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Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al., 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term.

Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents (n=20) in high-school settings.

The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships.

Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.

The aim of this paper is to collate and discuss a number of key issues regarding the development, deployment and monitoring of games designed for therapeutic purposes.

The authors collate a number of core areas for consideration and offer suggestions regarding the challenges facing the field of therapeutic gaming.

In this paper, four major areas of interest are presented: ensuring and communicating therapeutic game effectiveness; data-security and management; effective game design; and barriers to therapeutic game uptake and engagement. Present implications of these issues are discussed and suggestions are provided for further research and to help move the field toward establishing consensus regarding standards of practice.

This paper represents, to best of the authors’ knowledge, the first of its kind in the field of therapeutic games to collate and address the core issues facing the development, deployment and growth of this potentially valuable medium.

The purpose of this paper is to report the entrepreneurial competencies of women entrepreneurs who used information marketing businesses for their business-related education.

A questionnaire-based survey of female entrepreneurs who engaged with one information marketing business was conducted. This study utilized Mitchelmore and Rowley’s (2013) survey instrument, Female Entrepreneurial Competencies (FEC), to analyse the four main entrepreneurial competency clusters: personal and relationship, business and management, entrepreneurial, and human relations competencies. Numeric data were collected via survey from women who engaged with a single information marketing company through e-mail and social media. Using descriptive analysis, the participants’ responses were assessed for the purpose of analysing the self-perceptions of their entrepreneurial competency abilities.

The research found women ranked their competencies in the following order, from highest to lowest: personal and relationship, entrepreneurial, business and management, and human relations. The majority of women who engaged in this research’s information marketing business were middle-aged or slightly younger (between ages 26 and 44), highly educated, and owned a relatively new business.

This study is the first to offer analysis of the entrepreneurial competencies of women entrepreneurs who utilize information marketing businesses for their business-related education. By identifying the entrepreneurial competencies of this subset of women, information marketing businesses could better focus their educational tools to meet the women’s competency needs.

Stuebs et al. (2021, p. 38) note that soft skills “are essential for accountants to carry out their moral agency role in society.” Indeed, calls for aspiring accounting professionals to have well-developed soft skills have been ongoing for decades (American Accounting Association [Bedford] Committee on Future Structure, Content, and Scope of Accounting Education, 1986; Accounting Education Change Commission, 1990; Albrecht & Sack, 2000; Big 8 White Paper, 1989; Lawson et al., 2014; Pathways Commission, 2012). Despite these calls, the development of accounting students’ soft skills remains elusive (Fogarty, 2019; Rebele & St. Pierre, 2019). Perhaps this is not surprising as a commonly accepted, profession-specific definition of the term is lacking, as is consensus about the corresponding capabilities comprising accounting professionals’ soft skills. Instead, those in the accounting profession have treated the term soft skills much the way Justice Potter Stewart famously described hard-core pornography: “I know it when I see it” (Jacobellis v. Ohio 1964, p. 197). The problem, of course, is that such a description is individualistic and can lead to conflicts and inconsistencies not only in identifying the phenomenon (Baskin, 2018; Goldberg, 2010) but, more importantly, particularly in the case of soft skills, in taking steps to foster its development and measuring changes in it. Thus, understanding the term soft skills and its fundamental capabilities is a necessary prerequisite to the development of the soft skills deemed critical for future accounting professionals. In this chapter, the authors advance that understanding by developing an accounting-specific definition for soft skills and identifying a set of capabilities that comprise soft skills applicable to accounting professionals. The authors also discuss the implications of the work and conclude by recommending soft skills in accounting be referred to as professional competencies.

The purpose of this paper is to advance knowledge about organization‐public relationships by establishing a theoretical category for understanding them and by contributing to a foundation of knowledge in that category. Relationship stresses are presented as the factors that constrain organization‐public relationships. This study identifies stresses on the relationship between a grassroots advocacy organization and its former members, as well as stresses between the organization and members who have decreased their participation in it.

In‐person interviews were conducted with 24 people, phone interviews were conducted with 44 people, and e‐mail interviews were conducted with 13 people. Interviewees included staff members, former volunteers, and volunteers who had decreased their participation in the organization.

Several relationship stresses were identified: the silver curtain, the emotion tax, relationship speeding, invisible isms, weak leadership, disagreement with decisions, the revolving door, overworking volunteers, underworking volunteers, age, and health.

This study contributes a new category for relationship management scholarship, which can be productive for theory building. It also illuminates Dozier and Lauzen's questioning about the unique conditions of social movement organizations.

Established cultivation strategies can actually aggravate publics when a relationship has significantly deteriorated and the root problem is not addressed.

Recognizing problems in the relationship between an advocacy organization and members results in a deep understanding of a unique context for public relations practice. In addition, this study illuminates a context for cultivation strategies by codifying a foundation of relationship stresses. Identifying stresses to relationships can help scholars and practitioners ascertain problems and treat those problems at the root level.

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.