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This commentary reflects on peer advocacy in relation to citizen advocacy in the context of the vital need for advocacy in all its different forms.

The authors reflect from the standpoint of developing peer advocacy in secure mental health settings as an organisation based on self-advocacy and co-production.

By reflecting on peer advocacy and citizen advocacy side by side, the authors affirm both and all kinds of advocacy as being vital to people with learning disabilities living full and free lives as citizens.

The authors hope this commentary will enrich people’s understandings of the essential role of peer advocacy within different kinds of advocacy, and the need to enlarge the range of possibilities and choices open to a person.

Inspired by the work of the Keep Safe Advisory Group, this paper aims to explain and make the case for co-production as a powerful model for working alongside people with learning disabilities.

The collaborative approach of the Keep Safe advisory group is the authors’ springboard for a deep dive into the power and potential of co-production as a model. As organisational leaders – one with and one without a learning disability – the authors draw on their personal experience to argue that co-production is essential to recognising the adulthood of people with learning disabilities.

Co-production means the equal sharing of power and responsibility from the start, best served by the leap of faith of a blank agenda. Co-production values different kinds of expertise as complementary – broadly considered as expertise from lived experience and professional expertise. When working co-productively, a deep investment of time to understand people pays dividends in outcomes and everyone’s personal and professional growth. Co-production enriches the lives of everyone taking part.

Co-production, though common currency in health and social care, remains too rarely understood and practiced. Readers will benefit from this reflective viewpoint, which aims to clarify and deepen what co-production really means. In particular, enabling people with learning disabilities to take responsibility for themselves and others is rarely considered but is presented here as foundational to human maturity and adulthood.

As self-advocate leaders, the authors aim to present the perspective of people with learning disabilities on “Behaviour that Challenges: A Unified Approach”. Building on firsthand accounts which reveal compassion and cruelty in the health-care system, the authors propose ways of working, which confirm and add to the thinking in “A Unified Approach”, especially “Capable Environments”.

To ensure integrity, the authors engaged contributors with lived experience of admission to secure care after acting in ways that put themselves or others at risk. The authors included the perspective of people whose severe learning disabilities limit them to few or no words as best they could by interviewing their parents. The authors were supported and advised in the writing of this commentary while retaining full control throughout.

While recognising compassionate care, the authors suggest the provider’s power over a person’s life is a central reason for the care system’s vulnerability to the cruelty evident in firsthand accounts. The authors propose practical ways to offset this power. Firsthand accounts suggest the key features of capable environments are communication, valuing families and developing a valued, caring, well-trained workforce. Lived experience in workforce training and peer-support to individuals offer great potential to transform outcomes.

The perspectives of diverse contributors with learning disabilities bring lived experience insight to the challenges of “behaviour that challenges”. The authors aim to add value by blending lived experience viewpoints with the emotion of firsthand accounts of care. The insights of lived experience – too often a marginal consideration in health-care design – are presented here as central to care that fully achieves what people want and need.

THE Avon Gorge, the origin of which is attributed by geologists to an earthquake, provided a channel for the River Avon which in the course of time has deepened the chasm to some 250 ft.

Major gaps exist in the documented history of occupational therapy in Ireland. The purpose of this paper is to contribute to filling these gaps by providing an overview of three major transitions in Irish occupational therapy in the century preceding the opening of St. Joseph?s College of Occupational Therapy in 1963. Research on occupational therapy’s past is valuable not only for recording and commemorating key events and individuals but also for allowing reflection on and questioning of contemporary practice and assumptions.

This descriptive paper draws on multiple documentary sources to present an overview of the first 100 years of the use of occupation as therapy/occupational therapy in Ireland from 1863 to 1963.

Three major transitions in occupational therapy in Ireland are presented: from moral treatment and the use of occupation as therapy to medical patronage of occupational therapy, from medical patronage to the early/pre-professional era and finally from the pre-professional era to the era of professionally qualified occupational therapists. To illustrate these transitions, a small number of individuals and their contributions are discussed including Dr Eamon O’Sullivan, Dr Ada English, Donal Kelly, Olga Gale and Ann Beckett.

This paper charts the foundations upon which the currently thriving profession of occupational therapy are built. The Association of Occupational Therapists of Ireland recently celebrated their 50th anniversary (AOTI, 2015a), and in 2017, it is 100 years since occupational therapy was formalised in Clifton Springs, New York, USA. Occupational therapy is a relatively young profession, and great opportunities exist to research its history in Ireland to capture the memories and experiences of the pioneers who laid the foundation of the profession as well as to situate the development of the profession in the broader social, cultural and scientific contexts within which it developed.

Freeman Distribution Ltd, one of the UK's leading suppliers of performance materials, has recently signed an agreement with Manchester based Anchor Chemical (UK) Ltd, for the distribution within the UK of Anchor's epoxy curing agents, reactive diluents and resin modifiers.

Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.

Aware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.

Results suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.

This manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

THERE ARE TIMES, you know, when I feel that there is nothing new to be said about technical college libraries. Perhaps in another few years we shall have some progress to report, but, in the remote event of there being at present some development which has not been fully described, the person to do the job is probably not the librarian who is speaking to you now. He is very conscious that neither by years of experience nor by acquaintance with many different colleges is he qualified to survey technical college librarianship. Yet there may be some point in taking another look at fairly familiar territory, because some of you may have had little contact with college libraries, while others may have had relations with them different from those enjoyed by the librarian.

ICT projects, especially in the public sector, can have a substantial impact on society but are challenging due to organizational and technological complexities and uncertainties. Collaborative and cooperative project delivery models, namely, the project alliance method, can mitigate such challenges, but, thus far, have not been utilized in information and communication technology (ICT) projects. The purpose of this paper is to explore and understand the cross-field transfer process through which the project alliance model was applied to the ICT field from the construction sector.

An inductive case study of the ICT project alliance early stages was performed. Data were collected from the first known ICT alliance project, conducted in the context of the Finnish public sector digitalization.

The findings show how the activities of institutional entrepreneurs impact the cross-field transfer process during the ICT project alliance’s early stages. Furthermore, the results illustrate the characteristics of an ICT project alliance and compare those with more traditional project alliances.

The topic and results of the study are original and contribute to institutional research by identifying and studying the micro-level processes associated with the cross-field transfer process. The study also builds an initial understanding of a new method of organizing ICT projects and contributes to the project alliance literature. The managerial implications of the findings allow project practitioners to understand the emerging characteristics of an ICT project alliance, and enable managers in the ICT field to adjust and prepare their own organizations and processes for the application of the project alliance model.