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Professionals' accounts of working in challenging service environments bring into relief the tensions they experience in their work. An ethical dilemma where the wellbeing of a severely or profoundly learning disabled (LD) and highly dependent person is at stake is conceptually and emotionally challenging to those responsible for finding some resolution. This report develops the findings of empirical research described in an earlier paper on professionals' experiences of addressing serious ethical issues within their work with people with LD. We attempt to make clear how the ethical and policy frameworks to which they are accountable, their personal desire to improve the lives of people with LD and the relational aspects of their work raises strong feelings that make the work, at times, intolerable and at other times richly rewarding. Regardless, being in relation to the person with LD is prerequisite to making changes in their lives; therefore, the relational as well as procedural aspects of services provided by professionals need to be theorised. We offer a critique of these professionals' perspectives based on a distinction between instrumental and substantial rationalities, the latter being relatively absent in the managerial and scientific discourses within the NHS. This absence risks dehumanising clients and professionals and neglecting what is core to their work: the privilege of being with unique others, bearing witness to their histories and supporting them to live their lives.

People with intellectual disabilities commonly come into contact with the criminal justice system as victims, witnesses or suspects. Their intellectual disabilities may make them disadvantaged in relation to all components of the criminal justice system, including police interviews, fitness to plead and stand trial, capacity to give evidence in court, and issues to do with criminal responsibility and sentencing. The focus in this paper is on police interviews and the capacity of adults with intellectual disabilities to give evidence in Court. Research into the types of vulnerability seen by people interviewed by police have focused on interviewees' understanding of the Oath and their legal rights, suggestibility, acquiescence, compliance and perceptions of the consequences of making self‐incriminating admissions. The essential components of any interview and testifying in court require that the person can communicate effectively and give reliable answers and accounts of events. Research into police interviews has highlighted the importance of taking into account the interviewee's vulnerabilities and providing appropriate support, and suggests a more humane approach to interviews and when vulnerable people testify in Court.

After considering the material before me, I have formed the opinion that it shall be permitted for the petitioner to examine the file under scrutiny. Deliberation on the case did not take place behind closed doors and there is no lawful prohibition to the examination…in addition I accept the position of the respondent, according to which in spite of the fact that a large portion of the details of the affair were published in the judgment…the file contains material whose revelation can cause unnecessary harm to the central witness…the examination considered will be contingent on an undertaking in writing…according to which the petitioner will not publicize anything that will damage the privacy of the victims and their families beyond the damage that already occurred by the court judgment. (Decision of magistrate Yigaal Marzel, 2006 in the matter of C.A 125/50 Yaakobowitz v. Attorney General)

This article describes the National Social Inclusion Programme's Communities of Influence workstream, the premises on which it was founded, the innovative social inclusion practice it proposed, what was learned and how the work will be taken forwards in the future.

Academic literature and news media on young people’s activism predominantly champions young people who align with liberal or progressive values, evident most recently in the youth-led climate strikes around the world. Research is often undertaken by scholars who see their work as advocacy for children and young people, countering deficit-based depictions of politically disengaged or ill-informed youth. Yet, this scholarship rarely includes young people whose forms of political activism align with conservative, right-wing, or even alt-right politics. Such ‘selective advocacy’ reinforces a limited picture of the who and what of young people’s political participation. In this chapter, I explore what it might mean for the field of youth studies to provide a more complex picture of young people’s activism and the necessary discomfort that emerges when the desire to advocate for young research participants conflicts with a researcher’s own political and moral concerns. Through a feminist post-structural frame, I examine media and public discourses surrounding instances of young people’s activism in conservative, right-wing, and alt-right spaces. I present the case of a conservative protest organised by a group of university students and targeting a drag queen hosted children’s story time at a library in Brisbane, Australia. This case highlights the importance of maintaining ‘epistemic uncertainty’ when it comes to the complexity of youth and activism. If we are to provide a fuller picture of youth activism, I argue that it is important not to overlook less ‘comfortable’ forms that do not neatly align with the progressive advocacy that dominates the field of youth studies.

The purpose of this paper is to explore meta‐models that pertain to information behaviour. It seeks to highlight the possibilities they offer to researchers wishing to develop their own and to readers more generally interested in information behaviour literature.

Various frameworks that may be regarded as information behaviour meta‐models were examined and three separate types were identified. These are discussed in turn, with particular characteristics of individual meta‐models used to illustrate the types.

A meta‐model is considered here to be a model that has been derived from one or more existing models. Information behaviour meta‐models fall into three categories: those that unify, within one framework, disparate models/theories from a number of areas; those that integrate the fundamentals of several models which share common strands; and those that recast an established model for a particular purpose.

The extent of the typology presented in the paper is bound by the limits of the authors' endeavours in uncovering relevant meta‐models. Should further meta‐models be traced, it is possible that other types would also come to light.

The work will aid the reader's understanding of how theoretical frameworks in information behaviour are developed. It will help those who study the field's literature to grasp variations in the origin of the individual models they see, by demonstrating that models may be derived from others in different ways. It will also enable readers intent on constructing their own models to understand some of the courses of action open to them.

The paper seeks to draw on Sice's systems model, itself based on Senge's “fixes that fail” archetype, and on data from two previous research projects conducted by one of the authors. The purpose of this paper is to synthesise a new model that portrays the information‐seeking behaviour of children and young people.

The systems model provides the backbone of the new framework but additions, accommodations and revisions were made to ensure that the version featured here represents the phenomenon of information seeking by the young as appropriately as possible in terms of the data that were gathered.

One of the new model's most significant characteristics is its emphasis on problems and issues that prevent information seeking from proceeding smoothly. Information seeking is also shown to be an iterative process, with the individual often revisiting previous stages, frequently in response to difficulties.

Data were collected from pupils in just seven schools. The undertaking of research further a‐field would be invaluable, if the extent to which the model is applicable to other information‐seekers in different environments is to be ascertained.

The model demonstrates the importance of the information professional's educative role, in terms of both delivering formal information literacy instruction and providing assistance at the point of need.

Although the use of ideas and frameworks from other disciplines, with the aim of increasing understanding of phenomena within LIS, is a growing trend, this paper represents one of the first attempts to apply an existing model associated with systems thinking to information behaviour.