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The police service in England and Wales faces unprecedented challenges as it moves further into the twenty-first century. Globalisation, increases and changes in types of crime, including cybercrime alongside perennial terrorist threats, coupled with budgetary constraints, mean that the way the police service has traditionally operated needs to change. In part, the police service sees the drive for professionalisation as assisting in providing an efficient and effective answer to the challenges ahead. Previous approaches to leadership styles, based upon hierarchy and rank, may not be the best approach for leaders in such a dynamic and professional organisation. The purpose of this paper is to argue for a debate and a rethink regarding the leadership styles employed by the police in their current role in the context of the influx of new graduate officers.

This paper presents a discursive argument based upon servant leadership (SL) models that aspire to address the multi-faceted challenges faced by the police service.

Leaders in the police service may well consider SL for its ability to release the potential and manage the aspirations of graduate officers. SL is also recognised for its potential in helping the police to better engage with important societal changes that will impact on its organisation and its structure in the future.

Previous approaches to leadership styles, based upon hierarchy and rank, may not be the best approach for leaders in such a dynamic and professional organisation. This is discussed in relation to a suggested style of leadership.

This paper considers the problems faced in leading a professionalised police service and the suitability of a novel approach to leadership, that of the “Servant Leader”.

The research presented in this article aims to extend our understanding of the symbolic and experiential values of shopping through the investigation of consumers' grocery shopping and consumption experiences.

The research approach was based on the existential phenomenological interview; ten women living in the UK who were in paid employment outside the home at the time of the study, who were married (or living with their partner) and who had at least one child living at home participated in the study which explored their lived experiences of grocery shopping and consumption.

The findings reveal that consumers can construct various dimensions and levels of self/identity through their food shopping and consumption practices through their shopping experiences and in conjunction with various resources and support provided by retailers. Four key themes are identified and explored: “I am in control”; “I am me”; “I share and I love”; and “I belong”.

The present study is exploratory in nature; it identifies four key themes which appear significant and provides a starting point for further research.

This paper explores the ways in which shopping confirms consumers' personal identity, social position and social identity and contributes to the literature in two ways: the research extends our understanding of the experiential values of shopping by extending the domain of enquiry from consumers' experiences in‐store to the actual consumption phase and consumers' self identity is investigated through the exploration of individual consumers' lived shopping and consumption experiences from an holistic perspective.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

IN The verdict of you all, Rupert Croft‐Cooke has some uncomplimentary things to say about novel readers as a class, which is at least an unusual look at his public by a practitioner whose income for many years was provided by those he denigrates.

I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable taking emotional and intellectual risks, how do I responsibly teach a course on American Life Writing in which students both read and write narratives of trauma, many of which stem from gender-based violence? With the rise of the #MeToo movement, especially, many survivors of this kind of violence feel compelled to share their stories as a way to heal themselves and to create communities of care and support. In some cases, this kind of disclosure can be restorative. But it is also important to recognize that sharing one's narrative of trauma does not always serve as a path to healing and wholeness. There is also power in choosing to tell part of one's story, sharing one's story only with a certain audience, or not disclosing one's story at all. The works that I assign in the seminar highlight these different paths to healing and model for students the ways in which a confessional model is not the only model for dealing with trauma. In this chapter, I first describe how feminist pedagogy shapes my teaching. Then I outline my approach to teaching life writing, focusing on how I teach texts that highlight trauma and how I teach the personal narrative assignment. Finally, I reflect on how these pedagogical practices might inform our larger conversations about gendered oppression, trauma, and healing.

This paper aims to assess the current state, and various methods, of public and patient involvement, particularly but not exclusively in research on ageing and dementia.

Interviews were carried out with a researcher, who has had a leading role in research on dementia; a public contributor with extensive relevant experience; and a member of the research design service with responsibility for patient and public involvement.

All those involved in the research can benefit considerably from public and patient involvement and it can make a significant difference to the course of a project. The importance of choosing an appropriate method of involvement is discussed and planning for it in both financial terms and time allowed. Examples are given of successful studies.

Those who took part in the interviews were chosen for their record in furthering public and patient involvement in research. There is no attempt to compare their views with those of the wider research community.

The various ways in which patients and the public are involved in relevant research is a guide to those designing projects and those who may want to explore opportunities for involvement.

Social implications include being able to influence research projects, contributors of all ages find they are valued.

The format of the paper is original, eliciting material from three viewpoints on research and involvement.

I AM EARLY on parade this month, dear readers, because during the first week in March, when I should have constructed this column, I had a series of important meetings in a village called Alpbach to execute business contracts with ski‐instructors and hoteliers and the like. You people who work in the public domain don't realise the heavy pressures we businessmen have to face.

This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.

This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.

We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.

Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.

The purpose of this paper is to examine working parents' experiences and attitudes and to determine if these differ according to gender. Three areas were investigated: level of reported difficulties in parenting and balancing work and family; parental perceptions about the workplace as a context for the delivery of parenting support; and employee preferences for intervention features.

In total, 721 employed parents in the UK were recruited via their organisation and completed a web‐based survey.

A total of 41 percent of parents reported their children had significant behaviour problems and 85 percent stated that worksite parenting interventions should be made available. A clear preference was found for evidence‐based interventions delivered by trained practitioners. The vast majority of men (86 percent) and women (90 percent) reported they would attend a workplace parenting intervention if one were available.

The need to tailor programmes to the needs of parents is increasingly accepted. This paper analyses the potential for tailoring an evidence‐based programme for parents in the workplace. It suggests that the provision of workplace parenting programmes may benefit the organisation and the individual and increase parental access to services.

One in six people globally are affected by infertility, and many turn to fertility treatment in a bid to have a child(ren). While many countries offer work-related legislative protections and provisions for those who are successful in conceiving a child, in the form of maternity and paternity-related supports and protection again discrimination – the same cannot be said for those struggling to conceive. There are similar inequalities when it comes to workplace policy and support. Drawing on data from our two-year research study on “complex fertility journeys” and employment, this chapter sets out the work-life challenges that arise when individuals find themselves navigating the considerable “reproductive work” of fertility treatment alongside the demands of paid employment, and how affected employees respond. It also touches on the challenges experienced by line managers tasked with offering support. The chapter concludes with implications for practice in terms of making organizations more “fertility friendly,” which should extend beyond support for attending fertility treatment appointments to include awareness raising, manager training, and support for the varied outcomes of treatment cycles, including involuntary childlessness.