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Although long a feature of inpatient mental health ward routine, community meetings have not always attracted a clear sense of purpose and value. A common complaint from patients is that community meetings are useless and have no worthwhile purpose. It was thought that staff on acute wards would benefit from having a space to think about community meetings, and a work discussion group was provided over a duration of 18 months. It was hoped that this intervention would enable facilitators to think about these meetings and about their aims and benefits. This paper presents findings from the work discussion group: staff facilitators' experience of facilitating community meetings and patients' direct feedback to facilitators about their experience of these meetings. The conclusions made are that community meetings could provide a useful forum for patients and staff if they:• are of benefit to patients• provide a forum for development of the therapeutic alliance between patients and staff• contribute towards improvement of the ward milieu• provide a forum for staff to develop therapeutic skills• provide a forum for staff to develop working relationships with colleagues and different professionals in the team.

This service evaluation study aimed to demonstrate the impact of implementing ward‐based multidisciplinary therapy input on an acute psychiatric ward in a London hospital for a six‐month period. The results indicated a high level of patient engagement with the project and referrals facilitated for patients following discharge. A reduction of incidents on the ward was reported over the project period compared to the previous year and there was less use of containment measures by staff by the end of the project. Recommendations are made for service improvement.

This paper aims to use social network analysis (SNA) to determine whether compulsive exercise (CE) was related to social connections and network position among participants of group-exercise programs.

Members from two group-exercise programs (Gym 1: n = 103; Gym 2: n = 56) completed an online survey measuring their social connections within the program, CE, depressive symptoms and sense of belonging. Network position was calculated for each person based on network centrality scores (i.e. closeness, eigenvector centrality). Linear network autocorrelation models determined whether respondents reported similar CE as their network ties (i.e., network effects) and whether network position was related to CE in these networks.

Eigenvector centrality (i.e., being connected to popular/important people within the network; Gym 1: parameter estimate [PE] = 0.51, p < 0.01, Gym 2: PE = 0.39, p = 0.02) and network effects (i.e. having similar CE scores as direct network ties; Gym 1: PE = 0.07, p < 0.01, Gym 2: PE = 0.19, p < 0.01) were related to CE among participants in these programs.

This study builds on existing SNA research suggesting the importance of social connections and network position on CE, and, to the best of the authors’ knowledge, is the first to explore these effects among group-exercise participants. This study describes how the social environment can impact, both positively and negatively, someone’s susceptibility for CE and supports fostering social connections within group-exercise programs as a way to potentially combat harmful CE among its participants.

Early research into Agile approaches explored particular practices or quantified improvements in code production. Less well researched is how Agile teams are managed. The project manager (PM) role is traditionally one of “command and control” but Agile methods require a more facilitative approach. How this changing role plays out in practice is not yet clearly understood. The purpose of this paper is to provide insight into how adopting Agile techniques shape the working practices of PMs and critically reflect on some of the tensions that arise.

An ethnographic approach was used to surface a richer understanding of the issues and tensions faced by PMs as Agile methods are introduced. Ethnographic fiction conveys the story to a wider audience.

Agile approaches shift responsibility and spread expert knowledge seeming to undermine the traditional PM function. However, the findings here show various scenarios that allow PMs to wrest control and become more of a “gate-keeper”. Ethnographic fiction communicates a sense of the PMs frustration with the conflict between the need to control and the desire for teams to take more responsibility.

Stories provide insight and communicate the experiential feel behind issues faced by PMs adopting Agile to surface useful knowledge. The objective is not how to measure knowledge, but how to recognize it. These reflections are valuable to fellow researchers as well as practitioners and contribute to the growing literature on Agile project management.

The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.

Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.

The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.

The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.

To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

This chapter explores what it means for adults to claim child rights. Focussing on activism against institutional child abuse, it considers the question of what happens to the mobilisation of child rights discourse when the person claiming those rights is no longer a child. In other words, how is the concept of child rights used retrospectively and what does this reveal, both about childhood and about child rights? The chapter begins with the contention that childhood needs to be understood as not only a concept that speaks to the lives of children, their experiences, and their place within the social structure. Rather, we suggest that a more expansive view enables recognition of the enduring significance of childhood in adults’ lives. We illustrate this argument with examples of the formation of collective identities based on childhood experiences, before turning to the ways that child rights are marshalled by adults in activism, in commissions of inquiry, and in the legal sphere. Throughout the chapter, we consider issues of temporality. We explore the ways in which adult survivors of childhood abuse retrospectively claim rights denied to them in the past and we examine how activism, official inquiries, and legal mechanisms position adults in relation to their childhood selves. We then consider some of the dilemmas that arise with retrospective rights claims; particularly questions of retroactivity in relation to responsibility and redress for past abuse. Finally, we explore the temporal repositioning of childhood and how past and present is bridged. This occurs through survivor activism and, in more formal mechanisms such as inquiries, by focussing on how people are represented as child victims in the past and survivors in the present.

The purpose of this paper is to provide a comprehensive overview of the literature concerning servant leadership. The paper identifies the existing themes present within the servant leadership literature. This allows it to determine where the research concerning servant leadership lies at present and make recommendations as to further potential areas for research. It further identifies the skills necessary for servant leadership.

The paper follows a rigorous three-step systematic literature review (SLR) process to identify the relevant evidence to answer the research questions. The paper disseminates the results and presents them by way of a descriptive analysis. It also conducts a thematic analysis to further determine answers to the research questions.

The paper found that the most prominent themes in the servant leadership literature are values, literature reviews, behaviour, assessments, performance, characteristics and antecedents. Additionally, the paper finds that the skills necessary for servant leadership are empathy, listening, communication and trust. The review also identified gaps in the research both methodologically and empirically. It showed that more qualitative research is needed with regard to servant leadership. Furthermore, the development of empirically tested frameworks is necessary within the phenomenon.

Servant leadership is a phenomenon which is lacking in a reliable, validated SLR, which this paper presents. Additionally the originality of this paper lies in its recommendations for further research which are based upon the findings of a thematic analysis. As of yet, such recommendations have not yet been made within the field of servant leadership.

This article investigates the leadership style of Jacinda Ardern, Prime Minister of Aotearoa New Zealand. It uses the model of Social Change Leadership (SCL) to evaluate her approach to leadership as well as some notable successes and failures of her premiership.

The article adopts a grounded theory approach in which five increasingly refined research iterations were conducted to detect and articulate patterns of significance (Strauss and Corbin, 1997). Ultimately, the team selected 19 leadership examples to be cross referenced with the SCL model.

The article finds that in terms of leadership style Ardern corresponds closely to the SCL framework. The 19 examples show clusters of behavior that clearly denote a SCL constellation in terms of her approach. It also finds, however, that in terms of performance goals there is a less clear picture with less coherence to the framework. These findings in turn point to an interesting potential tension in the SCL model that has hitherto not been acknowledged.

The article is the first of its kind to apply SCL to a major global political leader. It is the first structured, academic assessment of Ardern's leadership. It adds a theoretical contribution to ongoing discussions on the efficacy and utility of the SCL framework.

The purpose of this paper is to extend the work of Carnegie and Walker and report the results of Part 2 of their study on household accounting in Australia during the period from the 1820s to the 1960s.

The study adopts a microhistorical approach involving a detailed examination of actual accounting practices in the Australian home based on 18 sets of surviving household records identified as exemplars and supplemented by other sources which permit their contextualisation and interpretation.

The findings point to considerable variety in the accounting practices pursued by individuals and families. Household accounting in Australia was undertaken by both women and men of the middle and landed classes whose surviving household accounts were generally found to comprise one element of diverse and comprehensive personal record keeping systems. The findings indicate points of convergence and divergence in relation to the contemporary prescriptive literature and practice.

The paper reflects on the implications of the findings for the notion of the household as a unit of consumption as opposed to production, gender differences in accounting practice and financial responsibility, the relationship between changes in the life course and the commencement and cessation of household accounting, and the relationship between domestic accounting practice and social class.

This chapter contributes to deepening understandings of the diversity of young people’s political participation and the socio-political and cultural influences that shape the uptake of activism. Drawing on scholarly theorisation of ‘implicit activism’, it begins from the premise that forms of activism vary depending on the social values, culture, and politics of different societies. To unpack the relationships between socio-political and cultural contexts and different forms of activism, this study addresses the question: what kind of activism do Japanese citizenship teachers envisage for secondary school students? Interviews were conducted with 11 educators across Japan; data were thematically analysed, and findings suggest that Japanese citizenship teachers encourage implicit forms of activism. This includes students being encouraged to develop personal and political efficacy to participate in political structures and raise their voices. Teachers also aim to develop students’ critical thinking skills to analyse society, with a focus on decoding political messages in one’s daily life. In the Japanese social and cultural context, which favours cohesion rather than confrontation, the endorsement of philanthropic activism, such as making donations, is also evident. Findings indicate that implicit forms of activism are embedded in everyday life. The study offers fresh insights into less tangible forms of activism characterised by small acts that address social concerns and issues affecting people’s own lives and the lives of others. It is argued that such implicit activism should not be overlooked, for as with explicit activism, it is also centrally concerned with fostering change.