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Despite the long-established importance of infant mental health, internationally this has not been mirrored in the provision of infant mental health services. Within Scotland in the UK, there has been significant recent government investment in developing infant mental health services. However, existing research identifies a massive knowledge and skills gap that could create barriers to implementation. This study aims to use qualitative methods to consider the views of relevant professional stakeholders on education and training within infant mental health.

The authors completed semi-structured interviews with 14 professional stakeholders working in a health board in Scotland. This study used purposive sampling to include a broad range of professionals across health and social care services and analysed the resulting data using Braun and Clarke’s (2006) methodology. This study adopted a reflexive stance throughout, including the research team interviewing each other as part of the process.

Within the theme of education and training, we identified four sub-themes. These included roles for public health and societal education, training for parents, training for professionals and increasing professionals’ experience of infant mental health.

The issues identified are relevant in any area of the UK or internationally in considering the role of education and training in developing and maintaining new infant mental health services. Further research with families and with wider groups of professional stakeholders would be of further benefit.

The purpose of this paper is to introduce and explore stuckness as a felt phenomenon in psychiatric practice in order to stimulate clinicians in mental health settings to be on the lookout for stuckness and on the lookout for unexpected solutions to difficult clinical scenarios.

Signs of stuckness are looked at and then proposed causal factors of stuckness in clinical practice are reviewed. These are divided conceptually into four main groupings: patient factors, clinician factors, service factors and societal factors.

Although clinicians are encouraged to acknowledge when stuckness is present and to try to address possible causes with their patients, clinicians are also advised to work on understanding stuckness as a natural part of creative processes. It is suggested that services should draw on a psychoanalytic ethos to support staff to tolerate and respond to stuckness better.

Feeling stuck with patients’ partial recoveries or “revolving door” cycles is uncomfortable. In stretched psychiatric services in particular stuckness may go unnoticed, and instead the difficulty of the work with patients may inadvertently drive therapeutic mania or rejection of the patients, which can lead to harm. This paper offers a simple scheme to use when thinking about stuck patients in the psychiatric setting with the hope that this can stimulate clinicians to search for new creative solutions for patients.

Based on ethnographic data and a textual analysis, this chapter highlights the process of “therapization” of Buddhism in Western countries, with a specific emphasis on Tibetan Buddhism in France. Referring to the paradigm of “political economy of health”, as developed in recent medical anthropology, it attempts to explore the relationships between two concepts – economics and health – that had previously been considered separately, in the context of Western Buddhism. Further, this chapter's aim is to expose a potential application of theoretical economic models in an anthropological approach of Buddhist diffusion and appropriation in the West.

The purpose of this article is to introduce the theme of this special issue which contains a selection of papers written by the staff of UCL SLAIS.

The history of the School is briefly described and its philosophy of taking a broad and inclusive approach to professional education is reviewed.

There is considerable benefit to professional education in an institution which incorporates all branches of information work, and retains a sense of the value of traditional skills in tandem with an exploitation of new technologies. The contributors to this issue reflect this both by the range of disciplines which they represent and by the range of topics, from the most traditional to the most modern, and demonstrate the synergy between them.

The article provides an introduction to the special issue and promotes the value of an inclusive approach to professional education in the information disciplines.

The purpose of this paper is to assess whether shift work, sleep loss and fatigue are related to short-term unplanned absences in policing.

N = 367 police officers from the Buffalo Police Department were studied. Day-by-day work and sick leave data were obtained from the payroll. Absenteeism was defined as taking a single sick day on a regularly scheduled workday. Biomathematical models of fatigue (BMMF) predicted officers' sleep–wake behaviors and on-duty fatigue and sleepiness. Prior sleep, fatigue and sleepiness were tested as predictors of absenteeism during the next shift.

A total of 513,666 shifts and 4,868 cases of absenteeism were studied. The odds of absenteeism increased as on-duty fatigue and sleepiness increased and prior sleep decreased. This was particularly evident for swing shift officers and night shift officers who were predicted by BMMF to obtain less sleep and have greater fatigue and sleepiness than day shift officers. The odds of absenteeism were higher for female officers than male officers; this finding was not due to a differential response to sleep loss, fatigue or sleepiness.

Absenteeism may represent a self-management strategy for fatigue or compensatory behavior to reduced sleep opportunity. Long and irregular work hours that reduce sleep opportunity may be administratively controllable culprits of absenteeism.

Police fatigue has consequences for police officers, departments and communities. BMMF provide a potential tool for predicting and mitigating police fatigue. BMMF were used to investigate the effects of sleep and fatigue on absenteeism.

To overcome change management challenges, organizations often rely on stories as means of communication. Storytelling has emerged as a leading change management tool to influence and bring people on sharing knowledge. Nevertheless, this study aims to suggest stories of change as a more effective tool that helps people in taking action toward transformation processes.

The authors apply design science research to develop and evaluate how writing a prospective story engages organizational actors in the transformation process. The authors test the story-making artifact in a field study with five companies and 115 employees who participated in 75 workshops.

Using the findings to discuss the role of story-making in facilitating the emergence of new behaviors in transformation processes, the authors link story-making with the opportunity to make change happen through knowledge dissemination rather than merely understanding it.

The authors illustrate the role of iterations, peers and self-criticism that help story-makers embrace sensemaking, developing a shared knowledge based that influence individual actions.

The authors propose the story-making approach that organizations can follow to nurture change to make transformation happen through knowledge cocreation.

The research explores story-making as an individual act of writing prospective stories to facilitate the emergence of new behaviors through shared knowledge.

Reviews recent literature on home‐based intravenous antibiotics services and reports on a clinical trial carried out in the UK. The UK trial is synthesized with the literature and an outline framework is offered for planning the launch of similar non‐inpatient services in the UK health care system.

This paper aims to provide a profile of Andrew Voyce.

Andrew gives a short biography and is then interviewed by Jerome. Areas covered in the interview include the central role of Mrs Thatcher in closing down the old asylums, homelessness, education, benefits and digital art.

Andrew's recovery from long term mental health problems has seen him return to higher education. He failed to get his undergraduate degree, but decades later and with the encouragement of workers in the community, he completed both undergraduate and postgraduate studies. He talks of the negative impact of asylum care, especially the terrible side effect of akathisia, which resulted from the depot neuroleptic medication.

This paper shows a remarkable journey of recovery, from a life of being a “revolving door” patient, to homelessness, to re‐establishing an ordinary life in the community. The inmate's perspective is one that has largely been absent from narratives of asylum care.

Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.

In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.

Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.

Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.