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The purpose of this paper is to report a pilot experiment to test if multi-player online video games could provide a measurable cognitive therapeutic benefit for brain-injured people.

Single-subject research design with n=3 brain-injured participants. Four alternating intervention and non-intervention weeks. Battery of cognitive tests taken at the start of the experiment and at the end of each week.

Widely varying results with large standard deviation overall.

The experimental design was heavily reliant on multiple participants logging in at the same time. Server logs showed that this happened relatively rarely.

Implications for the next iteration of the experiment are to refine the game design to avoid the need to synchronise the participants. The findings presented may be of practical use to other researchers in this area.

Acquired brain injury has been described as an epidemic, and is rising, with stroke being a leading cause. Traumatic brain injury (e.g. due to road traffic accident) has increasing prevalence in low-middle income countries. This research aims to provide a form of therapy to people for whom physical access to rehabilitation services is limited.

The use of multi-player online video games as rehabilitation is a relatively unexplored area. A positive result in an experiment of this nature would indicate the potential for a new, complimentary form of cognitive therapy for brain-injured people.

This section begins with the story of Raul, a young homeless man who dwells in the streets of Buenos Aires city. Raul is 25 years old and has four children who live with his former wife. Divorced because of a problem with drinking, he sleeps here, there, and everywhere but prefers bus stations or tourist destinations. In this way, he not only feels safer but also lives on the charity of foreign tourists. Hotels or bus stations offer safe shelter in case of rain or the ruthless winter. Because of the currency exchange gap between pesos and dollars, tourist destinations are targeted by many homeless men in Buenos Aires City. Having said this, he works as “reciclador urbano – urban recycling” a new nomenclature associated with persons who sort trash to collect recyclables. Known as cartoneros (litter-pickers) as well, these persons started to become a part of Buenos Aires city. At first glimpse, many cartoneros never come back to their homes, located in Provincia de Buenos Aires they sleep and live roaming Buenos Aires traversing from one to another point of the city. The opposite is equally true, like Raul, Buenos Aires airport has turned into an unofficial homeless shelter receiving more than 50 persons each night.

It has been at least twenty years since I was first alerted to the notion that my interest in a research topic arises from my unconscious. More recently, feminist theorists have developed the insight by arguing that integration of experience is helpful in defining research questions, as a source of data, to test findings and, in the words of Jean Bethke Elshtain, in assisting them to be less removed from the ‘wellsprings’ of their own ‘thought and action’. My aim in this article is to reconnect my experience with constructions of teachers in Australian children’s literature and to explore ways in which they are imagined in the literature. In my initial foray into this topic, I used Maurice Saxby’s historical review of Australian children’s literature as a guide for data gathering. This linear, chronological approach, while probably a helpful place to start, is not one I can sustain with any passion. In this article, I am returning to my experience to find a starting point, acknowledging that history is a ‘process of intellectual production as well as discovery’

This paper investigates the intricate process of integrating historically excluded social groups into long-established routines. Drawing on a dialectical perspective, the research explores how persistence and change emerge through the interplay of opposing forces, shedding light on the dynamics of integrating new participants while ensuring stability in established routines. The empirical focus is on an Armed Forces’ ground combat training (GCT) course, examining the integration of the first female officers after the formal ban on their participation in close-combat roles was lifted. The findings reveal a nuanced evolution of routine adaptation and truce reformation, characterized by three dialectical cycles: tentative truces, experimental truces, and enactment truces. These cycles involve negotiations between continuity and reformation, accommodation and resistance, and modification and preservation, uncovering a dialectical dance where organizational actors invest intense effort in maintaining the status quo while accommodating ambiguity and settling tensions. The findings extend our understanding of routine dynamics by illuminating the performative aspect of truce-making, highlighting the effortful processes involved in accommodating new participants. This paper establishes a connection between routines and dialectics, providing novel avenues for exploring complex organizational challenges and emphasizing micro-strategies employed by routine participants to address differences in practice. It also contributes to the field of organizational inclusion by offering a dialectical understanding of integration, showcasing the intricate dynamics involved in integrating historically excluded groups into established routines.

The authors consider current policy debates in the UK about the professionalisation of the police to respond to changing patterns of crime and, specifically, the suggestion that officers be educated to degree level. Drawing on the ethnographic evidence, the purpose of this paper is to focus attention on how officers learn, and continue to develop the applied, that is the craft aspects of the work of uniformed constables.

The authors draw on a long-term ethnographic project observing officers during the course of their duties. The focus is on the use of discretion and of particular powers. But in the course of the research, the authors also observe the way officers behave and the way they talk about their job.

The authors suggest that, while there may be a role for degree qualifications, attention needs to be paid to the practices the authors observe, practices that have long been the core craft skills of uniformed officers.

The authors suggest that, despite the emergence of cybercrime and other new forms of crime/threat, the evidence suggests that much has not. Not least, crime is not the only focus of police work.

The influence of extralocally produced texts, such as professional standards and systems of accreditation, on the ruling relations that govern teachers’ work and their learning about that work is a matter of concern in Australia, as it is in Canada, UK, and USA. This chapter explains how a dialogic analysis and the construction of individual maps of social relations were employed to reveal the influences that governed teachers’ learning about their work at the frontline. A dialogic analysis of research conversations about learning, based on the work of Mikhail Bakhtin, revealed the existence of both centralizing, hegemonic discourses associated with a managerial agenda and contextualized, heterogeneous discourses supportive of transformative learning. It also revealed the uneven influence of extralocally produced governing texts on both the locally produced texts and the “doings” of individuals. The production and use of “individual” maps represents a variation on the way “mapping” has generally been used by institutional ethnographers. From these informant specific maps, we can begin to observe some broad patterns in relation to the coordination of people’s “doings” both within a given context and from one context to another.

Whilst individuals with an autism spectrum disorder (ASD) represent a relatively small proportion of patients detained in high-secure psychiatric care (HSPC), previous research suggests that such individuals present with difficulties and needs significantly different from non-ASD patient groups. However, to date, there has not been any formal examination of how individuals with an ASD are represented in records of key risk management actions (i.e. seclusions and incompatibilities with other patients). The paper aims to discuss these issues.

An observation of hospital data examining two key risk management actions for a group of individuals with an ASD is detained in one HSPC hospital. These include the number of formal incompatibilities with other patients and the number of, and hours in, seclusion. Both actions require extra staff and security provisions and can decelerate the rehabilitation and recovery process.

In addition to suggesting an overall increase in the general prevalence of ASD within the hospital compared to previous estimates, individuals with an ASD appear to have a disproportionately higher number of incompatibilities with other patients compared to those patients without an ASD and experience more and longer periods of seclusions.

Although the methodological limitations of the study are acknowledged, explanations for the findings are discussed along with future research and recommendations as to how ASD patients might be best managed in the hospital. It is argued that the findings add further support for a specialist ASD service within HSPC.

An innovative programme of “Darzi” Fellowships in Clinical Leadership provides doctors in postgraduate training with a unique opportunity to engage in improving systems of health care and develop their capability as future clinical leaders. The purpose of this paper is to report an impact evaluation of the programme, highlighting transferable design principles.

Qualitative and quantitative data were used iteratively and included a review of literature, analysis of background documents and internal evaluation results, face‐to‐face and telephone interviews, observation of educational events, online questionnaires and representative case studies.

Impact was found at the level of the fellows' learning, their organisations and the wider health system. Identified influencing factors included: clarity of purpose and aims, mutuality of workplace and external learning, learning for transformational change, ambitious but “do‐able” projects, a committed and learning‐oriented sponsor, a supportive organisational culture, high‐quality mentoring, a network of supportive peers, diversity of participants, ongoing monitoring and adaptation, planning for sustainability and the tracking of impact over time.

The extent to which results are generalisable needs to be considered within the constraints of this programme evaluation.

The “Darzi” Fellowship programme is effective and impactful, spawning clinical leadership development throughout a wider system. Whole system engagement of trainee doctors in leadership will require more than a Fellowship programme alone, but it is a start.

The evaluation adds to what we know about leadership development generally and provides a rare study in the medical context generating helpful principles for the design of leadership development programmes, particularly in the clinical setting.