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This study aims to examine the emotional and cognitive responses of frontline homelessness service support staff to the highly insecure attachment styles (AS) exhibited by people experiencing multiple exclusion homelessness (MEH), that is, a combination of homelessness and other forms of deep social exclusion.

Focus groups were conducted with frontline staff (N = 19) in four homelessness support services in Scotland. Hypothetical case vignettes depicting four insecure AS (enmeshed, fearful, withdrawn and angry-dismissive) were used to facilitate discussions. Data is analysed thematically.

Service users with AS characterised by high anxiety (enmeshed or fearful) often evoked feelings of compassion in staff. Their openness to accepting help led to more effective interactions between staff and service users. However, the high ambivalence and at times overdependence associated with these AS placed staff at risk of study-related stress and exhaustion. Avoidant service users (withdrawn or angry-dismissive) evoked feelings of frustration in staff. Their high need for self-reliance and defensive attitudes were experienced as hostile and dismissing. This often led to job dissatisfaction and acted as a barrier to staff engagement, leaving this group more likely to “fall through the net” of support.

Existing literature describes challenges that support staff encounter when attempting to engage with people experiencing MEH, but provides little insight into the causes or consequences of “difficult” interactions. This study suggests that an attachment-informed approach to care can promote more constructive engagement between staff and service users in the homelessness sector.

This study aims to explore the perceptions of staff in four teams regarding the implementation of psychologically informed environments (PIE) across a community service and three hostels supporting individuals facing severe and multiple disadvantage.

Using a pre-post design, the PIEs Assessment and Self-Development for Services (known as the Pizazz) was completed by staff before the implementation of PIEs and at a six-month follow-up. A narrative review of the results and thematic analysis of the qualitative data are presented.

The majority of the Pizazz elements were rated as improved following PIE implementation. Thematic analysis developed three themes influencing staff members’ ability to develop a PIE: Complexities of Our and Wider Systems; Ready-made or Baked from Scratch; and Reflective and Responsive Staff.

A planned one-year follow-up was obstructed by the coronavirus pandemic, limiting understanding of longer-term impact. Having only gathered data from staff members, the results cannot corroborate staff members’ perceptions. Further research could explore other stakeholder perspectives, as well as the impact of PIE implementation on staff perception of resources, and of a possible ceiling effect for hostels trying to develop PIE.

To the authors’ best of knowledge, this is the first UK study to use the Pizazz to evaluate the implementation of PIE.

This study aims to share reflections on psychologically informed practice and research that has taken place within Opportunity Nottingham and in collaboration with local hostels and agencies. This study conveys a call to action to all stakeholders not to be complacent, but to use learning from Fulfilling Lives as a foundation for future developments.

This study will use the psychologically informed environments (PIEs) 2.0 elements to structure points of learning from working within Opportunity Nottingham, drawing on wider literature as appropriate. This will allow focus on core areas of interest for all stakeholders and illustrate how the PIE elements can be embedded in thinking.

Research-informed reflections from a Fulfilling Lives Clinical Psychologist will be offered across the domains of: psychological awareness; staff training and support; learning and enquiry; spaces of opportunity; and rules, roles and responsiveness.

To the best of the author’s knowledge, this will be the first paper to use PIE domains to structure a reflective account of learning from a Fulfilling Lives project, contextualised within broader literature.

Relational dynamics between patients and staff in forensic settings can be complicated and demanding for both sides. Reflective practice groups (RPGs) bring clinicians together to reflect on these dynamics. To date, evaluation of RPGs has lacked quantitative focus and a suitable quantitative tool. Therefore, a self-report tool was designed. This paper aims to pilot The Relational Aspects of CarE (TRACE) scale with clinicians in a high-secure hospital and investigate its psychometric properties.

A multi-professional sample of 80 clinicians were recruited, completing TRACE and attitudes to personality disorder questionnaire (APDQ). Exploratory factor analysis (EFA) determined factor structure and internal consistency of TRACE. A subset was selected to measure test–retest reliability. TRACE was cross-validated against the APDQ.

EFA found five factors underlying the 20 TRACE items: “awareness of common responses,” “discussing and normalising feelings;” “utilising feelings,” “wish to care” and “awareness of complicated affects.” This factor structure is complex, but items clustered logically to key areas originally used to generate items. Internal consistency (α = 0.66, 95% confidence interval (CI) = 0.55–0.76) demonstrated borderline acceptability. TRACE demonstrated good test–retest reliability (intra-class correlation = 0.94, 95% CI = 0.78–0.98) and face validity. TRACE indicated a slight negative correlation with APDQ. A larger data set is needed to substantiate these preliminary findings.

Early indications suggested TRACE was valid and reliable, suitable to measure the effectiveness of reflective practice.

The TRACE was a distinctive measure that filled a methodological gap in the literature.

The factors which influence costs of production of food and the prices to the consumer have changed dramatically during this century, but especially since the establishment of trading systems all over the world. Gone are the days when the simple expedients of supply and demand alone governed the situation. The erosion of these principles began at the turn of the century, mainly as a result of the introduction by the rapidly developing industrial power of the USA to protect her own industries against the cheaper products of European countries. They introduced the system of tariffs on imported manufactured goods; it grew and eventually was made to apply to wide sectors of industry. European countries retaliated but the free trade policy of Britain's Liberal government was making the country a dumping ground for all other country's cheap products and surpluses.

At a recent meeting of the Glasgow Grocers' and Provision Merchants' Association, it was alleged that there are provision merchants in Glasgow who are doing a large business in selling margarine as butter at 1s. 2d. per pound. In commenting upon this statement The Grocer very properly urges that the officials of the Association referred to should take prompt steps to place the facts in their possession before the Glasgow authorities and their officers, and observes that in certain cities and towns—Birmingham, for example—the grocers' associations have co‐operated with the authorities in their efforts to suppress illegal trading, particularly in regard to the sale of margarine as butter. It appears that one of the members of the Glasgow Association expressed the opinion that the Margarine Act has been a failure and that shopkeepers who sell margarine as butter should be charged with obtaining money under false pretences.

The purpose of the paper is to describe and evaluate the changes in the content of the marketing theory course at Wharton 50 years ago, taught by Reavis Cox, as a result of the insertion of Wroe Alderson's book Marketing Behaviour and Executive Action.

The paper presents a personal experience of taking the course before the insertion of Alderson's book and a review of the revised course outline.

The course content moved away from a broader philosophically based marketing systems course linked to ideas from other disciplines, to one focused on marketing management.

The period in question is an important turning point in the way marketing theory was taught and developed that influenced future development of the discipline in ways that narrowed its focus and limited its contribution.

The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship.

The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews.

The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development.

The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process.

This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.