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The efficacy of cognitive-behavioural therapy (CBT) for schizophrenia in community and general psychiatric settings has been widely investigated and its practice recommended in primary and secondary care. In secure forensic mental health services the evidence is less established. The purpose of this paper is to evaluate the effectiveness of group CBT for schizophrenia in a high secure hospital.

In all, 27 male forensic patients completed a manualised CBT group and were compared on primary and secondary outcomes to patients receiving treatment as usual (TAU). Primary outcomes were positive and negative symptoms as measured by the Scale for the Assessment of Positive Symptoms (SAPS), Scale for the Assessment of Negative Symptoms (SANS) and the Psychotic Symptom Rating Scales (PSYRATS). A secondary outcome was interpersonal functioning as measured by the Inventory of Interpersonal Problems (IIP-64).

CBT participants showed improvement on negative symptoms; affective flattening, alogia, anhedonia and avolition; in comparison to participants in TAU. CBT participants also showed reductions in delusions and hallucinations on the SAPS but not the PSYRATS. TAU participants improved on positive symptoms as measured by the PSYRATS. CBT participants showed reductions in overall interpersonal problems, and most notably in being socially inhibited and self-sacrificing. No iatrogenic effects of treatment were found; improvements in depression anxiety and stress were reported by group completers, which contrasted to experiences of the TAU group.

Absence of random allocation to CBP or TAU groups retains the risk of recruitment bias. Findings are preliminary given the sample size. Multiple outcome assessments increase risk of a type I error.

CBT for schizophrenia can be effective with clients in secure forensic mental health settings. Improvements in negative symptoms and interpersonal functioning appear to be particular gains. Self-report measures might be subject to specific demand characteristics in such settings.

The evaluation includes a comparator group in a high secure setting, which is typically absent in reported evidence for this population (Blackburn, 2004). The study also investigated changes in interpersonal functioning, which has previously been noted as an important but absent outcome in CBT for psychosis (Haddock et al., 2009). Iatrogenic outcomes were also considered in the evaluation to ensure no adverse effects were experienced from treatment.

The Vitae Yorkshire & North‐East Region Hub and the Society for Research into Higher Education Postgraduate Issues & Academic Practice Networks jointly organised this seminar on 30th April 2009 at the University of Leeds, UK. The seminar comprised two sessions, each with presentation followed by audio‐recorded open discussion. Attendees were from those working in the UK in the area of researcher and academic development who were invited and able to attend. A summary of the presentations and the second session discussion questions were posted immediately after the event on the Society for Research into Higher Education Postgraduate Issues Network website (http://www.srhe.ac.uk/networks.pin.asp). Those invited (attending or not) were able to respond further in writing. This report provides a collated summary of what people said in the period leading up to the Vitae researcher development conference 2009: Realising the potential of researchers (8‐9 September), where I introduced this report in the fringe session “Assessment within development events as evaluation of researcher support programmes”, and does not draw firm conclusions. Its purpose is more to help move further the debate in this domain of practice about “Which Direction Forward?”, with a view towards implications for both academic and non‐academic career paths for researchers, and to raise further discussion (see invitation at the end).

This paper proposes a complementary strategy that works in conjunction with physical restraint and which seeks to address dysfunctional thinking patterns thought to be contributory to the maintenance of the emotion of anger during an incident of aggression. The paper also includes a clinical case example to illustrate a variety of techniques that are designed to engage, challenge and dispute negative automatic thoughts and expressed verbal dialogue in an individual who requires restraint due to his aggressive and potentially harmful behaviour, which is driven by anger.

The purpose of this paper is to question our faith in numbers. It asks how much credibility can numbers and quantification of data offer us as researchers?

The research asked the question “Does gender matter?” in the case of banks lending to male and female business owners. To test this the bank loan officers were given an identical fictional bank loan proposal from either Jack or Emma Jones. It was assumed that the more positive statements made, the more likely there would be a positive decision to lend to either Jack or Emma.

The main finding was that no link was found between the number of positive statements made and the final decision on whether or not to lend to either gender. While counting, we assume, injects precision into analysis, in this case it provided no support for the existence of a relationship between the numbers of positive statements and final decision on whether or not to lend. Some reasons are presented.

The paper features a small sample of 35 interviews. It would be interesting to see if this same finding is replicated in other studies of bank loan decision making using bank loan proposals and investigating the effect of gender on decisions.

This research builds upon the 1993 research of Fay and Williams.

This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the way their middle leadership is practiced. Leadership identity, an internal narrative of oneself as a leader which is practised professionally in context, represents a concept that is best understood as being unique to an individual, enduring over time, and a consequence of human experiences. Middle leadership is often the first promotion for teachers from teacher to leader and, as such, how middle leaders perceive themselves as a leader and how this formative process of leadership identity underpins middle leaders’ practices can make a significant impact on a leader’s decision making, professional relationships, behaviours, and actions. This chapter is co-authored by two researchers and two middle leaders with the intention of understanding middle leader identity development and its influence on middle leadership practices. Using interviews, middle leaders’ stories of identity were co-composed and re-storied to construct each middle leader’s narrative. This chapter concludes with a discussion on the influences of identity for middle leaders and considerations for leadership development.

The participation of trans people is increasingly being framed as a defining issue for women's sport. A dominant narrative, promoted by various newly formed feminist organizations located in the Global North, is that (cisgender) women's sport will be forever changed – and negatively so – by the increased recognition and sports participation of trans athletes. The message is the following: first, that biological sex is fundamentally binary; second, that the place of ‘females’ in sport depends on the recognition of this biological ‘truth’; and third, that sports policymakers must choose between advancing the rights of interests of (cisgender) women or those of trans athletes, but can't do both. I call this phenomenon biofeminism: the wielding of scientific knowledge and expertise to claim binary, biological sex difference as the ‘true’ basis of (cisgender) women's experience and her rights. In this chapter, I offer an exploratory, empirical account of this variety of feminist mobilization by analyzing an awareness-raising event held in the United Kingdom in 2019. I approach this event as an opportunity to better understand how biofeminist actors are organizing, their epistemic strategies and the political frames they rely upon to give meaning to ideologies of binary sex difference and impact policy and legislation. Given the unfinished business of realizing gender equity within the institution of sport, I reflect on how women's sports organizations might counter biofeminist mobilization and pursue allyship between cis and trans women.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

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