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This article describes the strategy for delivering integrated care in Trafford on a whole‐systems basis. It describes an approach to integrating services across primary care, community health services, social services and acute care. It covers the (clinically led) process of developing the strategic framework, the principles developed and used, and the specific programme to be carried out in 2010/11.

This chapter looks at the presence of lesbian, gay, bisexual, transgender, queer, intersex, asexual, plus (LGBTQIA+) literacy practices in New Mexico schools, primarily Albuquerque Public Schools. When finding rates of homelessness, suicide, and mental illness to be high in New Mexico, the author tackles the question of what teachers can do in their spaces to be inclusive and supportive. The author analyzes what is present and what is missing. Through citing organizations GLSEN, The Trevor Project, and Equality New Mexico, the author suggests minor and major ways to make change in elementary, middle, and high school classrooms. The suggestions include adding LGBTQIA+ history to the curriculum, creating safe spaces for preferred pronouns, and reading LGBTQIA+ literature and legislature.