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The purpose of this paper is to provide a viewpoint in response to the Scottish Government announcing a yearlong pilot scheme to make court transcripts available to complainants of rape who have had their case heard in the High Court. This is the outcome of a campaign led by survivors to make accessible records of their trial. Here, a five-question model is applied which cautions the use of written records of spoken interaction by asking, how adequate are they for the purpose intended to serve?

Five questions are asked of transcripts, or written records, from a previously developed model (Richardson et al., 2022): (i) Are they an accurate representation of the spoken interaction that took place?; (ii) Who has agency, whose “voice” is represented in the recorded account?; (iii) Do lay and professional parties have ownership over the record?; (iv) How usable is the record; and (v) How resource efficient it is to produce?

The application of these questions to the yearlong pilot scheme offers a view on how transcripts, as written records of spoken interaction, must be considered not as direct replicas of the interaction that took place, but as a subjective text created by professional parties. In making these available, ownership is significantly increased. However, whether they are adequate for the purpose they intend to serve is yet to be known.

The originality of this viewpoint is offering a framework in which to locate some of the potential considerations by which to evaluate the pilot scheme. In considering how “high” or “low” answers to the five questions might “score” and recognising that as the scheme develops these issues intersect, consequences may be predicted by what is already known. For example, by increasing resource efficiency, you might decrease accuracy of representation and vice versa.

Many women report experiences of street harassment during their lifetime. Previous quantitative survey research has shown the variety of ways in which this type of harassment can impact upon a victim’s life, including restricting their freedom of movement and fear of further victimisation. The purpose of this study is understand the immediate and enduring psychological impact of street harassment on female victim-survivors.

The present study aims to explore, qualitatively, women’s experiences of street harassment through thematic analysis of on 35 online blog posts. Data were collected from the “Stop Street Harassment” website, where women are invited to share their experiences anonymously.

Three main themes were generated from the data. First was the age at which women began to experience street harassment, with recurring early incidents during formative childhood years. Second was the impact that experiences had on their mental health and psychological well-being with feelings of shame, fear, self-loathing, as well as decreased self-esteem and confidence experienced in the immediate aftermath – though the longer-term negative emotions reported were enduring feelings of anger alongside a constant state of anxiety from feelings of vulnerability to further victimisation. The final theme was the modification of behaviour after experiencing street harassment where women choose to avoid walking alone on the streets or consciously changed their clothing choices, to avoid being harassed.

This study offers a further qualitative insight into the real-life experience and psychological consequences of street harassment upon survivors’ mental health.

Policy in the UK and many other countries states that mainstream mental health services should be accessible to people with intellectual disabilities (ID). The purpose of this paper is to systematically review training and development needs assessments and delivered training and development for professionals working in mainstream mental health services who may work with people with IQ.

A systematic search of four databases (Web of Science; PsychInfo; PubMed; CINAHL) over the period of 2011–2023 was used. Papers were included if they described training or development delivered to, or specific training or development needs analyses of, mainstream qualified staff to support working with adults who have an ID.

Two papers were found that described training and development initiatives and six that described training and development needs analysis, five of these papers originated from Australia and were part of the development of a comprehensive workforce competency framework.

Training and development approaches for mainstream mental health services to facilitate the support of people with IQ should be systematically developed and trialled.

To the best of the authors’ knowledge, this is the first study to review training and training needs analysis in this area since 2012. The review finds only a small number of papers in what is an important area for service development.

In order to create sustainable health systems, many countries are introducing ways to prioritise health services underpinned by a process of health technology assessment. While this approach requires technical judgements of clinical effectiveness and cost effectiveness, these are embedded in a wider set of social (societal) value judgements, including fairness, responsiveness to need, non-discrimination and obligations of accountability and transparency. Implementing controversial decisions faces legal, political and public challenge. To help generate acceptance for the need for health prioritisation and the resulting decisions, the purpose of this paper is to develop a novel way of encouraging key stakeholders, especially patients and the public, to become involved in the prioritisation process.

Through a multidisciplinary collaboration involving a series of international workshops, ethical and political theory (including accountability for reasonableness) have been applied to develop a practical way forward through the creation of a values framework. The authors have tested this framework in England and in New Zealand using a mixed-methods approach.

A social values framework that consists of content and process values has been developed and converted into an online decision-making audit tool.

The authors have developed an easy to use method to help stakeholders (including the public) to understand the need for prioritisation of health services and to encourage their involvement. It provides a pragmatic way of harmonising different perspectives aimed at maximising health experience.

All health care systems are facing increasing demands within finite resources. Although many countries are introducing ways to prioritise health services, the decisions often face legal, political, commercial and ethical challenge. The research will help health systems to respond to these challenges.

This study helps in increasing public involvement in complex health challenges.

No other groups have used this combination of approaches to address this issue.

The purpose of this paper is to gather research-stories, that is, the stories of the researcher themselves. The authors gather stories that situate researchers in their social, political, personal and professional contexts to learn about being a researcher in a University at this particular historical moment.

The authors’ stories began with the naive question – “What is it like to be a researcher in a University right now?”. The authors asked this question of Julie White’s (2012) “disposable academics” (p. 50); short-term and casualised staff with insecure teaching or research contracts. They asked White’s (2012, p. 48) “academic infantry” the mid-career researchers who have felt the labour intensification of recent times. They also asked senior academics, established professors with established research histories and the security (they hope) of a steady track record and a list of external grants.

The answers were not simple. They were stories of the pragmatics of managing the new academic scene; maintaining a research passion despite the pressures of new managerialism’s focus on certain forms of efficiency, external accountability and monitoring; resolving the apparent losses of autonomy, academic freedom, support, security and academic dignity. The authors heard emotional and vulnerable stories, stories of personal investment and emotionally and physically risky and dangerous encounters. The authors learnt something of the complex business of negotiating personal and professional subjectivities.

The authors heard emotional and vulnerable stories, stories of personal investment and emotionally and physically risky and dangerous encounters. They learnt something of the complex business of negotiating personal and professional subjectivities.

How can clinical psychologists promote social inclusion in their practice? Mark Hayward, Emily Brown, Rufus May and Emma Harding offer a variety of perspectives from professional and service user viewpoints.

The purpose of this paper is to provide a general review of “student engagement” with a focus on the measurement of student engagement in UK higher education. A wide variation in how the construct is measured has made it difficult for institutional researchers to compare findings across studies. This study seeks to understand more about the measurement of student engagement by examining the reliability and validity of three national student surveys: National Survey of Student Engagement, National Student Survey and UK Engagement Survey.

Using a narrative review of literature, each survey method is examined to identify the strands of student engagement they can be applied, to determine to what extent survey results can be benchmarked across institutions, and to explore their potential use in institutional led research. Kahu’s (2013) four perspectives of engagement are adopted as a framework for analysis as they represent student engagement as a fluid, multifaceted and, at times, abstract construct.

Findings support the notion that a single instrument cannot examine all facets of this complex construct and that student surveys currently collect information on limited and discrete perspectives of engagement. The use of these three surveys provides a depth and breadth of information about student engagement; however, institutions need to maintain an open dialogue about the construct to ensure its validity, and how to measure and understand it.

Student engagement as a construct continues to evolve and change. This paper adds to the call for institutional researchers to continue to engage in debate about the validity of the construct. The need to maintain essential knowledge of the construct and its many facets is necessary, as is the need to incorporate such knowledge into ongoing work to provide accurate, actionable data to guide improvement and enhancement research.

The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence.

Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed.

The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses.

Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions.

Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

Contrary to prevailing wisdom, international development does not either succeed or fail. It does both. With reference to case study material gleaned from working with both grant‐makers and international civil society organisations, this article critiques both the assumptions and organisation of development. Development initiatives create small islands of beneficial change for children but in general suffer from donor‐led managerial approaches, the dominance of upward accountability to Northern agencies, poor relationships and the tendency to both generalise and simplify. Globally, governments and civil society are failing to protect millions of vulnerable children and promote their participation in decision‐making. But better outcomes for children are possible. This article articulates the problems but also demonstrates how: (1) partnerships could be reoriented so that power relations are continually challenged; (2) planning mechanisms could be more focused and efficient; and (3) innovation, learning and reflective action could be promoted so that practice is appropriate to the context and therefore promotes better outcomes for children.

This article reviews the contents of the previous year's editions of the Journal of Children's Services (Volume 2, 2007), as requested by the Journal's editorial board. It draws out some of the main messages for how high‐quality scientific research can help build good childhoods in western developed countries, focusing on: the need for epidemiology to understand how to match services to needs; how research can build evidence of the impact of prevention and intervention services on child well‐being; what the evidence says about how to implement proven programmes successfully; the economic case for proven programmes; the urgency of improving children's material living standards; how to help the most vulnerable children in society; and, lastly, the task of measuring child well‐being.