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Hostage and crisis negotiators serve a vital function within society by resolving hostage/crisis incidents. This role, performed by specially trained police “volunteers”, helps to prevent numerous fatalities and forms an important part of the modern policing repertoire. There is limited research that identifies the experiences of police officers that dedicate their lives to saving others by volunteering in this capacity. This paper aims to provide an insight into this fundamental police role using negotiator’s personal narratives.

This study consisted of an exploratory qualitative grounded theoretical analysis of semi-structured interviews conducted with 15 negotiators from nine English police forces.

The analysis revealed 3 primary, 7 secondary and 23 tertiary categories that form a conceptual model of the negotiator experience. The three primary categories consisted of “negotiator positives”, “negotiator negatives” and “negotiator ambivalences”, which provide an insight into the experiences and identities of negotiators in England.

The findings identify several positive factors that could be used to market the role more effectively within police forces and enhance future recruitment processes. Equally, the findings highlight several operational and organisational issues that have a negative impact on the negotiator experience. The findings are, therefore, discussed in light of the practical implications for negotiator training/continuing professional development, policy and practice.

This paper depicts the findings from one of the first qualitative analyses of negotiator experiences and provides a unique insight into the negotiator role from an Anglo-centric perspective.

Delivering integrated treatment for dually diagnosed clients requires an effective whole team response, supported by good quality partnership working. This paper describes an approach to improving the delivery of these principles: the development and support of dual diagnosis link workers deployed in teams and wards across Avon and Wiltshire Partnership Mental Health (NHS) Trust.

The paper describes the role of link workers, provides examples of developmental practice, strategies to support the role, identifies barriers encountered and suggests solutions to address these.

The link worker model is raising awareness of good practice within teams and promoting improved partnership working. Solutions are being identified for the barriers that have been encountered.

This paper describes how a dual diagnosis link worker approach can be introduced and identifies mechanisms to support link workers in their role. It also outlines a framework to support implementation of key principles for working with people with a dual diagnosis.

President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.

This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students’ experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving).

This paper assessed students’ perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation.

The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders.

To the best of the authors’ knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

Low self-esteem is common in people with learning disabilities. There is limited research examining the effectiveness of cognitive behavioural therapy (CBT) focused on low self-esteem within this client group. The purpose of this paper is to add to the limited evidence by describing the use of CBT focused on low self-esteem for a person with a learning disability in the context of emotion regulation difficulties.

An individual case study design was used, with repeated quantitative measures to monitor progress during weekly individual psychology sessions.

There was a reduction in the client’s feelings of anger and an increase in their self-esteem.

Further studies and follow-up would determine longevity of benefits. The inclusion of distress tolerance techniques may have impacted on the findings and limits the conclusions that can be drawn about the impact of CBT focused on low self-esteem.

This case study could make a small contribution to the evidence base for the effectiveness of CBT-based treatments for low self-esteem in people with learning disabilities, which is an under-researched area.

This paper explores diverse practices of the giving and demanding of democratic accountability within a case of conflict around deep-sea petroleum exploration in Aotearoa New Zealand. These practices include submissions and consultations, partnership between Indigenous Peoples and a settler-colonial government and dissensus. These are theorised through the political thought of Jacques Rancière.

A single case study approach is employed that seeks to particularise and draws on interview, documentary and media materials.

By examining a case of conflict, the authors find that as opportunities for participation in democratic accountability processes are eroded, political dissensus emerges to demand parts in the accountability process. Dissensus creates counter forums within a wider understanding of democratic accountability. In this case, individuals and organisations move between police (where hierarchy counts those with a part) and politics (exercised when this hierarchy is disrupted by dissensus) to demand parts as police logics become more and less democratic. These parts are then utilised towards particular interests, but in this case to also create additional parts for those with none.

This study privileges demands for accountability through dissensus as fundamental to democratic accountability, rather than just account giving and receiving. That is, who is or who is not included – who has a stake or a part – is crucial in a broader understanding of democratic accountability. This provides democratic accountability with a radical potential for creating change. The study also advances thinking on democratic accountability by drawing from Indigenous perspectives and experiences in a settler-colonial context.