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The Covid pandemic has impacted institutions and the people who inhabit them in unprecedented ways. It is demanding a wide variety of new forms of work and relationship and has siphoned energy and commitment from those activities central to our lives. The classroom is not immune to these effects as attention and commitment to learning have been impacted for both students and faculty. This paper is an attempt to rethink and re-interpret what to do on the first day of a course to maximize the potential that exists in that pregnant moment, especially in these turbulent times. To address these dramatic changes, details of an opening talk are offered that confront the new reality and provide a way forward. This talk is intended to capture students’ interest and compel them to commit to the time together in the classroom. The impact of the talk is interpreted through the Autonomy Supportive classroom literature and that of Fixed and Growth mindsets.

This article reviews the research method of phenomenology and its use in understanding human experience. This is conceptualized in the context of a research study performed with nine participants and their experience of finding their “calling.” Their experiences are used as the medium through which Husserl's method is explored. Questions and concerns about this alternative and nontraditional approach to creating and understanding new social knowledge are considered. Reflexivity and the researcher's psychological integrity in application of the method are explored.

This paper reviews Appreciative Inquiry (AI) and its potential contribution to creating classrooms desired by all participants. It addresses the question of personal contribution to the creation of that which is identified by those responsible for its creation. A brief review of AI's history and the fundamental ideas behind its practice is followed by a detailed step-by-step approach of how it is applied to a graduate class in Leadership and Management Development. The exercise is situated in the context of student directed learning and the positive possibilities of this exercise in students' lives. Statistical analysis of a survey created from the identified outcomes is presented. The survey was administered on two occasions over the semester to measure the extent to which the class had accomplished the ideals, and a self-report of students' contribution to that achievement. Results show a significant relationship between those items that are deemed high priority for the course and students' assessment of achievement and their contribution to that achievement. Conclusions and implications are included with some questions posed for further research and practice.

When asked to describe their strengths people rarely refer to their natural knowledge, skills, abilities, and talents. From this we may assume that many are unaware of their individual strengths or, at the very least, take them for granted. Music lyrics are particularly salient symbols available in the minds of students and can be powerful tools for learning more about themselves and others. This knowledge is valuable as they continue in their own personal evolution and discern greater distinctions between themselves and the world around them. The interactive exercise presented here uses music to help students \"look in the mirror,\" reflect on their observations, and increase their self-awareness.

OBJECTIVES: This study obtained comprehensive health information from newly admitted correctional inmates. METHODS: Interviews were conducted with 1198 inmates on day 3 of their incarceration. RESULTS: Interviewers found a high prevalence of chronic medical and mental health issues, limited access to health care, high rates of infections and sexually transmitted diseases, substantial substance abuse, other unhealthy behaviors and violence, and a strong desire for help with health-related problems. CONCLUSIONS: The data document the need to apply the public health approach to correctional health care, including detection and early treatment of disease, education and prevention to facilitate health and behavior change, and continuity of care into the community.

This empirical study analyzed the language used by six individuals in recovery from alcohol use disorder (AUD) who have been participants in the mutual support organization Alcoholics Anonymous (A.A.) as they described their experiences with AUD and recovery. Participants were all White middle-aged Americans without a college education, a demographic cohort that has been identified as being at elevated risk for premature death due to AUD, drug misuse, and suicide (Case & Deaton, 2017). The findings suggest that participants’ experiences with AUD were associated with a constellation of factors, including culture-bound conflicting social identities, ruptured intimate relationships, and chronic unsuccessful power struggles. The participants described A.A. as playing a central role in recovery, and indicated that A.A. had provided the participants with a narrative template for reconstituting a sober identity. A.A. also offered participants a structured forum in which to rehearse and share their recovery narratives, along with the chance to develop their capacity to receive care and give care to others. The findings support theoretical models of addiction that emphasize the social dimensions of AUD and recovery, and point toward narrative therapy as an approach to addiction counseling.

To learn about school counselors' experiences in being assigned as their school's antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants' responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the \"dumping ground\" position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

Purpose - The purpose of this paper is to synthesize the advice executives gave aspiring student leaders in one-hour talks. The author was interested in understanding how well the aspiring student leaders interpreted the messages given by the executives.Design methodology approach - Thematic analysis was used to identify common themes across speakers. The themes were given to students in questionnaire format to determine if the students heard the same message.Findings - The themes identified within and across speakers suggested that their recommendations for leader development were relatively consistent. Themes included people orientation, relationships, communication skill, full commitment, accepting difficult challenges, ethics, and continued education. Participants were able to identify the presence of themes and did not project their individual differences onto the message when interpreting the speakers' insights.Research limitations implications - The findings suggested the researcher-identified themes were also generally identified by the students. Future research should seek to determine which themes students dedicate the most effort towards accomplishing.Practical implications - The themes provide a unique vantage point of perceptions by executives of what led to their effective leadership. Identification of these behaviors and experiences illuminated ways that aspiring leaders could learn and develop their leadership capability.Originality value - The research applied qualitative and quantitative data creation, analysis, and interpretation thereby exhibiting an inductive and mixed methods research approach. Mixed method research may lead to more valid results and helps understand the leadership development process. The research indicates that leadership relationships are fundamentally rooted in communication and that language is the dominant mode of interaction between leaders and staff.

To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

Background: Few cost-effectiveness evaluations of screening men in jails for chlamydia have been published, and none have evaluated the cost-effectiveness of providing partner notification services to the partners of chlamydia-infected inmates. Goal: The goal of this study was to evaluate the cost-effectiveness of the chlamydia screening and partner notification programs for men conducted by a Massachusetts jail compared with 3 hypothetical alternatives. Study Design: Using jail cost and testing data, we used decision analyses to compare the cost and effectiveness of universal screening, age-based screening with 2 age cutoffs, and testing of symptomatic inmates at intake using treated cases of chlamydia and gonorrhea as the primary outcome. We also evaluated the cost-effectiveness of adding partner notification to these alternatives. Results: Universal screening was the most effective and expensive alternative. Age-based screening would have identified slightly fewer cases at half the cost of universal screening. The net cost of partner notification was low. Assuming high sequelae costs in female partners made partner notification a cost-saving intervention. Conclusions: Age-based screening could lower costs without substantially sacrificing effectiveness. Notifying partners of infected inmates was a cost-effective adjunct to screening inmates.