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The purpose of this paper is to report research into the social defence of splitting and projection in schools. In splitting and projection, organisational members separate their unbearable feelings from the more acceptable ones and project them, typically towards other individuals and groups.

The research was undertaken in three secondary (11‐18), co‐educational, maintained schools in Wales, UK, using a case study method and a psychoanalytic approach and interpretive perspective. Data were collected during interviews and meetings with key players.

The cross‐case analysis and interpretation showed how features in the whole system such as institutional stress can create a setting in which splitting and projection may flourish. The inadequate definition and management of institutional roles may also contribute. Individuals and groups may act as “lightning rods” receiving and taking in projected feelings and may play a part in establishing themselves in that role. Splitting and projection can develop into blame, demonisation, scapegoating and bullying. The ability of those involved to transform projected feelings, that is, to accept them, contain them, change them into benign and acceptable forms, and then return them in that different form, is crucial to minimising the impact of splitting and projection and to ensuring that it does not grow into more dangerous organisational phenomena. This transformation‐and‐return process is a key educational leadership task.

The paper provides a new perspective on a widespread behaviour in schools and colleges and describes how the behaviour can be managed. It has implications for all educational leaders.

The advent of retail deregulation (liberalisation) in the United States electricity markets provides the major energy users, for the first time, significant choice in energy procurement. With choice comes responsibility for sorting the wide range of potential services, associated risks and variables in price. As deregulation has progressed, the emerging market has not yet reached maturity for retail customers, resulting in significant price volatility and imbalances in supply in some regions. This paper, presented in the Journal in two parts, of which this is the second, explains the fundamentals of energy choice for commercial and industrial energy users and the criteria to be considered in making long‐term energy commitments.

In September 2001, the Professional Headship Induction Programme was implemented in Wales. This programme is intended to support the professional development of new headteachers and is made up of a professional headship profile, mentor support, peer networking and a directory of training resources. The programme was developed by a consortium comprising the Glamorgan University, the educational advisory service for the Bridgend, Caerphilly, Merthyr Tydfil and Rhondda‐Cynon‐Taf local education authorities, the Welsh Primary Schools Association and the Welsh Secondary Schools Association. This paper describes the programme and its development and, on the basis of interviews with those involved, reports the tensions and shifts that emerged during the development process. These include the timescale of the development, the programme structure and content, determination of the balance between support and challenge for new headteachers, historical and political tensions and the inter‐relationship between the participants in the development. In the final section, success factors are identified.

The advent of retail deregulation (liberalisation) in the United States electricity markets provides major energy users, for the first time, significant choice in energy procurement. With choice comes responsibility for sorting the wide range of potential services, associated risks, and variables in price. As deregulation has progressed, the emerging market has not yet reached maturity for retail consumers, resulting in significant price volatility and imbalances in supply in some regions. This paper, presented in two parts in this and the next issue of the Journal, explains the fundamentals of energy choice for commercial and industrial energy users and the criteria to be considered in making long‐term energy commitments.

The purpose of this research is to focus on the serious but under‐examined incidence of fatalities and injuries among rail trackworkers. It identifies the pressures on trackwork, locating them within an analysis of the economic structure of the privatised rail industry and illustrates the consequences of these pressures at the operational level.

A series of semi‐structured interviews was held with management representatives of the infrastructure and maintenance companies, rail safety bodies and officials and representatives of the RMT. These were supplemented by focus‐group style discussions with track maintenance workers in Scotland and the North of England. The paper then relates these qualitative data to the analysis of recent major incidents which have involved fatalities of rail employees.

Within the structure of the post‐privatised industry, improvements to the safety regime are always in danger of being constrained by countervailing economic and organisational pressures. There is a marked discrepancy between the higher level safety structure and the experience of employees at track level.

There is virtually no workforce input into the construction of safety procedures despite the fact that rail workers' commitment to the industry represents a large untapped resource for safety improvement.

The rail industry in general, and trackwork in particular, have been conspicuously under‐researched since privatisation.

Recent governmental policy has emphasised the need for greater choice and inclusion for people with learning disabilities. Accordingly, learning disabilities services are increasingly offering a greater choice of psychological interventions to people with learning disabilities. A growing body of research has examined the use of psychodynamic interventions for people with learning disabilities. The purpose of the this paper is to identify, outline, and evaluate research on the efficacy of psychodynamic approaches with people with learning disabilities and to consider the implications for clinical practice.

A systematic search identified 13 relevant studies. A qualitative review of these studies was carried out.

Overall, the reviewed studies offer some preliminary support for the use of psychodynamic approaches with people with learning disabilities.

A number of methodological issues are identified (particularly concerning the influence of extraneous variables and the generalisability of findings) and further, larger scale and more robust, research is required.

Learning disabilities services should consider providing psychodynamic psychotherapy for people with a mild learning disability experiencing mental health, behavioural, and/or offending problems.

This paper provides an up-to-date, comprehensive review of the literature on the efficacy of psychodynamic psychotherapy for people with a learning disability that will be of use to services providing therapeutic support to people with a learning disability and to people commissioning those services.

The increased use of checks in nonlocal payments at the end of the nineteenth century presented problems for their clearing and collection. Checks were required to be paid in full (at par) only when presented directly to the drawn-upon bank at its counter. Consequently, many, primarily rural or small-town, banks began to charge remittance fees on checks not presented for collection in person. Such fees and the alleged circuitous routing of checks in the process of collection to avoid them were widely criticized defects of the pre-Federal Reserve payments system. As the new Federal Reserve established its own system for check clearing and collection, it also took as an implicit mandate the promotion of universal par clearing and collection. The result was a bitter struggle with non-par banks, the numbers of which initially shrunk dramatically but then rebounded. A 1923 Supreme Court decision ended the Fed’s active (or coercive) pursuit of universal par clearing, and non-par banking persisted thereafter for decades. Not until the Monetary Control Act of 1980 was universal par clearing and true monetary union, in which standard means of payment are accepted at par everywhere, achieved.

Describes how individuals hold theories which govern their actions and how these theories unintentionally create organizational defensive routines and inhibit learning. Presents an action science approach whereby consultant researchers can help individuals see their taken‐for‐granted theories, test them and then redesign their action in the light of their learning.