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Social policy and professional practice across the island of Ireland is dominated by the WHO definition of elder abuse and national and professional interpretations of what constitutes elder abuse. Top-down, generalist knowledge of the abuse of older people have facilitated paternalistic and protectionist policies and services designed to protect older vulnerable adults across the Republic of Ireland and Northern Ireland. However, a qualitative study involving 58 older people in six focus groups held across Ireland highlights an alternative understanding of elder abuse grounded in the subjective experiences of older people across urban and rural communities on the island. Indigenous ways of knowing offer a broader and more inclusive understanding of the experience of elder abuse (Lafferty et al., 2012; Dow and Joosten, 2012) together with opportunities for the prevention of ageism and the empowering of older people across the jurisdictions.

A description of how elder abuse is defined at the global and national level is then compared with the findings of an all-Ireland study of older people's older conceptualisation of elder abuse (Begley et al., 2012) at the local level.

Understanding indigenous perceptions of elder abuse has significant implications for the delivery of cultural relevant social policy and professional practice across Ireland.

Given the exploratory nature of this study, there are significant methodological limitations to its replication, the representativeness of the participants involved and the generalisability of the findings.

However, this study provides unique insights about how some older people conceptualised elder abuse across different cultural and political contexts across Ireland as compared with national and global definitions.

The study on older people's conceptualisation of elder abuse was the first all-Ireland attempt to contribute to the body of knowledge on indigenous perspectives on elder abuse.

This paper seeks to present findings from the first all‐Ireland study that consulted older people on their perceptions of interventions and services to support people experiencing abuse.

Utilising a grounded theory approach, 58 people aged 65 years and over took part in focus groups across Ireland. Four peer‐researchers were also trained to assist in recruitment, data collection, analysis, and dissemination.

Participants identified preventative community‐based approaches and peer supports as important mechanisms to support people experiencing, and being at risk of, elder abuse. Choices regarding care provision and housing, as well as opportunities for engagement in community activities where they can discuss issues with others, were identified as ways to prevent abuse.

The development of elder abuse services has traditionally been defined from the perspective of policy makers and professionals. This study looked at the perspective of the end‐users of such services for the first time. The research also gave an active role to older people in the research process. The policy implication of the findings from this research is that enhanced attention and resources should be directed to community activities that enable older people to share their concerns informally thereby gaining confidence to seek more formal interventions when necessary.

The purpose of this paper is to critically analyse the concept of mandatory reporting in adult safeguarding in the jurisdictions of Australia, Canada, England, Northern Ireland and Scotland.

A rapid realist evaluation of the literature on this topic was carried out in order to answer the question: "what works, for whom and in what circumstances?” Particular attention was paid to Context(s), Mechanism(s) and Outcome(s) configurations of adult safeguarding reporting systems and processes.

The evaluation found a range of arguments for and against mandatory reporting and international variations on the scope and powers of mandatory reporting.

This review was undertaken in late 2018 so subsequent policy and practice developments will be missing from the evaluation. The evaluation focussed on five jurisdictions therefore, the findings are not necessarily translatable to other contexts.

Some jurisdictions have introduced mandatory reporting and others are considering doing so. The potential advantages and challenges of introducing mandatory reporting are highlighted.

The introduction of mandatory reporting may offer professionals increased powers to prevent and reduce the abuse of adults, but this could also change the dynamic of relationships within families, and between families and professionals.

This paper provides an accessible discussion of mandatory reporting across Ireland and internationally which to date has been lacking from the literature.

Professional networks are conduits for career insight, vehicles for career exploration and incubators of professional identity. Accordingly, LinkedIn is a rich environment for university students' careers and employability learning. In this article, the authors review how the pedagogical use of LinkedIn has been conceived, implemented and evaluated in higher education research.

The authors conducted a scoping literature review on research articles and chapters investigating the use of LinkedIn for careers and employability learning. The authors conducted a systematic database search and screened the results, resulting in 30 eligible studies. Each study was analysed for research characteristics, theoretical foundations, reported affordances or outcomes and critical concerns.

The authors find little evidence of cohesion or consistency in the existing research. Studies draw on different theoretical and methodological approaches and use different measures of networking behaviours and competencies. Studies tend not to consider ethical concerns about using LinkedIn as a pedagogical tool.

The authors argue this is not yet a body of research that supports the synthesis necessary for a reliable evidence base. The authors recommend that educators employing LinkedIn in the curriculum ground their work in more coherent, cohesive and integrated theories of careers and employability learning.

This review summarises a body of literature on the use of LinkedIn as a pedagogical tool for careers and employability learning in higher education. This review describes and critiques the beginnings of an evidence-base from which educators can further investigate how students can be supported to develop their online professional networking skills.

Whereas most societal commentators continue to review the historical patterns of men’s leadership in search of models for 21st-century success, few have begun to recognize, let alone appreciate, the equivalent patterns of women’s leadership and the future contributions that women could potentially make as leaders. What could and are women bringing to society as global leaders? Why at this moment in history is there such a marked increase in the number of women leaders? Are we entering an era in which both male and female leaders will shape history, both symbolically and in reality? And if so, will we discover that women, on average, lead in different ways than men, or will we learn that role (global leader) explains more than gender? This chapter reveals the accelerating trends of women joining men in senior leadership positions, establishes the relationship of women leaders to our overall understanding of global leadership, and sets forth an agenda to accomplish much needed research and understanding.

A first‐hand account of how one of the lesser known features of operant conditioning – its prosocial stance hooked an idealistic graduate student in the late 1960s and has kept her contentedly spinning models in the field of leadership.