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The purpose of this paper is to discuss how being led by a young child to unknown destinations without shared language offers an experience of indeterminacy that opens up (re)thinking of political co-existence.

The relational arts project The Walking Neighbourhood hosted by children challenges the social practice of adults chaperoning children through public streets by inviting children to curate and lead unknown adults on walks of local neighbourhoods. This paper focusses on sensory ethnographic research of one encounter of a child-curated walk when this project took place in Chiang Mai, Thailand. The experience is relayed through multilayered sensorial storytelling inter-woven with diffractive analysis informed from a post-humanist agential realist position (Barad, 2007, 2012).

Perceptions, knowings, imaginings, memories and connections are read as explanations of intra-actions in the child-led walk to produce new meaning in the phenomena of political co-existence. Emergent, embodied, sensorial listening produces new awareness and understandings of intra-acting beings in an urban space regardless of age or form.

Application of ethical ontological epistemological practice through emergent, embodied, sensorial listening to others opens affectual ethical ways of being and knowing for justice-to-come in political co-existence.

The concept of child-led walks is innovative as a political act by shifting from vertical adult-child relations to horizontal relations. Post-humanist agential realism is a new and emerging theory that offers possibilities to reconceptualise co-existence with others in public spaces.

Observations have been made that mental health students receive very little support following observing patients displaying suicidal behaviour. The purpose of this paper is to conduct a small‐scale empirical study to investigate this issue further.

The approach used in this study is phenomenological. Qualitative data were obtained through semi‐structured interviews consisting of a range of questions asking mental health student nurses about their experiences of support in practice. The data are analysed using thematic analysis.

As well as issues relating to the support of mental health student nurses in practice, there are many ethical issues raised in this paper. These include student responsibilities while in placement areas; students as having a supernumerary status; and the inclusion of students in supervision and debriefing sessions following traumatic incidents.

This small‐scale exploratory study was conducted with a small number of students in one University. However, the study provides a strong starting point for further research on the support students receive during their mental health nurse training.

This paper makes some recommendations on ways to improve the support of students in practice, including maintaining and supporting the role of Practice Experience Managers who spend a considerable amount of time in placement areas interacting with students and feeding back relevant practice concerns to University staff.

Early in the 20th century, many began to voice growing concern over such issues as infant mortality, childhood diseases, and child labor (Anastasiow & Nucci, 1994). At this time, physicians, child advocates, and the general public began to speak out about social concerns regarding children, including those living in orphanages and those with mental illness or intellectual disabilities. These concerns came about at a time when psychologists studying young children began to accept that a child's intelligence was impacted by both genetic and environmental factors (Hunt, 1961). Prior to this point, experts believed a child's IQ was set at birth with little that could be done to influence it over time. Although we were beginning to better understand the importance of environmental influences on young children, at this point, most children with disabilities such as intellectual disabilities, cerebral palsy, and epilepsy were institutionalized rather than treated. On the other hand, children who were deaf or blind were more likely to be treated, but were typically sent away to “schools” and were segregated from their families and peers while receiving treatment and education.

EVEN for those who are unable to attend it, there is great interest in the Annual Meeting of the Library Association and, in some ways, the coming one in May at Scarborough has many features to justify it. It will follow the pattern that is now familiar and which, in a measure, is imposed upon an Association with so many sectional interests. Ours is a day of numbers and in a great congregation the difficult task of the programme‐builder is to find ways of catering both for the whole and for the individual groups. Those who attend ought to be selective; to appear at every meeting may be the duty of a reporter, even of the Editor of a journal such as this, but that is merely because a general record is necessary for their purposes. Members at large cannot, we suggest, do justice to more than two papers a day and find opportunity for those personal conversations which, after all, give practical value to these gatherings.

The New Me MOT toolkit is part of the His Majesty’s Prison and Probation Service (HMPPS) accredited offending behaviour programmes, consisting of a series of short exercises that enable offender managers to support graduates of the programmes to generalise their learning. This study was commissioned by HMPPS with the aim to evaluate the delivery of the toolkit in custody, through exploring probation prison offender managers’ (POMs’) delivery experiences.

Convenience sampling was used to recruit participants from male prisons in England and Wales via semi-structured interviews (n = 8), and data was analysed through thematic analysis.

Five overarching themes with related subthemes were identified: New Me MOT is useful, flexible toolkit, motivation of the prisoner, limited resources and lack of structured guidance.

Future research should consider investigating POMs’ experiences from other prison establishments, to explore any possible additional findings about what impacts New Me MOT delivery in custody.

Suggestions were made to improve the future delivery of the toolkit across HMPPS. This is fundamental to support the behavioural change process.

No previous research on New Me MOT exists. This study findings showed that, based on the experiences of eight POMs interviewed, there are factors which aid and obstruct the toolkit delivery. This suggests that POMs might miss opportunities to prioritise generalisation of work for those most in need, target their criminogenic needs and tailor the toolkit content according to participants’ personal circumstances.

THAT WAS A BRAVE and surprising report that Prof. Elie Kedourie sent in to the Centre for Policy Studies, the more so because the professor is himself working at London University.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.