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Purpose To report and discuss the findings of an evaluation of the drama performance and reception of ‘Let’s Talk’ in the context of interprofessional practice.

This first stage evaluation addresses the initial development stage of the Let’s Talk drama initiative from the perspectives of health and social care participants. Recent policy and research are drawn upon in the presentation of the background to the drama and service integration imperatives.

Most research on the subject of interprofessional education comes from professional training programmes. The development of the drama Let’s Talk provides evidence of how such a narrative can engage with local professionals working in different agencies but with the same patient or user groups. The development of such an initiative takes time and testing of it at early stages appears to be valuable in providing it with greater clarity and authenticity.

The paper addresses the developmental stages of an interprofessional drama initiative in one part of England in a locality where there is relative professional stability and reasonable communication across agencies and local support for workforce development.

Practical implications The evaluation may prompt reflection in practice and policy development on the potential for participation in role play and drama to be useful in changing cultures and in increasing interprofessional understanding.

The paper contributes to understanding of the need for interprofessional and interagency debates to be informed by cultural change and active engagement with busy professionals. It recommends attention to careful development of such initiatives and to debate about what might be meaningful and long-term impacts.

The aim of the study was to test the relationship of emotional intelligence (EI) to the appraisal, coping and outcomes of workplace demands.

An online survey was used to collect data. Respondents included 157 professional staff including salaried staff, line managers, senior managers, managing directors and chief executive officers.

Emotional intelligence was found to comprise three factors: emotional self management (ESM), the ability to understand others' emotions (UOE) and the use of emotions in decision making.

The study employed a cross‐sectional self‐report design from which it is not possible to infer causal relationships among variables. The sample comprised professionals employed within New Zealand and it remains to be seen whether the findings can be replicated in other organizational and occupational groups and in other countries and cultures.

Emotional self management and understanding others' emotions appear to play an important role in managing work‐related stress. Current research supports the notion that EI is learned and can be developed. If this is confirmed then there may be justification for developing an individual's ability to manage emotional reactions to stressful situations in order to reduce negative affective outcomes.

Aspects of EI are relevant to work‐related stress in that appropriate skills in managing emotional reactions may help to build adaptive responses to work‐related demands.

Since 2016, the authors have been teaching an interdisciplinary module on the global clothing industry to students enrolled in an introductory psychology course and a second year chemistry course at the University of Auckland in New Zealand. In 2016, the module also involved third year chemistry students, and in 2017, second year sociology students and graduate students in English literature from the University of Stuttgart in Germany took part. The module has the following features: (1) it focuses on a complex industry with ramifications for social and environmental sustainability, (2) it involves an issue of direct relevance to the students, (3) students teach those from another discipline as “subject experts,” and (4) students are assessed on their learning within their home course. An evaluation of the 2018 iteration with psychology and chemistry students (N = 185) showed post-test decreases in participants’ materialistic values, increases in knowledge and concern about the social and environmental impacts of the clothing industry and reported changes to clothes buying practices. The authors discuss the institutional barriers faced and provide five recommendations for other university teachers considering integrating an interdisciplinary sustainability module into existing courses.

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

As the social scientists of modern society, sociologists find themselves in a peculiar situation. Human civilization appears on the brink of collapse; the ravages of global capitalism are turning natural and social orders upside down. Some theorists are declaring the “end of history,” while others wonder if humans will soon become extinct. People find themselves increasingly shouldering burdens on their own, strangers to themselves and others. Struggles for recognition and identity are forged in harsh landscapes of social dislocation and inequality. The relationship of the individual to the state atrophies as governmental power becomes at once more remote and absolutely terrifying. How are we as sociologists expected to theorize under such circumstances?  What implications result for the mission of sociology as a discipline and area of study? What political initiatives, if any, can counter these trends?

This chapter provides an immanent critique of sociology as a profession, vocation, and critical practice. Sociology today (in the US and around the globe) faces fierce social, economic, and political headwinds. The discipline continues to be a perilous choice as a vocation for independent researchers as much as the shrinking professoriate. Yet while the traditional functions of sociology are thrown into doubt, there has been an increase in critical practices on the part of some sociologists. As institutional norms, values, and traditions continue to be challenged, there will be passionate debates about the production of social worlds and the validity claims involved in such creation. Sociologists must play an active role in such discourse. Sociology is needed today as a mode of intervention as much as occupational status system or method of inquiry.

As the First Lady, Michelle Obama stated that she had a number of priorities but that the first year would be mainly about supporting her two girls in their transitions to their new life in the White House. Her choice to be mom-in-chief drew unusually intense and rather puzzling, scrutiny. The chapter briefly discusses the range of reactions along the political spectrum as well as African-American feminists’ analyses of the stereotypes of Black women underlying those reactions. This analysis engages the debates from a different perspective. First, the chapter addresses the under-theorizing of the racialized gender norms embedded in the symbolism of the White House and the role of First Lady. It challenges the presumption of traditional notions of true womanhood and the incorrect conclusion that mothering would preclude public engagement.

Second and most importantly, this chapter argues that there are fundamental misunderstandings of what mothering meant for Michelle Obama as African-American woman. Cultural traditions and socio-historical conditions have led Black women, both relatives and non-kin, to form mothering relationships with others’ children and to appreciate the interdependence of “nurturing” one's own children, other children, and entire communities. Those practitioners whose nurturing activities encompassed commitment and contributions to the collectivity were referred to as community othermothering. Using primary sources, this chapter examines in detail Michelle Obama's socialization for and her practice of community othermothering in her role as First Lady. Attention is focused on her transformation of White House events by extending hospitality to more within Washington, DC, and the nation, plus broadening young people's exposure to inspiration, opportunities, and support for setting and accomplishing their dreams. Similarly, the concept of community othermothering is also used to explain Michelle Obama’s reinterpretation of the traditional First Lady's special project into the ambitious “Let's Move” initiative to end childhood obesity within a generation. The othermothering values and endeavors have helped establish the White House as “the People's House.”

The purpose of this paper is to explore the impact of personalisation policy on the providers of social care services in England, mainly to older people, within the context of austerity and different conceptions of personalisation.

The paper draws on part of a longitudinal study of the care workforce, which involved 188 interviews with managers and staff, undertaken in two rounds.

Four themes were identified: changing understandings and awareness of personalisation; adapting services to fit new requirements; differences in contracting; and the impact on business viability.

The paper reflects a second look at the data focussing on a particular theme, which was not the focus of the research study. Furthermore, the data were gathered from self-selecting participants working in services in four contrasting areas, rather than a representative sample.

The research raises questions about the impact of a commercial model of “personalised care”, involving personal budgets (PBs) and spot contracts, on the stability of social care markets. Without a pluralistic, well-funded and vibrant social care market, it is hard to increase the consumer choice of services from a range of possible providers and, therefore, fulfil the government’s purposes for personalisation, particularly in a context of falling revenues from local authorities.

The research presents an analysis of interviews with care providers and care workers mainly working with older people. Their views on personalisation have not often been considered in contrast to the sizeable literature on PBs recipients and social workers.