKD, CMP and TUR. It shows how internal factors (7 TQM dimensions) and external factors (GOV, MKD, CMP and TUR) interact to foster employee INB. It also underscores the theoretical authority of three theories utilised, both individually and in combination, by using them to explain new relationships.

The purpose of this study is to explore how gender influences peer assessment in team-building activities in China.

A nine-player Werewolf game was adopted to conduct the experiment. Nine abilities were defined to evaluate players’ performances. Before the game, players filled out a self-assessment questionnaire (five-point Likert scale). After the game, players evaluated other game members’ performances using the same questionnaire. Data were analyzed using linear regression.

The results showed that gender bias clearly existed in team-building activities, with men more likely to receive better peer assessment than women. In addition, when women presented themselves as actively as men did, they received less favorable evaluations than men, whereas their failures were more likely to be exaggerated.

This study may help build harmonious teams for gender equality, and we give practical suggestions respectively from the perspective of female employees, their managers, and their companies.

Given the importance of team-building activities in teamwork, fair evaluations of team-building performances are essential. However, gender influences on peer assessment in team-building activities in China remain unclear. This study adds new and important knowledge to research on gender bias in teams.