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Much has been written about helping those with dementia. But what about those for whom distress is not primarily related to a neurological cause and there is no psychiatric history? The purpose of this paper is to offer a guide for allied health professionals and family carers to manage distress in older people who are able to engage in language based communication and who are experiencing significant change or loss.

This practice informed paper draws on the authors’ extensive experience working as a mental health social worker who specializes in work with older people in the community and in care, with family carers and in educating allied health professionals on how to manage presentations of distress in older people.

Three foundational management strategies are discussed: understand the reason for distress, implement the C.A.R.E. Plan and maximize comfort in exploration and referral.

This viewpoint piece has not been substantiated through research and does not reflect training in the field of clinical geropsychology.

The ideas in this paper are original and are practical solutions to common problems that can be faced by workers or family in close contact with older people. The information can be applied immediately to whatever setting is relevant for the reader and is written in easy to understand language. Furthermore, its aim is not only to increase skill and confidence for the reader but also to promote the emotional and psychological wellbeing of older people.

The purpose of this paper is to investigate health care professionals’ (HCPs) and service-users’ (SUs) attitudes towards different treatment options in an Early Intervention for Psychosis (EIP) service as well as the topical issue of offering choice over treatment.

Seven SUs accessing an EIP service and nine HCPs completed qualitative surveys about treatment for psychosis. Data were analysed thematically.

Both HCPs and SUs appeared to have a generally positive attitude to the range of interventions offered by the EIP service and SUs talked about the importance of all treatment options being explored. There was variation in attitudes towards SUs having choice over their treatment and a number of factors were identified as crucial in influencing attitudes including mental capacity, risk and level of engagement.

Small sample size, recruitment from only one EIP service and using a survey design limit generalisability and depth of analysis.

HCPs working in EIP services should explore different treatment options fully with SUs but be aware that they may feel unable to make the decision themselves. Such discussions should be revisited throughout an individual’s care as their ability and desire to make informed choices may change over time. Continuing Professional Development and clinical supervision should be used to help HCPs reflect on the choice agenda and the implications of this for clinical practice.

Few studies have examined attitudes towards treatments for psychosis. This is an evolving and important clinical area that remains under researched. Recommendations for service-development, future research and clinical practice are made.

This paper aims to review the literature on the use of the notion of performativity and its related concepts in accounting research. The literature uses the term performativity in almost diametrically different ways, yet most papers assume that the meaning of the term is self-evident. We build on recent reviews of the notion of performativity and explicate the implicit tensions in the accounting literature, discovering a need to clarify how the accounting literature has explored the processes – how accounting becomes performative – and effects – what is performed – of accounting performativity. The paper develops suggestions for future theoretical and empirical research.

The authors have searched in six leading accounting journals (Accounting, Organizations and Society, Accounting, Auditing and Accountability Journal, Management Accounting Research, Critical Perspectives on Accounting and Qualitative Research in Accounting and Management) for the terms “performativity” and/or “performative” and/or “performable”. This yielded 289 results from which we distilled a core sample of 92 papers which substantially draw on the concept and explicate their use of the term.

The authors find that the accounting literature has paid almost equal attention to the conforming and amplifying effects of performativity but has mostly explored how conditions of performativity are built. Less attention has been paid to how accounting generates multiple worlds and how differences in these worlds are coordinated by accounting. Building institutions and searching for accounting incompleteness have been developed as the two main processes where accounting is made performative.

The paper develops avenues for future research, highlighting the potential for a deeper understanding of how the notion of performativity can be used. We do not advocate homogenizing the literature, instead exploring its fruitful tensions to discover a renewed interest in how accounting is constitutive of existing and/or new worlds. We illustrate this potential by reflecting on the debates about accounting incompleteness and the boundaries of accounting. The authors also suggest the potentials for concepts of performativity in studying emerging phenomena such as big data and sustainability and revisiting the ethics of using accounting as a social and organizational practice.

The literature review explicates differences in the use of the term performativity, which usually remain implicit in the literature. The study develops a framework that attends to both the processes – problematizing the conditions for performativity or not – and effects – conforming and amplifying – of performativity accounting studies have drawn upon, which clarifies how the accounting literature has mobilized the notion of performativity and the contributions the accounting literature has added. Further, the authors extend Vosselman’s (2022) review both in scope and nuance.

IT is too early to examine what the change of Government may portend for libraries sustained attract malign attention from any party. We are aware enough, however, that a time of financial stringency lies ahead for every public activity. In book production, the restrictions on imports may worsen a position which is bad enough as it is. There may not be a sinister intention in the gesture of cutting the salaries of Cabinet Ministers by a sum which for several of them represents about £25 or about a half crown a week on such salaries as librarians earn. We hope there is not. Although all good Britons will make necessary sacrifices; but they want to be sure that they are necessary and not, as usually is the case, merely attacks on public servants. We are told that there will be no Geddes axe this time, but experience shows that the politician can always find a way of reversing a statement in what he imagines to be the public interest. Fortunately those likely to be affected are better organized than they were in the early twenties.

The purpose of this paper is to argue that current ways school systems have addressed social mobility is misguided at best and, at worst, hurts social mobility. Instead, we call for a focus on investment in teachers' professional capital as a primary lever for enhancing the likelihood they can effectively prepare and develop all children to lead successful lives after school. These arguments have become even more pertinent with the COVID-19 pandemic.

Using contemporary research, and grounded in our collective decades of research in these areas, we define social mobility and document how the aim of improving it has become a central tenet of our governments' stated ambitions and the yardstick by which school systems' success is measured. We then show how the application of market-based approaches to schools and teachers' work has hindered social mobility and offer a new path forward.

After 50 years of neoliberal policies incentivising individualistic and competitive behaviours, it is time to move towards policies that enhance professional capital and promote high quality collaboration between teachers. We call for a new path forward: a re-orientation to invest in teachers' capacity to realise the potential of education to improve the life prospects for all children, irrespective of their background.

As with so many issues, the COVID-19 pandemic has shone an intense light on the role of educators in society. There are credible concerns that economic and educational inequalities resulting from the crisis have the potential to trigger a fall in future social mobility levels. Yet this should also be seen as a new dawn for renewed thinking in which we seriously consider a shift away from neoliberal to professional capital policies to create an education system that nurtures teaching professionals, promotes collective behaviour and helps rather than hinders efforts to improve social mobility.

ON December 6th Mr. Salter Davies was installed President of the Library Association at Chaucer House in succession to Mr. S. A. Pitt. A word first should be said about the Presidency of Mr. Pitt. It has been carried on under handicaps that would have deterred most men in such a post. A severe illness, successfully encountered and gallantly overcome, has been the main personal feature for Mr. Pitt of what should have been the most distinguisned year of a quite eminent library career. We had looked forward to very active work from him during his Presidency, and so far as circumstances permitted, he fulfilled all the obligations laid upon him completely. We can thank him more warmly, if not more sincerely, than perhaps would ordinarily be the case, because of the difficulties he has victoriously surmounted. With newly established health, we wish for him a continuance of the great work he has done for librarianship not only in Glasgow but in the Library Association and in the world of libraries generally.

Discusses the concept of “school effectiveness” and the theories behind the research reported in the literature – which is reviewed. Both the so‐called scientific approach and the multi‐paradigmatic approach have limitations; an “evolutionary epistemology” is preferred.

Drawing upon the theoretical concept of social identities, the purpose of this paper is to investigate if an aboriginal employee resource group (ERG) helps to improve connectedness between the participants of the ERG and the organization in a Canadian context.

Qualitative research was used to interview 13 members of this ERG situated within a large Canadian bank.

The ERG created a positive experience for its members. It provided a bridge between the aboriginal identity and the organizational identity. Those who were part of the ERG felt that it encouraged them to bond to their cultural identity and that it also generated affirmative connections to the organization.

For employers seeking a more diverse workforce who have struggled with retaining employees from marginalized groups, ERGs may prove helpful.

This study posits a theoretical perspective of how ERGs are able to connect minority members to organizations through the recognition of dual identities. This is also the first study to examine the benefits of an aboriginal ERG.

The purpose of this paper is to discuss a resource‐based approach for exploring micro‐firm management practice, as informed by the relevant literature. Specifically, the paper analyses available literature and catalogues micro‐firm and managerial competence criteria in pursuit of managerial insights in this environment.

A comprehensive literature review precedes the conceptualisation of micro‐firm management practice.

Literary findings suggest that, considering micro‐firms' internal resource constraints, minimal environmental power, and owner‐centred culture, it is vital for these organisations to embed their valuable resource in their core business strategy, to ensure survival in the longer term. Furthermore, there is an assumption that knowledge must be used optimally within the micro‐firm by developing the analytical and critical skills of individuals, groups and the entire organisation so as to sustain and grow these firms' competitive advantage. Having identified and catalogued a range of factors that impact micro‐firms, the authors propose a “resource taxonomy of micro‐firm management practice”, which establishes factor interaction and the interrelationships between each resource in this environment. The purpose of this taxonomy is to assist in the analysis of management practices in the micro‐firm milieu.

The authors go on to discuss taxonomy implications for micro‐firm training policy and propose further exploration of micro‐firm management practice and resource‐based research in this environment.

Academic research, which focuses specifically on the micro‐firm, has historically been rare, despite multiple calls to study these firms in their own right. By proffering a “resource taxonomy of micro‐firm management practice”, the authors seek to inform this neglected research area.