In 2009, the Government introduced measures to improve social work training and practice in response to having analysed findings from Serious Case Reviews in the aftermath of a series of child deaths. One of the most significant of these improvements was the introduction of a new training framework, entitled the ‘Professional Capabilities Framework’ (The College of Social Work, 2012d). Emotional resilience was, for the first time, identified as a required capability within the ‘Professionalism’ domain of the framework. The aim of this research was to identify what emotional resilience was in the context of social work practice in order to meet the requirements of the Professional Capabilities Framework, thus addressing the Government’s new directives for improved social work education and training. A research study was undertaken to collect data relating to emotional resilience within a social work context involving ten focus groups of between 3-5 participants. The participants were chosen because of their experience in relation to emotional resilience and social work, either through being employed, studying or working in partnership with the University of Derby. The groups comprised, social work team managers, newly qualified and experienced Social Workers, practice educators, lecturers, social work students from all three years of the Social Work Degree Programme and service users and carers. All of the focus group discussions were audio-taped, transcribed and analysed using thematic analysis. The study produced a definition of emotional resilience specifically for Social Workers which identified core traits of optimism, self-awareness, empathy and stability as well as the ability to remain calm and demonstrate appropriate empathy. The necessity for Social Workers to be emotionally resilient was confirmed, and causal factors in the development of emotional resilience such as adversity in life, reflective supervision and a supportive working environment, were highlighted. Valuable information was also obtained about how students might be educated and trained to become emotionally resilient professionals, in order to meet the requirements of the Professional Capabilities Framework. The findings indicated that challenging role plays, self-awareness activities, preparation for practice modules, the use of explicit case studies, reflective supervision and statutory placements, were all effective mediums for promoting emotional resilience. Keywords: emotional resilience, Professional Capabilities Framework, social work education and training, social work curriculum.

As the impacts from anthropogenic climate change are felt around the globe, people are increasingly exposed to changes in weather, temperature, wildlife and vegetation patterns, and water and food quality and availability. These changes impact human health and well-being, and resultantly, climate change has been identified as the biggest global health threat of the 21st Century. Recently, the mental health impacts emerging from these changes are gaining increasing attention globally. Research indicates that changes in climate and environment, and the subsequent disruption to the social, economic, and environmental determinants of mental health, are causing increased incidences of mental health issues, emotional responses, and large-scale socio-psychological changes. Inuit in Northern Canada have been experiencing the most rapid climatic and environmental changes on the planet: increased seasonal temperatures; decreased snow and ice quality, stability, and extent; melting permafrost; decreased water levels in ponds and brooks; increased frequency and intensity of storms; later ice formation and earlier ice break-up; and alterations to wildlife and vegetation. These changes are decreasing the ability of Inuit to hunt, trap, fish, forage, and travel on the land, which directly disrupts their health, and is negatively impacting mental and emotional health and well-being. Through a multi-year, exploratory, qualitative case study conducted in Nunatsiavut, Labrador, Canada representing the first research to examine the mental and emotional health impacts of climate change within a Canadian Inuit context, Inuit indicated that climate change was impacting mental health through seven interrelated pathways: strong emotional responses; increased reports of family stress; increased reports of drug and alcohol usage; increased reports of suicide ideation and attempts; the amplification of previous traumas and mental health stressors; decreased place-based mental solace; and land-based mourning due to a changing environment. Data for this research was drawn from 85 in-depth interviews and 112 questionnaires conducted between October 2009 and October 2010. These findings indicate the urgent need for more research on climate-change-related mental health impacts and emotio-mental adaptive processes, for more mental health support to enhance resilience to and assist with the mental health impacts of climate change, and for more mitigation and adaptation policies to be implemented. / Social Science and Humanities Research Council (SSHRC) Joseph-Armand Bombardier Canada Graduate Scholarship (2008-2012); Health Canada's First Nations and Inuit Health Branch's Climate Change and Health Adaptation in Northern First Nations and Inuit Communities Program (2010-2012); Nasivvik Centre for Inuit Health and Changing Environments (2009-2011); and the Nunatsiavut Government's Department of Health and Social Development (2010-2011).

School librarians create an atmosphere where learners feel empowered. Moreover, school library programming should support diversity, equity, and inclusive learning opportunities to facilitate student success. Thus, school librarians are expected to model and advocate for equitable learning spaces while considering the universal design for learning approach to improving accessibility, utilization, and relevance for all library patrons. Although it has been established that school library standards support diversity, equity, and inclusion (DEI), more is needed to know about the impact of a crisis on school library programming and services. In addition, extensive research has not been conducted to determine school librarians' responsiveness and strategies to provide services for their school communities during disruptive times. This study examines school librarians' perceptions of the opportunities and challenges encountered while endeavoring to engage in DEI practices during crises.