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Multidisciplinary team (MDT) clinical supervision is being used in many mental health services but at present has not received adequate attention by researchers in order to generate evidence-based approaches. The purpose of this paper is to explore the utility and staff perspectives of an MDT model of clinical supervision in the form of a “Clinical Discussion Group” (CDG) on an acute inpatient mental health ward within the context of the current literature on the components of effective supervision in order to make recommendations for practice.

In total, 12 members of staff working on the ward were interviewed to gather their perspective on attendance, helpful aspects, outcomes, unhelpful aspects, and changes. Interview transcripts were analysed using thematic analysis.

In total, 11 themes were identified, three within “The Group and how it operates” (attendance, discussion topics and facilitation), five within “Impact and Usefulness” (valued by staff, understanding a case, emotional benefit, learning and working together as a team) and three within “Changes to the Group” (organisation, discussion topic and group outcomes).

This paper explores the benefits and challenges of a CDG from the perspective of the staff who attend. It presents some recommendations for good practice which should be of use to managers and supervisors who wish to use team supervision to improve patient outcomes and also makes suggestions for future research in this field.

The classics will circulate wrote a public librarian several years ago. She found that new, attractive, prominently displayed editions of literary classics would indeed find a substantial audience among public library patrons.

The intent of this article is to broaden one’s understanding of program evaluation methods that are responsive to disability and take into account various approaches to leadership within a special education context. Program evaluations for special education have often been relegated to compliance reviews and results-driven accountability measures. By promoting approaches to leadership that embrace responsive evaluation approaches and are inclusive of stakeholders from often disenfranchised groups, findings may emerge that otherwise might not be visible with traditional approaches.

A synthesis of the evaluation literature from leading journals, books and edited volumes is used to capture salient concepts necessary for understanding the degree to which evaluation and approaches respond to disability and culture. Additionally, the literature on leadership approaches is summarized and presented for the purpose of demonstrating how situational and transitional approaches to leadership may enhance the selection and use of evaluation approaches that are inclusive of and responsive to disability and culture.

From this analysis emerged four over-arching approaches to evaluation, each varying in degree of responsiveness to disability and culture. Further, when examining how evaluation interfaces with leadership, some approaches were found to be better aligned with particular evaluation processes and differed in responsiveness to disability and culture.

To date, little research has been conducted on the interface between leadership and evaluation approaches or on the degree to which leaders' implementation of responsive evaluation approaches results in improved outcomes for students with disabilities and those from underrepresented backgrounds. This article provides a conceptual framework for future research examining the degree to which one’s assumptions about the interface between leadership and responsive evaluation approaches can be demonstrated empirically.

Four recommendations are provided for leaders: the need to employ multiple evaluation methods that align their purposes, questions and methods; the need to recognize the possibilities and limits of evaluation approaches in light of their responsiveness to disability and culture; the utility of situational and transitional approaches to leadership in the evaluation process; and the critical importance of including stakeholders from diverse backgrounds in the evaluation process.

Varied approaches to evaluation in educational settings have been extensively studied and discussed. However, few articles have examined the responsiveness of evaluations to the unique conditions that disability and cultural differences represent. The contribution of this article offers a situated synthesis of approaches to evaluation, specifically contextualized within a leadership framework, to better understand how evaluation approaches impact those with disabilities and cultural differences and the inclusion of broad groups of stakeholders. As such, this article lays the foundation for a comparative international conversation exploring how evaluation and leadership approaches responsively interface with disability and culture through inclusion and enfranchisement of stakeholders.

The analyses of trends in prosecutions under the Food and Drugs Act, 1955 and the various regulations, which we have prepared every two years or so, covering a three‐month period, have been so much appreciated by readers, both in the administration and the industry itself, that we have prepared a more extended survey, covering the whole of 1966. The survey, as before, takes the form of a month‐by‐month analysis of reports of legal proceedings received by us from all parts of the country, and as formerly records the prosecutions under similar groupings; cases under Section 2, subdivided into those relating to compositional offences, the presence of foreign bodies and those relating to mouldy food: false description cases under Section 6 of the Merchandise Marks Acts; Section 8, the unfit food provision, also subdivided with special categories for foreign bodies and mouldy food; Section 32, milk cases; cases under the Food Hygiene Regulations, 1960, with smoking offences separated; the Milk and Dairies Regulations, consisting almost entirely of prosecutions under Reg. 27, Meat Regulations, Preservative Regulations, Colouring Matter in Food Regulations, etc.

ONE MUST BEGIN with Dickens. A chapter by Christopher Hibbert in Charles Dickens, 1812–1870: centenary volume, edited by E. W. F. Tomlin, and The London of Charles Dickens, published by London Transport with aid from the Dickens Fellowship, make a similar study here superfluous; both are illustrated, the latter giving instructions for reaching surviving Dickensian buildings. Neither warns the reader of Dickens's conscious and unconscious imaginative distortion, considered in Humphrey House's The Dickens World. Dickens himself imagined Captain Cuttle hiding in Switzerland and Paul Dombey's wild waves saying ‘Paris’; ‘the association between the writing and the place of writing is so curiously strong in my mind.’ Author and character may be in two places at once. ‘I could not listen at my fireside, for five minutes to the outer noises, but it was borne into my ears that I was dead.’ (Our Mutual Friend)

WE write on the eve of an Annual Meeting of the Library Association. We expect many interesting things from it, for although it is not the first meeting under the new constitution, it is the first in which all the sections will be actively engaged. From a membership of eight hundred in 1927 we are, in 1930, within measurable distance of a membership of three thousand; and, although we have not reached that figure by a few hundreds—and those few will be the most difficult to obtain quickly—this is a really memorable achievement. There are certain necessary results of the Association's expansion. In the former days it was possible for every member, if he desired, to attend all the meetings; today parallel meetings are necessary in order to represent all interests, and members must make a selection amongst the good things offered. Large meetings are not entirely desirable; discussion of any effective sort is impossible in them; and the speakers are usually those who always speak, and who possess more nerve than the rest of us. This does not mean that they are not worth a hearing. Nevertheless, seeing that at least 1,000 will be at Cambridge, small sectional meetings in which no one who has anything to say need be afraid of saying it, are an ideal to which we are forced by the growth of our numbers.