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The purpose of this paper is to examine high school educators’ (three teachers, a career counselor and a social worker) perceptions of training to develop a coach mindset and the perceived impact of the training on their professional and personal well-being.

Individual semi-structured interviews and 16 h of observational data of professional development were collected.

Five themes emerged from the data. Participants: challenged themselves to work on coach skills; affirmed the importance of relationships; identified areas of increased skill development; envisioned coach training throughout the school; and applied a coach mindset in other domains. These themes are related to two constructs of psychological capital – efficacy and hope – which contributed to participants’ professional and personal well-being.

The low number and selection of participants make transferability of the findings difficult.

Findings indicate that a coach mindset may increase educators’ well-being as they learn to build positive student, collegial and personal relationships. Recommendations for further research include exploring relationships between the development of a coach mindset, increased positive student outcomes and educator well-being.

The development of a coach mindset may lead to increased educator well-being and positivity.

As few empirical studies exist regarding the effectiveness of coach training for teachers, the findings of this study fill a gap in the literature regarding these topics.

A longitudinal research design was used to investigate the effects of a TQM intervention on teamwork in a manufacturing setting. Indicates that TQM intervention did not have a significant direct effect on teamwork. However, one aspect of the intervention, supervisory reinforcement, had a significant indirect effect on teamwork through its impact on changes in trust in colleagues. Overall, employee assess‐ment of the intervention was found to be a better predictor of teamwork than participation in the intervention per se.

This paper aims to compile an annotated list of films about or pertaining to the artist Andy Warhol.

Films were located using library catalogs, databases and online searches. Selections were evaluated through inspection and both academic and popular film reviews. Inclusion was predicated not only on subject matter and merit but also on availability either on home media or online.

Warhol’s many artistic creations can be introduced and evaluated using a combination of visual and auditory representation. Movies and television (TV) depicting Warhol through dramatization, primary source film, biographical documentary and his art in the context of other artists and movements are readily available through a variety of media.

The selected titles provide a comprehensive introduction to the scholarly analysis of Warhol’s art and work through a format that allows the most extensive representation of Warhol’s artistic output.

The US feminist art movement of the 1970s is examined through selected works written by artists, critics, and historians during the 1990s. Books, exhibition catalogues, dissertations, and articles place the movement within the broader contexts of art history and criticism, women’s history, and cultural studies. The art includes painting, drawing, collage, mixed‐media, graphics, installations, video, and performance. An increasing historical perspective allows scholars to examine the movement’s institutions and unresolved issues surrounding class, race, and sexual preference. Background is provided by an introductory essay, which summarizes the movement’s facets of protest, pedagogy, networks and professional associations, and art making while noting examples of publications and institutions that form part of the record of the movement. This article will be useful to librarians and scholars in art, women’s studies, history, sociology, and cultural studies.

The purpose of this discussion paper is to describe the transition over the past five years of a highly specialist group treatment programme to a tiered public health delivery model within the offender personality disorder (OPD) pathway. The focus of this journey of transformation has been the Challenge programme, currently the only OPD specialist service for men with sexual convictions in the community in England and Wales, and now a pan-London service.

More than 600 high-risk men with sexual convictions are screened into the OPD pathway and reside currently in the community across London. The programme leads have developed a triage model – based on the wider OPD model – that applies the principles of the least intervention necessary and the most effective use of limited resources.

Preliminary informal feedback was sought on the new consultation approach and innovative joint casework delivery models. The model of care is discussed in relation to the preliminary feedback, which was encouraging in terms of satisfaction with the consultation service and in terms of the people on probation who found that participating in the joint casework enhanced their working relationship with offender managers. The consistent use of a single model of care and a careful triage approach across the city to working with this group of individuals is still in development. Early feedback suggests that the service has to potential to be effective, but establishing this requires formal evaluation.

Practice implications include the need to address the lack of confidence that many practitioners report when working with people with sexual convictions. Virtually delivered group consultation may enhance the development of skills as it may providing a flexible toolkit for delivery.

This practice paper describes the only specialist community service for men with high-risk, high-harm sexual convictions and personality difficulties in the UK.