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The purpose of this paper is to describe the role of the screening liaison nurses for adults with learning disabilities employed by Peninsula Community Health.

This paper reports on the national situation in regard to cancer screening for people with learning disabilities and explores the barriers which limit their participation in these screening programmes. It describes the screening liaison nurse role and presents case examples of the work they do.

The local screening rates for people with learning disabilities have increased since the creation of this role in 2011.

Increasing the uptake of cancer screening by people with learning disabilities is clearly in line with existing national priorities. To the author’s knowledge this is a unique role in this country and the authors propose that other areas would benefit from adopting this model of working.

The purpose of this paper is to question the appropriateness of current lab types for addressing wicked problems. A new lab type, a Systemic Innovation Lab, is proposed which combines the features of existing labs that are suited to addressing wicked problems.

Characteristics of initiatives that are considered appropriate for addressing wicked problems and existing lab types that contain any of these characteristics are identified. These lab types are Social Innovation Labs, Living Labs, Urban Living Labs, Urban Transition Labs and Public Sector Innovation Labs. The proposed new lab type is reasoned by combining the features of existing labs that are suited to addressing wicked problems. How the new lab would work in practice is illustrated with a case study.

When addressing wicked problems, labs need to take a systemic design and not a service design approach. They also need to focus on addressing complex problems, take a place-based and transition approach, enable coherent action by diverse actors, involve users as co-creators, support a networked governance approach and recognize government as an enabler of change.

This paper provides a new lab type designed specifically for addressing wicked problems. This new lab supports practitioners that take a systemic design, solution ecosystem and systemic innovation approach. Systemic design is based on a core set of principles that are a crossover between design and complexity theory.

For the first time, this paper analyzes different lab types to determine their appropriateness for addressing wicked problems. It also proposes a new lab type whose sole purpose is addressing wicked problems.

This paper aims to question the utility of addressing food insecurity through food assistance programmes and by separating food security into pillars, and it argues for a systemic innovation and complexity approach. This is achieved by demonstrating that food insecurity is a wicked problem and therefore needs to be addressed holistically.

To establish that food insecurity is a wicked problem, characteristics of food insecurity are aligned to characteristics of wicked problems. The need to address wicked problems holistically through a systemic innovation approach and an understanding of complexity theory is discussed by referring to the literature. How to take such an approach for addressing food insecurity is illustrated by describing the use of an online tool that takes a systemic innovation and complexity approach.

Given food insecurity is a wicked problem and needs to be addressed holistically, the focus when addressing food insecurity should not be on programmes or pillars. Instead, it needs to be on increasing the coherence and building the adaptive capacity of food insecurity solution ecosystems.

This paper provides insights into the nature of food insecurity and how to address food insecurity.

For the first time, this paper aligns characteristics of food insecurity to characteristics of wicked problems and demonstrates how an online tool for systemic innovation can assist food insecurity solution ecosystems to address food insecurity.

In a highly globalized, interconnected and interdependent world, universities can no longer survive in isolation. The educational, research and social actions have an impact on the community where the university works as a change agent to promote society’s fundamental values of democratic participation and social justice. Sustainability education and awareness about social responsibility (SR) are becoming crucial mainly for students, so that they are aware of concepts such as economic prosperity, resource equity, energy sustainability and environmental health concerns (Sengupta, Blessinger, & Yamin, 2019). The SR of a university is to strengthen its ties with the community through promotion of active citizenship, volunteerism and developing a sense of civic and ethical responsibility among students and staff. Universities can have a great influence on achieving social and economic progress of a country as well as protecting the environment and addressing complex issues that plague society. The role of universities is not only restricted to exchange of knowledge but also in playing a leading role as an active member of society. Universities have come out of their isolation to accommodate and be a part of social change by actively engaging in community life and not being confined to only classroom and laboratory activities (Sengupta et al., 2019). This book provides empirical evidence on how universities have considered SRs as their prime focus and have engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through their experience, interventions and narrations, which can be replicated in other parts of the world to create a better society and a more sustainable planet.

The Edmund Edelman Children’s Court is a juvenile dependency courthouse in Los Angeles designed with bright murals, open play spaces, and modified courtrooms to be “child-sensitive” and “family-friendly.” Through a recounting of the political and cultural forces at play building up to its construction, I argue that the decisions to build a “child-sensitive” court confirm the carceral containment of the culpable black adult. This article represents an inquiry into the cultural logic of the court’s construction, revealing the relationship between raced constructions of innocence and guilt. This study draws from five months of fieldwork conducted in the Edelman Children’s Court.

This study aims to explore which outcome measures are used by occupational therapy staff in adult social care settings in the UK, and the factors affecting use of outcome measures.

A quantitative descriptive research design was used, using a cross-sectional study to explore occupational therapy staff views on the use of outcome measures. A 38-question survey was developed on Microsoft Forms. Recruitment occurred online over a three-week period in 2021 via the social media platform “Twitter”. Results were analysed using Excel using descriptive statistics and qualitative results used thematic analysis.

Participants (n = 20) used a range of outcome measures (13) in adult social care settings in the previous 12 months. Standardised measures were used by half the sample in the previous 12 months. The Therapy Outcome Measure and Barthel Index were in most use. The breadth of adult social care practice and practical factors such as caseload and lack of a meaningful tool were found to be barriers to outcome measure use. Facilitators included service improvement, accountability, use of audit and professional occupational therapy leadership.

The overall use of outcome measures can be considered low in this setting, with manager support seen to be key to the use of outcome measures. Further research is needed to investigate nationwide use.

Training, time and manager support are key to use of standardised tests and outcome measures in the adult social care settings. The use of occupational performance measures should be considered to demonstrate unique professional impact.

This contemporary study reveals use of outcome measures within occupational therapy adult social care services in the UK, which is an under researched and under published area.

IT SEEMS THAT librarians, in common with many other forms of mankind, do not learn from history. One of the more interesting sessions of the recent La Public Librarians' Conference in Aberdeen dealt with the need for many more librarians in school libraries, and the kind of qualifications which would best fit them for the work. Clearly, professional training in librarianship and knowledge of the educational process are both relevant and valuable.