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The purpose of this paper is to discuss outcomes of a service redesign, involving an Intensive Support Team (IST) for adults with learning disabilities and challenging behaviour, working in conjunction with a Community Learning Disability Service (CLDS).

Two IST staff were physically based as “Inreach workers” within a CLDS for six months. Inreach workers provided support with existing resources and consultation for specific clients presenting with challenging behaviour. CLDS staff confidence, understanding and implementation of existing challenging behaviour resources was evaluated before and after service redesign. An online questionnaire was used to gather further data relating to experiences of the Inreach project.

CLDS staff confidence, understanding and implementation of existing challenging behaviour resources increased over the six-month inreach period. Questionnaire results indicated CLDS staff found Inreach support to be beneficial, having a perceived positive impact for clients, and providing clarity on the skills and resources provided by the IST.

The long-term effects of this pilot have yet to be established. Consideration is given to how demand characteristics may have influenced CLDS responses.

Careful consideration should be given in terms of how ISTs interface with CLDSs. ISTs may consider being based physically within CLDSs, to provide more readily accessible support.

Providing CLDS staff with more accessible support from ISTs may increase the effective implementation of available resources for adults with learning disabilities and challenging behaviour.

This paper aims to explore using the children’s accelerated trauma technique (CATT) in an adult intellectual disability population, with the aim of reducing symptoms of post-traumatic stress disorder (PTSD).

A service evaluation was completed to investigate differences between pre- and post-CATT trauma scores.

Scores on a measure of PTSD decreased significantly following CATT.

The findings support continued use of CATT in adults with intellectual disabilities, and they highlight the need to evaluate effectiveness in a larger sample.

This paper evaluates the novel application of a trauma treatment – developed for use with children – in an adult intellectual disability population and adds to the existing evidence base.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.

The purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.

The paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.

The paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.

The paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.

This has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.

Ministry of Health, Whitehall, S.W.1. 31st July, 1925. SIR, I am directed by the Minister of Health to draw the attention of the Council to the Milk and Dairies (Consolidation) Act, 1915, which will come into operation on the 1st September, 1925. Section 21 (1) of the Act provided that it should come into operation on such date, not being later than the expiration of one year after the termination of the war, as the Local Government Board might by order appoint. Section 1 of the Milk and Dairies (Amendment) Act, 1922, enacted that the 1915 Act, notwithstanding anything contained therein, should not come into operation before the 1st September, 1925. Although it was the evident intention of the 1922 Act that the 1915 Act should come into operation on the date mentioned, the Minister is advised that it is not certain that this is effected automatically by the Act itself. He has therefore deemed it advisable, in order to remove any possible doubt, to make an Order formally appointing the 1st September, 1925, as the date of commencement of the Act.

Child welfare services (CWSs) globally continue to absorb high rates of children living with or suspected of fetal alcohol spectrum disorder (FASD). Such high prevalence rates render CWS with major ethical and moral dilemmas of meeting complex needs. Currently, many jurisdictions are challenged by diagnostic capacity and cost implications of formal FASD diagnosis. This paper aims to recommend a screening protocol to address management gap between FASD initial presentation and formal diagnosis.

This is a follow-up paper from a grounded-theory study of a sample (N = 18) of child welfare social workers (CWSWs), allied health professionals and foster parents. A stepwise protocol was developed through systematical interpretation of the final data.

The application of a five-step screening protocol would greatly support CWSW in meeting the needs of children with suspected FASD. This CWSWs-led assessment model incorporates a clinical evaluation to exclude neurodevelopmental conditions caused by known genetic disorders, followed by behavioral and neurocognitive psychosocial assessments.

This study had several limitations. Firstly, as a specific social work-based sample, it is not necessarily representative of the wider population of social workers globally due to different cultural responses to FASD in CWSs. The transferability of findings will have to be considered due to cultural variations concerning FASD.

By offering a management and nonlabeling approach, this five-step screening protocol offers a delineated pathway for CWSW and addresses the major professional frustrations while seeking to plan safe care for a child suspected of having FASD.

The research offers a pragmatic low-cost to society to alleviate the mounting social and monetary implications of FASD. A large percentage of children impacted by prenatal alcohol exposure do not qualify under formal clinical diagnostic guidelines. Leaving these children without intervention is problematic. The recommendation of this study addresses this critical gap in services. The primary aim is to alleviate the burden on this cohort of vulnerable children by offering nonlabeling neurodevelopmental screening.

The direct implications of FASD and how it impacts CWS are well documented. However, few studies focus on the critical interface of FASD and the role of CWSW responsible for planning their safe care. This paper offers a novel pragmatic and functional multistep protocol to aid CWSW in this complex area of practice.

This paper aims to analyse the development and application of the conceptual framework within which housing scholars can think, talk about and advocate for “home”.

It reflects on the theoretical progress that has been made in embedding a legal concept of home in the last decade, and identifies opportunities for this scholarship to support critical engagement with laws and policies that give content to home meanings.

A key goal for the concept of home is to help us to think about problems differently, by highlighting important issues flowing from the human relationship with home; with the ways in which the idea of home is present or absent in legal responses to home issues. A focus on home meanings enables us to examine questions which are not always deemed “relevant” to legal proceedings, for example, the human, social and personal costs of displacement and dispossession. The concept of home provides the vocabulary, and the theoretical framework, for articulating these human claims more coherently. It enables us to identify those problems in need of policy attention; to develop a narrative to express them; and to generate support for solving them.

Ten years after the publication of “The meaning of home”, this article reflects on the development of the legal concept of home, and the range of contemporary housing issues to which its applications are both relevant and significant.

In this chapter, we have proposed that an important approach to understanding occupational stress and well-being among racial and ethnic minority workers is to integrate the occupational health disparities paradigm into work stress research. As such, the current chapter provides a state-of-the-art review of the existing literature on occupational health disparities for Latinos, Asian Americans, and African Americans. Each of the three sections has highlighted the unique occupational health problems encountered by the specific racial and ethnic group as well as the research and policy gaps. We end with a series of recommendations for future research.