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The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions.

Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model.

The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedback, the role of the coaches, the establishment of trust as well as voluntary participation are required to enhance reflection towards action for school leaders.

This paper supports the importance of feedback-based group coaching as a developmental strategy for school leaders.

This paper challenges readers to reflect on the terms ‘dual diagnosis’ and ‘recovery’ and to consider how the language and concepts that inform practice and policy shape the way we think about our work and relate to service users.

This paper aims to provide an overview of current suicide prevention across the UK criminal justice system (CJS). It considers shortcomings in current provision and how improvements could be made by drawing on international practice. Recommendations for practice going forward and suggestions for future research are made based on the literature.

This paper provides an overview of suicide prevention research to date. Relevant literature was identified through a basic journal article search, including terms such as “probation”, “criminal justice system”, “suicide”, “suicide prevention”, “UK” and “suicide theory”.

This paper highlights opportunities to improve practice based on the current evidence base, making several recommendations and suggestions for practice, including improving multi-agency cooperation through clearer distribution of responsibilities, simplifying data sharing and investing in trauma-focussed suicide training for staff.

This paper considers how research and psychological theory has informed suicide prevention practice in the UK. Limitations and challenges in applying theory to practice are explored, in the context of research with frontline staff who use such policies. This review proposes potential improvements to suicide prevention implementation to reduce suicide across the wider CJS.

This article represents an overview of the existing literature as well as possible future ideas for policy. It is therefore a piece that represents the viewpoint of all involved authors.

A series of analyses was performed to evaluate the decision‐making strategies of assessors involved in a final‐stage assessment centre (AC). Thirty‐eight assessors rated applicants (n = 222) for an engineering sponsorship placement. Applicants were evaluated on four dimensions (Interactive Awareness, Work Structure, Drive and Enthusiasm, and Business Awareness) over three exercises (a group exercise, an individual exercise and a structured interview). In addition, two psychometric tests of cognitive ability were administered, one of numerical reasoning ability and one of verbal reasoning ability. Thus the assessors were provided with two types of information: their own observational ratings, and psychometric test scores of candidates. Analysis revealed that assessors perceived the observational and psychometric sources as distinct and that assessors integrated information from each source differently. Further, it was found that assessors weighted observational information as more salient than psychometric information in their outcome decision‐making processes, although both sources were integrated in final decisions. Interprets results in terms of strategies to reduce cognitive strain, information overload upon assessors and cognitive biases in decision making. Discusses the implications of these findings for AC design and validation.

This article develops an econometric valuation methodology that is applied to identifying value in South African red wines. It is found that quality, as simultaneously measured by Wine magazine and Platter star ratings, is the dominant factor in explaining the cross‐section of prices. However, together with a varietal dummy these factors are only able to explain about 40% of the variation in wine prices. This implies that there is considerable value that may be gleaned through informed bargain seeking using this tool. Indeed, at certain levels of value there is more than a 50% differential in price.

Examines the extent to which the introduction of a “new” model of management in the public sector has led to a realignment in the roles, responsibilities, and relationships between the policy‐makers, the bureaucracy and civil society in Trinidad and Tobago. Suggests that the introduction of new public management in the public services of Trinidad and Tobago has led to changes in the structure, culture and functioning of the public sector. Argues that while there were tensions between the politician and the administrator during the post‐independence period these were, to a large extent, kept in check by the rules and regulations that were part and parcel of the traditional method of administration. The introduction of principles of new public management in 1991 and the stress on greater autonomy and a more “fluid” bureaucratic arrangement, however, have fundamentally altered the power relationships between the politician and the administrator so that the division between the political sphere and the administrative sphere has become increasingly blurred. With respect to the civil society, concludes that with the exception of certain non‐governmental organizations, the wider civil society continues to have a minimal input in either policy formulation or execution.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

This paper aims to report findings of a service evaluation using a human rights-based approach in the training and education of staff in palliative settings.

A non-randomly sampled, uncontrolled, pre- and post-test design. Data was collected at three points over a six-month period during the period April 2017 to September 2019. As a service evaluation no ethical approval was required. Consent was implied by self-completion and submission of questionnaires. In total, 1,402 people attended the training, 480 completed pre- and post-training questionnaires (146 completed the questionnaire at six months), with 86 completing a questionnaire at all three data collection points.

Findings show increased levels of self-reported knowledge and confidence at two weeks and six months post-training. Implementing human rights in the workplace is complex. Difficulties maintaining knowledge and keeping up to date with changes in legislation and traditional ways of working were cited as barriers to service users’ human rights.

More evaluation is required to ensure the positive elements in this evaluation can be applied more widely.

Human rights education has a contribution to make in supporting staff to manage the challenges involved. It may also increase the complexity of decision-making. Training needs to incorporate systems wide approaches and its benefits measured.

The aim was to provide staff with the knowledge to make objective and proportionate decisions about personalised care. The assumption was this would help improve the experience of end of life care.

This is the first evaluation in the UK that we are aware of that has examined the impact of human rights education on end of life care.