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In the previous chapters, I set out a conceptual model of trauma-informed servant leadership and discussed servant leadership supervision for working with burnout, compassion fatigue and secondary trauma in employees within trauma related health and social care settings. In this chapter, I further extend servant leadership to the peer support principle in trauma-informed approaches (Substance Abuse and Mental Health Services Administration, 2014). The first part of this chapter will examine peer support work (PSW) and report on the outcomes associated with it. Then, servant leadership will be discussed and used to operationalise the principle of peer support as set out in trauma-informed approaches. A servant leadership peer support approach is put forward with a theoretical basis. This theoretical model has been slightly changed from the previous servant leadership approaches discussed, in order to represent the PSW role more accurately. However, as discussed previously, it is not the characteristics of the Servant leadership (SL) model that define the approach, rather the philosophy and desire to serve first. In the last section of this chapter, Martha Griffin brings the characteristics of this model to life using her vast experience and discusses some of the potential challenges faced by peers in training and practice.

The training and education of peers represents an important milestone in the peer's journey to work within organisational settings. Historically, peer support occurred based on a mutual relationship whereby one peer often with more experience provided support and guidance to another. However, as peers began to move into organisations staffed by professionals, a standard of training and education became needed if peers were to be accepted. This chapter outlines these issues, as well as discussing the training standards, the academics and soft skills needed. Some of the challenges peers face during their education and their continued development will be discussed. This chapter will focus on the training of peers for mental health and substance use settings in addition to other emerging areas in social inclusion.

Both the collapse of the financial system and the recent child protection scandals in the UK illustrate the limitations of the contract model for regulating social interactions. This article argues that the economic orthodoxy that has dominated recent public policy in the affluent Anglophone countries is now discredited, and that the social value derived from communications and exchanges within cultures of empathy, respect and inclusion should supply criteria for evaluating interventions, and should replace contracts as means of sustaining quality in many aspects of services.

Development ethics is a new and rapidly expanding discipline within development studies and social science. The cultivation of development ethics has the potential to produce a coherent account of human well‐being for guiding development policy and thinking. Although discussions of well‐being can be traced back to Greek antiquity, most development economists have managed to avoid reflecting sufficiently on the concept and meaning of “development”. While philosophers have reflected more fully on the nature and character of a good human life, they have not tested their theories of well‐being in the public domain or confronted their accounts of the “good” with the values of ordinary people. This is partly because philosophers (in contrast to social scientists) lack the necessary tools and expertise for such tasks. Yet it is only through the synthesis of scientific inquiry and philosophical reflection that we will uncover the central human values behind a more realistic and reliable development ethic. While a first attempt has now been made to develop an account of human development that rests firmly on the values and attitudes of ordinary people, more empirical work is required to confirm the strength of the results.

In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and specifically examine school physical education, particularly for Black male students in urban geographical contexts. We also offer strategies to counter the narrative of Black male school failure and present strategies for addressing the needs of urban teachers and Black male students.

Few states or local school districts mandate a minimum time for lunch. With increasing pressure on schools to maximize instructional time, many US students have witnessed continued reductions in the time allotted to lunch periods and, thus, less time to choose from an increasing number of food options. This study aims to investigate middle and high school students’ preferences regarding the time available for school lunches and whether the amount of time would affect their food choice preferences.

This study investigated students’ self-reported lunchtime constraints and food choice preferences through a paper-and-pencil survey. The categorical and ratio responses were analyzed using ordinal logistic regression.

Students responded that they rarely had enough time to eat school lunch and that the lunch line waiting time strongly or very strongly influenced their food choices. For the students for whom time available for lunch and time in the lunch line influenced what they ate, they were more likely to prefer limited food choices in several categories of the school lunch menu.

Foodservice professionals who wish to actively promote better nutrition might consider practical ways to reduce the foodservice wait time for students. While making healthier default options (e.g. a fruit or fresh vegetable side) could increase service convenience, time required for students to make informed meal choices should not be compromised.

Because lunch line waiting time is related to students’ food choices, schools need to review the number and types of food choices offered in terms of whether they encourage students to make more healthful choices. This study offers a unique perspective on the relationship between time and individual food choices in the school lunch environment and how this relationship affects the quality of children’s diets and their eating behaviors.

Using an alternative lens to challenge assumptions of solidarity behaviour and the queen bee label, the paper aims to analyse empirical data to explore negative relations between women in management and surface processes of female misogyny.

Feminist standpoint epistemology; qualitative semi‐structured interviews; subjective narrative data from senior women and women academics of management in two UK organisations.

Assumptions of solidarity behaviour are largely absent in the research and the queen bee label impacts pejoratively on women in management, perpetuating a “blame the woman” perspective. Senior women do recognise barriers facing women in management but they do not want to lead on the “women in management mantle.” This does not make them queen bees; the women recognise becoming “male” in order to “fit” senior management and acknowledge the impact of their gendered context. From this context, processes of female misogyny between women in management fragment notions of solidarity; highlight contradictory places women take in relation to other women and challenge women as “natural allies.”

Future research should engage women at all levels in management in consciousness‐raising to the impact women have on other women. Organizational interventions are required to explicitly surface how the gender order exacerbates differences between them to maintain the gendered status quo.

Empirical paper using an alternative lens to problematize solidarity behaviour and queen bee, surfaces female misogyny between women in management and highlights how the gendered social order encourages and exacerbate differences between women.