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Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.

This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.

It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.

Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate.

Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism.

Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism.

Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations.

A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.

The purpose of this paper is to critically understand a programme theory of the “transfer” of work in one social organisation and sector (an innovative and successful social enterprise community café, The Usual Place that seeks to enhance the employability of young people with additional support needs in “hospitality”) to another (Dumfries Theatre Royal, a regional theatre and registered charity, specifically the “Dumfries Arts Award Project” and more generally, “the arts”).

By means of gaining insight into the complexity of the transfer of innovative practices between two socially oriented organisations and theoretical insights into associated conducive contexts and optimal processes, the work used realist evaluation resources within a longitudinal ethnographic approach. Within this, a series of specific methods were deployed, including semi structured key stakeholder interviews, non-participant observation and “walking” and “paired” interviews with service users in each organisation.

The principle finding is that with attention being paid to the context and intervention processes associated with transfer processes and having sufficient capacity and strong partnership working, it is possible to take an innovative idea from one context, transfer it to another setting and have relatively immediate “success” in terms of achieving a degree of sustainability. The authors propose a provisional programme theory that illuminates this transfer. They were also able to show that, whilst working with the potentially conservative concept of “employability”; both organisations were able to maintain a progressive ethos associated with social innovation.

The work offers theoretical and methodological originality. The significance of “scaling up” social innovation is recognised as under-researched and under-theorised and the use of a realistic evaluation approach and the associated development of provisional programme theory address this.

A number of initiatives within Her Majesty’s Prison Service have explored how best to support the needs of vulnerable young people. One such is the Access programme, which employs a combination of simple cognitive‐behavioural techniques and physical activity to build confidence and increase levels of coping. Results from the evaluation of three Access courses facilitated at Her Majesty’s Young Offender Institute Warren Hill, a UK institution for juvenile offenders, indicate a significant reduction in reports of bullying and fear of bullying, and significantly reduced levels of self‐injury and the desire to self‐injure. Psychometric measures of hopelessness, self‐esteem, locus of control and assertiveness were administered before, immediately after and six weeks after the course. Measures of hopelessness were reduced after the course, and reduced levels were maintained six weeks post‐intervention. Locus of control and self‐esteem scores rose by the end of the course and were maintained or increased six weeks later. In general, findings were encouraging, given the level of need in this vulnerable group of young people. It is suggested that programmes such as this may provide a promising addition to strategies for dealing with problems of bullying and self‐injury in juvenile prisoners.

Adequate vegetable consumption is fundamental to a healthy balanced diet; however, global compliance with recommendations is poor which is particularly important for young adults as they form food consumption habits. There is a growing interest in the circular economy of hospitality and sustainability of current dietary patterns in light of climate change and an expanding global population. The food value chain needs to be considered both vertically and horizontally where the research and development (R&D) investment is optimised by being “joined up” and not fragmentary; in addition, consumer trade-offs of health vs for example sensory appeal are taken into consideration. The purpose of this study was to identify factors predicting acceptance of vegetable dishes by young adults and present a roadmap that can be used for dish development and healthful marketing.

This study used the health belief model (HBM) as framework to investigate key factors that encourage vegetable intake by young adults using an online questionnaire sample of 444 enrolled in undergraduate programs at universities in Brazil.

Structural modelling showed that vegetable consumption frequency was positively influenced by Health concerns, Naturalness and Self-efficacy (including cooking skills), whereas Sensory factors and Familiarity demonstrated a negative loading that might be related to unpleasantness.

Globally, there is a strong need to promote the consumption of vegetables as a public health policy priority but also to ameliorate barriers to action that could be facilitated by availability, dish development and healthful marketing in hospitality operations.

This study examined dimensions of young-adulthood development in lived experience reported by young persons (19 women, 18 men) with the disabling condition of kidney failure requiring chronic dialysis or kidney transplantation. In semistructured phone interviews, participants (ages 23–37) described their family/living situation, employment and community activity, current situation, and experience. Participants' qualitative responses about “the way you see things, do things, feel about things” and “how you feel about yourself” were examined to identify themes. Limited achievement of proposed “successful” dimensions of young adulthood characterized the study cohort, based on indicators included in the interview. In qualitative data, the theme of perceived stigma and spoiled identity (Goffman, 1963) was reflected in comments offered by participants regarding their self-confidence and motivation to pursue goals. A second theme in participants' qualitative responses was a sense of isolation from age peers who shared their condition, and participants expressed frustration around having an age-inappropriate condition (“why me?”). Perceived stigma and spoiled identity impact social ties and life goals and are understudied influences in the life course trajectory of young persons with kidney failure and the challenges inherent in navigating health status and developmental life course transitions.

As Lorna Jowett and Stacey Abbott have pointed out, the US TV serial Supernatural owes much of its success to the way it combines horror with family drama, strengthening the affective involvement of viewers in the lives of its protagonists, the monster-hunting Winchester brothers. The notion of home – presented variously as a domestic, feminine space from which the Winchesters and their compatriots are excluded; a mobile and contingent space of masculine bonding; and a hybrid space which allows for self-expression outside prescribed gender norms, but which also holds the potential for danger – is central.

Heather L. Duda has pointed to the ways monster hunters are excluded from the normative institutions of their societies, and this is certainly true of the Winchesters, who live in their family car and are unable to maintain ‘normal’ homes. Later seasons give them a home in the form of an underground bunker, not designed as a domestic space, but nonetheless a place where their hypermasculine behaviours can be relaxed. This chapter examines the tensions that emerge in this apparent move from a traditional narrative of the home as feminine space under threat to something more ambivalent, where masculine identity itself may be in danger.

The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry and reflection and used that knowledge to critically analyze teaching practices that promote inclusion or exclusion. Students reported increased confidence for working in diverse communities. One goal of teacher education programs is to prepare teachers to work with students from racial/cultural/linguistic backgrounds other than their own. This article provides one example of how to address this important goal.

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

This chapter examines the barriers to reentry for justice involved young people in the US and Australia from the perspectives of the 44 Australian and 14 US stakeholders who work with them. The interviews were analyzed using inductive content analysis to identify key internal and external barriers. Results suggest a need for improvement in the areas of collaboration among systems, family engagement, and student self-determination. The discussion focuses on the similarities and differences in the barriers that exist across nations and systems. Implications for future research, practice, and policy are included to improve transition services and supports for juvenile justice involved youth.