During the COVID-19 pandemic, our international students were confined to their rooms in a foreign land and were unable to return to their home countries during their semester break due to border closures. A summer internship program, underpinned by Asian philosophies including Confucianism(1) and collectivism(2), was designed to bring them together physically in a COVID-safe environment and collectively develop employability skills. Twenty-five international students across six year-levels and from 11 countries participated in the five-week internship program. Our in-house dietitian presented participants with an authentic nutrition problem, i.e. observable unhealthy eating habits being prevalent amongst the international student client group. Participants were empowered to draw on their cultural knowledge, international student experience, cooking skills and evidence-based nutrition knowledge, in the development of an educational nutrition resource to be used in the dietitian clinic. Employability skills self-assessment was completed pre- and post-program for comparison. In addition, a collective reflection was facilitated at the end of the program to gather in-depth understanding of the unique learnings from the students’ and program facilitators’ perspectives. Thematic analysis was adopted to analyse the narrative data. It was found that the student-participants developed a website with healthy eating information, including tailored to international students’ habits of late-night snacking and suggestions for quick meals during exams. They developed 50 healthy, simple, multicultural recipes with cooking videos. The internship served as an opportunity for the students to work together with a shared purpose. They reported a strong sense of community which was longed for and extended the established friends outside of the internship program. Students were observed sharing acculturative experience and knowledge with one another when socialising together. Upon reflection, students reported feeling challenged by the lack of structure and assessment guide for the internship tasks. However, they were able to develop confidence in their judgement and decision-making skills through this process and work together exploring the uncertainties. Many reported feeling empowered from this internship as their cultural differences and unique international-student-experience were valued and utilised in the resource development. This low-cost education strategy contributed to the development of professional skills and formation of professional identity, and for the students to find their voice in the nutrition field.

Tippins et al. (2023) challenge I-O psychologists to more actively – in Miller’s oft-quoted APA presidential address – “give psychology away.” Their article provides stirring examples of the impact several of our colleagues have made in giving psychology away. In thinking about how to encourage and facilitate more of us to volunteer, we’d like to share several thoughts on our roles as I-Os, both as individuals and as a community. In particular, we propose that volunteerism is an expression of our calling as I-Os; suggest five roles we can play as individuals; discuss three roles for the community at-large; and conclude with a call to action.

The notarial profession in Québec is currently facing several challenges, including that of the financial situation of many of its members. A study conducted among notaries in the Outaouais region reveals that although, in general, notaries recognize that there is a price war happening, they do not necessarily agree on its causes, their capacity to address it, or the most effective ways to do so. While the traditional image of the notary as a professional and public official remains prominent, it now competes with another, more entrepreneurial view of the notary as a service provider in a competitive market. This implies that the notarial profession is currently going through a transition period that could involve a shift towards new business models.

In view of the robust link often inferred between autonomous journalism and the strength of a society's democratic institutions, and against the background of current challenges to journalists’ traditional roles as purveyors of timely and independent information, we interviewed 352 Canadian journalists about their social and political roles and the influences on their news choices. Comparison of their responses against an international data set (N = 27,567) suggests that Canadian journalists place greater value on detached monitorial roles and claim relatively greater autonomy from commercial and other influences on their work. Further, in comparing these findings to an influential panel study from 1996 to 2003, we conclude that the Canadian journalists’ “credo,” focused on neutral reporting and oriented more to perceived public interest than to business or audience interests, remains surprisingly intact despite contemporary pressures on news forms and business models. This professed neutrality is mitigated by a desire to promote diversity and tolerance.

Conducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

Evidence exists that the effectiveness of psychotherapy depends more on therapists’ variables than on their theoretical orientation or the techniques they use. Nevertheless, relatively little is known regarding the process of cognitive behavioural psychotherapists’ development. The purpose of the study was to explore how beginning cognitive behavioural therapy (CBT) practitioners develop, considering various professional and personal influences. Eight in-depth interviews with beginning therapists were conducted, and the Grounded Theory Method was used for data analysis. The developmental process was conceptualized as Gaining Professional Confidence, and three phases of this process were identified: (1) Externally Based Confidence in CBT Methods, (2) Internalized Confidence in CBT Methods, and (3) Therapists’ Self-Confidence. The results indicate that trainees’ self-reflection on their personal qualities, values, attitudes and preferences should be given more attention in CBT training, as this plays a crucial role in their overall professional development.

We present an empirical study on the community of management consultants in the specialty of corporate governance. Although most studies on consulting are done on large multinational consulting firms, we suggest an alternative framework that encompasses the heterogeneity of the industry, considering also the smaller consulting firm and the independent consultant. We have qualitatively studied the practice of consultants specialized in corporate governance and looked for evidence of community belonging. Drawing on a Kuhnian theoretical framework and adapting his notion of knowledge creation to a governance consulting scenario, we explore community belonging, entry and exit mechanisms into the consulting community of governance, common culture and language, and regulation of the community. Findings confirm that consultants have mixed professional identities and an overlapping of memberships of various communities. Our results show that although no formal regulation or organization regulates corporate governance consulting, mechanisms such as reputation, career paths, experience and credibility work in strengthening the practice of the community.