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Outlines the integration of “Health of the Nation” and quality assurance into a health promotion strategy and reports on its implementation in a UK Health Trust. Presents and discusses strengths and weaknesses of such a health promotion strategy.

The 2014/2015 UK requirement for involvement of service users and carers in training mental health professionals has prompted the authors to review the work of involvement in clinical psychology training in the university programme. Have the voices of service users and carers been heard? The paper aims to discuss this issue.

The authors update the paper of 2011 in which the authors described the challenges of inclusion and the specific approaches the authors take to involvement. The authors do this in the context of the recent change to UK standards for service user and carer involvement, and recent developments in relation to partnership working and co-production in mental healthcare. The authors describe the work carried out by the authors – members of a service user involvement group at a UK university – to ensure the voices of people affected by mental health difficulties are included in all aspects of training.

Careful work and the need for dedicated time is required to enable inclusive, effective and comprehensive participation in a mental health training programme. It is apparent that there is a group of service users whose voice is less heard: those who are training to be mental health workers.

For some people, involvement has increased. Trainee mental health professionals’ own experience of distress may need more recognition and valuing.

The authors are in a unique position to review a service-user-led project, which has run for 12 years, whose aim has been to embed involvement in training. The authors can identify both achievements and challenges.

The sealing of samples purchased under the provisions of the Sale of Food and Drugs Acts has recently been on more than one occasion the subject of articles or letters in this journal. In November last, at a meeting of “The Society of Public Analysts and Other Analytical Chemists,” Mr. H. Droop Richmond opened a formal discussion on the matter, but it cannot be said that the proceedings contributed much to our knowledge of what has taken place in the past, revealed any satisfactory remedy likely to be applicable in the future, or even definitely settled whether any change in our present practice was really required.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Previous research suggests that service user and carer involvement (SUCI) in clinical psychology training may have an impact. The purpose of this study was to develop a validated questionnaire to enable trainee clinical psychologists to rate this.

A collaborative project was carried out with service users and carers and trainee clinical psychologists. The principles of questionnaire design were followed. The authors developed and validated a trainee self-report questionnaire, based on focus groups and relevant literature indicating potential impacts of involvement on practice. A draft 60-item version was piloted with 15 trainee clinical psychologists. Then, 133 trainees from 22 UK clinical psychology courses completed it (estimated response rate of 13.2%). The sample was representative of UK trainees in gender and ethnicity, but slightly older.

The principal component analysis produced a 36-item questionnaire with four factors: human communication, carer perspectives, empathy and challenging/changing. The questionnaire showed good internal consistency and test-retest reliability. Stakeholder consultation suggested face and content validity and there was some indication of construct validity.

The project has resulted in a usable co-produced questionnaire, which is now available to clinical psychology courses to assess the self-reported impact of SUCI in training, and which may also be used in future research.

Images and forms of interaction that disrupt traditional relationships of power represent ways of going “beyond words” in organizing and exchanging information as well as in designing ways to organize and inform in the future. In these processes, a departure from dominant and restrictive forms of expert writing and speaking can enhance the participation status of traditionally marginalized individuals and groups, a move aligned with the precepts of Appreciative Inquiry. This chapter addresses underlying theory of themes related to expert status, reveals examples, and identifies current theory and practice that is consistent with the notion of going “beyond words.”

The purpose of this paper is to describe the University of Exeter Family Interventions (FIs) training programme for the South West region which was commissioned as part of the NHS England Access and Waiting Times standards (A&WTS) initiative for early psychosis. This programme (10 taught days and 6 months of supervised practice) is designed to maximise implementation in practice.

The programme introduces students to a flexible, widely applicable FI approach which integrates cognitive behavioural/psycho-educational and systemic approaches. It refreshes and develops CBT-based psycho-social intervention skills, so that clinicians feel confident to use them in family sessions and integrate these with foundation level family therapy skills. The approach facilitates engagement, and it is designed so that every session is a “mini intervention”. This enables clinicians to offer standard NICE-concordant FI or a briefer intervention if this is sufficient to meet the particular needs of a family.

This paper provides details of the regional training programme and evaluates the first four training courses delivered to nine early intervention in psychosis teams. It considers how a combination of training a critical mass of staff in each service, ongoing supervision, regional events to maintain skills and motivation to deliver FI, and the national and regional auditing of FI as part of the A&WTS all contribute to clinical implementation.

The unique design of this programme maximises implementation in practice by virtue of its widely applicable integrated FI approach, the focus on ongoing skills development and by embedding it within regional and local service support structures.