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Self‐reported quality of life (QOL) was examined in a cohort of detained psychiatric in‐patients. Two patient groups, categorised as high and low on the Lehman Quality of Life Interview (QOLI) in terms of their ‘satisfaction with life in general’, were compared. A model of satisfaction with life derived from a logistic regression analysis contained three measures: (high) QOLI satisfaction rating for living situation, (low) suicidality and (high) motivation and energy. The practical implications of these findings are discussed in terms of assessment, symptom relief and environmental change.

The authors sought the answer to the question, “Why do so many developing leaders either fail to reach their full potential or cross the line into destructive or even unethical actions?”

To find out, they interviewed many successful leaders of major organizations and studied the case histories of failed top leaders. The study of unsuccessful leaders revealed a pattern: the failed leaders couldn't lead themselves. On their leadership journey these high potential managers adopted a set of personal behaviors that worked temporarily but were unsustainable in the long run.

The heroic model of leadership turns out to be merely an early stage – one with risks, temptations, misbehaviors – and one that needs to be outgrown. In contrast, successful leaders who move beyond the hero stage learn to focus on others, gain a sense of a larger purpose, foster multiple support networks, and develop mechanisms to keep perspective and stay grounded.

The authors interviewed 125 successful leaders of major organizations and studied the cases of top leaders who failed.

The five perils of the leadership journey, distinctive destructive behaviors that tend to occur in the hero stage of managers' early careers, are: being an imposter, rationalizing, glory seeking, playing the lone and being a shooting star. These behaviors can be overcome if they are addressed directly.

By identifying five distinctly destructive behaviors that need to be cured at an early stage of a potential leader's career the authors provide a valuable guide for executive development.

There are five ideas at the center of the endlessly debated and recycled findings and insights on leaders and leadership that produce a stream of leadership books. The paper aims to help practitioners separate the hype from the proven.

The paper assesses the five big leadership ideas, proposes four research challenges and offers five prescriptions for leadership improvement.

The five big ideas are as follows. Character – competent (get the right job done) and ethical (act with integrity) are at the essence of character. No best way to lead – no single model fits all situations. Today, the favored model for leadership is the self‐effacing, humanistic individual; co‐creation of unique customer value is today's mantra for enlightened leaders. Leaders must collaborate – good leaders design and manage a collaborative process of decision making and conflict resolution to which all the stakeholders subscribe. In the absence of such a process, implementation of strategy falters or fails. Adaptability is key to longevity – helping organizations adapt to change is perhaps the single most important leadership competency. Leaders are self‐made – although leadership theory and principles can be taught, effective leadership behavior must be learned.

Managers can use the paper's insights to discount the hype used to promote many leadership books and training.

The paper offers a broad, long‐term perspective on leadership theory and practice.

People with developmental disorders are significantly more likely to experience adverse childhood experiences (ACEs), although the impact of ACEs on this population is not well understood. Furthermore, considerably less is known about the exposure to, and impact of, ACEs in detained adolescents with complex developmental disorder needs. This paper aims to explore the exposure to ACEs in an adolescent population detained in a secure specialist developmental disorder service.

A retrospective file review was used to explore ACEs and placement histories within a specialist developmental disorder inpatient service. Data was collated for a convenience sample of 36 adolescents, 9 of whom were female, aged 13–20 years (M = 17.28 years).

A total of 33 participants (91.7%) had experienced at least 1 ACE, with 58% experiencing 4 or more ACEs and 36% experiencing 6 or more ACEs. The most common ACEs reported were physical abuse (61.6%), parental separation (58.3%) and emotional abuse (55.6%). The majority of participants had also experienced high levels of disruption prior to admission, with an average of four placement breakdowns (range 1–13, standard deviation = 3.1). ACEs held a significant positive association with the total number of placement breakdowns and total number of mental health diagnoses.

Adolescents detained in specialist developmental disorder secure care had, at the point of admission, experienced high levels of adversities and had been exposed to high levels of experienced and observed abuse. The level of exposure to adversity and ongoing disruptions in care suggests that Child and Adolescent Mental Health Services’ developmental secure services should consider adopting dual treatment frameworks of developmental disorder and trauma-informed care.

This study explored the early-life and placement experiences of a marginalised and understudied population.

The purpose of this paper is to examine how police authority – in its “soft” form – is used and understood by staff and detainees in police custody in England, examining how these meanings are shaped by this unique police setting. It is argued that the nature of this setting, as fraught and uncertain, along with the large volume of citizens who come into contact with the police therein, makes police custody the ultimate “teachable moment”.

The present paper is based on in-depth qualitative data collected between March 2014 and May 2015 in four custody suites (in four forces). In each site, the researchers spent three to four weeks observing and then interviewed 10-15 staff (largely police officers, detention officers but also a few other criminal justice practitioners) and 10-15 detainees. In total, the paper is based on 532 hours of observing and 97 interviews (47 with staff and 50 with detainees).

One way that the staff used their authority in the custody suites in the research was softly and innocuously; this entailed for example staff communicating in a respectful manner with detainees, such as by being deliberately polite. The authors conclude that this “soft” power was a dynamic, processual matter, shaped in particular by the physical conditions of the suite, the uncertain and insecure nature of detainees’ circumstances, as well as by the sense of disempowerment they felt as a result of being deprived of their liberty and autonomy, all of which contributed to police custody being the ultimate “teachable moment”.

The paper draws on a range of qualitative data collected from both staff and detainees in four types of police custody suites as part the “good” police custody study. It therefore makes an original contribution to the field which has tended to rely on cross-sectional surveys of citizens not policed populations (Harkin, 2015; Worden and Mclean, 2017).

The purpose of this study is to focus on the issue of paradigms in human resource development (HRD) and validate the HRD cube as a synthesized model of HRD praxis and to explicate some of the extant paradigms of HRD.

The study was carried out by examining the text of articles published in Academy of Human Resource Development (AHRD)-sponsored journals over a specific period. Sixteen articles published in AHRD-sponsored journals were treated as if they were the representative voice(s) of their author(s). Data units were axially coded and sorted into one of seven pre-determined categories based on the axioms of theory, research and practice. Then, data units were open coded using the constant comparative method, and themes were developed.

Axial coding results identified a dominant emphasis on practice. The accumulation of units representing research and theory were comparatively smaller. Evidence of shared perspectives was found that emphasized the practice axiom. Open coding results identified representative themes within each of the axiom-based categories of theory, research and practice. Six themes developed in the theory category, nine themes developed in the research category and six themes developed in the practice category.

The results support the overall construction of the HRD cube. Given the initial validation and support of the HRD cube and of the components described within the theory, research and practice sides within these 16 articles published in AHRD-sponsored journals, at least 18 prospective paradigms of HRD were identified.

The article sets out a definition of the main functional elements of “portals” as supplied by library management system (LMS) suppliers, also touching on related technology. It lists the benefits and considers continuing issues. It concludes by suggesting the main criteria a library would apply to choosing a system.