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Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.

This paper uses economic analysis to develop the case for greater investment in mental health promotion. One example of a common mental health problem for which there is robust evidence of effective interventions is conduct disorder. The paper estimates that preventing conduct disorders in those children who are most disturbed would save around £150,000 per case (lifetime costs), and that promoting positive mental health in those children with moderate mental health would yield lifetime benefits of around £75,000 per case. Investment in support for parents is therefore the top priority in a provisional list of ‘best buys’ in promoting mental health.

The purpose of this paper is to ask how we can think about critical reflection as a pedagogical practice given the “confessional turn”. By the “confessional turn” the author refers to the idea that “subjective, autobiographical and confessional modes of expression” have expanded exponentially across a wide range of social spheres, including education, the legal system, the media and the workplace. Examining these developments, this paper asks what these debates on critical reflection and confession mean for pedagogical practice.

The main approach is a review of key debates in the literature on critical reflection and also in the wider social sciences.

The discussion compares different debates. Thus it shows that for critics, the turn to the “first person” technologies is narcissistic, psychologistic and de‐politicising. On this view, critical reflective practice might be understood as an individualistic and individualising pedagogy in spite of its claims to be critical. The paper discusses how in contrast, others see this move to talk about the subjective and the self as an extension of the feminist project of the personal is political – i.e. that personal stories, feelings and issues have social and political roots and consequences. For them, reflection can be critical, leading to political consciousness‐raising, i.e. a new awareness about social, political and personal processes. It finishes by examining the view that the idea of reflexivity might help us out of the conflict between these debates.

The paper poses a number of questions in relation to critical reflection that can be taken up by practitioners in the field.

The paper brings new literature to bear on the practice of critical reflection and raises important questions relevant to academics and practitioners.

Fear of technology is a common problem, even today when computers are found in most business environments. Illustrates how a department can be affected when one employee seems incapable of coping with computerized systems. Indeed, in this case, severe interpersonal and personal stress‐related problems severely curtail the implementation of an important new system. Students are asked to evaluate the situation and to recommend an appropriate intervention.

Executive education is no longer a perk—it's a strategic tool. Corporations are using education to adapt to a changing business scene and to implement new strategic directions.

This chapter examines a case study of inter-institutional merger in higher education, and explores the complex challenges institutional leaders may face in pursuing a merger process within a university setting where centuries-old tradition frames the context within which new innovations occur. Using the conceptual lens of organizational ambidexterity, findings uncover seven distinct phases of this merger process and propose a pre-merger Affiliation period as a strategy for establishing trust and mutual respect, aligning institutional cultures, and achieving balance between innovation and preservation in order to achieve full merged status. The chapter concludes with implications for theory and opportunities for practice.

This chapter explains how fundamental organisational change in the UK National Health Service (NHS) is being effected by new practices of digitised information gathering and use. It analyses the taken-for-granted IT infrastructures that lie behind digitisation and considers the relationship between digitisation and big data.

Qualitative research methods including discourse analysis, ethnography of software and key informant interviews were used. Actor-network theories, as developed by Science and technology Studies (STS) researchers were used to inform the research questions, data gathering and analysis. The chapter focuses on the aftermath of legislation to change the organisation of the NHS.

The chapter shows the benefits of qualitative research into specific manifestations information technology. It explains how apparently ‘objective’ and ‘neutral’ quantitative data gathering and analysis is mediated by complex software practices. It considers the political power of claims that data is neutral.

The chapter provides insight into a specific case of healthcare data and. It makes explicit the role of politics and the State in digitisation and shows how STS approaches can be used to understand political and technological practice.