Staff Development as a School Climate Intervention to Support Transgender and Gender Nonconforming Students: An Integrated Research Partnership Model for School Counselors and Counselor Educators

ABSTRACT

This article posits that an integrative research partnership model can assist school counselors in addressing the marginalization of transgender students in schools through staff development. A methodological integration of action research and program evaluation through quantitative and qualitative data collection is explained, and a collaborative process is highlighted. A case example is provided to demonstrate the use of the design.     

Midwifery management of second-degree perineal tears in New Zealand: A cross-sectional survey of practice

Background

Second-degree tears are the most common form of perineal trauma occurring after vaginal birth managed by New Zealand midwives, although little is known about midwives’ perineal practice.

(Un)ethical practices: intimacy and Internet in the media coverage of the Ashley Madison hack

In the summer of 2015, the “cheating website” known as Ashley Madison came under scrutiny, as a group calling itself the Impact Team revealed users’ private information. This case study explores the controversy’s Canadian media coverage and sheds light on the main discourses about intimacy and the Internet that were made visible during this event. It interrogates how cheaters, hackers, and the company were represented. To varying degrees, the mainstream press condemns the cheaters, the hackers, and the company for their behaviour. The article also addresses the ways intimate practices are politicized and commercialized in the digital context, including a discussion of the emphasis on “privacy.” To conclude the article, I discuss the transparency and privacy issues implicated in digital intimacies and the power–knowledge (im)balance implied by hackers’ online anonymity.     

Energizing the ordinary: Biographical work and the future in stroke recovery narratives

Historically, the life course has been constructed as an organized and linear temporal progression. This holds true in various disciplines from education, to psychology, to counseling. The foundation of a life unfolding through temporal categorizations is documented in textbooks and theories that straddle these disciplines as well as many others, including the sociology of health and illness, which has often conceptualized the illness experience as embedded in a recovery trajectory.Here, we take this to task. Using Gubrium and Holstein's [Sociol. Inq. 65 (1995) 207; Gubrium, J., & Holstein, J., (1997). The new language of qualitative method. New York: Oxford University Press] analytic vocabulary of biographical work, we analyze narratives of stroke survivors by emphasizing the ordinary resources used as discursive foundations for the narrative production of the future in illness. Ordinary resources focused on include God and spirituality, comorbidities, and activity and leisure. The discussion is embedded in overarching concerns with “healthy aging” in gerontology and geriatrics.     

Interactions among future study abroad students: exploring potential intercultural learning sequences

The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdiscourse interaction’ is potentially intercultural. We have assumed this perspective while investigating student–student class interactions that took place in an intercultural education course aimed at enhancing students’ intercultural learning in view of their sojourn abroad. Interactional data were analysed from the perspective of conversation analysis. Then, drawing on the notion of séquence potentiellement acquisitionelle as well as on a constructivist approach to intercultural learning, we conclude that, in interaction with their peers, learners can co-construct ‘potential intercultural learning sequences’ (PILS), which present recognisable interactional and discursive features.     

An Observational Analysis of the Impact of Board Dynamics and Directors' Participation on Perceived Board Effectiveness

This study addresses calls for closer examination of board dynamics by offering an inside view of director interactions. Video observations of three board meetings at each of two Australian corporations matched with director interviews and secondary data reveal distinct patterns of director interactions, their sources of variation and their impact on perceived board effectiveness. The data reveal that director interactions are multidimensional and dynamic: while group interactions across agenda items are similar, with a few directors leading the discussion, the contributing directors change across items. Moreover, directors' inclusiveness and evenness of participation are associated with higher perceptions of board effectiveness. Lastly, the study found that director interactions change with the nature of the items, board climate and board meeting arrangements. The study contributes to the literature by moving beyond the individual‐level analysis of directors' skills or independence, and offering a detailed view of how the joint group and individual dimensions of board dynamics affect board functioning.