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Margaret's story concludes our short series on recovery heroes. This series started with Dolly Sen, followed by Peter Chadwick, Gordon McManus and Matt Ward. Four of the five people featured were from our local service at South London and Maudsley NHS Trust. We have defined recovery heroes as individuals whose journeys of recovery can inspire both service users and professionals alike. Margaret once commented that, ‘all service users are recovery heroes’. It is fitting that the series should end with her own story.

The purpose of this paper is to review the 16 published non-student Recovery Heroes and Remarkable Lives accounts published in Mental Health and Social Inclusion, using the connection, hope, identity, meaning and empowerment (CHIME) framework.

All 16 accounts were rated independently by four researchers and evaluated in terms of whether each account met the five criteria for the CHIME model.

All accounts met the criteria for the CHIME model, with the exception of one, which still met four of the five criteria. Evidence was presented which suggests that the model can be extended to creativity, connectedness, hope, identity, meaning and empowerment (C-CHIME), to incorporate creativity.

While a certain level of subjectivity is required in deciding how each account meets the CHIME criteria, there were high levels of inter-rater reliability within the research team. Creativity had a central place in all the accounts.

The revised C-CHIME model can be used by practitioners to examine accounts of recovery in a more focussed manner and may also help in devising recovery action plans.

The recovery model privileges both professional and lived experience perspectives on recovery. The current review highlights how much we can benefit from the wisdom contained in first person accounts.

This review adds to the existing literature and highlights the importance of creativity for mental health recovery.

A system which depends on a sequence of slow extensions and developments instead of on the sudden application of a thought‐out and comprehensive code is liable to present surprising lacunæ. Such a system we see in our laws and enactments relating to public health, and one of the most obvious of the lacunæ is in regard to the protection of certain of our food supplies from bacterial pollution. In some directions the safeguards are very efficient, in others they are inadequate or non‐existent. Dr. C. E. Goddard has recently drawn attention to the dangers of bacterial contamination from the sale of bread delivered without wrappers, of fruit—grapes, dates, and others—without any protection, while the numerous articles in grocers' shops which attract flies and which are not protected from them form other risks, the same being said of the fingering of meat in butchers shops. As Medical Officer of Health for the Wembley area, which includes the British Empire Exhibition, 1924, Dr. Goddard will be brought in contact with food problems of great importance. While many such sources of food pollution might be cited, it is perhaps easy to exaggerate their significance in respect of public health. They form serious defects in our methods of food distribution, but of considerably greater importance is the absence of adequate control over the preparation and of subsequent care in respect of what may be called “prepared meat foods” and the lack of supervision over those who handle foods destined for consumption by the public.

Isaac Newton has been described as the father of modern science. What is less well known is that he had mental health problems. Here, the authors aim to review the literature on his problems and life to see if he was a mental health recovery hero.

The paper reviewed all the published papers on Newton's mental health problems, as well as many of the biographies written on him.

Scholars of Newton have focussed most of their attention on Newton's breakdown of 1693. This has been attributed to mercurialism or paranoid psychosis. The more likely explanation is depression or bipolar disorder. Personality factors are also critical in understanding Newton; he had a troubled upbringing and problems in relating to others. The latter enabled him to focus exclusively on his research and experiments and may have contributed to his greatness.

The authors have brought to bear their insights as a professional historian and as a clinical psychologist, giving this paper a unique perspective from previous uni‐disciplinary reviews.

The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service.

This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher.

During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media.

Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion.

Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.

This study aimed to look at parents' perceptions of a number of different toy prototypes that represented physical impairments and predictors of these perceptions.

A correlational survey design was used. Parents of children aged 4–10 years who identified their child as having a disability (n = 160) and not as having a disability (n = 166) took part. They rated a number of prototypes for likelihood that their child would enjoy playing with them and completed measures of their responses toward children with disabilities and of their own and their child's direct contact with people with disabilities.

It was found that, among parents of children who did not declare that their child had a disability, the more open the parents were toward disability, the more contact the children had with other children with disabilities and the more likely they were to consider that their child would like to play with a toy prototype representing a physical impairment. This pattern of results was not found among parents who identified their child as having a disability, where instead positive friendship intentions of parents mediated this association.

These findings have implications for theories informing the positive benefits of disability representation.

These findings indicate different paths through which parents might be moved to purchase toys that represent physical impairments for their children.

These findings suggest that representative toys might be associated with an open dialogue around the topic of disability.

This is the first study of the responses of parents to toys that represent physical impairments known to the authors.

In recent years, guides to hiking trails and wilderness areas have enjoyed an increase in popularity. Here, Douglas J. Ernest and Lewis B. Herman evaluate more than 100 such books.

My warm thanks to Dean James Hunt, Provost, and Professor Jacqueline Muir-Broaddus, Chair of the Psychology Department, for making a home at Southwestern University, Georgetown, Texas, for cultural ergonomics and the International Center of Cultural Ergonomics, and for facilitating preparation of this book. Southwestern students Kendra Francisco, Staci Benson, and Ellen Gass contributed helpful assistance. At Elsevier, Fiona Barron, Publishing Editor, has been extraordinarily helpful, and the consideration and support there from Becky Lewsey and Deborah Raven have been particularly noteworthy. Dr. Pierre Falzon, Conservatoire des Arts et Metiers in Paris, made possible the acquisition of documents written by Professor Alain Wisner, who died recently. Computer advice and assistance provided by Richard H. Troxell have been invaluable. Communication and interchange of documents and information with Dr. Eduardo Salas at the University of Central Florida were facilitated by Marcella Maresco and Diana Furman.