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This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a multi-systemic view of factors that influence a person's life, where people with disabilities are active actors in the development of the world. The increased awareness about interconnectedness, globalization, inter- and trans-disciplinarity, influences on human experience, greening, sustainability, inequality, inequity and lack of opportunities is shifting how people think about potential and growth.

The methodological approach is qualitative, interpretive research.

In disability studies, the Ecological Model of Disabilities helps reframe this uniqueness as part of the spectrum of human experiences. In special education, the Ecoducation Model helps reframe the learning experience.

This research is conceptual, but it is also all-inclusive, rendering itself to a wide application in educational settings.

The Ecoducation Model for Special Education is specific to the education of children and adults with disabilities, and it is directly compatible with the broader Ecological Model of Disabilities. These ecological models can be applied to all levels of the ecological system, and to different ecodemes of population. Nevertheless, the ecological models need to be locally implemented, with general principles tailored to national traditions, laws and resources.

Advocating for the pursuit of individual well-being within the larger society, both models call for practical changes in a multitude of areas, including legislation and policy, training of professional personnel, sufficient financial input in programs designed for the care of children and adults with disabilities, change in societal mentalities to fight discrimination, disempowerment and isolation. Because the scope of ecological frameworks is incommensurate, being both interdisciplinary and transdisciplinary, further research possibilities are countless. The ecological perspective opens the fields of disability studies and special education to new theoretical and empirical possibilities.

Two epistemological models are described as new frameworks in disability studies: the Ecological Model of Disabilities and the Ecoducation Model for Special Education. Both are original models that look into the education and inclusion of the person with disabilities.

Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy.

This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment.

Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations.

This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.

This paper aims to explore the intersection of cultural processes and immigration in parental understanding of adolescent mental health and mental health seeking behaviors among African immigrants in Western countries. The present study examines the perspectives of Congolese immigrant parents on adolescent mental health in Brussels, Belgium, and Raleigh, North Carolina, USA – two geographic regions with relatively large Congolese migrant populations. This study highlights a needed understanding of cultural and acculturative context in shaping the beliefs of Congolese immigrants and explores potential barriers of seeking health services. Additionally, it recognizes health issues among this underrepresented and underserved population.

Fifteen Congolese immigrant parents, eight in the USA and seven in Belgium, participated in structured qualitative interviews using an adapted version of Kleinman Questions and behavioral scenarios on depression, post-traumatic stress disorder and oppositional defiant disorder. Interviews were audio recorded, and participants were assigned pseudonyms to de-identify responses. English interviews were transcribed verbatim by a trained team of undergraduate research assistants, and French interviews were transcribed verbatim by the first author and a graduate research assistant. Following transcription, the first and second authors used a rapid analytic approach (Hamilton, 2013). The first and second authors conducted a matrix analysis to observe thematic patterns.

Parents interpreted adolescent behavior to be more problematic when the scenarios were overtly outside of their cultural realm of values and beliefs. Parents preferred methods of intervention through religious practices and/or family and community efforts rather than seeking mental health services in their host countries as a secondary option. The authors’ findings provide an understanding of the values and beliefs of this underrepresented demographic, which may be useful to guide health professionals on how to support this community in a culturally responsive way.

Limitations to the current study include the structured nature of the interview guide that did not allow for in-depth qualitative exploration. Interviewed participants had lived in their host countries for more than 10+ years. Thus, the authors’ findings are not reflective of new immigrants’ experiences. Parents’ perspectives were likely shaped by exposure to Western beliefs related to support for mental health (e.g. knowledge of psychologists). Future studies should focus on recent refugees due to exposure to traumatic events and experiences reflective of the Democratic Republic of Congo’s (DRC’s) current socio-political situation, and how these are understood in the context of adolescent mental health. Further, due to the hypothetical nature of the scenarios, the authors cannot be sure that participants would engage in the identified approaches with their children. Additionally, hearing from the youth’s perspective would provide a clearer insight on how mental health and seeking professional help is viewed in a parent–child relationship. Finally, the data for this study were collected in 2019, prior to the COVID-19 pandemic. Although the authors cannot speak directly to Congolese refugee and immigrant experiences during this significant historical period, given the rise in mental health concerns in refugee populations more broadly (Logie et al., 2022), the authors’ findings speak to how parents may have responded to increased mental health symptoms and point to additional barriers that these populations may have faced in accessing support. The authors’ study emphasizes the need for dedicating resources and attention to this population, especially the development of culturally tailored messaging that invites community members to support the mental health needs of their community.

The authors’ findings provide important implications for mental health professionals. This study provides a clearer understanding of how Congolese immigrant parents view mental health and help-seeking within their cultural frame. Although parents may seek professional help, a distrust of mental health services was expressed across both cohorts. This suggests that mental health professionals should acknowledge potential distrust among this population and clarify their role in supporting the mental health of adolescent immigrants. Clinicians should inquire about familial cultural beliefs that are parent- and child-centered and modify their interventions to fit these belief structures.

This paper addresses the gap in knowledge about mental health perspectives of Sub-Saharan African immigrant populations, specifically those from the DRC.

The unequal distribution of economic activities, transposed in economic, social and territorial disparities is the general characteristic of the European economy. Gaps increased in the context of European Union (EU) enlargement towards Eastern and Central Europe and of the economic crisis, thus bringing new differentiations among member states’ economies. The main aim of the chapter is to emphasise the centre-periphery differentiations in the European economy, by using a composite index of peripherality, in order to better understand the determinants of growth and convergence in Central and Eastern European countries and to reach normative conclusions for increasing Cohesion Policy (CP) effectiveness. The first part of the chapter provides a short overview of the main theories and models of the peripherality analysis and the relationships between the centre and the periphery, in order to find out how this analysis relates to the research in the field. The second part provides a comparative analysis of the evolution of European economies during 2003–2014, in order to find out whether the EU enlargement process stabilised the EU core-periphery pattern or, on the contrary, the process of core-periphery structural convergence occurred. The third part includes the suggested model of analysis (methodology, data, and main results) from a multidisciplinary perspective, underlining the centre-periphery differentiations on the two axes, North–South and West–East. The results have been interpreted in conclusions, with a focus on their relevance for the European CP challenges.

The purpose of this article is to determine the degree of physical violence received and inflicted over the past two years by a sample of women in prison in their relationships with their partners (N=/213). Over half of the women report having suffered some form of violence at the hands of their partners at some time in their lives. As for physical violence experienced over the past two years, one out of every four women has experienced violence at the hands of her partner. The women in this study rated the act of physical violence they had experienced in the past two years as severe, a term they also used to describe the degree of disturbance, anger and fear they felt after the violent incident. As for the violence the women inflicted on their partners, one out of every four women has inflicted violence on her partner (26.8%) although they rate the most aggressive event during these past two years as slight. After the event, over half the women felt severely disturbed as well as slightly angry and scared.

When Rambo Last Blood hit the screens in 2019 to an almost unanimous thumbs down from the critics, it seemed as if Sylvester Stallone's ‘last outing’ as his iconic action hero, John Rambo was to bow out with more of a violent whimper than a spectacular bang. But action heroes never really do know when to quit. There is always one last mission to undertake. In an online interview in September 2019, Stallone indicated that Rambo 6 could well be on the cards. This chapter will discuss not only ideas about ‘Rambo’ as a character and his character arc, but posit the idea that Stallone, through the process of gerontology, has moved through the decades to become not a simplification or distillation of a cinematic action hero, but rather a much more complex one that asks questions about the politics of the era, masculinity, fragility and ageing.

The influence of flood conditions upon traditional cob construction is little understood. This paper aims to investigate the ability of cob materials to resist flood situations and documents basic failure mechanisms. This work also seeks to investigate the wettability characteristics of cob materials utilising environmental scanning electron microscopy.

This paper takes the form of a literature review and case study underpinning laboratory experiments.

Cob walls that are suitably compacted, straw reinforced and are composed and manufactured of the correct materials appear to have the ability to resist total failure when subjected to initial flood conditions, however, the duration to which these structures will remain intact has still to be ascertained, and testing is ongoing. A correlation appears to exist between the rate of cob material's compaction and the duration to which the structural integrity of the walls was retained when the samples were submerged in water. In addition, the use of straw reinforcing increased the duration to which the wall could be submerged before failure. Un‐reinforced cob walls that were submerged in simulated floodwaters, exhibited an undercutting pattern of deterioration prior to failure. The materials for cob construction exhibited both hydrophobic and hydrophilic characteristics. This would have an influence on the material's ability to saturate and dehydrate, and also have an impact on moisture transfer mechanisms. Unsaturated cob wall/samples developed surface tension between hydrophilic surfaces and this is believed by the authors to increase inter‐particle bond strength within the material by the suction effect.

This paper is believed to be the first preliminary investigation into the effect of flooding on cob structures. Additionally, it utilises environmental scanning electron microscopy to reveal information about the surface characteristics of the materials and uses wettability studies to assess the hydrophilic and hydrophobic nature of the aforementioned.

This paper aims to investigate the thermal comfort practices in four non-domestic buildings and explores how the organisational context affects the actions and practices of occupants and facilities managers.

The study applied qualitative methods and post-occupancy evaluation methodologies to investigate the thermal practices in four case studies. A combination of qualitative and quantitative methodologies was deployed, namely, semi-structured interviews, questionnaires, observation and monitoring studies of building performance.

The concept “distributed agency” was applied to analyse the thermal comfort practices in non-domestic buildings. This concept helped to illustrate everyday actions by occupants and facilities managers in relation to the organisational context. Occupants’ actions and building management practices could be affected by the organisation norms and context leading to problems and dissatisfaction with indoor thermal conditions.

This study is based on a small number of case studies and it is exploratory. Extensive monitoring data were not available. However, the research identified the thermal conditions and occupants’ satisfaction levels as background where actions to achieve thermal comfort and facilities manager’s practices took place.

The study suggests the need to examine in greater depth how the organisational goals and individual goals could be linked to support specific building performance targets.

The paper advocates for the application of multidisciplinary approaches to study the occupant dimension of building performance. It suggests the need to develop a nuanced understanding of how occupants pursue comfort as active agents who interact with the built environment.

The study has applied social practice theory to consider the influence of the organisation on thermal comfort practices in non-domestic buildings; considering the perspectives of building occupants and facilities managements within the organisational context.