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AbstractThis article draws on positioning theory and uses Bamberg's (2005) three-level analytic approach to analyze how identity construction and relational work implicate the other and are co-constitutive processes in local interactions. To that end, it examines a sequence of excerpts taken from an interview involving the author and a Vietnamese woman and analyzes the co-constructed positioning of self and other that developed over the course of the interview conversation. The article focuses on how (non)delicate topics are introduced, responded to, modified and developed as the interviewee reports on past experience and adopts evaluative stances toward topics initiated by the interviewer. The study further highlights how normative ideologies are indexed and reconstituted in such talk, and points to their role in making particular identities relevant and in mobilizing relational work in local interactions.

PurposeThe paper draws upon autoethnographic accounts from two academic staff in a private higher education institution (HEI) in London, UK who try to make sense of their teaching and learning practices during the pandemic. Even though studies have looked into the impact of Covid-19 on teaching and learning and on students, this paper reflects on the experience of lecturers with a focus on their emotional labour and stressors during remote teaching and working.Design/methodology/approachThis is a small case study of two colleagues from a small private institution in London, UK, which is based on autoethnography. The authors draw on personal notes, emails and other written artefacts alongside our memories of our lived experiences of the pandemic.FindingsThe authors' reflections focus on the need for institutional collegiality as avenues to network and collaborate beyond institutions which have been limited (despite the increased interactions online) and the need to acknowledge emotional labour while providing spaces for staff to discuss their everyday experiences. The authors argue for a renewed importance for creating a sense of community during times of uncertainty and beyond. If these structures are put into place, the conditions to support teaching and learning will also strengthened.Originality/valueThere is a dearth in research which discusses emotional labour and the importance of community and collegiality on campuses and in the new way of working remotely. This paper adds to the empirical basis of such research and hopes to encourage others to share their experiences of emotional labour in the academy.

Child maltreatment is a critical concern in rural communities. Fathers perpetrate a substantial proportion of maltreatment cases and are overrepresented as perpetrators of severe physical abuse and fatalities. Despite this heightened risk, little research has examined risk of abuse and neglect among fathers in rural areas. The current study examined the contributions of social information processing (SIP) factors and economic stress to multiple indicators of maltreatment risk in a sample of 61 disadvantaged rural fathers of 2- to 6-year-old children. Results for the SIP model of maltreatment risk provide some support for its extension to fathers. Considered all together, SIP factors were associated with more inconsistent parenting and maladaptive injury prevention beliefs. Specific SIP factors of unrealistic expectations for children and poorer executive functioning were associated with more maladaptive injury prevention beliefs. With regard to economic stress, fewer economic resources were associated with greater child abuse potential, more inconsistent parenting, and poorer quality home environments, while less economic security was associated with greater child abuse potential. Analyses found evidence for independent additive effects of SIP and economic stress. Findings highlight the importance of fathers' cognition and economic stress in children's risk of physical abuse, neglect, and unintentional injuries.

Suicidal behavior is a substantial public health issue faced by college campuses. College counseling professionals often interact with a variety of other student affairs professionals who may be involved in the management of suicidality on campus. However, research on their experiences and perspectives on this topic is scarce. In this study, we build on literature related to management of suicidality on campus, which is predominantly focused on campus counseling professionals. Fifteen semi-structured qualitative interviews were conducted with student affairs professionals to explore how professionals on campuses might better work together to prevent crises and support students at elevated risk for suicide. Recurrent and emerging themes included barriers impeding their ability to best serve suicidal students, their perceptions on what factors make students vulnerable to suicide, and suggestions for future research. We conclude with a discussion of options to increase quantity and quality of service provision on campus for suicidal students.