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The purpose of this paper is to identify and report on the mental health needs of those attending substance misuse services (SMS) adhering to the diagnostic criteria as defined in DSM 5 with reference to common mental health disorders. It also examines differences in the numbers of appropriately trained cognitive behaviour therapy (CBT) therapists and highlights the lack of provision of CBT reflected in the much smaller number of accredited therapists in Wales compared to other parts of the UK.

This population was identified by way of an audit of data collected via the out-patient clinics conducted by the author.

The paper identifies a high proportion of patients who attended SMSs as having complex psychological need as a consequence of co-morbidity.

The results of the audit may have limitations but the implications from the findings suggest potential value in looking more at clinical outcomes following evidence-based psychological interventions.

A conclusion from the findings is suggested value in a more structured approach to looking at clinical outcomes.

This audit was undertaken in North Wales. There is no IAPT or matrix-structured Level II CBT training programmes available in Wales. The audit identifies the need for more evidence-based psychological interventions such as CBT linked to the development of such services. The apparent lack of political will to change the status quo is also highlighted as a problem.

This regular legal column reflects on legal issues which are relevant to health and social care policy in general, and integrated care in particular. Policy developments do not take place in a vacuum and need to take account of the legal framework and the latest case law; equally, changes in policy drive changes in the legal framework, so the law never stands still. Recent articles in this journal have compared the English and Scottish experiences (Vol 16 issue 5; Vol 17 issue 1) and reflected on the experience in Northern Ireland (Vol 17 issue 5) but there has not been so much attention to the implications of devolution in Wales. This article offers a legal perspective on the changes that have taken place over the last ten years, and looks ahead to Wales making its own legislation in a wide area of health and social care policy.

This chapter investigates how food microenterprises leverage cultural representations to develop the tourism offering of a place. Food tourism is considered to provide visitors with cultural experiences of place. In a homogenized world, authentic food characteristics enable tourists to have unique food experiences according to the place. This case study considers the way in which food microenterprises in Wales and Brittany leverage characteristics of place to develop food tourism experiences. Following a mixed methods design, findings show differences in the food tourism offering of Wales and Brittany, and differing levels of awareness of each food destination. Findings also point to the need for clear food tourism strategies, to enable places to fully exploit their unique resources in the food tourism offering.

By 1901 in New South Wales the blueprint for the relationship between Aborigines and Europeans had been established: Aborigines were ‘in a far better condition when living in small communities comparatively isolated and removed from intimate contact with Europeans’. This article provides a study of the Purfleet School on the Aboriginal Reserve near Taree township in the Manning Valley until the implementation of the assimilation policy by the Aboriginal Welfare Board. The key questions asked are: what schooling for children was provided? How were they equipped for adulthood? How did they suffer from being isolated from the mainstream of public education? The Biripi Aboriginal people remain a strong community in the region today.

Public external examinations were woven into the fabric of the education system of New South Wales (NSW) during the first three decades of the 20th century. By the late 1920s examination results had become the fetish and goal of most teachers and pupils in the state. In the early 1930s a reaction to this state of affairs developed; examination reform became a lively issue of debate. Central to the debate was the issue of the examination which marked the close of general adolescent education: the Intermediate Certificate (IC) examination. The agitation for IC modification began in the 1930s and did not cease until the 1960s. It began in the dissatisfaction of the 1930s, developed through the 1940s when opinion crystallized, survived the stagnation in educational reform of the late 1940s and early 1950s, quickly revived during the professional and public discussion surrounding the hearing and deliberations of the Committee Appointed to Survey Secondary Education in New South Wales (Wyndham Committee) and finally ceased with its abolition in the mid 1960s.

The purpose of this paper is to place on record the impact made on government policy and research by Autism Cymru, a small charity that existed in Wales between 2001 and 2014. The success of Autism Cymru resulted directly from philanthropic funding, applied with strategic vision and genuine ambition.

A retrospective, chronological viewpoint highlighting the creative process, drawing upon records held by the charity.

Autism Cymru initiated the concept and played a crucial role in steering the development of government policy for autism in Wales between 2001 and 2011. The charity also drove forward the initiative, which led to the establishment of the Wales Autism Research Centre at Cardiff University in 2010. This paper demonstrates that with astute philanthropic support, small learning disability/autism charities can elicit structural and sustainable change at the national level, leading to wide-ranging benefits for the communities they represent.

The strategic approach taken over 20 years ago in Wales by Autism Cymru, which led to the Welsh Government’s ASD Strategic Action Plan for Wales (Welsh Government, 2011), set in place a national policy model, which was then followed by The Scottish Strategy for Autism and the Northern Ireland Autism Strategy (Department of Health, 2013>; Scottish Government, 2011). The insightful and tenacious method used by Autism Cymru remains relevant today, demonstrating that any small charity supported by shrewd philanthropic funding can punch well above its weight by taking a planned, ambitious and strategic approach to policy, research and practice.

The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board processes and the nature of relationships between Board member self-efficacy, Board collective efficacy and performance of independent school Boards in New South Wales, Australia.

A multiple case study design that used qualitative research methods was employed. An expert steering group provided advice on the categorization of governance structures. A stratified purposeful sample of eight independent school Boards within the Sydney metropolitan area, New South Wales Australia participated. Data were collected from individual, semi-structured, face-to-face interviews with the Head of school, Board Chair and two Board members from each school. The interviews were digitally recorded and transcribed verbatim. Data were analyzed using qualitative data analysis procedures suggested in the literature.

The findings provide evidence that for independent school Board members in this study, self-efficacy and collective efficacy beliefs were related to perceptions of Board performance. Board member self-efficacy and Board collective efficacy appeared to be linked. Self-efficacy beliefs were primarily based on mastery experiences. Collective efficacy (at the individual level) primarily was based on members’ perceptions of Board past performance.

This paper provides insight into individual Board member beliefs likely to shape processes associated with independent school Board performance in New South Wales, Australia. The study is one of only a few that have adopted an empirical and descriptive approach, rather than only providing normative direction and imperatives.

Reports on the first, large Celtic studies database, available over the Internet, which is being produced at the Salisbury Library, in the University of Wales, Cardiff. The history of the Salisbury Library shows it to be a first rate university research collection, and a conspectus assessment of its collections indicates that it has very strong research collections in its core fields of Welsh language, literature, history, and religion, and a very good Celtic studies collection. A financial grant has enabled the whole collection to be recatalogued onto the Libertas online catalogue database. Once completed, the online catalogue will offer scholars of Welsh and Celtic studies worldwide access for the first time, via the Internet, to a massive collection of rare, historical, and current sources of information, and enable subject access to such information for the first time.

This paper reports two related studies of relationships between organizational communication and occupational stress of staff members in Catholic primary schools.

Data from both studies were obtained using survey questionnaires. Participants were staff members of Catholic diocesan primary schools in New South Wales, Australian Capital Territory and Queensland, Australia. Research hypotheses were tested using correlation and multiple regression analyses.

Ten organizational communication factors and four occupational stress domains were identified. Several organizational communication variables were found to be predictors of occupational stress in four identified domains.

The findings provide implications for school administrators in relation to staff member access to formal communication channels, openness and approachability of principals, and support giving between school administration and staff, as well as among staff.

The studies used a conceptual framework of organizational communication that is unique and comprehensive. The paper contributes new knowledge in an area that has received little attention, namely, communication in schools.

This is the first in a series of articles looking at continuing health care (CHC). This article will look at the historical background and key legal judgments which have influenced decision making on eligibility for CHC. Future articles will look at the current position under the frameworks in England and Wales and consider some specific issues in relation to people being cared for at home and in relation to children.