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Care options for older people are important to individuals and to society, and currently, there is a crisis in this care. The chapter presents a research base projection onto the situation in England in 2045, using Office for National Statistics (ONS) modelling based on current population reaching the age of 85-years plus. We take three The Archers characters and fantasise about their lives in 2045, Shula and Kenton Archer and Hazel Woolley. Through them, we illustrate three options for care, namely, cared for by family members, buying in care in own home and moving into a care home. The financial aspects of these choices are explored.

Appreciative inquiry is built upon recognition of the profound power of questions in shaping our worlds; a power invoked by the phrase, “questions are fateful.” We wonder, “What kinds of questions can optimize our inquiry and contribute to catalyzing transformational change?” The goal of this chapter is to provide conceptual and practical answers to this question. We seek to enrich and contribute to the field of appreciative inquiry through expanded ways of thinking about inquiry and the generation of questions. We begin by considering how questions influence how we think, behave, and relate. How do questions affect outcomes? We examine the nature of thinking as intrinsically a question and answer process and highlight the vital role of “QuestionThinking™” for creating new possibilities. We present the Learner-Judger Mindset Model, which provides distinctions for strengthening the spirit of inquiry in constructing questions. Then we examine how appreciative inquiry practitioners can take advantage of the distinctions and practices of QuestionThinking using the Mindset Model. Finally, we provide practical question-centered practices that can lead to positive new futures for ourselves and the individuals and organizations we serve.

The purpose of this chapter is to describe a study that identified the school variables that seem to have the greatest impact on placement of students in high incidence special education programs (i.e., special programs for students with emotional and/or behavioral disorders, specific learning disabilities, and educable mental handicaps). School records of 42 students who were identified when they were in primary school as at risk for learning, emotional, and behavioral disorders were examined retrospectively over three grades (i.e., grades 3 and 4, grades 5 and 6, and grades 7 and 8). Of these, 21 students had been placed in high incidence special education programs, and 21 had not been placed. Low achievement and academic performance and a high number of negative comments by their teachers were the two most salient variables associated with placement. Implications for prevention/intervention efforts and effective service delivery options are discussed.