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The recently revised NAEYC position papers and the fourth edition of NAEYC's Developmentally Appropriate Guidelines (NAEYC. 2022. "Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8," edited by S. Friedman, 4th ed. Washington: National Association for the Education of Young Children) focus on children's strengths and diversity, and the need for equitable opportunities in early childhood programmes. We applaud these recent shifts. Yet previous ideas of risk, abnormality and inappropriateness are still embedded in the document, with still hidden, and negative, consequences for children, their families and communities, and for the educators and programmes that serve them. Drawing on critiques of developmentalism, the ideas of postdevelopmentalism and the framework of "governmentality," we engage in a dialogue between an early career teacher educator and long-time advocate for DAP change and explore the control DAP has over early childhood education programmes. Despite claims that the fourth edition is too 'woke', we challenge educators and organisations in the USA (and elsewhere) to move away from the past and current approaches that still focus on children as innocent and in need of protection, as well "as normal (and therefore, abnormal) childhood(s)" -- and to open up towards an education that is more fluid, one that focuses on children's diverse strengths, unimagined interests and as-yet-unknown possibilities.

Despite Minnowbrook's call in 1968, social equity has been slow to be incorporated into public administration scholarship, teaching, and practice. However, recently, more organizations have promoted a social equity lens in their missions, strategic plans, budgets, hiring decisions, programs, and policies. As a pillar of public administration, this is long overdue. With this increased support, we have also seen a resurgence of dangerous policies and decisions that if successful, could undermine the work that has been done in support of diversity, equity, inclusion, and justice (DEIJ). In the face of such adversity, institutions of higher education have the obligation to give public servants the context, language, and skills to advocate for DEIJ. Some programs have thus begun to incorporate DEIJ topics and classes into their curriculum. This paper outlines the process by which a social equity in public service class was prepared and taught.

Land acknowledgments are one step that educators and institutions can take to begin realigning their relationship with Indigenous peoples. However, many fear doing more harm than good when taking the first step of doing a land acknowledgment. In this paper an instructor who overcame such hesitation and an Indigenous faculty member share a six item framework for land acknowledgments developed in collaboration with Indigenous students, colleagues, and community members that greatly increases the likelihood of doing good rather than harm when delivering a land acknowledgement. This article's unique contribution is its specific framework and step-by-step instructions for creating an appropriate and meaningful land acknowledgement, using an example crafted for the authors' institution to illustrate the process. It also suggests resources for learning about land acknowledgment that will be useful to people living on Indigenous lands around the world.

This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.

In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction Observation Protocol (SIOP), translanguaging, and multilingual ecology--we discuss how we have utilized these frameworks with WL teachers and teacher candidates and offer suggestions for how they might be used effectively in WL classrooms to both scaffold language acquisition and foster a greater appreciation for and pride in multilingualism.

Early childhood teaching is complex, caring, relational work. In enacting an ethic of care, early childhood teachers often focus on extending care to others, and overlook including themselves in a circle of care. This can negatively impact on teacher well-being and ultimately lead to teacher burnout. This paper draws on a project that explored twelve teachers' experiences of the practice of mindful self-compassion using a methodology of mindful inquiry, a qualitative approach that includes elements of mindfulness, care, and hermeneutic phenomenology. Findings of the study identified that the practice of mindful self-compassion supported teachers to enact an ethic of care, which includes extending care, receiving care, and engaging in self-care. Being mindfully self-compassionate supported the teachers to engage in intentional caring practices that fostered relationships and supported the well-being of children and their colleagues, and empowered the teachers to advocate for themselves, their colleagues, and children. The paper argues that mindful self-compassion practice supports and sustains early childhood teachers in their caring role. When carers are included in a circle of care, then the reciprocal and inclusive nature of an ethic of care can be more fully realised. Implications are discussed for initial teacher education, teaching practice, early childhood leaders and policy makers.

Depression is a global health issue. It is spoken about everywhere and can affect anyone at any age. In the past century, medical technology and preventative medicines have increased in availability and accessibility, resulting in an increase in global life expectancy. However, as a result of increased life expectancy, the number of elderly adults have also increased. Due to chronic conditions, decreased social support, increased physical dependency and other natural events that come with age, it has caused a great number of elderly individuals to be impacted by depression. Furthermore, changes in traditional family and social structures have made it harder for the elderly to be cared for at home by their children and has resulted in an increase of elderly individuals living in nursing homes. Due to the loss of independence associated with nursing homes, it has further increased the prevalence of depression amongst the elderly. Elderly depression is not normal and can greatly impact quality of life and result in poor health outcomes, thus it is imperative that nurses address this issue. The purpose of this paper is to explore the significance of depression to the elderly population and to community health nursing, as well as to explore potential solutions for elderly depression using a strengths-based approach. Furthermore, this paper discussed implications for nursing practice on elderly depression. Depression is a serious health concern to the elderly population that nurses must address using strength and asset-based perspectives. [ABSTRACT FROM AUTHOR]

Purpose: In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, "et al.," 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, "et al.," 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Design/methodology/approach: Using a multicultural lens to examine fat phobia in education. Findings: This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Practical implications: By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Social implications: This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Originality/value: The issue of fat phobia is rarely discussed in education.

This paper uses critical archival analysis, paired with textual analysis of grant descriptions, to understand how nine foundations -- all with endowments derived from the student loan industry -- have motivated their college completion work and the relationship between these commitments and grantmaking over time (2000-2019). Mobilizing concepts of theorization and racialized change work (RCW) to analyze the relationship between funders' deployed racial frames and their theory of change, this paper offers three primary contributions: 1) A methodological approach to analyzing philanthropic or intermediary-led reform campaigns (e.g. the college completion agenda) as a form of theorization -- a core mechanism of institutional change and diffusion -- inclusive of funders' racial projects; 2) Insights on the qualitative, causal pathway by which one foundation created organization-specific interest convergence that facilitated engagement in RCW, and 3) Evidence demonstrating how race-evasive theorizations, even if efficacious mechanisms for change, fail to deinstitutionalize a core mechanism of racialization: investment in deficit-minded, individual-level projects. These insights speak not only to the material differences between race-evasive and race-conscious theorizations, but also organizational pathways toward durable race-conscious commitments in higher education.

Whether corporations voluntarily reduce their negative impacts on the environment and society depends upon management advocacy. As future corporate leaders, accounting students will have a critical advocacy role, but they have been taught that shareholder value should not be sacrificed to reduce the externalized environmental and social costs caused by corporations. We believe accounting students are unable to break through the shareholder value maximization doctrine without understanding threshold concepts of corporate externalized costs and revised conceptualizations of corporate ownership and corporate governance. This paper proposes a new Environmental, Social, and Governance (ESG) Learning Model that accounting instructors can employ to understand the threshold concepts. Threshold concepts are reconstitutive and fundamentally change students' worldviews so that new understandings may emerge and advocating for ESG initiatives becomes possible. The paper concludes with instructional strategies aligned with three pedagogical modalities to help students absorb the ESG threshold concepts.

Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.

Despite the legislation put in place by the United Nations, Africa continues to grapple with issues of monosexism and heterosexism. In fact, of the 54 African countries, 33 have criminalised queer relationships, a legacy primarily attributed to colonial rule. However, social work literature has recently introduced a culturally sensitive model for working with the LGBTQIA+ community, known as Queer affirmative action. By utilising available literature and adopting an intersectional approach, which was collected and analysed through PRISMA, this paper aims to discuss the Africanising of sexuality in Africa. It argues that it is crucial to undertake a critical analysis of the colonial legacy and its impact on queer identities. Furthermore, the article posits that social work education must incorporate knowledge of the intersection of gender, sexuality, and other identity markers to form an inclusive and comprehensive approach towards practice. An affirmative philosophy to social work practice can serve as a counterweight to all punitive and discriminatory practices. Thus, in Africa, the most effective way to improve the well-being of queer individuals is to eradicate structural forms of inequality and decriminalise same-sex consensual relationships.

According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.

Social media serves as a virtual platform for young people to foster community and amplify marginalized voices, allowing them to actively engage with societal issues and take on roles as activists, advocates, and allies. A 2021 study (McDaniel, 2022) on teens revealed diverse literacy practices employed to address social justice, civil unrest, police brutality, state-sanctioned violence, the global pandemic, and other challenges faced by diverse communities. In a comprehensive three-month multi-case study focusing on the online literacies of teens of Color, the author examined how one youth, Tatum, an 18-year-old Black social justice activist, utilized social media for critical literacy practices and civic engagement. This paper emphasizes Tatum's multiliteracy practices and explores the intersection of justice-oriented activism, social media literacies, and youth identity work. The study advocates for the importance of recognizing youth of Color's multiliteracies and how it enriches teachers' pedagogical practices, providing critical insights for educators.

This paper traces a conversation between the authors about their long-standing (Urban) and more recent (Gómez Muñoz, Zárate Pinto) engagement in and with RECE. The conversation revolves around the role and potential of reconceptualist thought in contexts of early childhood realities in the Global South, most prominently in Latin America, where two of the authors are based, while one has extensive work connections to the region. Given RECE's roots in US-American and English language worlds, what other approaches exist in Latin America contexts and beyond that enable us to challenge the dominant narratives of early childhood education, its narrow disciplinary base, its policies and practices? Drawing on work with marginalised communities, the conversation turns to necessities of advocacy and transdisciplinarity, and to possibilities of epistemic and new activist alliances.

Since 2020, a network of actors and organizations have united in the implementation of education censorship--posing school-wide implications and impositions on the practice of mental health practitioners. States have outlined race and diversity curricula bans, sports and restroom bans, anti-Diversity, Equity and Inclusion legislation, and laws to undermine Social-Emotional Learning. In this paper, we explore the impact of education censorship and anti-Social-Emotional Learning legislation in relation to school mental health. To discuss the responses and advocacy of school mental health practitioners, we provide an overview of education censorship, noting the scope, prevalence, and evolution of topics to explicate a deeper understanding of the legislative action imposed over the last few years. Next, we delineate three non-exhaustive explanations of the legislation: the evolution of education censorship, education governance and corporate curricula control, and the shift to transformative Social-Emotional Learning. To strategize on how to respond to these trends we provide two alternative response pathways, offer implications, and discuss aspects of advocacy, resistance, and action. In conclusion, we provide a discussion to extend each response pathway, providing additional considerations, implications, and outline calls for action.

The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineering faculty across U.S. academic institutions describe the challenges and practices associated with wage disparities and how they navigate these disparities. This study, which is based on participant interviews, is guided by three research questions: (1) What do WoC engineering tenure-track faculty perceive about wage disparities based on their race and gender? (2) How do WoC faculty understand the institutional practices that contribute to wage disparities? and (3) How do WoC engineering faculty respond to and address wage disparities? Using structural racism and intersectionality as our guiding conceptual framework, we interviewed 32 self-identified WoC who identified structures and systems of institutional racism related to the maintenance of wage disparities. In terms of findings, we note that WoC have two primary strategies to respond to wage disparity: advocacy and agency. The experiences of WoC engineering faculty in our study highlight unsatisfying institutional responses, and thus WoC often rely on their own agency to advocate for themselves and to advocate for and mentor other WoC faculty. We found a few notable cases where men advocated for women to help close the wage gap. Our work reveals that pay inequity for WoC is often coupled with other forms of exclusion and marginalization. Reducing wage disparities in academia is critical to advancing diversity efforts and ensuring equitable support for WoC faculty. Our findings suggest that institutions can work diligently to rectify wage inequality, including making sustainable structural and salary modifications and sharing the burden of combatting wage inequities. Finally, our findings also highlight the importance of making policy changes to reduce pay inequalities, such as providing transparent pay information and more opportunities to earn merit raises.

It could be argued that autistic females, attending high school, have a distinct set of needs when compared to their male counterparts. The purpose of this review is to synthesise reported findings on what could be considered as effective for supporting the needs of autistic females in high school settings. The review adhered to PRISMA guidelines. Searches identified 12 papers that included direct perspectives of autistic females, their families and the professionals supporting them. Data were analysed using thematic synthesis. The findings indicate seven main themes for support related to: mental health; identification of specific needs and post-diagnostic support; friendship interventions and skills development; tiered support; relationships between home and school; transitions between levels of education; self, peer and staff advocacy, and sense of belonging. Social and emotional experiences of autistic females in high school are key areas to target in ensuring successful education. Findings are discussed in relation to integrated, inclusive practices that high schools may adopt to support this cohort of students. Implications for professional practice, policy and research are discussed, which will be of interest to educators and helping professionals alike.

Restraint and seclusion are frequently misused in schools, leading to harmful outcomes for students. There is currently no federal law regulating these practices, which has led to inconsistencies in state and district policies. This policy paper aims to provide a brief background on current definitions, case law, and policies and provide teachers and administrators with ways to advocate for updated laws and policies. Preventive solutions to problem behavior must be embedded into policies and regulations to ensure every student has access to a safe and equitable educational experience.

This paper investigates admission procedures of Master of Arts programs of Teaching English as a Foreign Language (MA TEFL) in Iran in comparison with universities around the world. Along with a view of the centralised national MA TEFL entrance exam held in Iran during the past three decades, we investigated admission requirements for comparable graduate programmes of 110 universities in 32 countries and regions. Our qualitative content analysis of this body of data revealed five major categories of admission requirements: Teaching Background, Statement of Purpose, Letter of Recommendation, Interview and Curriculum Vitae. Based on a comparative account of these categories in various universities, we argue that rather than traditional measurement-oriented exams, graduate programmes in general and language education programmes in particular, need to rely on multiple types of admission requirements that provide evidence as to the personal characteristics of applicants, their background and experiences, and their prospects and visions.

The construct of moral injury is usually utilized to understand cases in which individuals perform or witness actions they consider morally wrong. In this paper, we suggest the construct of "moral trap", which entails circumstances in which teachers face pressure to act but are unable to simultaneously meet the demands of care, justice, and truthfulness because of "systemic conditions." Using grounded theory, we present the analysis of ten semi-structured interviews with teachers from four U.S. states. We found three different types of entrapment: teachers attempting to enact and/or advocate for social justice, attempting to care for their families, and attempting to care for their professional identities. Implications for teacher education include a need to prepare teachers for navigating multiple moral demands and for coordinating with other teachers to advocate for social change. Implications for policy include a need to provide greater wrap-around supports for educational equity.

This paper based on the opening address for the 2023-2024 School Psychology Futures Conference, reflects on contemporary inequities in school psychology practice, research, and graduate education. Challenges as the profession reckons with its oppressive past are highlighted. Drawing on concepts from liberation psychology, critical school psychology, and the psychology of radical healing, the author presents a vision for school psychology's reimagined future with steps that can be executed across all levels (e.g., practice, research, graduate education, advocacy and leadership). In order to imagine a new future for school psychology, we must not repeat the mistakes of our past and instead demonstrate cultural humility, center marginalized communities, and embrace anti-oppressive and liberatory approaches. This will allow school psychology to meet its potential and become a profession that effectively serves ALL children and youth.

Background: Pediatric programs focused on treating chronic pain often do not include an educational liaison (EL) to coordinate services between the patient's medical home and school. As chronic pain in youth can have deleterious effects on school functioning, collaboration between the medical home and the school system are needed to assure these students receive appropriate accommodations. Contributions to Theory: This manuscript describes a model of coordinated care for students with chronic pain that includes a systemic strategy for collaborative care across settings. Specifically, the role of an EL is described in the context of advocating for the patient to receive appropriate educational accommodations. Conclusions: This paper provides a guide for caregivers and professionals to assure appropriate access to support services across settings. Recommendations are included for school accommodations and services to improve academic functioning and outcomes for students with chronic pain.

Ontario education policy articulates an explicit commitment to equity and inclusion for increasingly diverse classrooms. Despite policy commitments, when equity and inclusion intersect with religion, enactments remain underwhelming. This paper draws on the voices of 30 Ontario public school educators, all of whom self-identify as Muslim, to share the ways they affect and have been affected in attempting to enact a responsive pedagogy for faith-centred learners. Through the use of dialogic portraits in two different school boards, the voices of Muslim educators express consistent sentiments of responsibility to advocate for basic religious accommodations while at the same time needing to tread carefully with anything to do with religion in order to not be marginalised by colleagues. Participants in this study reinforce the need for more robust conceptions of equity and inclusion that consider the complexities of the religious identities of learners and educators in public education.

This article is a call for collective action across health equity researchers and advocates to build a more just world. We attempt to make sense of senseless structural and interpersonal brutality in the context of the current political climate across the United States, whereby the spectrum of gender nonconformity has been and continues to be stigmatized. From drag performance to transgender identities to gender-affirming health care, extremists have instrumentalized primary levers of democracy--the courts, legislatures, and social media--to attempt to outlaw and eradicate gender expansiveness and those who provide forms of support and care, including gender-affirming medical care, to transgender, nonbinary, and gender-expansive (TNBGE) individuals.

This research paper explores the effects of promoting empowerment in the key stage three history curriculum. For this research the term 'empowerment' relates to engaging pupils, enlightening them to the world around them and encouraging them to use their voices. Through applying an empowering approach to the history curriculum we can teach pupils the historic challenges that people have faced which help explain current issues, and educate pupils on how and why to use their voices.

This paper explores the movement of the New York City Interborough Association of Women Teachers (IAWT) for "equal pay for equal work" in teaching salaries, which it won in 1911. The IAWT's success sheds light on the possibilities and limits of women teachers advocating for change within a feminized profession. Leading the movement were of a group of women teachers, organizing before woman's suffrage and in an era of sex-differentiated work and pay, who convinced the city's public and state's legislators that they deserved pay equal to what men teachers received. They did so by strategic maneuvering in city and state politics and making equal pay look reasonable. And they did so by narrowly defining their goals and leaning on their identities as women to push a theoretically sex-neutral claim of justice. Their success, though limited, was nonetheless a victory in shifting ideas about women's societal and professional status in New York City and the state.

Global pressure on universities to compete for research rankings has escalated research expectations and intensified a performativity culture for early career researchers (ECRs). However, there are limited examples in the literature of ECRs advocating for their career and research trajectories. In response to this issue, ECRs in one Australian regional university initiated the Teacher Education ECR Action and Advocacy Group (TEECRAA). This research, reported in this paper, aimed to understand how TEECRAA contributed to the career and research trajectories of these ECRs and their advocacy regarding ECR-specific policy in their higher education context. Framed by tenets of policy network theory and policy communities, this study draws on documents developed by the TEECRAA group using content and thematic analysis to investigate their activities and experiences. Findings highlighted that ECRs were able to set research and career goals, prioritise opportunities for professional learning, create resources to support their research profiles, and develop a network of support. ECRs also increased their contributions to policy and practice by engaging in strategic action that promotes ECR visibility and advocates for their needs. This contribution, however, requires the development of a network-like interaction between ECRs and university leaders with a commitment from the university to work in partnership with ECRs for mutual benefit.

Despite the fact that schools remain incredibly safe spaces for children and youth to spend time, the occurrence of mass school shootings, although rare, is a pressing issue for our society. In this paper we discuss the importance of action, advocacy, and research related to mass school shootings. Specifically, we discuss research-based actions for preventing and responding to mass school shootings, including multi-tiered systems of support, positive behavior interventions and supports, threat assessment, and trauma-informed care. In regard to advocacy, we focus on the need to discontinue ineffective and, in some cases, harmful practices such as zero-tolerance policies. We conclude with an examination of the needed research in this area, with special attention on the use of active shooter drills and firearm legislation.

How do we teach for human dignity in a context where life is, generally speaking, not treated as precious? How do we carve spaces for humanity amidst inhumane contexts? In this paper, five experienced teachers share how they work from the cracks to expand spaces for human dignity in their schools. They write and act as teacher-philosophers, dually considering it means to teach for human dignity and practically speaking how it can be done.

Purpose: Building on the theories of social learning and social information processing, this paper aims to examine the effect of green servant leadership (GSL) on green voice behavior among staff working in Qatari higher education. In this relationship, the climate for green initiative (CFGI) was used to act as a mediating mechanism. Design/methodology/approach: Data in this study were collected from 275 staff working in Qatari higher education. Structural equation modeling was used to analyze the data. Findings: The results suggest that GSL positively influences green voice behavior, whereas CFGI mediated this link. Practical implications: The results can be beneficial to higher education pertaining to the importance of GSL in generating positive green behaviors such as green voice behavior. Furthermore, the results highlight the significant role CFGI plays in motivating such behaviors. Originality/value: To the best of the authors' knowledge, this is the first study that examines the link between GSL and green voice behavior in the higher education context. Furthermore, research on CFGI has received limited attention so far.

Background: Rehabilitation for cognitive-communication impairments following brain injury can be complex given the heterogenous nature of impairments post injury. Project-based intervention has the potential to improve communication skills and create a meaningful real-life context where individuals collaborate to develop a concrete product, which benefits others. While evidence for this intervention is emerging, the COVID-19 pandemic prompted increased use of telehealth interventions to serve people with brain injury. This paper aims to describe a framework for the delivery of project-based intervention via telehealth within community rehabilitation settings; and present several case studies of telehealth groups completed in the United Kingdom and the United States during the COVID-19 pandemic. Methods: A working group was formed to map the components of project-based intervention onto the rehabilitation treatment specification system (RTSS). This system is a conceptual framework that helps to explain the link between treatment theory and ingredients, allowing a clinician to clearly understand how and why a treatment works. First, a literature search was completed to identify eligible studies on project-based intervention after brain injury. Second, those studies were thematically mapped onto the RTSS to identify important intervention components. Third, the presence of these components was assessed for community brain injury groups delivered via telehealth in the United Kingdom and United States. These groups were further described using a taxonomy of social activities that help to describe the degree of meaningful social engagement. Results: The literature was described with a thematic RTSS summary. Treatment aims focus on skills training and self-efficacy, advocacy and self-empowerment, emotional well-being and quality of life, and collaboration and community belonging. Treatment ingredients involve a range of cognitive and behavioural supports to deliver meaningful activities and contexts to complete a project. Mechanisms of action involve learning by doing and cognitive and affective information processing. All four telehealth groups conducted in the United Kingdom and United States involved at least three treatment aims, >7 targets, and >8 treatment ingredients. All groups reported positive experiences from activities that involve working collaboratively to help others and contribute to society. Conclusions: Project-based intervention delivered via telehealth has the potential for supporting people with acquired brain injury to improve their communication skills and engage in meaningful, collaborative activity. Application of the RTSS helps clinicians to understand the aims and therapeutic ingredients (or clinician activities) through which a person with brain injury may achieve specific treatment targets during the rehabilitation process.

Although there is a lack of accurate data on the exact number of international students in school psychology graduate programs, international student enrollment seems to be increasing, especially from Asia. Graduate school is challenging for everyone; however, it can be exponentially more difficult for those who are navigating both their identity as a student and as an immigrant in a foreign land. Uprooting one's life and moving to a country with different languages, cultures, norms, and people is a daunting task often followed by several unique stressors which can pose as potential risk factors for declining mental health in students. In this article, an international student reflects on the experience of pursuing school psychology training in the United States and provides practical recommendations for managing the unique stressors experienced by those who leave their home countries for graduate school.

This paper examines debates relating to international aid, civil society, and natural resource conflicts, through a case study of conflict sensitivity programming in Cambodia. The paper highlights the value of confrontational activism, yet the practice of conflict sensitivity can dissuade such activism. Embedded in the country's history and politics, the paper analyses the conflict sensitivity work of an international non-government organisation, revealing significant community-level success, including women's empowerment, but limitations in addressing systemic drivers of conflict. The case study also reveals how the application of conflict sensitivity contributed towards conflict and risk avoidance. In a global context of prevalent natural resource conflicts and related violence, this paper calls for critical reflection on the practice of conflict sensitivity, which continues to gain popularity globally. For development institutions and practitioners, conflict sensitivity has extensive value, but it must be implemented in ways that do not inadvertently dissuade more emancipatory civil society activism. [ABSTRACT FROM AUTHOR]

This perspective paper contemplates the nuances of engaging with literature ethically in conducting a scoping review based on the researchers' project on girlhood studies in Indonesia. We assert that the ethical perspective extends beyond conventional primary data collection from human participants, further emphasizing the essence of a feminist methodology in this scholarly investigation. We discuss the interplay between the role of rigor and the dynamics of power relations in research, shedding light on reconciling between the pursuit of facts and acknowledgment of biases in knowledge production. This reflection offers insights into the methodological process and the researcher's role, contributing to the broader discourse on how research can effectively address issues of gender equity and social inclusion. Through this paper, we underscore the necessity of an intentional approach in unifying the domains of science and advocacy because only then can we truly catalyze transformative change. In doing so, we seek to foster a more comprehensive, objective, and empathetic understanding of the researched: in this case, the experiences of girls and young women -and, by extension, marginalized individuals in Indonesia and beyond. [ABSTRACT FROM AUTHOR]

In recent years, research in robotics and artificial intelligence (AI) has made rapid progress. It is expected that robots and AI will play a part in the field of nursing and their role might broaden in the future. However, there are areas of nursing practice that cannot or should not be entrusted to robots and AI, because nursing is a highly humane practice, and therefore, there would, perhaps, be some practices that should not be replicated by robots or AI. Therefore, this paper focuses on several ethical concepts (advocacy, accountability, cooperation, and caring) that are considered important in nursing practice, and examines whether it is possible to implement these ethical concepts in robots and AI by analyzing the concepts and the current state of robotics and AI technology. Advocacy: Among the components of advocacy, safeguarding and apprising can be more easily implemented, while elements that require emotional communication with patients, such as valuing and mediating, are difficult to implement. Accountability: Robotic nurses with explainable AI have a certain level of accountability. However, the concept of explanation has problems of infinite regression and attribution of responsibility. Cooperation: If robot nurses are recognized as members of a community, they require the same cooperation as human nurses. Caring: More difficulties are expected in care-receiving than in caregiving. However, the concept of caring itself is ambiguous and should be explored further. Accordingly, our analysis suggests that, although some difficulties can be expected in each of these concepts, it cannot be said that it is impossible to implement them in robots and AI. However, even if it were possible to implement these functions in the future, further study is needed to determine whether such robots or AI should be used for nursing care. In such discussions, it will be necessary to involve not only ethicists and nurses but also an array of society members. [ABSTRACT FROM AUTHOR]

Political advocacy is an important religious practice. But social activism can be discouraging. This paper integrates moral theology, virtue ethics, positive psychology and spiritual formation to highlight the importance of resilient hope for social justice advocates. Part 1 describes an important justice issue—public services for disabled people. Part 2 defines transformational advocacy and outlines an advocacy theology. Part 3 analyzes despair and hope. Part 4 summarizes spiritual practices for building resilient hope. [ABSTRACT FROM AUTHOR]

Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that geographic, economic, and integration factors contribute to whether a school can provide FL at all—and biased counseling dissuades minoritized students from taking FL—this study asks: has FL education been equitably accessible to all Louisiana high school students who want to pursue it, regardless of race or economic background? To address this question, this paper presents results from two analyses. First, program‐internal equity variables (e.g., [dis]similarity between school‐wide and FL student demographics) were clustered to produce "profiles" of FL programs. Next, a multinomial logistic regression using program‐external factors (e.g., federal funding status, desegregation orders) was conducted to isolate the factors impacting equity. Federal funding and rurality were both found to be significant, with schools receiving federal Title I funds and rural schools being much more likely to exhibit inequitable access to FL courses. In (a) identifying schools with enrollment inequities and (b) the outside factors associated with greater inequity, this paper aims to provide policymakers with empirically based tools to address (in)equity in Louisiana high school FL education. These findings can be especially helpful in light of the state's recent (2023‐2024 school year) expansion of FL requirements to accept computer science courses. The Challenge: This study examines how geography, economic (dis)advantage, and racial integration impact enrollment in foreign language (FL) coursework in Louisiana—the only state to require high school FL for eligibility to 4‐year colleges. Louisiana high schools cluster into five "profiles" policymakers can use to increase access to FL and higher education. [ABSTRACT FROM AUTHOR]

The school-to-work transition is widely acknowledged as difficult, requiring meaningful support for young people to navigate successfully. This paper examines the reported experiences of six families navigating 23 home educated young people's transition from compulsory education to tertiary education and work. Data from semi-structured interviews with the parents were thematically analysed using Bourdieu's habitus, capital, and field. Findings indicate that the parents provided ample opportunity for self-exploration to encourage autonomy coupled with opportunity to explore and participate in the wider community, leading to a successful transition experience. The findings suggest that a contrasting, alternative career preparation method can be successful; one that values autonomy over the traditional approach which involves a scaffolded set of knowledge and skills. This study indicates that the transition can be successfully facilitated by providing young people with opportunity for autonomous self and career exploration in the community, without the standardised assistance provided through schools. [ABSTRACT FROM AUTHOR]

In this paper, we explore how political opportunity structures for the inclusion of the disability movement in Romania are shaped from the perspective of self‑advocacy and service provider NGOs active in the field of disability. Building on in‑depth semi‑structured interviews with nine representatives of self‑advocacy and service provider organizations, we explore how they understood the processes by which they participated in policy formulation processes. Our results show that both service provider and self‑advocacy organizations feel that their inclusion in the policy-making process is mostly symbolic and tokenistic, but that this can and did change in the last years. However, despite a general concern for a shrinking space for civil society organizations influence on policy-making in Central and East European countries, disability organizations in Romania describe the political opportunity landscape as a fluctuating one, rather than one that is evolving in one direction. Moreover, whereas service provider organizations seem to perceive higher levels of inclusion on the national level, whereas self‑advocacy NGOs seem to perceive themselves as being better included and more influential on local levels. This also reflects the presence of bottom‑up federative efforts of service provider organizations as opposed to the lack of successful bottom‑up federative efforts in the field of disability based self‑advocacy organizations. Finally, our paper problematizes inclusion in policy‑making as an unequivocally positive process, showing how disability organizations sometimes choose not to participate in order not to legitimize problematic decisions through their symbolic presence in the negotiation process. [ABSTRACT FROM AUTHOR]

This paper proposes a distinctive strategic model (Strategic Confrontational and Collaborative Interaction Model [SCCIM]) for nonprofit organizations acting within the business ecosystem. The SCCIM maps both confrontational and collaborative strategies and tactics, thus accommodating the extensive range of nonprofit interaction alternatives toward business. Whereas confrontational and collaborative methods are well researched in the nonprofit-political realm, a comprehensive overview of these nonprofit strategies in the economic sphere is currently lacking. This research builds on both the business management and social movement literature, extending existing approaches via case analysis with a nonprofit-centric perspective, leveraging stakeholder theory. The resulting encompassing model provides a theoretical framework that may generate alternative insights for further academic research in nonprofit–business interaction. In addition, the SCCIM may be leveraged as a tool for practitioners: first, to enhance nonprofits' strategies and tactics toward business, and second, to optimize the impact of the chosen interactions. [ABSTRACT FROM AUTHOR]