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Positive sexual growth is a key developmental challenge for all children and adolescents. An acquired brain injury (ABI) can create major hurdles to achieving this goal. A conceptual model will be outlined that suggests sexual growth is achieved by progress across six domains, namely: social competence versus social isolation; identity formation, individuation and independence versus dependence and lack of individual identity; physical development versus physical challenge; sexually informed and educated versus sexually ignorant and uneducated; sexually experienced versus sexually inexperienced; and sexually appropriate behaviour versus sexually inappropriate behaviour. The ability to form successful peer relationships is a key mediating factor in the developmental process. Drawing on this model, a number of strategies will be outlined that support the positive sexual development of children and adolescents after ABI.

Men make war; women make peace. Men make war; women make children. Men make war because women make children. Because men make war, women make children. Women make peace because they make children.

The purpose of this paper is to focus on the theory and practice of disability psychotherapy (DP) using the integrative Frankish model (2013a). This draws on the model’s use with a 28-year-old male with a mild intellectual disability (ID) who presented with a range of emotional and behavioural problems.

A case study reporting on the practice of DP of psychodynamic orientation.

Adaptations useful in providing DP with people with IDs and the type of issues which arise are reported.

DP is possible and beneficial in community settings. Limitations of a single case study include generalisability of findings.

Existing papers focus on the model (Frankish, 2013a), development of the emotional development measuring tool (Frankish, 2013b) and contextual issues (Frankish, 2013c). This case study provides novel information on the practice of DP, and analysis of manifestations of white supremacy (Ani, 1994) in psychotherapy with people with IDs.

It is not known how many adolescents enter and emerge from a period of perhaps mild anorexia nervosa without its recognition or treatment. Doctors probably see only the most severe cases, and psychiatrists probably tend to see those cases where psychological problems are most marked.

The purpose of this paper is to report effectiveness of disability psychotherapy with a male adult with a mild intellectual disability presenting with complex emotional and behavioural problems.

An individual case study was used with repeated analytic, quantitative and qualitative measures. This reported progress from individual weekly disability psychotherapy of psychodynamic orientation within an emotional disability framework.

Disability psychotherapy led to a reduction in emotional and behavioural problems, reduction in emotional disability and facilitated protective psychological growth. In total, 88 sessions resulted in cessation of problem behaviours when other approaches did not. Given this therapy is likely to be reserved for the most complex and severe of cases, this study suggests more sessions of psychotherapy are needed than inferred from previous studies of effectiveness (Beail et al., 2007). This is to promote a sense of self which facilitates psychological well-being.

Limitations of a single case study include generalisability, controlling other factors in real life settings and subjectivity from inclusion of analytical measures. Further studies and follow-up would determine longevity of benefits. Nevertheless disability psychotherapy can be effective and should be available in a culturally appropriate service to meet the diverse needs of people with intellectual disabilities.

This case study adds to the limited body of evidence on effectiveness of psychotherapy for people with intellectual disabilities. It is novel to report formal outcomes from an emotional disability model (Frankish, 2013a) and the use of analytic and attachment outcome measures.

The term “medical” will be interpreted broadly to include both basic and clinical sciences, related health fields, and some “medical” elements of biology and chemistry. A reference book is here defined as any book that is likely to be consulted for factual information more frequently than it will be picked up and read through in sequential order. Medical reference books have a place in public, school, college, and other non‐medical libraries as well as in the wide variety of medical libraries. All of these libraries will be considered in this column. A basic starting collection of medical material for a public library is outlined and described in an article by William and Virginia Beatty that appeared in the May, 1974, issue of American Libraries.

This paper considers the progress that has been made during the past sixty years or so in the social psychological study of conflict. It begins with a brief description of the influence of the writings of Darwin, Marx, and Freud, of game theory, and of studies of cooperation and competition as they affected the study of conflict. The main body of the paper summarizes the research bearing upon five major questions that have been the major foci of inquiry in this area during the past twenty‐five years: (1) What conditions give rise to a constructive or destructive process of conflict resolution? (2) What circumstances, strategies, and tactics lead one party to do better than another in a conflict situation? (3) What determines the nature of the agreement between conflicting parties, if they are able to reach agreement? (4) How can third parties be used to prevent conflicts from becoming destructive? (5) How can people be educated to manage their conflicts more constructively?

This paper introduces this special issue and initially provides some contextual background to the field of psychodynamics, its significance to organisational studies and the understanding of behaviour in organizations. The internationally-based papers in this special issue are then introduced and summarised.

This article examines how attachment styles may influence relationships with followers. Specifically, early family relationships result in three types of attachment styles that may impact current interpersonal dynamics between leaders and followers. We consider why attachments develop, how attachments may influence follower and leader behavior, and the dynamics of different attachment styles. Finally, we suggest that attachment theory can be an important addition to leadership theories that focus on understanding how followers and leaders interact based on interpersonal dynamics.