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The involvement of service users within clinical psychology training is written into policy. However, the practice of evaluating involvement from both trainees’ and service users’ viewpoint is minimal. The purpose of this paper is to evaluate recent service user involvement in psychometrics and formulation teaching on a clinical psychology training programme, from both service user and trainee perspectives.

Focus groups were held with service users (n=3) involved in the teaching, as well as trainees (n=3). Additional questionnaire data were captured from trainees (n=11). Service user and trainee data were analysed separately using thematic analysis. Themes generated for trainees were also mapped on to a competency framework for clinical psychologists.

Both parties found the teaching beneficial. Service users enjoyed supporting trainees and engaged positively in their roles. They identified relational aspects and reflections on their own therapy as other benefits. Trainees reported enhanced clinical preparedness, critical and personal reflection. Trainee anxiety was evident. Learning mapped well to competency frameworks.

The samples were small and some data truncated. Findings speak to broader issues and may transfer to other involvement contexts.

A good degree of meaningful involvement can be achieved through such initiatives, to mutual benefit and enhanced learning.

Nature of the exercise and dual-aspect approach to evaluation described here helps to minimise tokenism. The mapping of findings to competency frameworks supports evaluative processes and helps to legitimise involvement initiatives that challenge the boundaries of existing practice.

New Internet domains. The seven new generic Top Level Domains for the Internet, plans for which were announced in our last issue, have been approved by the International Ad Hoc Committee (IAHC) of the Internet Society.

RLG's New Search System Debuts at Dartmouth Eureka, the new patron‐oriented search service from the Research Libraries Group, was previewed at Dartmouth College in January and will be put through its paces by campus users for the next six months. Dartmouth users will have access to Eureka through the college's campus‐wide information system.

This paper develops an empirical means of tracking involvement in a relational double‐bind in hostage negotiations as a means of monitoring the extent to which the hostage takers developed more cooperative or competitive relational parameters with police negotiators. Verbal immediacy was used to track the hostage takers double bind problems across nine different hostage negotiations. The results indicated that the purpose for taking hostages greatly influenced the kinds of paradoxes displayed by the hostage takers. Mentally ill hostage takers became cooperative early in the negotiation, but then turned more competitive as the negotiation unfolded. Hostage takers caught in the act of committing a crime became competitive early and then became more cooperative as time elapsed The hostage takers involved in domestic violence remained competitive throughout the interaction.

The journal publisher Academic Press has decided to take action ‘to jump out of the subscription spiral where library funding goes down and consequently our prices go up, so subscriptions drop even further.’

Explores organizational learning based on the interpretations of actors in the organizational setting. Brings out the major point that events of organizational change are subject to multiple and competing interpretations and that labelling a particular event as “organizational learning” can be seen as an act of power through which a progressive and positive interpretation of organizational events is privileged over other interpretations. Argues that, although the metaphor of “learning” is a useful tool for organizational analysis, focusing only on learning marginalizes the darker themes of people’s organizational experience and leaves us with a more partial appreciation of organizational life.