Resilience training offered to military personnel often fails to reinforce training practices into routine military activities. We describe the implementation of a supervisor-led after action review designed to provide personnel with frequent opportunities for the supervisor reinforced application of resilience training skills at work. This paper provides a roadmap for engaging supervisors to support this program and details strategies used across its design and their contribution to implementation fidelity. Strategies included iterative stakeholder engagement in co-design and the use of mixed-methods data collection, including field observational ratings, open ended survey questions, and focus group interviews. The design and implementation process are reported in two phases: initial and re-implementation phases. Chi-square analyses and t-tests of initial phase data indicated that the after action review designed to guide the application of resilience training skills was distinct from preexisting after action reviews of tactical skills and drills. Reflexive interpretations of instructor feedback guided refinement to the extension and subsequent re-implementation phase data indicated implementation fidelity. When engaging leaders and resilience non-specialists in activities that support military resilience training, we recommend involving stakeholders in the design and implementation process, responding flexibly to their concerns, and balancing their experienced work change demands with appropriate resources.

ABSTRACT Background Meta-analyses of military deployment involve the exploration of focused associations between predictors and peri and post-deployment outcomes. Objective We aimed to provide a large-scale and high-level perspective of deployment-related predictors across eight peri and post-deployment outcomes. Design Articles reporting effect sizes for associations between deployment-related features and indices of peri and post-deployment outcomes were selected. Three-hundred and fourteen studies (N = 2,045,067) and 1,893 relevant effects were retained. Deployment features were categorized into themes, mapped across outcomes, and integrated into a big-data visualization. Methods Studies of military personnel with deployment experience were included. Extracted studies investigated eight possible outcomes reflecting functioning (e.g., post-traumatic stress, burnout). To allow comparability, effects were transformed into a Fisher’s Z. Moderation analyses investigating methodological features were performed. Results The strongest correlates across outcomes were emotional (e.g., guilt/shame: Z = 0.59 to 1.21) and cognitive processes (e.g., negative appraisals: Z = −0.54 to 0.26), adequate sleep on deployment (Z = −0.28 to – 0.61), motivation (Z = −0.33 to – 0.71), and use of various coping strategies/recovery strategies (Z = −0.25 to – 0.59). Conclusions Findings pointed to interventions that target coping and recovery strategies, and the monitoring of emotional states and cognitive processes post-deployment that may indicate early risk.

Creating a sustainable workplace for Navy personnel is vital for their wellbeing and retention. This qualitative study explores the interplay between job and personal demands, resources, and stress self-regulation strategies affecting psychological strain among Navy personnel during deployment. We conducted semi-structured key informant interviews with 25 Navy personnel (68% male) to determine the demands and resources at sea that affect psychological strain. The findings identified that individual differences in coping strategies (e.g., recovery management), abilities (i.e. ability to make social connections), and their mind-set about deployment (e.g., sense of purpose) were perceived to play a role in the experience of strain. Additionally, the presence of supportive peers and leaders was identified as a key resource, whereas external stressors (e.g., family crisis) and social tension onboard, amplified by confined spaces, were commonly reported demands. Our findings also contribute to a growing body of research suggesting a nuanced interaction between individual coping strategies and job design. Formal organizational support was identified as enabling adaptive self-regulation strategies, while the capacity to form and maintain positive relationships helped foster a sense of belonging, countering isolation. Another key contribution was the individual differences in the appraisal of resources offered by the organization and the potential importance of resource appraisal in how effective resources were perceived to be for addressing shipboard demands. We provide recommendations relating to targets for personnel training, interventions, and leadership in terms of communication, supporting day-to-day and equal opportunity for recovery, resource access, maintaining morale, and shaping the evaluation of demands.

This mixed-methods study explored (1) family day care (FDC) educators’ confidence and capability to support children’s mental health, and (2) assessed their own mental health and wellbeing. Descriptive analysis of the survey ( n = 144) highlighted that most participants were in the normal range for mental health and wellbeing; however, identifying mental ill-health in children, access to resources and awareness of support services were areas where participants were less likely to feel confident or capable. In the interviews ( n = 14), three themes were identified in the interviews for the first research question (including the central role of the FDC educator, lack of training and resources and limited professional support) and three themes were identified for the second research question (the importance of mental health for educators, being a small business owner and connecting with other educators). The results highlighted a need for additional support and resources for educators specifically targeting the mental health and wellbeing of children.

Trust is essential for operational and organizational effectiveness in high-stakes environments where cooperation and coordination among team members is key, particularly among swift starting action teams (STATs) who are composed of individuals with little or no previous experience of working together. Wildman et al. (2012) developed a multilevel conceptual framework in which they characterized the formation and development of swift team trust according to an input-mediator-output-input model (IMOI). We conducted a preregistered systematic review of six electronic databases (Web of Science [core collection], Scopus, Business Source Complete, PsycInfo, and ProQuest Dissertations and Theses) to identify literature that could be used to test this conceptual model. From an examination of 19,249 potentially relevant items that studied STATs composed of adults (aged 18 years or more), we found no single comprehensive test of this model in its entirety nor a sufficient examination of key structural sections of Wildman and colleagues' model. Cumulating evidence from 53 primary studies via meta-analytic structural equation modeling (199 effects, N-teams = 2,380, N-individuals = 9,975), we found that individual-level propensity to trust was positively related to one's perceptions of trust in their team; one's trust in their team was positively related to emotional reactions, team processes, and team performance; and team processes and performance were positively associated with individuals' subsequent trust in their team. We also revealed an indirect effect of trust perceptions on collective performance via team processes. Our findings underscore the need to consider innovative methodologies and technologies to study swift trust dynamics temporally in ways that permit empirical tests of multicomponent conceptual models of trust formation and development.

Purpose Media reporting and portrayals of mental illness and suicide can play an important role in shaping and reinforcing community attitudes and perceptions. Depending on the content, a report about suicide can have either a negative (Werther-) or a positive (Papageno-) effect. Evidence-informed recommendations for the reporting of suicide in Australia are provided under the Mindframe initiative. The purpose of this paper is to assess the application of these recommendations in broadcasts associated with one of the largest national campaigns to promote suicide prevention, the R U OK? Day, a yearly campaign of the Australian suicide prevention charity R U OK? Design/methodology/approach The sample consisted of 112 (32 TV, 80 radio) Australian broadcasts discussing the R U OK? Day suicide prevention campaign during the month preceding the 2015 campaign and on the national R U OK? Day itself. Broadcasts were coded for medium (TV or radio), content (suicide focus, mental illness focus or both) and consistency with Mindframe recommendations. Findings Over 97 per cent of broadcasts used language consistent with Mindframe recommendations. None of the broadcasts used images that negatively portrayed mental illness or suicide; there were no instances of using mental illness to describe a person's behaviour; and no sensationalizing or glamorising terminology was used in the broadcasts. However, less than 40 per cent of the broadcasts included help-seeking information (e.g. helplines) and some of the broadcasts used negative or outdated terminology (e.g. commit suicide; suffering from mental illness). Originality/value The present study is the first to examine consistency with reporting recommendations around a national suicide prevention campaign (R U OK? Day). The results can steer improvements in current reporting and inform strategies to optimise future reporting.

The Early Years Learning Framework (EYLF) (DEEWR, 2009) encourages children's services staff to think and talk more about belonging and wellbeing in early childhood. The Response Ability initiative believes that it is just as valuable to look at what 'belonging' means for us individually and in our workplaces.