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The independent living (IL) movement is a social movement but also an analytic paradigm which can be used to inform and shape rehabilitation research and practice. The purpose of this paper is to describe how the principles of DeJong’s IL paradigm have been used to develop a guiding framework for the Burwood Academy, a rehabilitation and disability research organisation in New Zealand. The Burwood Academy drew on the consumer empowerment principles inherent in DeJong’s IL paradigm, whereby the person learns to take control of the rehabilitation process, on which to promote consumer empowerment in all of the Academy’s endeavours.

This paper reports on three investigative phases of work: a stakeholder dialogue, a narrative review and a benchmarking exercise that collectively enabled the development of a working framework based on DeJong’s IL paradigm.

This paper highlights pragmatic strategies that are used to better promote consumer inclusion in the research process, build researcher capacity among consumers and clinicians, and promote knowledge translation through a range of tertiary and clinical education forums.

The results of this study identified numerous ways to promote consumer empowerment in research. Future research is needed to explore the effectiveness of the proposed framework further.

This paper suggests potential avenues to address the complexities of promoting the role of the “expert consumer” imbedded in clinical environments where this is not usually a priority in training and practice of health professionals.

This paper fulfils an identified need to study more pragmatic ways to promote consumer empowerment in both clinical and research settings.

Disabled people who are the end‐users (EU) of health services have a poor record of inclusion, yet a major stake in the quality of scientific research that informs the development of health knowledge and interventions. In traditional rehabilitation research it has been the researcher who sets the agenda, including determining the research question, study design and methods, and who controls dissemination of findings. This paper aims to describe the development of an EU research consultation committee and to describe the evaluation protocol used to assess the effectiveness of the committee.

The paper describes the context and development of an EU research consultation committee (the committee) to promote collaboration between researchers and lay‐EUs within a research organization in New Zealand. It also describes the qualitative evaluation protocol to be used to assess the effectiveness of the committee over the first 12 months of operation in order to refine its process and procedures.

The paper discusses the issues and challenges involved in achieving collaboration between researchers and EUs in the rehabilitation research space and describes this consultation model as a positive example of making inclusion a reality. Challenges include building research capacity within the EU community and development of real models of collaboration and partnership in rehabilitation research.

It is argued that the integrity and relevance of clinical research is enhanced by the involvement of EUs in all aspects of the research process.

The purpose of this chapter is to examine what it means for students with extensive support needs (ESN) to have opportunities to learn (OTL), why OTL is inexplicably tied to inclusive practices, and the in-school and post-school outcomes when students have OTL. Research will be provided that supports positive in-school and post-school outcomes, when students are provided equitable learning opportunities in inclusive contexts. Given the difference in possible outcomes for students with ESN when they do and do not have OTL, excluding them from general education contexts, where they have the best access to the intended and enacted curricula, is both unethical and limiting to society as a whole.

This paper will present the mental health needs that women in prison have, both in terms of the mental health problems they have prior to going into prison and those that they may develop while in prison. These issues will be discussed in the context of the international research data. This paper will also provide information on the special needs that Aboriginal and non‐Australian born women in Australian prisons may have.

The HMPPS National Fire Safety Team commissioned three research studies from HMPPS National Psychology Services to explore fire setting in prisons. The purpose of this paper is to share the outcomes of these studies which explored the characteristics of known fire-setters; the act of repeat fire setting and its relationship to fire severity and level of injury; and the triggers for fire-setting incidents in prisons.

A quantitative matched-groups design allowed for a direct comparison between 100 known adult male fire-setters and 100 adult males in prison who had not set fires. The second study identified 4,003 fire-setting incidents recorded in Sphera Cloud. It used a series of categorical variables to explore repeat custodial fire setting and its relationship to fire severity and level of injury sustained. The third study was qualitative, comprising seven semi-structured interviews with adult males in custody.

Mental illness, being supported via a Challenge, Support and Intervention Plan, and self-harm history predicted fire setting in custody, with the statistical model able to correctly classify 86% of the fire-setting incidents. Fire severity and level of injury alone do not distinguish first from repeat fires, but their interaction does. Themes from prisoner interviews include emotional coping and mental health, fire setting to affect change and costs of fire setting, with subthemes such as grievances towards staff and prolonged periods in cell.

Both quantitative studies were subject to the known limitations of secondary data which include incomplete or inaccurate reporting and/or recording. There was also missing information which could have included unreported fires. The qualitative study struggled to secure interviews with known fire-setters who were suspicious of the research/er. The study also coincided with the Covid-19 lockdowns which may have impacted what the people in prison reported.

The research suggests that there are some likely predictors for fire setting in prisons, and that a statistical model could be worthy of replication with a larger sample. The finding that those who set fires learn from their experiences, and thus can minimise their potential for serious injury suggests a need to prevent cycles of fire setting from the very first fire. The triggers for fire setting in prison suggest that a preventative approach to fire safety must go beyond physical measures and also address environmental factors. This includes staff−prisoner relationships, encourage the recognition of mental health problems and the need for procedurally just approaches to be consistently applied.

Little is known about individuals who set fires in prison or repeat fire setting and its relationship to fire severity and level of injury. The qualitative study involving known fire-setters is likely the first in an English prison.

Idiosyncratic deals (i-deals) have been shown to influence several employee outcomes positively. To extend the research, the authors examine the effect of i-deals on employees’ perceptions of organizational justice, in particular, how the relationship between employees’ own i-deals and organizational justice is affected by employees' job performance as well as their perceptions of coworkers’ i-deals.

The authors tested the theoretical model using survey data from 182 hotel employees.

Results show that i-deals are positively related to employees’ perceptions of organizational justice and that such effects are stronger among high performing employees. The effect of i-deals on organizational justice was also more pronounced among employees who viewed coworkers as having successfully negotiated i-deals.

The authors' findings suggest that organizations can benefit from providing i-deals through employees’ enhanced perceptions of organizational justice. The paper thus recommends that organizations understand the impact of providing more flexible human resources (HR) practices and customized work arrangements that are aligned with individual goals and needs. This may be particularly relevant to high performers. Furthermore, the findings suggest that organizations may want to make i-deals available to employees more widely than to just a few selected individuals.

This study is one of a few attempts that empirically investigate the relationship between i-deals and organizational justice. The findings of this study shed light on the possibility that employees develop positive justice perceptions toward employeesʼ organization based on the appreciation of the customized work arrangements granted to both themselves and others.

The purpose of this paper is to argue that how HRD is undertaken needs careful consideration, since some HRD implementation schemes may actually prevent the acquisition of new knowledge, thereby developing stagnation.

The paper uses qualitative data derived from learning and non‐learning organisations. The data were collected from four companies via open‐ended questionnaires and structured interviews.

The paper demonstrates how strongly shared mental models may affect organisational HRD processes in such a way as to trigger closure to new knowledge and learning. The types of learning and knowledge present in the organisations are found to limit the possibility of radical change.

HRD implementation systems themselves may strengthen mental models, thereby allowing the difficulties to emerge because the learning and knowledge being developed will only support incremental change if any. The potential reversion of the direction of organisational learning is mooted, indicating that new ideas may either not enter the system or be rejected once they are perceived. HRD systems need to be designed to develop and maintain organisational openness.

The danger of HRD exacerbating organisational closure is explained. An alternative role for HRD professionals is outlined, with the new focus being on developing ongoing challenge at all times. The paper concludes that, although properly structured and thoughtfully implemented HRD can be a positive driver for organisational learning, HRD developments need to focus on the type of knowledge being developed as well as the level of learning.