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The purpose of this paper is to reflect upon a workplace-based, interdisciplinary clinical leadership training programme (CLP) to increase willingness to take on leadership roles in a large regional health-care centre in Victoria, Australia. Strengthening the leadership capacity of clinical staff is an advocated strategy for improving patient safety and quality of care. An interdisciplinary approach to leadership is increasingly emphasised in the literature; however, externally sourced training programmes are expensive and tend to target a single discipline.

Appraisal of the first two years of CLP using multiple sourced feedback. A structured survey questionnaire with closed-ended questions graded using a five-point Likert scale was completed by participants of the 2012 programme. Participants from the 2011 programme were followed up for 18 months after completion of the programme to identify the uptake of new leadership roles. A reflective session was also completed by a senior executive staff that supported the implementation of the programme.

Workplace-based CLP is a low-cost and multidisciplinary alternative to externally sourced leadership courses. The CLP significantly increased willingness to take on leadership roles. Most participants (93 per cent) reported that they were more willing to take on a leadership role within their team. Fewer were willing to lead at the level of department (79 per cent) or organisation (64 per cent). Five of the 11 participants from the 2011 programme had taken on a new leadership role 18 months later. Senior executive feedback was positive especially around the engagement and building of staff confidence. They considered that the CLP had sufficient merit to support continuation for at least another two years.

Integrating health-care professionals into formal and informal leadership roles is essential to implement organisational change as part of the drive to improve the safety and quality of care for patients and service users. This is the first interdisciplinary, workplace-based leadership programme to be described in the literature, and demonstrates that it is possible to deliver low-cost, sustainable and productive training that increases the willingness to take on leadership roles.

This paper reports on an evaluation of the ‘Hy Vong Moi’ (New Hope) program aimed at providing emotional, physical and cultural support to new parents of Vietnamese origin living in the Greater Dandenong area, Melbourne, Australia, and who are experiencing problems relating to drug use within their families. Six young Australian Vietnamese women participated in the program. Data were collected via questionnaires, focus groups, diaries and the case worker’s journal. Analysis was ongoing in keeping with a participatory research approach. All the women who participated in the program, involving the setting up of a parents/mothers playgroup as well as provision of education and support, reported very positively on the program. All agreed that the formal help they received had made an enormous difference in their lives and was assisting them to integrate into Australian culture with potentially positive benefits for their children. The additional support through the parents/mothers playgroup allowed formation of new friendships, the sharing of experiences and the acquisition of new skills, including parenting skills. All wanted the program and the parents/mothers playgroup to continue as a means of providing further assistance to them and others.

Young incarcerated male offenders are at risk of poorer sexual health, adolescent parenthood and lack opportunities for formative relationship and sexuality education (RSE) as well as positive male role models. The purpose of this paper is to report the process of co-production and feasibility testing of a novel, gender-transformative RSE programme with young male offenders to encourage positive healthy relationships, gender equality, and future positive fatherhood.

Using a rights-based participatory approach, the authors co-produced an RSE programme with young offenders and service providers at two UK prison sites using a sequential research design of: needs analysis, co-production and a feasibility pilot. Core components of the programme are grounded in evidence-based RSE, gender-transformative and behaviour change theory.

A needs analysis highlighted the men’s interest in RSE along with the appeal of film drama and peer-group-based activities. In the co-production stage, scripts were developed with the young men to generate tailored film dramas and associated activities. This co-production led to “If I Were a Dad”, an eight-week programme comprising short films and activities addressing masculinities, relationships, sexual health and future fatherhood. A feasibility pilot of the programme demonstrated acceptability and feasibility of delivery in two prison sites. The programme warrants further implementation and evaluation studies.

The contribution of this paper is the generation of an evidence-based, user-informed, gender-transformative programme designed to promote SRHR of young male offenders to foster positive sexual and reproductive health and well-being in their own lives and that of their partners and (future) children.

The Carmel Mountain Ranch Library was completed in San Diego, California, to high expectations and enthusiastic response from the design and library community. The building ventures into unusual territory, experimenting with natural light, natural ventilation and outdoor spaces integrated into the operation of the building. The sum total of these design concepts result in an unusual building form that has become a community landmark. The library is at the centre of Carmel Mountain Ranch, a newly‐planned community in the desert foothills north of San Diego. The architect was commissioned by the master community developer to design a building for the City of San Diego Library system. As a response to the hot climate of the area, the San Diego Gas and Electric Co’s energy conservation program, “Savings by Design” was used to design the air‐conditioning system combining mechanical and natural cooling. The library and its architect have been the recipients of local, state and national design awards from the American Institute of Architects and American Library Association.

Participation is the active involvement of children and young people in decision-making regarding issues that affect their lives. It is crucial in the context of child protection and welfare systems and how they respond to the needs of children and young people. The purpose of this paper is to report on the evaluation of child and family participation in an early intervention and prevention programme implemented by the Irish Child and Family Agency. It provides an analysis of a comprehensive, “whole organization” approach to understand how participation is embedded in policy and practice.

This paper reports on a comparative qualitative case study of the perspectives of managers and practitioners about participation practice, identifying the facilitators and barriers, as well as their perspectives of the sustainability of participation within the agency and its partners. The authors draw on two complementary, theoretically informed studies evaluating participatory practice within the Agency using qualitative interviews with participants.

Overall, managers and practitioners had a positive attitude towards participation and identified examples of best practices. Facilitators included training, access to resources and the quality of relationships. Challenges for meaningful participation remain, such as the need to engage, hard to reach populations. Differences were identified regarding how embedded and sustainable participation was.

This paper provides a critical understanding of participation in practice and how to embed a culture of participation in child protection and welfare.

People who identify as transgender face stigma, isolation and harassment while often struggling to come to terms with their gender identity. They also disproportionately experience mental health difficulties. The purpose of this paper is to present the voices of transgender people in the Republic of Ireland (RoI) in regard to the issues they are facing, improvements they would like to see made to schools, workplaces, services and society in general and whether mental health supports fulfil their needs.

Ten open questions were embedded within a quantitative online survey (LGBTIreland study) on factors impacting social inclusion, mental health and care. These open questions were re-analysed with exclusive focus on the transgender participants (n = 279) using content/thematic analysis.

The participants in this study reported significant signs of mental distress. The following themes emerged: impact of stigma, deficiencies in mental health services, need for education on transgender identity, importance of peer support, achieving self-acceptance and societal inclusion questioned.

Efforts to recruit young participants have led to a possible over-representation in this study.

The findings suggest the need for improvement in mental health support services, including further education in how to meet the needs of transgender individuals.

Transgender people in Ireland experience social exclusion. The need for more inclusivity was emphasised most in secondary schools. Education on transgender identities in all contexts of society is recommended by the participants.

This study reports on the largest group of transgender participants to date in RoI. Their voices will affect perceptions on social inclusion and mental health care.

The purpose of this article is to examine the cumulative relationship of three conceptual models, a human capital model, a family domain variables model, and a work domain model, on promotion in the Israeli high school educational system. To examine whether the three models are related directly to promotion or whether the variables of work‐family conflict and family‐work conflict mediate the relationship between the three models and promotion.

Data were collected from a sample of 414 teachers and principals. Of the total sample, 219 were high school principals, males and females, and 195 were high school teachers.

The findings showed that the relationship between the three models is mediated by work‐family conflict and family‐work conflict. They also showed a strong effect for two groups of variables – the work domain variables, including organizational support and having a mentor, and the two family‐work conflict and work‐family conflict variables.

The study is based on a sample taken from one occupation, dominated by public employees. Therefore, we must be cautious in generalizing the findings here to other occupations or to other sectors, such as the private one.

If organizations want more employees with higher abilities to consider a career and advancement with them, they should develop mechanisms that will support and assist employees in their organizational life.

The study contributes to the understanding of the correlates of career success.