Analyzing the Hidden Curriculum

Empirical results are presented from school-based interventions in three California counties that are pioneering participants in a carefully evaluated effort to create an innovative system of care for youth with severe emotional disturbance. Data are presented about the educational attendance and achievement of youth enrolled in clinical and academic programs designed to provide collaborative mental health and education services. Attendance levels were uniformly high. The youth were below expected grade level as measured by standardized tests at program admission. Across programs, two counties demonstrated grade level increases of one year or more for one year in school on all subscales of established measures of educational achievement. The third county demonstrated increases of slightly less than one year on two of three subscales of the educational achievement measures. These results are the first from a multisite demonstration of integrated education and mental health programs embedded within a broader system of care for youth. The findings, combined with those from our prior studies, illustrate that is possible to reduce and control placements in restrictive levels of care while improving the academic performance of a vast majority of the youth enrolled in specialized programs within the care systems.

Objective: This study aims to identify and analyze the determinants of halal food purchasing behavior in Europe, particularly in the UK and France, with particular attention to the role of emotional values ​​compared to religiosity and social norms, which are more prevalent in Southeast Asia. Research Design & Methods: This study employed a Systematic Literature Review (SLR) approach, synthesizing academic studies published between 2000 and 2025 from databases such as Scopus, Web of Science, and ScienceDirect. A thematic analysis was conducted to examine cross-regional variations and highlight the unique drivers of halal consumption in European markets. Findings: The findings indicate that emotional values ​​emerge as the most significant determinant of halal food purchasing behavior in the UK and France. Unlike in Southeast Asia, where religiosity and social norms remain central, halal in Europe is increasingly understood as a marker of identity, ethical consumption, food quality, and universal moral values. Both Muslim and non-Muslim consumers view halal as a representation of trust, safety, sustainability, and modern lifestyle preferences, indicating a paradigm shift from religious adherence to broader ethical and emotional certainty. Implications & Recommendations: While detailed managerial strategies are beyond the scope of this paper, the results suggest that halal branding in Europe should focus on emotional and ethical dimensions, rather than solely religious certification. Positioning halal as an inclusive lifestyle choice associated with quality and universal values ​​is crucial for strengthening consumer loyalty and expanding global market penetration. Contribution & Value Added: This study contributes to the halal marketing literature by highlighting emotional value as a key determinant of consumer behavior in a Western context. It advances theory development in halal consumer studies by linking emotion, identity, and trust as interrelated factors in shaping purchase decisions. Furthermore, this study lays the foundation for future research exploring cross-regional comparisons and the role of digital platforms in strengthening emotional attachment to halal brands.

“Being in the system is really difficult and…I wouldn’t wish it on anybody.” Trauma and the public sector system of care for youth

Within a comprehensive mental health service array for youth, Intensive Home Based Services (IHBS) are designed to meet the needs of youth with significant emotional and behavioral problems in their home communities, avoiding the need for out-of-home services, particularly residential care. We examined youth receiving IHBS as their first service in the state of Hawaii system of care (N = 163) to determine how successful IHBS were in preventing the need for more restrictive services within 12 months of intake. Subsequently, we investigated characteristics that might be predictive of a youth’s need for service intensification within 12 months. Logistic regression analyses found that greater age, level of service need, and functional impairment at intake predicted use of more restrictive services within 12 months of intake, whereas gender, ethnicity, diagnosis, service intensity, and clinician credentials did not. Overall, our findings suggested that IHBS were reasonably successful in preventing residential placements, and provided some basis for determining characteristics of youth likely to require more restrictive placements within a one year period.

Integrated service systems of care for children with severe emotional disturbance based on the systems-of-care framework have historically been viewed and studied as programmatic and clinical interventions. Consequently, researchers have most commonly applied program evaluation methods to study their effectiveness.These methods rely largely on quasi-experimental designs with repeated outcome measures. Systems of care can also be understood, however, as a set of systems-level policies and principles designed to alter the delivery of services provided to youth and their families. From this perspective, researchers can apply analytical and methodological tools traditionally used in health policy analysis to study the multiple levels of systems-of-care impacts. This article examines how these and other methods for policy analysis can be utilized to measure the impact of the systems-of-care approach.Where possible, results from existing systems-of-care evaluation studies illustrate how these analyses and methods can be practically employed.

Sutirtha Chatterjee) join the editor-in-chief (Robert Davison) to craft a position statement regarding the ISJ's view on theory. It is applicable, with sensitivity, to the empirical research articles that we consider for publication.

This study uses Schwartz’s Value Theory as a conceptual framework to examine the impact of Altruistic Corporate Social Responsibility (CSR) on the employability prospects of final-year university students in Malaysia. Through a mixed-methods approach, incorporating surveys of 400 final-year students from various disciplines across public and private universities, alongside Focus Group Discussions (FGDs), the research investigates the importance placed on altruistic CSR elements such as employee welfare, ethical business practices, environmental stewardship, and community engagement in shaping graduates’ employment preferences. The findings reveal that Malaysian students prioritise these altruistic CSR attributes, which align closely with Schwartz’s values of universalism and benevolence. The study offers actionable recommendations for Malaysian organisations to enhance their CSR strategies to meet the expectations of the future workforce. These insights also contribute to the broader objectives of Malaysia’s Social Development Goals (SDGs), emphasising the role of CSR in sustainable development and talent acquisition.

Landscape design research is important for cultivating spatial intelligence in landscape architecture. This study explores GIS (geographic information systems) as a tool for landscape design research - investigating landscape designs to understand them as architectonic compositions (architectonic plan analysis). The concept ‘composition’ refers to a conceivable arrangement, an architectural expression of a mental construct that is legible and open to interpretation. Landscape architectonic compositions and their representations embody a great wealth of design knowledge as objects of our material culture and reflect the possible treatment of the ground, space, image and program as a characteristic coherence. By exploring landscape architectonic compositions with GIS, design researchers can acquire design knowledge that can be used in the creation and refinement of a design. The research aims to identify and illustrate the potential role of GIS as a tool in landscape design research, so as to provide insight into the possibilities and limitations of using GIS in this capacity. The critical, information-oriented case of Stourhead landscape garden (Wiltshire, UK), an example of a designed landscape that covers the scope and remit of landscape architecture design, forms the heart of the study. The exploration of Stourhead by means of GIS can be understood as a plausibility probe. Here the case study is considered a form of ‘quasi-experiment’, testing the hypothesis and generating a learning process that constitutes a prerequisite for advanced understanding, while using an adjusted version of the framework for landscape design analysis by Steenbergen and Reh (2003). This is a theoretically informed analytical method based on the formal interpretation of the landscape architectonic composition addressing four landscape architectonic categories: the basic, the spatial, the symbolic and the programmatic form. This study includes new aspects to be analysed, such as the visible form and the shape of the walk, and serves as the basis for the landscape architectonic analysis in which GIS is used as the primary analytical tool. GIS-based design research has the possibility to cultivate spatial intelligence in landscape architecture through three fields of operation: GIS-based modelling: description of existing and future landscape architectonic compositions in digital form; GIS-based analysis: exploration, analysis and synthesis of landscape architectonic compositions in order to reveal latent architectonic relationships and principles, while utilizing the processing capacities and possibilities of computers for ex-ante and ex-post simulation and evaluation; GIS-based visual representation: representation of (virtual) landscape architectonic compositions in space and time, in order to retrieve and communicate information and knowledge of the landscape design. Though there are limitations, this study exemplifies that GIS is a powerful instrument to acquire knowledge from landscape architectonic compositions. The study points out that the application of GIS in landscape design research can be seen as an extension of the fundamental cycle of observation, visual representation, analysis and interpretation in the process of knowledge acquisition, with alternative visualisations and digital landscape models as important means for this process. Using the calculating power of computers, combined with inventive modelling, analysis and visualisation concepts in an interactive process, opened up possibilities to reveal new information and knowledge about the basic, spatial, symbolic and programmatic form of Stourhead. GIS extended the design researchers’ perception via measurement, simulation and experimentation, and at the same time offered alternative ways of understanding the landscape architectonic composition. This gave rise to the possibility of exploring new elements in the framework of landscape design research, such as the visible form and kinaesthetic aspects, analysing the composition from eyelevel perspective. Moreover, the case study showcases that GIS has the potential to measure phenomena that are often subject to intuitive and experimental design, combining general scientific knowledge of, for instance, visual perception and way-finding, with the examination of site-specific design applications. GIS also enabled one to understand the landscape architectonic composition of Stourhead as a product of time, via the analysis of its development through reconstruction and evaluation of several crucial time-slice snapshots. The study illustrates that GIS can be regarded an external cognitive tool that facilitates and mediates in design knowledge acquisition. GIS facilitates in the sense that it can address the ‘same types of design-knowledge’ regarding the basic, spatial, symbolic and programmatic form, but in a more precise, systematic, transparent, and quantified manner. GIS mediates in the sense that it influences what and how aspects of the composition can be understood and therefore enables design researchers to generate ‘new types of design-knowledge’ by advanced spatial analysis and the possibility of linking or integrating other information layers, fields of science and data sources. The research contributes to the development and distribution of knowledge of GIS-applications in landscape architecture in two ways: (1) by ‘following’ the discipline and developing aspects of it, and (2) by setting in motion fundamental developments in the field, providing alternative readings of landscape architecture designs.

Landscape design research is important for cultivating spatial intelligence in landscape architecture. This study explores GIS (geographic information systems) as a tool for landscape design research - investigating landscape designs to understand them as architectonic compositions (architectonic plan analysis). The concept ‘composition’ refers to a conceivable arrangement, an architectural expression of a mental construct that is legible and open to interpretation. Landscape architectonic compositions and their representations embody a great wealth of design knowledge as objects of our material culture and reflect the possible treatment of the ground, space, image and program as a characteristic coherence. By exploring landscape architectonic compositions with GIS, design researchers can acquire design knowledge that can be used in the creation and refinement of a design. The research aims to identify and illustrate the potential role of GIS as a tool in landscape design research, so as to provide insight into the possibilities and limitations of using GIS in this capacity. The critical, information-oriented case of Stourhead landscape garden (Wiltshire, UK), an example of a designed landscape that covers the scope and remit of landscape architecture design, forms the heart of the study. The exploration of Stourhead by means of GIS can be understood as a plausibility probe. Here the case study is considered a form of ‘quasi-experiment’, testing the hypothesis and generating a learning process that constitutes a prerequisite for advanced understanding, while using an adjusted version of the framework for landscape design analysis by Steenbergen and Reh (2003). This is a theoretically informed analytical method based on the formal interpretation of the landscape architectonic composition addressing four landscape architectonic categories: the basic, the spatial, the symbolic and the programmatic form. This study includes new aspects to be analysed, such as the visible form and the shape of the walk, and serves as the basis for the landscape architectonic analysis in which GIS is used as the primary analytical tool. GIS-based design research has the possibility to cultivate spatial intelligence in landscape architecture through three fields of operation: GIS-based modelling: description of existing and future landscape architectonic compositions in digital form; GIS-based analysis: exploration, analysis and synthesis of landscape architectonic compositions in order to reveal latent architectonic relationships and principles, while utilizing the processing capacities and possibilities of computers for ex-ante and ex-post simulation and evaluation; GIS-based visual representation: representation of (virtual) landscape architectonic compositions in space and time, in order to retrieve and communicate information and knowledge of the landscape design. Though there are limitations, this study exemplifies that GIS is a powerful instrument to acquire knowledge from landscape architectonic compositions. The study points out that the application of GIS in landscape design research can be seen as an extension of the fundamental cycle of observation, visual representation, analysis and interpretation in the process of knowledge acquisition, with alternative visualisations and digital landscape models as important means for this process. Using the calculating power of computers, combined with inventive modelling, analysis and visualisation concepts in an interactive process, opened up possibilities to reveal new information and knowledge about the basic, spatial, symbolic and programmatic form of Stourhead. GIS extended the design researchers’ perception via measurement, simulation and experimentation, and at the same time offered alternative ways of understanding the landscape architectonic composition. This gave rise to the possibility of exploring new elements in the framework of landscape design research, such as the visible form and kinaesthetic aspects, analysing the composition from eyelevel perspective. Moreover, the case study showcases that GIS has the potential to measure phenomena that are often subject to intuitive and experimental design, combining general scientific knowledge of, for instance, visual perception and way-finding, with the examination of site-specific design applications. GIS also enabled one to understand the landscape architectonic composition of Stourhead as a product of time, via the analysis of its development through reconstruction and evaluation of several crucial time-slice snapshots. The study illustrates that GIS can be regarded an external cognitive tool that facilitates and mediates in design knowledge acquisition. GIS facilitates in the sense that it can address the ‘same types of design-knowledge’ regarding the basic, spatial, symbolic and programmatic form, but in a more precise, systematic, transparent, and quantified manner. GIS mediates in the sense that it influences what and how aspects of the composition can be understood and therefore enables design researchers to generate ‘new types of design-knowledge’ by advanced spatial analysis and the possibility of linking or integrating other information layers, fields of science and data sources. The research contributes to the development and distribution of knowledge of GIS-applications in landscape architecture in two ways: (1) by ‘following’ the discipline and developing aspects of it, and (2) by setting in motion fundamental developments in the field, providing alternative readings of landscape architecture designs.

A new, empathic approach to design research, drawn from the informed experiences of a leading design research program in Finland. Design, Empathy, Interpretation tells the story of empathic design, a design research program at Aalto University in Helsinki, Finland, that has developed an interpretive approach to design over the past twenty years. As one of the leaders of the Helsinki group, Ilpo Koskinen draws on his own experiences to offer readers a general intellectual and professional history of design research, and argues for what he calls an interpretive approach. Design, Empathy, Interpretation shows how the group has created connections all across the globe, and how a seemingly soft approach to design research can be useful in both industry and government. Koskinen follows design research's transformation from questions of usability, in the 1980s, through to the revolution in personal electronics and the “user-centered” turn of the 1990s. Using the research community in Helsinki as a case study, and moving between specific projects and theoretical debates, heoffers readers a focused introduction to the major methodological and intellectual challenges—as well as the opportunities—of design research. He argues that all design tasks, however simple or complex, begin with understanding the way humans ascribe meaning, both as individuals and as actors in complex societies. Thus all design research must be interpretive at its core.

In this chapter, we focus on understanding the role of non-human elements or what we refer to as things in everyday domestic practices through the concept of displacement. Our concept of displacement is informed by design research inquiries known as material speculations and postphenomenological notions of withdrawal and multistability. We use displacement alongside the philosophical concepts and design research to explore our understanding of things in theories of practice. Displacement describes how things are part of practices without us knowing fully what a thing is, its direct use by humans, or the particular practices they are embedded within.

ImaginationLancaster: Open-Ended, Anti-Disciplinary, Diverse

This article presents and discusses the theory of universal human values, the universal human values of people across cultures, and how culture and values impact organizations. This article reviews the history and research into human values, culture, and behavior, followed by reviews of Hofstede’s Cultural Dimensions and Schwartz and Bilky’s Theory of Universal Human Values. A strong connection exists between these theories and their related empirical research, not only chronologically, but also theologically and methodologically. The subjects are presented in a temporal sequence. Thus, the work of Professor Gert Hofstede is presented first; the work of Schwartz, Bilsky, is more recent, but strongly linked to prior research by Hofstede on values and culture. The objective is to improve ones understanding of work-related values, culture, and the impact that values may have on individuals in different cultural environments that are found in international organizations. This study tests to see if there is a difference in individualism scores of Mexican and American engineers when compared to Hofstede’s original study in 1980. This study also looks at the Mexican and American engineer samples to see if their scores on Hofstede’s cultural dimensions show a correlation with the scores on Schwartz’s culture-level dimensions. The study attempts to determine if there is a divergence or convergence of cultural values. Findings of the study are reported.

Organization development (OD) is consistently described as an applied and values-driven field. While much has been written on the theory of values in the field, little has been written about values from the perspective of practitioner. Because values influence the way we think, feel, and act, it is essential to OD practice (from intervention and design to processes and methods) that dialogue which calls forth a value consciousness be kept alive. In this chapter, the topic of values in OD is explored in three stages. First, with an historic overview of values in the field; second, with an in-depth of account of a three-year collaborative research project exploring the topic; and finally, with a collaborative process which invites others to join in and expand the conversation.

Inclusive education has become a key focus in educational reform promoting equal access and participation for all learners. Understanding teachers’ readiness and capacity to implement inclusive practices in Catholic schools is essential to advancing this goal. This study assess teachers' knowledge, readiness, and challenges in implementing inclusive education in Catholic schools considering area of school (urban vs. rural) and field of specialization (BSEd vs. BEEd). A Quantitative-Descriptive, Comparative and Correlation research design was used, with data gathered from 118 teacher-respondents through a validated and reliable questionnaire. Findings revealed that teachers generally possessed a high level of knowledge in inclusive education. Urban teachers reported high knowledge than rural teachers though the difference was not statistically significant. However, a significant difference was found based on the field of specialization, with secondary teachers scoring higher. In terms of readiness, no significant difference where observe based on area of school area or field of specialization. Regardless of these variables, teachers encountered high level of challenges, often due to limited access to resources, training, and support, particularly among elementary teachers due to the developmental needs of younger learners. A weak but significant positive correlation existed between teachers' knowledge and their readiness to implement inclusive education, suggesting that increased knowledge may enhance perceived readiness. However, no correlation between teachers' readiness and the challenges encountered. This study concludes that while teachers are generally ready to implement inclusive education, targeted professional development, particularly at rural schools and among elementary teachers is needed. Further research should explore the causes of the challenges faced and ways to enhance teachers' readiness and support for inclusive practice.