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This paper aims to examine the barriers and enablers to working together in social care, focusing on the experiences of carers and practitioners.

The project employed a change project method which brings research and practice together to identify a problem, seek ways to resolve it, and develop resources to implement the learning in practice.

The main findings substantiate much of the existing evidence in this area: the way people are treated by practitioners and services is as important as the outcomes they seek; there is a need to improve understanding and recognition of carer expertise; and there is a tension, for practitioners, between working within resource‐bound systems and implementing a needs‐led and person‐centred cultural service. It demonstrates that when shared learning is focused on action, i.e. learning through doing, relationship‐building becomes an intrinsic part of the process.

The project involved a limited number of participants, and this article shares interim findings only.

The project has used an action‐research approach.

The conceptual framework of Multicultural Hybridism is adopted to reflect the emerging themes of transnationalism and superdiversity in the context of ethnic minority migrant entrepreneurs breaking out of their ethnic enclaves into mainstream economy. It is constructed as an extension of Mixed Embeddedness theory (Kloosterman, 2006), given that ‘Multicultural Hybrid’ (Arrighetti, Daniela Bolzani, & Lasagni, 2014) firms display stronger resilience with a higher survival rate than enclaved businesses (Kloosterman, Rusinovic, & Yeboah, 2016). With further integration of incremental diversification typology (Lassalle & Scott, 2018), the current study adopts Multicultural Hybridism as a lens to explore the opportunity recognition capabilities of transnational, migrant entrepreneurs who are facilitated by the hybridity of opportunity recognition (Lassalle, 2018) from linking host-country and home-country cultures. The hybridity of opportunity recognition focuses on access to markets and resources between transnational ethnic and local multicultural mainstream markets. Through the theoretical lens of Multicultural Hybridism, interviews with 16 Birmingham-based Chinese migrant entrepreneurs have been analysed to shape a dynamic understanding of the multifaceted concept of breakout in a superdiverse and transnational context. The multilayered interpretation of breakout provides an enhanced understanding of the diversity of hybridism between transnational ethnic and local multicultural mainstream markets. This is seen from the perspectives of firm growth and social integration in the current locations and future spaces of transnational migrant entrepreneurs. It goes beyond the narrow imagination of breakout as an economic assimilation process, avoiding the singular conceptualisation of the host-country mainstream market as the only breakout destination for transnational ethnic entrepreneurs.

The purpose of this study is to propose a taxonomy of meeting purpose. Meetings are a workplace activity that deserves increased attention from researchers and practitioners. Previous researchers attempted to develop typologies of meeting purpose with limited success. Through a comparison of classification methodologies, the authors consider a taxonomy as the appropriate classification scheme for meeting purpose. The authors then utilize the developed taxonomy to investigate the frequency with which a representative sample of working adults engaged in meetings of these varying purposes. Their proposed taxonomy provides relevant classifications for future research on meetings as well and serves as a useful tool for managers seeking to use and evaluate the effectiveness of meetings within their organizations.

This study employs an inductive methodology using discourse analysis of qualitative meeting descriptions to develop a taxonomy of meeting purpose. The authors discourse analysis utilizes open-ended survey responses from a sample of working adults (n = 491).

The authors categorical analysis of open-ended questions resulted in a 16-category taxonomy of meeting purpose. The two most prevalent meeting purpose categories in this sample were “to discuss ongoing projects” at 11.6 per cent and “to routinely discuss the state of the business” at 10.8 per cent. The two least common meeting purpose categories in this sample were “to brainstorm for ideas or solutions” at 3.3 per cent and “to discuss productivity and efficiencies” at 3.7 per cent. The taxonomy was analyzed across organizational type and employee job level to identify differences between those important organizational and employee characteristics.

The data suggested that meetings were institutionalized in organizations, making them useful at identifying differences between organizations as well as differences in employees in terms of scope of responsibility. Researchers and managers should consider the purposes for which they call meetings and how that manifests their overarching organizational focus, structure and goals.

This is the first study to overtly attempt to categorize the various purposes for which meetings are held. Further, this study develops a taxonomy of meeting purposes that will prove useful for investigating the different types of meeting purposes in a broad range of organizational types and structures.

During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation.

The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers.

In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers’ educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care.

This study’s results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching.

This chapter aims to present and critically question the work undertaken with a group of children as experts in a transdisciplinary research project, ‘Exploring the way to and from school with children: An interdisciplinary approach of children’s experiences of the third place’. The project is funded by the Swiss National Science Foundation.¹ A partnership was established between the research team and a group of 10 children (11–12 years old). The children were actively involved as co-researchers to provide the research team with expertise regarding their experiences of the school journey. Their roles as co-researchers included refining the research questions and methodological tools, analysing data, and drafting final recommendations. In this chapter, the authors outline the different stages of this transdisciplinary partnership with children as co-researchers, whilst addressing some key issues encountered during the process, including: What is expertise? When, and under what conditions, can children genuinely be co-researchers? What ethical aspects should be considered? The authors commence with an outline of the project’s theoretical framework before detailing how the participatory process enabled children to actively take part and give their views on the research. The authors address a specific focus on the ethical challenges encountered as part of the complexities of conducting research with children. They conclude with some reflections on the benefits of involving children as co-researchers and, in doing so, offer a critique of the notion of ‘expertise’ in research with children.

The purpose of this paper is to explore mental health service users’ experiences of involvement in a clinical psychology course.

Five participants were recruited from a service user and carer group aligned to a university professional clinical psychology course. Data were collected using semi-structured interviews and data were analysed using an interpretative phenomenological analysis (IPA).

Four superordinate themes, group processes, advocating, transforming and power, were drawn from the data, with ten subthemes emerging capturing experiences on the personal, professional and group levels.

The study is not generalisable and has a small number of participants. However, many of the themes have resonance with existing literature.

Service user initiatives need to consider the personal and contextual issues that service users may have experienced prior to their involvement. The needs of service user initiatives may change over time. Such initiatives must evolve in conjunction with the personal and political journeys of participants.

Few studies have explored the experiences of mental health service users in clinical psychology training using a robust methodology. The current study suggests that eliciting these experiences highlights factors that facilitate involvement as well as the barriers.

This chapter provides a theoretical and empirical examination of young people’s role in identifying and solving problems in their communities from a social justice perspective. The complex political processes in South Africa stymie a top-down approach for advancing social justice. Therefore, this study focuses on a bottom-up stance to nurture social justice efforts by concentrating on the role of the youth, younger than 18 years, in initiating change in their communities. Such engagement aligns with the principles outlined in the United Nations Convention on the Rights of the Child adopted in 1989 that aims to enrich both the individual and the community (Dirsuweit & Mohamed, 2016; Office of the United Nations High Commissioner for Human Rights, 1989). The University of South Africa is involved in a community outreach program of this nature, commissioned by Empowervate Trust, a South African non-profit organization that manages the Youth Citizen’s Action Campaign (Y-CAP), which equips learners with the skills to solve societal issues in their respective communities. This chapter thus attempts to clarify what active citizenship means to the youth, by focusing on the findings from focus-group interviews with South African learners who are involved with community development projects that advance social justice initiatives in their communities through the Y-CAP endeavor.

This research updates and expands upon Decker’s article “Citizen attitudes toward the police: a review of past findings and suggestions for future policy” by summarizing the findings from more than 100 articles on perceptions of and attitudes toward the police. Initially, the value of research on attitudes toward the police is discussed. Then the research pertaining to the impact of individual level variables (e.g. race) and contextual level variables (e.g. neighborhood) on perceptions of the police is reviewed. Studies of juveniles’ attitudes toward the police, perceptions of police policies and practices, methodological issues and conceptual issues are also discussed. This review of the literature indicates that only four variables (age, contact with police, neighborhood, and race) have consistently been proven to affect attitudes toward the police. However, there are interactive effects between these and other variables which are not yet understood; a finding which indicates that theoretical generalizations about attitudes toward police should be made with caution.

Increasingly, law enforcement officers are being assigned to US schools as part of the “School Resource Officer” (SRO) program. The SRO’s role is defined as that of a law enforcement officer, a counselor on law‐related matters, and a classroom teacher of law‐related education. This study is a survey conducted to determine what personal characteristics, skills, and job tasks were deemed to be important for an SRO from the perspectives of principals, law enforcement administrators, and SROs themselves. A 64‐item Likert‐scale questionnaire was administered to 161 principals, 159 SROs, and 57 law enforcement administrators in North Carolina. A series of one‐way ANOVAs indicated revealed many significant differences in the importance ratings given to the various items by these three stakeholder groups, suggesting that job expectations for the SRO need to be clarified, and that the SRO role needs to be more clearly defined.