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Louise Lingwood, Darren Bennett and Julie Bevan describe the Recovery in Action Project, an exciting two‐year programme to embed recovery in the day‐to‐day practice of four voluntary sector agencies.

In light of the clinical importance of understanding co-morbidity within offender populations, the purpose of this paper is to examine the prevalence and comorbidities of clinical disorder (Axis I) and personality disorder (Axis II) within a sample of high risk, male offenders located in a high secure, prison-based personality disorder treatment service.

The study utilised clinical assessment data for both Axis I diagnoses (Structured Clinical Interview for DSM-IV) and Axis II diagnoses (International Personality Disorder Examination) of 115 personality disordered offenders who met the criteria for the treatment service between 2004 and 2015.

Co-morbidity between Axis I and Axis II diagnoses was high, with 81 per cent of the sample having co-morbid personality disorder and clinical disorder diagnosis. The most prevalent Axis I disorder was substance misuse, and Axis II was antisocial, borderline, and paranoid personality disorder. Following χ² analysis, Cluster A personality disorder demonstrated co-morbidity with both mood disorder and schizophrenia/other psychotic disorder. Paranoid, schizoid, narcissistic, and avoidant personality disorder demonstrated a level of co-morbidity with Axis I disorders. There was no association found between the clinical disorders of substance use and anxiety with any personality disorder within this sample.

In part these results suggest that certain Axis II disorders may increase the risk of lifetime Axis I disorders.

The findings of no co-morbidity between the clinical disorders of substance use and anxiety with any personality disorder within sample are inconsistent to previous findings.

The aim of this article is an analysis of the links between race and psychotic illness, psychiatric diagnosis and treatment, as well as psychiatric, police and prison violence against people with mental health problems. The analysis focuses on Black men who are more frequently diagnosed with schizophrenia and other psychotic disorders and who face more brutal treatment than other people with such diagnoses. We have adopted a multidisciplinary approach which draws insights from psychiatry, psychology, and sociology and challenges the biologistic interpretation of “mental illness.” We take into account the United States and Britain – two countries with large Black minorities and an established tradition of research on these groups. Among the crucial findings of this study are the facts that racial bias and stereotypes heavily influence the way Black men with a diagnosis of psychotic illness are treated by the psychiatric system, police and prison staff, and that the dominant approach to psychosis masks the connections between racism and mental health.

The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level.

The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process.

Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders.

This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.

This study addresses a gap in the knowledge on how longitudinal engagement in a school improvement initiative influences change in middle leaders’ (MLs') interactions and assesses how school–university partnerships around school improvement can support teachers with formal leadership roles (i.e. MLs’) leadership development.

Using a two-year longitudinal research design, university staff facilitated middle leadership training in a school-defined improvement initiative on lesson study. Results from a pre-test followed by two post-tests administered at one-year intervals were collected on social networks. Analyses examined changes in indegree and brokerage patterns among groupings of senior leaders (SL), subject leaders, cross-school specialists and teachers.

Accounting for staffing changes, 27 of 67 staff members participated in each survey, yielding 1,623 distinct ties connecting school members. Over the first year, advice-seeking increased by 225%. SLs’ initial propensity to consult peers shifted towards MLs and teachers. Subject leaders advising other leaders and teachers increased tenfold. Teachers’ peer-to-peer consultation increased by 2,000%. Specialists with school-wide responsibilities became the dominant group for advising other leaders, such as SLs and subject leaders. These shifts were sustained over the second year.

The study demonstrates that engagement in the school–university partnership support and the corresponding structural changes stimulated robust cross-school dialogue among teachers and various leaders. Brokerage patterns indicated an enhanced role for MLs in driving the school-defined improvement initiative which corresponded to university-designed development activities.

Action in the 1980s to a large extent belonged to the hard, hyper-masculine physiques of Arnold Schwarzenegger and Sylvester Stallone, who seemed to embody the aggressive, go-getting, testosterone-fuelled spirit of the age. Except, as this chapter argues, it would be a mistake to take these representations of masculinity at face value.

Susan Jeffords has noted the evolution of Schwarzenegger's Terminator character from hard-bodied killer to nurturing father figure, linking this to the change in perceptions of masculinity between the Reagan and Bush eras. Indeed, as Schwarzenegger moved into the 90s his films increasingly played with notions of ‘the feminine’ – from the nurturing Schwarzenegger of Kindergarten Cop (1990) to the ‘maternal’ Schwarzenegger of Junior (1994).

This chapter focuses on Schwarzenegger's Commando (1985), the first film in which he plays a contemporary, ‘normal’ (though still unusually muscular) man: a widowed ex-special forces commando and now full-time father, named John Matrix. The act of naming this supposed he-man ‘Womb’ is only the beginning of the film's surprising and subversive disquisitions on gender. In between (and sometimes during) the expertly staged fist fights, gun battles and explosions, homoeroticism, the male gaze and gender stereotyping all bubble away under the surface. Schwarzenegger's body is presented for scrutiny in a way previously reserved for female Hollywood stars, and the film's antagonist, an embittered former colleague who is obsessed with Matrix in a way that verges on the erotic, transcends butch and enters the realms of macho camp. The film questions and subverts presumptions about the masculine and the feminine, while still delivering an ostensibly macho, quintessentially 1980s action film.

Although support exists for the effectiveness of treatment for personality disordered offenders there is limited knowledge about the processes underlying the therapeutic change. The purpose of this paper is to explore the treatment experiences of six male psychopathic offenders who attended a social skills treatment component implemented within a high-secure personality disorder treatment service.

Interview transcripts were analysed by the lead researcher (first author) using interpretative phenomenological analysis (IPA) who compared and contrasted findings to develop superordinate themes across the group. External auditing analysis was conducted by the second author.

Several themes were identified that may indicate the unique ways this client group experienced treatment. These related to the importance of “group cohesion” with treatment progression and shared learning experiences, the significance of “therapeutic alliance” with treatment providers and perceived effectiveness of treatment, and the conflict participants experienced when acquiring and applying skills from their engagement in treatment. Participants identified aspects of the treatment component that facilitated the effectiveness of treatment and were effective in meeting their needs and some that would benefit from improvement.

Positive group dynamics are important. Operational staff inclusion within the facilitation team is beneficial. Attentiveness to participants’ specific responsivity needs is required. Supporting skill application post-treatment is important.

These findings add to the evidence base in relation to factors that support personality disordered offenders’ engagement within treatment. Areas that validate treatment delivery are highlighted, as are suggestions for change to maximise treatment gain for psychopathic and personality disordered offenders.

This paper describes how a group of prisoners at HMP Grendon Therapeutic Community undertook to survey staff and prisoners about unmet needs relating to abstinence from substance misuse. Participatory action research (PAR) principles helped to focus the energy and enthusiasm of the group, who sought to test their hypothesis that therapy could not meet the needs of everyone in relation to relapse prevention. With help, the group developed and analysed a survey, wrote or contributed to interim and final reports, evaluated the Relapse Prevention Taster Course that was commissioned as a result and contributed to this paper. The group processes are described, and two of the members describe what they got from participating.

This paper aims to explore the use of lived experience research in peer work.

A suite of user-friendly and engaging lived experience research resources was introduced to consumers by peer workers. In-depth interviews were conducted with 33 consumer participants and five peer workers about their experiences. The data were analysed using qualitative content analysis.

The role of the peer workers appeared critical in ensuring that participants, despite their varied needs, preferences and backgrounds, derived optimum benefit from each resource. Features in resource delivery that promoted a positive experience included presenting the resources in the context of an existing relationship, providing clear explanations, going through resources together, encouraging reflection, taking enough time; and flexible delivery. Peer workers viewed the resources as potentially useful in their everyday peer work and as a valuable addition to their peer work toolkit.

The benefit of lived experience research to consumers is likely to be optimised by supportive and thoughtful delivery of the resources. Peer workers have the skills and are in an ideal position to do this. Bringing lived experience research to consumers provides peer workers with a potentially unique and helpful approach for supporting and promoting recovery and is congruent with their overall practice.

Lived experience research has the potential to benefit consumers directly but is rarely brought to their attention. This paper is the first to examine the potential role of peer workers in introducing learnings from lived experience research to consumers.

Higher education institutions (HEIs), including universities, adult and vocational institutes, and technical and further education (TAFE) centres, faced the challenge of responding to the COVID-19 pandemic with limited data on how best to protect their communities and to continue educating their students. HEIs implemented various measures and adaptations by prioritizing the safety and well-being of students, staff, and the broader community while ensuring uninterrupted educational delivery. The pandemic presented a global educational challenge, requiring institutions to address complex organizational issues. These challenges encompassed topics such as information access, equity, diverse communication infrastructures, collaboration, logistics, the use of digital platforms, decentralization, redundancy, variation in virtual rituals and communication protocols, unstructured digital proxemics, Zoom fatigue, the absence of remote feedback loop models, and COVID-19 management protocols. Among the critical questions posed by the pandemic in the higher education sector in Australia and Canada, whether at universities, technical institutes, or education centres, was how faculty enhanced the learning experience and fostered symbiosis among co-located/on-shore and remote/off-shore students. To gain a deeper understanding of the relationship between HEIs and COVID-19 educational mitigation, we analysed the actions taken by three HEIs in Australia and one in Canada during the crisis years of 2021–2022. This analysis was based on the personal reflections of the authors (academics from various HEIs), a synthesis of which is presented in this chapter.