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Recent models of care incorporate service user involvement within the development and sustainability of a quality improvement project. The purpose of this paper is to demonstrate the significance of working with patients and members of the public for the integration of psychosocial care into long-term condition (LTC) management.

Research shows that mental health difficulties are more prevalent in people with LTC. The three Dimensions for Long-term Conditions (3DLC) is a patient-centred multidisciplinary service which integrates psychological and social care into the usual physical care. Thematic analysis was conducted on the discussions of the two patient and public involvement workshops that were facilitated by the service. The workshops included healthcare professionals, patients with LTC and their carers.

Several themes and subthemes emerged which highlighted the importance of discussing and treating mental health in a physical health setting, the challenges that both the patients and healthcare professionals encounter and the ways in which an integrated care service may address these barriers. The findings show that there was an emphasis on patient-centeredness, accessibility of services and the need for better communication.

People with LTC can be empowered to better self-manage their condition, whilst having access to all types of care, physical, social and psychological. By involving service users in the implementation process of the 3DLC service, the components of an effective integrated service are delineated.

The service users have identified barriers and facilitators of integrating a biopsychosocial model in care pathways. This has helped the 3DLC team to further develop the model to ensure improvements in condition-specific outcomes, quality of life and healthcare utilisation.

Describes the over-16 traineeships and graduate-management program at Edwardian Group London, an hotel and hospitality company.

Examines the reasons for the programs, the form they take and the results they achieve.

Explains that both courses provide participants with wide experience of the different departments in the group.

Reveals that successful participants have a high chance of being employed by the group.

Describes two programs that offer through training in the hotel and hospitality industry and a strong chance of employment on completion.

Contains detailed interviews with participants of the programs.

This paper aims to evaluate children’s literature that focuses on body size issues for elementary readers.

The paper used an evaluative tool based on three categories: content, audience and other considerations.

The evaluative tool was used to evaluate six children’s books identified as critical literature supporting body image. The books evaluated focused on body image but were also tied to other themes such as body positivity, body neutrality, self-love, acceptance, diversity and inclusivity. All books acknowledged and celebrated the uniqueness of varied body types.

Because of the number of books evaluated, the evaluative results may lack generalizability. Therefore, researchers are encouraged to evaluate other critical children’s literature focused on body image.

The paper offers recommendations for parents, teachers and schools.

This paper encourages the need for parents, teachers and schools to help children embrace body positivity and neutrality so that they would love their skin.

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.

Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.

A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.

These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.

Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.

Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.

Being grounded in interdependence theory, this study aims to address the following research question: Do managers’ negotiation styles (collaborative versus competitive) make employees’ relational justice-emotional experiences links sporadic?

Data elicited from N = 139 Pakistani undergraduate students participating in an online scenario-based experiment were used to employ repeated measures analysis and partial least square structural equation modeling techniques.

Results suggest that employees’ relational justice is likely to be higher when managers use a collaborative negotiation style than when they use competitive style in performance review meetings. Moreover, per managers’ different negotiation styles, employees’ relational justice perceptions may predict their positive emotions differently. That is, when managers use collaborative negotiation style, employees’ relational justice perceptions may positively predict their hope but not optimism, whereas when managers use competitive negotiation style, employees’ relational justice perceptions may positively predict their optimism but not hope. Furthermore, the positive relationship between employees’ relational justice and their optimism is stronger when their trust in manager is low than when it is high.

The study is of value for performance management theorists who aim to address the issue of ineffectiveness of the practice through relational means. The study includes the recently explicated concept of relational justice and examines its links with employee emotional reactions to performance reviews. Moreover, the study unveils how managers’ negotiation styles in performance review meetings cause variations in the links between employees’ perceptions of relational justice and their emotional experiences.

In 2013, the television programme Hannibal debuted on television. Taking characters and narrative from three novels by Thomas Harris (Red Dragon (1981), Silence of the Lambs (1989) and Hannibal (1999)) over three seasons, the audience got to spend time with Dr Hannibal Lecter. Appearing 32 years after the first book and 27 years after Hannibal’s first screen appearance, much has changed in Dr Lecter’s world and the most interesting of these changes is the gender of characters.

In Red Dragon, Dr Alan Bloom and Freddy Lounds are men, and in the television series, they are women. This chapter argues that another change in genders occurs as Will Graham replaces Clarice Starling as the person Lecter seduces. It also introduces a female psychiatrist for Dr Lecter. These changes alter the presentation of the specific characters but also that of the overall narrative arc of the television series.

This chapter will identify and evaluate these shifts in gender and consider how these changes impact the viewer experience. The change of the familiar to the unfamiliar is uncanny, and it is this argument that adds to the presentation of Will and Hannibal as figures of horror and increases audience anxiety and fear.

Continual professional development is essential to foster and enhance professionals’ abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection.

An action research approach informed this study which drew upon aspects of simulated learning, “creative play” and “hands-on” practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data.

Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions.

Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement.

Drawing on accounts from 22 lesbian couples with children conceived using donor insemination, this chapter explores how the respondents’ selection of parent terms, such as “momma” and “mommy,” influences day-to-day negotiation of parenthood. Term selection was affected by personal meanings respondents associated with terms as well as how they anticipated terms would be publicly received. Couples utilized personalized meanings associated with terms, such as terms used by families of origin or reflected in a parent’s cultural background, to help non-biological mothers feel comfortable and secure in their parenting identities. Some families also avoided terms that non-biological mothers associated too strongly with biological motherhood and felt uncomfortable using for themselves. Families also considered whether parent terms, and subsequently their relationships to their children, would be recognizable to strangers or cause undue scrutiny to their family. However, not all of the families selected terms that were easily decipherable by strangers and had to negotiate moments in which the personal meanings and public legibility of terms came into conflict. Overall, these accounts illustrate the importance of parent terms for lesbian-parent families, and other nontraditional families, as a family practice negotiating both deeply personal meanings surrounding parent–child relationships and how these terms, and the families, are normatively recognizable in public spaces.

Young offender mentoring programmes aim to support young people’s desistance from offending, but despite the importance, there remains limited exploration into mentor experiences of supporting the young people. This study aims to explore how a community-based mentoring intervention supports desistance in young offenders by understanding the mentor's experiences, with a specific reflective focus on facilitators and barriers to their work.

Semi-structured interviews were conducted with seven mentors from Northumbria Coalition against Crime, a youth and community service. Interview transcripts were analysed using interpretative phenomenological analysis, with external auditing conducted by the research supervisor.

Two superordinate themes resulted: “Factors for engagement” and “Personal experiences”, with participant disclosures reflecting professional reward and a sense of success. This was interwoven with “burnout”, emotional investment and challenges linked to barriers to effectiveness. Challenges included the young people having external negative influences, multiple individuals involved in a person’s care and the barrier of in person activities during the coronavirus pandemic. The clinical importance of mentoring programmes, implications for future working practice and research limitations are considered.

The clinical importance of mentoring programmes, implications for future working practice and research limitations are considered.

These findings contribute to understanding mentors’ experiences of working with young people in the community, offering critical insight into the mentorship and wider service dynamics. Furthermore, it provides an inaugural evaluation of the Northumbria Coalition against Crime services.