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A repeated measures cohort study was conducted to investigate the impact of attending a day treatment programme on physical and psychological state, and to assess which baseline factors predicted level of recovery. Physical and psychological outcomes of treatment were analysed for 116 patients admitted to the treatment programme between 1996 and 2006 and were found to be in line with previous day care evaluations, with the majority of patients showing improvements on all measures. A multiple regression analysis revealed several factors to be predictive of treatment outcomes including patient demographics, comorbidities and traumatic life events. In particular, those patients who benefited most from the treatment had a lower body mass index at admission, stayed longer at the unit, were older, less likely to have other physical and psychiatric comorbidities, particularly obsessive compulsive disorder or a history of sexual abuse, and whose most predominant eating disorder problem was characterised by low weight.

The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.

This study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.

Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.

Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.

This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

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.

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.

On 26th November, with the help of a speech by Robin Leigh‐Pemberton, the Governor of the Bank of England, Investors in Industry launched a new book by G M J Richardson Understanding industry today (David and Charles, 1984. Paper £4; Hardback £7.95. ISBN 0 7153 8663 8). It is based on a course of eight lectures which have for the last five years been successfully delivered to over 23,000 sixth‐form pupils under an ‘Understanding Industry’ scheme devised by Investors in Industry. The book goes further than the course and provides a clear, readily understandable account of what goes on in industry and its immense importance to the life of the community. Ignorance of industry is by no means confined to sixth form pupils and though the book is especially useful, in a library context, for school libraries and children's libraries, it would undoubtedly also be an excellent acquisition in public libraries for adult readers. It defines many terms used in industry, debunks mystique, clears up common misconceptions, and I wish I had had it available when I was an industrial information officer to put into the hands of my company's new recruits.