The virtues whose function is to regulate impulses, emotions, thoughts, and habits in the interest of larger purposes, including ethical ones, are courage, patience, perseverance, and self-control. They have a different grammar from the virtues of caring. Because they are not concerns, they are not defined by the motives or reasons for action or emotion that such concerns supply. Instead, they are differentiated by the kind of impulses that they manage. The situations they address are not outward, like the ones to which the virtues of caring respond, but are states of the self. Thus, self-control is the paradigm. They contribute to our integrity, our self-possession, and our freedom as authors of our character. They don’t in themselves have moral worth, are often used for non-moral purposes, and may even be used for evil. But in the context of good character they function in support of the virtues of caring.

There is an unresolved debate about whether the ways of being currently identified by the DSM-5-TR as Cluster B personality disorders (henceforth PDs) should be considered genuine mental disorders or normal (if often serious) problems of living. This issue is a microcosm of a larger debate about whether psychiatry is overextending itself and overmedicalizing many of life’s hardships. We show that the resolution of the first debate can inform the second, larger, question. To this end, we examine Louis Charland’s influential arguments that Cluster B PDs are moral, not medical, conditions. Although Charland’s arguments fail to support this conclusion, Charland’s focus on mental healing to inform what ways of being are properly considered “mental disorders” is promising. We argue that skilled metacognitive self-regulation is necessary for mental healing and show that a focus on the role played by self-regulation in healing partially vindicates Charland’s argument: Cluster B PDs are not necessarily “moral conditions,” although some instantiations will be. We also show that current definitions of PDs are both overly inclusive and overly exclusive, allowing moral judgments to drive diagnosis. We conclude by showing that a focus on self-regulatory skill can help distinguish between mental disorders and normal problems of living.

MOOCs for language learning offer opportunities for communication to help develop learners’ productive skills in the target language, but these environments can also be challenging for learners, which may result in a disconnect between promise and reality. The chapter introduces MOOCs and language MOOCs (LMOOCs), considering their purposes and the reasons why learners enrol in LMOOCs. Communication opportunities and challenges in LMOOCs are reviewed, and relevant findings from research and practice are identified. Special consideration is given to the provision of feedback to learners. Fostering speaking among learners has generally been a challenge, due to the scale and openness of LMOOCs. The chapter offers recommendations for research and practice relating to the educator’s role, learners’ autonomy, affordances of communication technology, integration of LMOOCs into classroom practice, and cultural issues in communication. It is also recommended that MOOC providers should work together with educators to provide learners with adequate and innovative technological tools to facilitate their productive skills practice. Future directions are identified, emphasizing scalable methods of analysing learner activity and taking advantage of developments in artificial intelligence, including ways of supporting learners through interactions with conversational agents.

COVID-19 saw many career health officials retire early and seasoned health practitioners simply quit due to burnout. This chapter explores various qualities that leaders can utilize to provide and receive support when faced with stressors and challenges in both their work and personal lives. Personal assessments like Myers–Briggs, DISC, the Gallup Strengths Finder, and the Enneagram offer practical tools for members of leadership to identify their strengths and areas for growth. Identifying stressors and engaging in self-regulation ensure public health leaders can mitigate burnout. Leadership qualities are outlined and described. By cultivating leadership qualities, crisis leaders can stay focused and grounded during health emergencies. Transformation leadership theory is described. A student case study uses the Crisis and Emergency Risk Communication framework to analyze former Prime Minister of New Zealand Jacinda Ardern’s communication during the COVID-19 outbreak. End-of-chapter reflection questions and activities are included.

This chapter explores the powerful role of music in regulating emotions and enhancing well-being. It delves into the science of how music affects our mood, highlighting its ability to evoke specific emotions and induce physiological changes. The author provides practical strategies for utilizing music as ’emotional first aid’, helping individuals cope with stress, anxiety, and negative emotions. The chapter also discusses the importance of self-regulation and offers guidance on using music to interrupt negative emotional spirals. It emphasizes the significance of creating personalized playlists tailored to specific emotional needs, promoting a proactive approach to emotional well-being through music. Additionally, the chapter explores the concept of ’mood repair’, showcasing how music can shift our emotional state from negative to positive. It provides insights into the diverse ways individuals can harness the power of music to cultivate joy, resilience, and overall emotional balance.

Oscar Barbarin has served on the faculties of the Universities of Michigan, Maryland, and North Carolina as well as Tulane University. His scholarship examines social context, ethnicity and child development, particularly the impact of racism and material hardship on socioemotional development. He has studied the development of children with life-threatening illness, urbanization in South Africa, and quality of early childhood settings. His research has centered on boys of color and the identified auspicious conditions that promote their mental health, social competence and emotional resilience. These conditions include (a) systems of caring, (b) structures supporting their self-regulation of behavior and emotions, and (c) interpretive frameworks by which affirming familial relations, culture and spiritual values provide boys of color a sense of connection, purpose, and an understanding of their place in the world. He has proposed that paradoxical attributions are a key cognitive strategy in maintaining emotional balance by affirming personal agency.

This chapter investigates the logic of regulation that animates the AKP’s new securitisation technologies. The chapter begins by examining the new laws on security vetting and archival background checks. Reviewing the conduct of the OHAL Commission tasked to decide on applications by purged citizens for reversal of their refusal or civic death status, the chapter reveals how ambiguities in the new law allow for the extensive use of informal rule of law based on extra-legal practices. By focusing on several denunciation cases, the chapter’s theoretical and empirical strands come together in an analysis of the impact this new securitisation logic of regulation has both on those targeted and on society as a whole. I argue that the new regulatory technologies of citizen-informants and the perfusion of distrust throughout society an ‘atmosfear of terror’, inducing the population as a whole to self-regulate, perform, and participate in their own securitisation.

In the digital age, the landscape of information dissemination has undergone a profound transformation. The traditional boundaries between information and news have become increasingly blurred as technology allows anyone to create and share content online. The once-exclusive realm of authoritative media outlets and professional journalists has given way to a decentralized public square, where individuals can voice their opinions and reach vast audiences regardless of mainstream coverage. The evolution of the digital age has dismantled the conventional notions of journalism and reshaped how news is obtained and interpreted. This shift has paved the way for the proliferation of fake news and online disinformation. The ease with which false information can be fabricated, packaged convincingly and rapidly disseminated to a wide audience has contributed to the rise of fake news. This phenomenon gained global attention during the 2016 US presidential election, prompting nations worldwide to seek strategies for tackling this issue.

The 2024 presidential election in the USA demonstrates, with unmistakable clarity, that disinformation (intentionally false information) and misinformation (unintentionally false information disseminated in good faith) pose a real and growing existential threat to democratic self-government in the United States – and elsewhere too. Powered by social media outlets like Facebook (Meta) and Twitter (X), it is now possible to propagate empirically false information to a vast potential audience at virtually no cost. Coupled with the use of highly sophisticated algorithms that carefully target the recipients of disinformation and misinformation, voter manipulation is easier to accomplish than ever before – and frighteningly effective to boot.

There are many different types of regulatory instruments and tools. Chapter 6 classifies and examines regulatory tools according to their underlying technique or ‘modality’ of control or source of influence, examining five such modalities in turn: command, competition, communication, consensus and code (or ‘architecture’). This chapter also considers algorithmic regulation and the role of reputation as a form of regulation.

Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.