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Reports that schools in Bolton pride themselves on having health education policies that encourage children of all ethnic origins to appreciate one another′s cultures. States that the Health Promotion Unit has been a key player in identifying the needs of different ethnic groups and its policy is to develop and strengthen ties with the local community. Outlines the problems, and the methods adopted to implement the policy in two multi‐cultural schools: language, development of strong links between home and community, active participation by parents and advice from the mosque. Describes how some school activities are organized to take into account religious festivals and dictates. Concludes that experiences show that it is not always easy to predict which health education measures will most effectively help children from ethnic minorities, but that the best response is a flexible one.

Examines “Eureka”, one of the first museums of its kind in the UK, designed to teach children of primary school age about the world in which we live, using a “hands on” approach. Traces the development of the concept, its construction and how it operates, and points out the underlying philosophy. Describes some of the features of the museum together with the tasks which allow the children to interact with the models. Reports that the exhibition offers wide scope for supporting cross‐curricular topics and advises on how it might be most effectively used. Concludes by suggesting the project should consider a new challenge: how to capture the interest of adolescents in a similar way.

The authors reviews the leadership responsibilities involved in managing an organization that practices Agile management.

Outlines the best practices of major corporations that have adopted Agile processes both for teams and C-suite leadership.

Agile leaders spend less time reviewing the work of subordinates. They add value by adapting corporate strategies, leading critical agile teams, spending time with customers, mentoring individuals and coaching teams.

It is the C-suite leadership’s responsibility to establish and maintain a hierarchy of competence rather than a bureaucratic hierarchy of authority.

Describes how top management at some of the world’s largest and most successful corporations are adopting Agile practices to spur innovation and promote continuously adding customer vale.

Research has found that firms with deep purpose treat purpose as an existential intention that informed every decision, practice and process. They adopted purpose as their operating system, perceiving it as a vital animating force. As a result, they navigated the tumultuous terrain of multi-stakeholder capitalism far more adeptly than most, increasing value for all stakeholders, including investors, over the long-term.

The author analyses Professor Ranjay Gulati’s new book “Deep Purpose” and his HBR article, “The Messy but Essential Pursuit of Purpose” that introduce the concept of “deep purpose,” which has enabled some firms to “operate with heightened passion, urgency, and clarity”.

Firms with deep purpose treat ‘purpose as an existential intention that informed every decision, practice and process’.

Purpose serves as an organizing principle that shapes decision-making and binds stakeholders to one another.

This is a very timely article that will held senior executives develop and articulate their firms purpose statement and connect it to their operating practices.

The transition from shareholder value primacy to customer-centricity is a multi-dimensional challenge for leaders.

Five books that provide guidance.by insiders are suggested.

Nadella confronted culture on day one and announced that from then on, the culture would be one of collaboration and finding mutually profitable solutions. Instead of an “us vs. them,” paradigm, it would be “us with them.”

Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice.

This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework.

Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver.

This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus.

Findings suggest that districts should focus on equity framing as the foundation for principal support and development.

This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.

Low self-esteem is common in people with learning disabilities. There is limited research examining the effectiveness of cognitive behavioural therapy (CBT) focused on low self-esteem within this client group. The purpose of this paper is to add to the limited evidence by describing the use of CBT focused on low self-esteem for a person with a learning disability in the context of emotion regulation difficulties.

An individual case study design was used, with repeated quantitative measures to monitor progress during weekly individual psychology sessions.

There was a reduction in the client’s feelings of anger and an increase in their self-esteem.

Further studies and follow-up would determine longevity of benefits. The inclusion of distress tolerance techniques may have impacted on the findings and limits the conclusions that can be drawn about the impact of CBT focused on low self-esteem.

This case study could make a small contribution to the evidence base for the effectiveness of CBT-based treatments for low self-esteem in people with learning disabilities, which is an under-researched area.

The purpose of this paper is to describe a seven stage community engagement process to develop and disseminate community uptake strategies which encouraged cybersafety as part of a positive transition from primary to secondary school among Australian young people.

The combined principles from socio-ecological models, community development models and student participation models formed the foundation for the strategies. Resources were developed for all members of the community – students, parents, teachers and the broader community. The methods included: the formation of a steering committee and a Youth Advisory Board; review of the current literature; development of online resources; a youth resource development activity; development of youth resources; translation of resources into health promotion initiatives; and the dissemination of resources at community events and facilities such as schools, libraries and recreation centres and through print and social media.

Community engagement strategies – in particular a partnership between a Western Australian university and local government body, the steering committee consisting of local organisations, and the student advisory board – were used to successfully design and promote resources developed by young people for young people.

This study utilises a community-level approach to develop resources to encourage cybersafety and a positive transition from primary to secondary school.

Psychosocial risk factors and high rates of psychiatric comorbidity render individuals with autism spectrum disorders (ASD) vulnerable to developing low self-esteem (LSE). Cognitive behaviour therapy (CBT) interventions are effective for enhancing self-esteem in typically developing populations, but the degree to which they are clinically beneficial for individuals with ASD has been little explored. The paper aims to discuss these issues.

A pilot group intervention was undertaken to investigate the effectiveness and acceptability of CBT for LSE in adults with ASD. Adaptations to standard protocols were made, in order to accommodate core ASD characteristics.

Four participants attended eight sessions: these comprised formulation of causal and maintaining mechanisms for LSE, cognitive interventions designed to reduce self-criticism and promote a more balanced self-view, and behavioural interventions intended to increase engagement in enjoyable activities, and enhance problem-solving skills and assertiveness. Self-report questionnaires were completed at four time points: baseline, at the first and last sessions, and at one-month follow-up. Data analysis indicated no change in the primary self-esteem outcome measure. Some improvements were noted on secondary outcomes, specifically in social anxiety and depressive symptoms, and general functioning.

Further studies are needed to determine how to design and deliver CBT interventions and techniques which target LSE in individuals with ASD.

This is one of the first CBT group interventions designed to address LSE in adults with ASD.