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The Cambridge Handbook of the Global Work-Family Interface is a response to growing interest in understanding how people manage their work and family lives across the globe. Given global and regional differences in cultural values, economies, and policies and practices, research on work-family management is not always easily transportable to different contexts. Researchers have begun to acknowledge this, conducting research in various national settings, but the literature lacks a comprehensive source that aims to synthesize the state of knowledge, theoretical progression, and identification of the most compelling future research ideas within field. The Cambridge Handbook of the Global Work-Family Interface aims to fill this gap by providing a single source where readers can find not only information about the general state of global work-family research, but also comprehensive reviews of region-specific research. It will be of value to researchers, graduate students, and practitioners of applied and organizational psychology, management, and family studies

There are conflicting findings in team diversity research on whether it is better for an individual on a team to be similar to or different from the rest of the team. This lab study with undergraduates completing a critical thinking and decision-making task uses optimal distinctiveness theory to examine the idea that finding a balance between these two states for team member personality will result in positive perceptions of team process. Our results supported this such that participants had the most positive perceptions of team process when optimally distinct from the rest of the team in terms of personality.

Abstract. Background: Community-based gatekeeper trainings are effective tools in increasing gatekeeper skills but few validated measures assess impact. Aims: This study aimed at determining the validity of an 11-item Gatekeeper Behavior Scale (GBS) to assess gatekeeper skills that predict behavior. Method: To validate the scale, 8,931 users were administered GBS surveys at pretraining, posttraining, and follow-up periods. The training was one of five from the suite of online At-Risk mental health learning simulations for university faculty/staff or students or high/middle school educators. Results: A confirmatory factor analysis revealed the three-factor model based on the subscales of preparedness, likelihood, and self-efficacy fit the data best. Factor loadings showed all items correlated highly with theoretical constructs (r ≥ .84, p < .001). The GBS had high internal consistency (α = 0.93). Criterion-related validity for likelihood to discuss concerns at posttraining was significantly related to approaching students believed to be in psychological distress (r = .219, p < .001). Likelihood to refer significantly correlated with the number of students referred (r = .235, p < .001). Convergent validity was established via a correlation between self-efficacy in motivating someone to seek help and general self-efficacy (r = .519, p < .001). Conclusion: The GBS appears to be a valid tool in measuring the impact of online gatekeeper training simulations and holds promise for assessing other delivery methods.