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Insecure and unresolved attachments have been linked to poorer psychological health and interpersonal functioning for people with intellectual disabilities (IDs), but research in this area is limited, especially for adults. Studies using the Adult Attachment Projective (AAP) have been restricted to clinical samples, where insecure and unresolved attachments are typically more prevalent. The purpose of this study is to compare clinical and non-clinical groups of adults with IDs on the AAP, plus measures of psychological health and interpersonal functioning, to investigate whether group differences found in the typically developing population are also present for adults with IDs.

A cross-sectional, between-group design was used. Adults with IDs (clinical group n = 11 and non-clinical group n = 13) completed measures of attachment, psychological distress/positive well-being and interpersonal functioning. Attachment classifications were compared in the clinical versus non-clinical groups. Measures of psychological distress, positive well-being and interpersonal functioning were compared between those with insecure-organised versus unresolved classifications.

No participants were classified as secure, and there were high rates of unresolved attachment. There were no differences between clinical and non-clinical groups with regards to the distribution of insecure-organised (i.e. dismissing or preoccupied) versus unresolved classifications. There were no differences between groups with regards to psychological distress, positive well-being or interpersonal functioning. The authors consider limitations in the method of group differentiation and suggest further research to better understand the development of internal working models of attachment in this population.

To the best of the authors’ knowledge, this study is one of only three to examine attachment state of mind in adults with IDs using the AAP and the first to examine differences between clinical and non-clinical groups.

The 2011 Offender Personality Disorder Strategy promoted formulation-led approaches to offender management. The purpose of this paper is to demonstrate how formulation can inform partnership-working with women offenders, specifically those with complex needs including personality difficulties.

Learning from partnership case-work is shared to highlight a psychological understanding of the needs of one female offender, and the organisational system operating around her.

The paper describes the development of a “volcano metaphor” as a conceptual framework to assist workers, without psychological training, to better understand the complexity of a client’s intense emotional world. It also reflects the impact of an individualised formulation for through-the-gate working.

The challenges and advantages of “joined-up” inter-agency working are highlighted, including some ideas on how to promote consistency. These include the use of formulation as the basis for decision making and to help “contain” strong emotions attached to working with complex women offenders. Importance is attached to stable and appropriate housing for such women by anticipating their resettlement needs prior to points of transition, and coordinating provision through multi-agency public protection arrangements.

The paper’s originality lies with the development of the volcano diagram as an accessible format for considering individualised formulation and risk assessment. The paper also offers detailed reflections on wider systemic processes attached to working with complex women offenders. It is particularly relevant to psychological practitioners working within probation and prisons, and also to offender managers.

In recent years, the topic of maternal imprisonment has experienced a significantly raised profile, generating new knowledge and understanding surrounding the impact of maternal imprisonment on mothers and their children (Baldwin, 2015, 2017, 2018; Baldwin & Epstein, 2017; Booth, 2017; Lockwood, 2017, 2018; Masson, 2019). However, the long-term impact of maternal imprisonment and subsequent resettlement, particularly in relation to maternal identity and emotion, is less well-researched or understood. This chapter, drawing on the authors research from across two projects with 46 post imprisoned mothers, highlights the significant impact, as described by the mothers, on their reintegration into their families and the persistent pains of maternal imprisonment. Mothers sometimes, decades post release, describe their ongoing trauma at being separated from their children, sometimes permanently. Those who remain in their children's lives describe how they feel ‘tainted’, ‘watched’, ‘judged’ and ‘permanently changed by their imprisonment’. For the mothers in the study who were also grandmothers, the effects appeared magnified, producing what grandmothers described as ‘layers of shame’. The chapter describes how this change, often negative perception of themselves as mothers, can interplay with mothers' ability to engage in rehabilitative processes and ultimately their desistance.

The chapter concludes with recommendations to avoid, wherever possible, the criminalisation of mothers, resulting in fewer imprisonments. In the event of imprisonment, greater consideration must be afforded to maternal experience and emotions. To maximise success, early resettlement work, starting within and continuing through the prison gates is essential. Failure to do so may impact negatively on mothers' themselves and their ability to engage in rehabilitative planning/supervision and therefore desistance, which will ultimately broaden the impact to their children and wider society.

People with a borderline personality disorder (BPD) diagnosis can require support from mental health services for managing risk behaviour. Current routine inpatient and community treatment can be unhelpful for this group. Positive risk taking has been developed to help community teams manage risk with people with a BPD. This study aims to explore experiences of risk management in an NHS Trust where positive risk taking is being implemented with people with a BPD.

Interpretative phenomenological analysis is the methodology of transcripts from semi-structured interviews. Nine adults with a diagnosis of BPD and current or previous experiences of risk management approaches were sampled from one NHS Trust.

Limited resources and interpersonal barriers had a negative impact on experiences of Positive risk taking. Participants experienced one-off risk assessments and short-term interventions such as medication which they described as “meaningless”. Traumatic experiences could make it difficult to establish therapeutic relationships and elicit unhelpful responses from professionals. Participants could only feel “taken seriously” when in crisis which contributed towards an increase in risky behaviour. Positive risk taking was contingent upon collaborative and consistent professional relationships which created a “safety net”, enabling open communication and responsibility taking which challenged recovery-relapse patterns of service use.

Positive risk taking approaches to risk management may benefit people with a BPD. Findings complement those from other studies emphasising the importance of compassion and empathy when working with personality disorder. Training and increased resources are required to implement effective risk management with this group.

Findings expand upon the sparse existing research in the area of risk management using the Positive risk taking approach with people with a BPD diagnosis, and provide idiographic understanding which is clinically meaningful. Participants’ experiences suggest Positive risk taking may provide a framework for improving quality of life and decreasing service use for people diagnosed with BPD engaging in risk management with Community Mental Health Teams, which facilitates recovery and other benefits.

SEPTEMBER finds the summer irrevocably over, although there will still be one or two very beautiful months in the English autumn remaining. It is usually the time when the older librarian thinks of conferences, and today he realizes regretfully that these have receded into what already seems a remote past. This month as we write we have to repeat the expectation we have expressed every month since May that before these words appear in print the threatened lightning attack on the life of England will have been made by the Nazis. It is becoming so customary, however, that one can only suggest that so far as circumstances allow we proceed with our normal work. The circumstances may make this difficult but they should be faced. One thing stands out: that in public libraries, at anyrate, the demands made by readers have gradually returned to their usual level and in some places have risen above it. This does not always mean that the figures are as high as they were, because in many of the great cities and towns a part of the population, including a very large number of the children, have been evacuated. In spite of the pressure on the population as a whole, it would seem that head for head more books are being read now than at any previous time.

Statutory food standards, governing by regulation the composition of various articles of food and drink, of the type recommended in the recently issued Report of the Food Standards Committee concerning compositional and labelling requirements for soft drinks, are a relatively new feature of food legislation and are the result of the enormous increase in prepared and compounded food commodities. Mainly for the protection of the consumer, who for the most part is insufficiently knowledgable of food values generally and at a disadvantage in deciding the relative merits of intensively advertised brands of the same commodity, they are also of value to the manufacturer, protecting him from unfair trading practices and inferior products.

Using a mixed methodology comprising interviews, case file analysis and descriptive statistics, this study aims to examine the experiences of all 43 young people in Wales subject to secure accommodation orders between 1st April 2016 and 31st March 2018.

Children in the UK aged 10–17 years who are deemed to be at a significant level of risk to themselves or others may be subject to a secure accommodation order, leading to time spent in a secure children’s home (SCH) on welfare grounds. Following a rise in the number of children in Wales referred to SCHs for welfare reasons, this paper describes these young people’s journeys into, through and out of SCHs, giving insight into their experiences and highlighting areas for policy and practice improvements.

Findings indicate that improvements in mental health support and placement availability are key in improving the experiences of this particularly vulnerable group of young people throughout their childhood.

Other practical implications of the study’s findings, such as improvements in secure transport arrangements, are also discussed.

While the findings are limited by the reliance on self-report methods and the size of the study, namely, the small number of young people with experience of SCHs who were able to participate, the findings build on the existing knowledge base around children’s residential accommodation and provide new insights into how best to support these children.

The purpose of this paper is to explore the potential of using digital shorts (Pytash et al., 2017) focusing on social issues in social studies classrooms.

Qualitative case study is used in this study.

Digital shorts focused on important social issues, and included their beliefs and perspectives about their social issue, as well as insights into their developing identities as citizens. The authors’ findings demonstrate how this assignment can be the gateway for discussions regarding social issues, how students perceive their identities tied to contemporary social issues, and how they make sense of these issues within multimodal compositions.

The findings from this research have implications for researching the effectiveness of digital media production analysis for students’ learning of social issues.

The findings from this research have implications for exploring how digital media production analysis can be incorporated into social studies courses.

Although the push for social studies teachers to provide spaces for students to demonstrate these capacities, few examples exist in the literature.

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling and video games offer new possibilities and advantages for language learners and instructors. They are multimodal, immersive, and authentic; they offer significant motivational benefits and allow for agentive, situated, and participatory learning. Both forms, DST and video games, exemplify new modes of relating meaningful narratives. Media creation and sharing as well as gaming are familiar domains for today's learners. Thus, if these authentic practices are part of the learner's everyday experiences, it makes sense to utilize their potential for educational purposes. As the review of some applications in this chapter indicates, there is an area of convergence that is of particular interest for language learning purposes and may lead us to contemplate a redefinition of these narrative forms. In addition to more traditional narratives, these new and emergent forms can and should be represented in language learning curricula.