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Developing youth-friendly, flexible primary care is important because young people have specific health needs but often feel nervous and uneasy when seeking appropriate help. The Well Centre in South London is an innovative adolescent health one-stop-shop, jointly designed and developed by Redthread (a youth work charity) and the Herne Hill Group Practice (general practitioners). The purpose of this paper is to summarise the experiences of implementing the model and provides a description of a sample of clients.

Drawing on routine data from the Well Centre’s medical and youth work data systems, a service description and audit of patients using the centre during the three years from October 2011 to December 2014 was provided, with a particular focus on the 368 new patients aged 13-20 years attending between January and December 2014.

Results demonstrated the Well Centre’s success in drawing in patients from deprived backgrounds who were less likely to be engaged with other health services, and who reflected a high level of mental health problems. The Well Centre model tested the benefit of an integrated approach in recognising and meeting the needs of young people. The real strength of the model lay in the good communications with schools and the voluntary sector in the area.

The Well Centre is a unique intervention with potentially wide ramifications for how primary health care is delivered to young people in inner city areas, and this paper represents the first published information about its working methods and clientele.

Since 1963, the promise of the Community Mental Health Centers Construction Act (1963), the planned provision of community-based mental health services, and advances in psychotropic medication and treatment suggested that the mentally ill might be better managed and served in the community than in hospital (Bachrach & Lamb, 1989; Grob, 1991). While “dehospitalization” proceeds today (Geller, 2000), large numbers of individuals with mental illness also return to the community from correctional custody and bring with them complicated clinical profiles and service needs (Laberge & Morin, 1995; Rice & Harris, 1997; Lamb & Weinberger, 1998; Lamb et al., 1999). An increasing awareness of this phenomenon has resulted in estimates that prisons contain four to five times the rate of persons with mental illness found in the community (Morris & Tonry, 1990; Regier et al., 1990; Morris et al., 1997; Rice & Harris, 1997; Wolff et al., 1997). According to the 2000 Prison Census, about 150,900 or 1 in 10 state inmates were in mental health programs; 114,400 or 1 in 13 were receiving psychotropic medication; and 18,900 or 1 in 80 were in 24-hour psychiatric care (Bureau of Justice Statistics, 2000). While the recent estimates suggest that approximately 16% of all those incarcerated in state prisons (16% of all males and 24%of all females) have some sort of mental illness (Ditton, 1999), a meta-analysis examining the prevalence of mental disorder with a narrow criterion found that 10% of male and 18% of female inmates had an Axis I major mental disorder of thought or mood (Pinta, 2001).

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.

This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).

Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.

The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.

The purpose of this paper is to examine the nature of leading questions used by a representative sample of investigative interviewers of children. In particular, it examined whether these interviewers use the type of questions that are known to elicit reports of false activities or events among child samples.

A total of 82 police officers who were authorized to conduct interviews with alleged child abuse victims conducted individual mock interviews with children aged 5‐7 years. The focus of the interviews was an event that was staged in the children's school a week earlier. Prior to the interview, each officer was provided with accurate and inaccurate information about the event, including details about an activity that did not occur. The officers' task was to elicit as detailed and accurate account of the event as possible using the techniques they would “normally” use in the field.

Although the officers refrained from using coercive interview techniques, two problematic types of questions were relatively common. These include: questions that presumed that an activity/detail occurred that had not been previously mentioned by the child; and questions that included highly specific details about an activity. Both of these techniques had featured in prior laboratory research on children's false event narratives.

These results support the need for better training techniques for assisting officers to avoid the use of leading questions.

While it is well established that investigative interviewers do sometimes use leading questions when interviewing children, this is the first study to specify the incidence of various types of leading questions.

Current thinking suggests that specialized services are needed for the successful community reintegration of ex-inmates with psychiatric disabilities (Hartwell & Orr (1999). Psychiatric Services, 50, 1220–1222; Healey (1999). National Institute of Justice, February; Hartwell, Friedman, & Orr (2001). New England Journal of Public Policy, 19, 73–82). Nevertheless, stable community re-entry after criminal incarceration involves the response of multiple organizations due to the complexity of community re-entry factors. This chapter presents findings from the analysis of secondary data collected since 1998 and a qualitative interview study with ex-inmates with psychiatric disabilities that identified pathways and turning points influencing community re-entry. Using Sampson and Laub's life course theory as a framework (Sampson & Laub (1993). Crime in the making: Pathways and turning points through life. Cambridge, MA: Harward University Press.), the pathways and turning points offer a point of departure for agencies and organizations in responding to ex-inmates with psychiatric disabilities in the community. Pathways related to service needs at release include race, age, education, diagnosis, and criminal history; whether an individual is on probation or parole; and whether an individual has a history of homelessness, mental health services, and/or substance abuse. Turning points post release include institutional resource availability, living arrangements, psychotropic medication compliance, outpatient therapy and substance abuse treatment, and having entitlements and benefits in place at release.

Purpose: This chapter will examine and delineate the intersection of social, emotional, and cultural learning with literacy. Shared are promising practices, while encouragement is offered to educators for implementing the discussed practices with fidelity and consistency.

Design: Examined is research to explain the significance and benefits of social, emotional, and cultural learning in literacy. Additionally, promising practices are also identified through the review of existing literature.

Findings: The findings in this chapter indicate that students benefit from curriculum that intersects social, emotional, and cultural learning with literacy.

Practical Implications: Educators should learn how to effectively implement social, emotional, and cultural learning in their literacy classrooms daily. Teacher education preparation programs must examine their curriculum and if needed, revise to include social, emotional, and cultural learning in literacy.

While it is essential to further research the growing diversity in western metropolitan cities, little is currently known about how the members of various ethnic communities acculturate to multicultural societies. The purpose of this paper is to explore immigrants’ cosmopolitanism and acculturation strategies through an analysis of the food consumption behaviour of ethnic consumers in multicultural London.

The study was set within the socio-cultural context of London. A number of qualitative methods such as in-depth interviews, observation and photographs were used to assess consumers’ acculturation strategies in a multicultural environment and how that is influenced by consumer cosmopolitanism.

Ethnic consumers’ food consumption behaviour reflects their acculturation strategies, which can be classified into four groups: rebellion, rarefaction, resonance and refrainment. This classification demonstrates ethnic consumers’ multi-directional acculturation strategies, which are also determined by their level of cosmopolitanism.

The taxonomy presented in this paper advances current acculturation scholarship by suggesting a multi-directional model for acculturation strategies as opposed to the existing uni-directional and bi-directional perspectives and explicates the role of consumer cosmopolitanism in consumer acculturation. The paper did not engage host communities and there is hence a need for future research on how and to what extent host communities are acculturated to the multicultural environment.

The findings have direct implications for the choice of standardisation vs adaptation as a marketing strategy within multicultural cities. Whilst the rebellion group are more likely to respond to standardisation, increasing adaptation of goods and service can ideally target members of the resistance and resonance groups and more fusion products should be exclusively earmarked for the resonance group.

The paper makes original contribution by introducing a multi-directional perspective to acculturation by delineating four-group taxonomy (rebellion, rarefaction, resonance and refrainment). This paper also presents a dynamic model that captures how consumer cosmopolitanism impinges upon the process and outcome of multi-directional acculturation strategies.

This study adopted the functional, expressive and aesthetic (FEA) consumer needs model, aimed to examine the influence of consumers' FEA perceptions of three-dimensional printing (3DP) integrated apparel products on their product satisfaction and purchase intention.

An online survey was employed with a sample of 332 participants (165 female and 167 male) aged 19 to 76, mean age of 35 years. A gender-neutral, 3DP integrated hooded sweatshirt was developed for this study featuring flexible, white 3D printed insets fabricated with an FDM 3D printer and white TPU filament sewn with traditional gray knit fleece.

The findings of this study suggest that the FEA model is appropriate in predicting consumers' satisfaction with 3DP integrated apparel products. Specifically, aesthetic (perceived beauty) and expressive (perceived coolness) dimensions are more influential than functional factors, except for the positive influence of perceived fit, in predicting consumers' satisfaction and purchase intentions for 3DP integrated apparel products.

Future studies could consider data collection from participants' physical fit testing or try on evaluation to determine the importance of the functional dimension in consumer response to 3DP integrated apparel product. Future studies could also examine full 3D printed apparel, or other 3DP integrated wearable products to expand the understanding of consumer perception of the application of 3DP technology.

Despite the increasing exploration of 3DP integrated apparel products and industry attempts to make this innovation in apparel more mainstream, research on how mainstream consumers perceive such 3DP integrated apparel products is limited. This study addresses this gap, providing critical implications for future research and design.

Resource constraints at all levels of the criminal justice system as well as the lack of a widely accepted, validated screening scale have made it difficult to screen adequately for serious mental illnesses (SMI) in offender populations. This study examined the use of the K6 scale, a recently developed and validated screening tool for SMI, using a sample of past-year arrestees. Among the main findings were that 18% of the sample screened positive for SMI. In contrast, commonly used screening questions misidentified a large proportion of arrestees with SMI. Based on these findings, we recommend the use of K6 scale to more accurately identify offenders with SMI.