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There is growing evidence of the efficacy and effectiveness of targeted parenting programmes but the evidence for universal parenting programmes is much less developed. The purpose of this paper is to evaluate the effectiveness of Parent Gym, a parenting programme delivered in schools.

In this paper a quasi-experimental design was utilised. Parents were recruited to the Parent Gym programme comprising six two-hour weekly sessions. Parents completed measures of their parenting efficacy, parenting satisfaction, interest in parenting and mental well-being at pre- and post-course. Comparative data were derived from a retrospectively-defined randomly selected group of non-participant parents at two time points, equivalent to the length of the Parent Gym course.

Changes in the Parent Gym group were compared with the comparison group using repeated measures mixed 2×2 ANOVAs, which accounted for the potential effect of demographic characteristics (parent gender, ethnicity, parent age, parent education level and single parent status), and their potential interaction with group membership. Parenting satisfaction showed a significantly greater increase for the Parent Gym group with a large effect size (d=0.80). Regarding parenting efficacy, there was a significant time × group interaction indicating efficacy scores increased in the Parent Gym group but decreased in the comparison group (d=1.93). Mental well-being also improved for the Parent Gym group from below the national norm before the course (d=−0.26) to significantly greater than the national norm at post-course (d=0.29).

A limitation of the present study is the absence of data on outcomes for children. Second, the administration of the research at local level, primarily the distribution and collection of the measures and return to the research team for analysis, is a potential source of data loss: both pre- and post-programme data were available on 55 per cent of Parent Gym parents, similar to other community studies. Third, the present study did not include a longer term follow-up after the programme ended. Future research is required to examine the sustainability of effects produced from community implemented programmes.

Findings from the present study indicate that a universal programme, Parent Gym, was effective in aiding the positive development of aspects of parenting behaviour, namely parents’ self-efficacy, parenting satisfaction and mental well-being, when delivered in community settings. This demonstrates its potential as part of a regular service delivery option of evidence-based support for parents.

Successful parenting requires both the development of parenting skills and a positive relationship between parent and child. Parents vary in the resources (e.g. family) available to develop positively. Evidence-based parenting programmes have an important role in aiding parenting development, both those targeted at parents with most challenges and those (universal) aimed across the population. This study demonstrated that the universal Parent Gym programme is effective across a wide range of parents and has the potential to be a positive social resource for community delivery.

This is the first rigorous study of Parent Gym. It adds to the limited evidence about parenting programmes delivered outside of trials, as part of normal service delivery. With this evidence, parent choice of a suitable evidence-based programme is increased.

This work was originally commissioned during 1982, the year that was designated Information Technology Year; the year that the personal computer replaced the space invader machine as a focus for teenage obsession; the year of the library symbol, the Hunt Report on cable TV; the year the US Post Office issued two stamps celebrating American libraries, and the British Post Office issued a stamp for IT year suggesting that libraries were a thing of the past. The work was intended to look at “the background to the IT revolution, the benefits of applying technology to library services and the reasons for its relatively slow progress”. It was envisaged at the time that what would have been effectively a state‐of‐the‐art report on the technology available to libraries, and who was doing what with it, would be a useful tool for library managers introducing or extending library technical services. It might usefully have complemented the LA publication, The impact of new technology on libraries and information centres (LA, 1982). However, for a variety of reasons it was not possible to produce the publication in 1983 as intended; the person commissioned to write it was unable to do so; and eventually, in 1984, it was realised that the speed of development and availability of technology was such that any such work would be useless as a practical guide within months of publication. The growth, during the period, of journals on the subject of library applications of IT of all kinds; the appearance of regular updates in the generalist professional press; the formation of, for example, the Library Association IT Group: all these developments clearly offered better opportunities of current awareness to the library manager than could be achieved by a single monograph.

Multicultural and multi-ethnic diversity is increasing across Europe. The current influx of migrants from conflict zones such as Syria and Iraq makes the issue even more important and challenging. Consequently, how we consider the identification of special educational needs (SEN) and then the making of appropriate provision to meet those needs must change. In this chapter we examine the interface between these important factors – SEN and ethnic origin. We draw upon two research programmes in order to highlight these issues. First, we examine large-scale studies using quantitative methods to explore the relationship between ethnicity and different categories of SEN. Second, we report research that uses qualitative methods, exploring the perspectives of children and young people with SEN, growing up in multicultural United Kingdom. Although these research studies were carried out in the United Kingdom, they have resonance across Europe, and beyond.

The purpose of this study is to analyze the indexes of employability assets that affect students' employability in Indigenous contexts.

The study restructures the indicators developed from the survey the authors did for the Vital Outcome Indicators for Community Engagement (VOICE) research project into six employability indexes. The six indexes are reading and comprehension, numeracy, technological mastery, contribution to organizational performance, job searching skills and cultural awareness. The study has applied mixed research method, which is the combination of survey and secondary data analyses.

All six indexes have impacts on students' employability in various degrees with a high level of internal consistency among the indicators. The regression analysis reveals that the technological mastery, reading and comprehension and numeracy indexes significantly influence students' contribution to the organizational performance. The results also show that cultural awareness has impacts on employability but students do not connect it to the required employability skills. Such disconnection of cultural awareness with employability skills justifies the necessity to integrate Indigenous cultural contents into programs and curriculums in today's post-secondary education, particularly in the University College of the North (UCN), improving students' cultural knowledge, which, in return, enhances their employability in Indigenous contexts. The result is also applicable globally to countries which have large populations of Indigenous people such as Canada, Australia, New Zealand, Colombia, Mexico and other regions where workplaces are set in Indigenous contexts.

The research survey was only conducted within students of UCN Thompson campus.

The results of this paper can be used as a guideline to adjust teaching/learning strategies with a focus on integrating Indigenous cultural components into UCN courses and programs, including other institutions with similar attributes to enhance Indigenous students' employability. UCN tri-council, faculty, community leaders, researchers, government and NGOs can also use the outcome of this paper to articulate polices that enhance students' employability. The outcome and strategic implication of the study can also be applicable to any institutions in a global Indigenous context.

The authors of the paper provide empirical evidence from the indexes of the employability assets including their indicators affecting students' employability. It is attested that cultural awareness index have impacts on students' employability in Indigenous context.

This study aims to consider the place of employability in universities, with a focus on research‐intensive institutions, and to outline an initiative that was introduced to promote employability skills development at the University of Nottingham.

Following a discussion of literature on the promotion of employability in higher education, the development of the “Inside Employment” initiative is outlined. The project was developed using an action research methodology.

The major findings from each cycle are outlined here, demonstrating the different factors that informed the programme's establishment.

The paper makes a number of recommendations for developing opportunities for employability skills development in universities in general, and research‐intensive universities in particular.

The paper will be of value to those involved in developing employability initiatives in higher education, particularly at research‐intensive institutions.

In advancing the academic discourse around the theory of field, place and space in ethnographic research, this paper proposes a carnal sociological reading of the meaning and form of the Lindsay Leg Clubs – third-sector community leg care centres for older adults with leg problems – as a therapeutic space-construct.

The paper draws on non-formulaic, polymorphic ethnographic research in the UK Lindsay Leg Clubs conducted through multiple on-site and extramural engagements with the Leg Club community between 2019 and 2023 and an interview with the Leg Club founder and president, Professor Ellie Lindsay OBE. Wacquant's (2015) reflexive, enactive ethnographic approach is applied to develop an intellectual and carnal know-how of Leg Clubs as therapeutic space-constructs.

The researcher's “flesh and blood” experience of the Leg Clubs reveals the importance of cognitive and embodied appreciation of sounds, smells, sights, movements, the structures of wound stigma, centre-stage physical bodies of members and the volunteers, the material arrangement of the place and the researcher's own visceral and intellectual, biographical relation to the fieldwork to understand the therapeutic form and meaning of Leg Club spaces.

Applying the carnal sociology approach to reveal the therapeutic form and meaning of the Leg Club spaces makes concrete the abstract distinctions between field, place and space in ethnographic research, hence advancing the discourse around the theory of field in ethnography. A carnal sociological reading of the Leg Club spaces has implications for an embodied understanding of broader community care spaces.

The aim of the project was to evaluate the short‐term treatment outcomes of patients treated in a medium secure service for people with intellectual disability. A total of 138 patients, 77 discharged and 61 current inpatients, treated over a six‐year period were included in the audit. Information on demographic and clinical variables was collected on a pre‐designed data collection tool and analysed using appropriate statistical methods. The median length of stay for the discharged group was 2.8 years. About 90% of this group were discharged to lower levels of security and about a third went directly to community placements. None of the clinical and forensic factors examined was significantly associated with length of stay for this group. There was a ‘difficult to discharge long‐stay’ group which had more patients with criminal sections, restriction orders, history of abuse, fire setting, personality disorders and substance misuse. However, when regression analysis was done, most of these factors were not predictive of the length of stay. Clinical diagnosis or offending behaviour categories are poor predictors of length of hospital stay, and there is a need to identify empirically derived patient clusters using a variety of clinical and forensic variables. Common datasets and multi‐centre audits are needed to drive this.