Perceptions of organizational value and unethical/deviant behaviors among lecturers in Archeology and Religion and Cultural Studies: An intervention study.

Background: Understanding an organization's ethical standards assists employees in abiding by stipulated rules and regulations and reduces the prevalent rate of inappropriate behaviors. Unfortunately, some workers do not know and as a result, they become dysfunctional, affecting their professional identities. Given this, scholars have called for psychoeducational strategies that coach workers to improve their perceptions.

Testing the impact of occupational intervention on professional ethics and values of Staff in University Medical Centers.

Background: The level of commitment to jobs is the driver of how much a worker could offer to those that need the services. People become poised to deliver services when they hold the job in high esteem. Evidence abounds that some workers in public services barely value their professional responsibilities and conduct.

Psychological intervention for career self-esteem among students of agricultural education programme.

Background: This study determined the efficacy of rational career intervention on career self-esteem of students of Agricultural education programmed in Universities in Southeast Nigeria.

Methods: Data were collected from a sample of 54 students. The sampled students were allocated to 2 (treatment and control) groups using the sequence allocation software package.

Exploring children's formal help-seeking behaviour for violence in Zimbabwe: analysis of national survey and routine service provider data.

Objectives: To explore knowledge of formal services and help-seeking behaviour for violence among Zimbabwean children aged 18 years and under.

Design: We use cross-sectional data from the 2017 Zimbabwe Violence Against Children Survey (VACS), which is nationally representative and had a 72% response rate for female participants and 66% for males; and anonymised routine data from one of the largest child protection service providers' (Childline Zimbabwe) call database.

Setting: Zimbabwe.

National COVID-19 lockdown and trends in help-seeking for violence against children in Zimbabwe: an interrupted time-series analysis.

Background: An estimated 1.8 billion children live in countries where COVID-19 disrupted violence prevention and response. It is important to understand how government policies to contain COVID-19 impacted children's ability to seek help, especially in contexts where there was limited formal help-seeking prior to the pandemic.

Remote methods for research on violence against women and children: lessons and challenges from research during the COVID-19 pandemic.

Collecting data to understand violence against women and children during and after the COVID-19 pandemic is essential to inform violence prevention and response efforts. Although researchers across fields have pivoted to remote rather than in-person data collection, remote research on violence against women, children and young people poses particular challenges. As a group of violence researchers, we reflect on our experiences across eight studies in six countries that we redesigned to include remote data collection methods.

Cognitive-behaviour intervention for critical thinking disposition of religion and social science students.

Background: The dispositions of students towards critical thinking (CT) no doubt improve their clinical practice and performance. Hence, efforts to explore ways to help students become aware and conscious of the need for CT are imperative for their self-actualization, development, and improved professional practice. It is worrisome that in spite of the limited intervention addressing CT disposition challenges, scholars are yet to study the problem, especially in developing countries.

'I went there in an effort to help the child, but you can see there is corruption in the world': Adults' conceptualisations and enactments of child protection in schools in a challenging context.

Schools have the potential to be sites of support for vulnerable children, but can also be sites of violence perpetration. In this qualitative study we explore how adult school stakeholders in and around two public Catholic primary schools in Zimbabwe conceptualise and enact child protection. We analysed our findings in light of the protracted economic crisis in Zimbabwe; the current policy context for child protection; and the Covid-19 pandemic.