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National and local policy supports the involvement of patients at all levels in the design, delivery and improvement of health services. Whilst existing approaches to support involvement have been described and disseminated, including the 4Pi National Involvement Standards, their application in quality improvement is rarely reported. The paper aims to discuss this issue.

A quality improvement initiative within a mental health trust was developed with a multi-disciplinary team, including those with professional experience of delivering or improving care and those with lived experience. The aim of the initiative was to improve the physical health of inpatients within an acute mental health unit. This case study aims to describe how the integration of concepts from the 4Pi National Involvement Standards (Principles, Purpose, Presence, Process and Impact) provided a framework for engaging and involving service users. The case study also aims to describe how co-design was included within the 4Pi approach and supported the development of a tool to aid improving physical healthcare.

The 4Pi National Involvement Standards provided a guiding framework for the involvement of service users within a quality improvement initiative. Value of the approach was realised through the co-design of a tool developed by service users, along with healthcare professionals, to facilitate discussion and support shared-decision making about inpatients’ physical health.

Identifying “ways that work” for service user involvement is crucial to move beyond the policy rhetoric or tokenistic involvement. Involvement in quality improvement initiatives can bring benefits both to services and the service users themselves.

Whilst the 4PI approach is recognised as a useful framework for involvement, few examples exist of its practical applications within a quality improvement setting.

This column reviews reference works in all areas of science and technology, except medicine, and includes new publications as well as editions of previously published works. The intention is to provide informative, critical and evaluative reviews and to make comparisons with other similar works, if available. It is hoped that these reviews may be of use both in collection development and in providing reference services.

The purpose of this paper is to provide a profile of Rachel Taylor.

Rachel provides a short biographical account and is then interviewed by Jerome. In the biography the search for happiness and belonging is discussed.

Rachel talks about focusing on what we are good at, what we love and how discovery can light that spark of hope that there can be better than what has gone before.

Rachel’s story shows the potential that lies not just within some of us, but all of us. It is but one story, but its message is sure to touch many.

How do services promote hope and build resilience and wellbeing? While another service user said recovery was about “coping with your illness and having a meaningful life” (McManus et al., 2009), services have perhaps focused too much on symptom reduction and not enough on helping people find meaning and purpose.

Rachel asks the question is Positive Psychology a movement for all or is it just for the elite?

Rachel is someone who has discovered for herself the benefits of Positive Psychology. Hopefully Rachel’s own discovery will lead to bringing this promising approach to people with mental health problems.

Shell Research & Technology Centre, Thornton, located just outside Chester in the North of England, is home to over 700 research staff. Its brief is to service the research needs of any part of Shell that is willing to sponsor a research project and work is undertaken in a wide range of areas, including the technologies associated with fuels, lubricants, additives, engineering and the environment. The Centre also blends the fuels and lubricants used by Michael Schumacher and the Ferrari F1 Team.

This is an opinion piece provided by Rachel, 31, and her grandmother, Jean, 97, who have been living together for two and a half years, since Rachel became unwell with myalgic encephalomyelitis/chronic fatigue syndrome.

Each author shares their experiences of intergenerational living through the pandemic.

What each of them has learned about intergenerational living during the COVID pandemic and mutual support and what has surprised them, including how it has improved quality of life for both of them.

This is an unusual intergenerational first-person account of intergenerational mutually supportive living during the pandemic, with insider insights.

DO you know what an opuscule is? I ask because I have just returned from Russia—where I found three opuscules on Mademoiselle Rachel. Or rather, I suppose them to be opuscules—obviously so: but then, what is obvious to one is not so to another, as the following anecdote will show.

This paper aims to contribute to the special issue theme by analysing intentional non‐consumption through anti‐consumption and consumer resistance lenses.

A total of 16 in‐depth interviews with women who intentionally practise non‐consumption for sustainability were completed.

Two major themes where identified: I versus them: the careless consumers, and The objective/subjective dialectic in mundane practices.

While it is tempting to delineate one concept from another, in practice, both anti‐consumption and consumer resistance intersect and represent complementary frameworks in studying non‐consumption.

The paper aims to investigate accounting's role as a mediating instrument between the tensions of creativity and control within the price competitive world of the fashion chain store.

The paper employs a case study approach, gathering interview data from key members within a UK fashion chain, and uses Goffman's work on impression management to inform its theoretical argumentation.

Drawing on Goffman, the paper considers the roles adopted by organizational actors within fashion retailing and the actions they pursue in order to maintain a team performance. The authors suggest that accounting, as a form of stage prop, helps to sustain this team impression by mediating between the creativity and control concerns inherent in fashion design. In the process, they also gain some understanding of the use of accounting by actors beyond the confines of an organization's finance function.

Despite the magnitude of the fashion industry and its dominance in the identity construction of both individual and streetscape, the role of accounting within this domain of popular culture has remained remarkably unexplored. This paper attempts to redress such scholarly neglect. It also furthers an understanding of the relatively unexplored role of accounting as a mediating instrument within the complex dialectic of creativity and control.

This research critically investigates product development in the context of fast fashion online retailers who are developing “own label” fashion clothing. With a focus upon inputs, outputs, planning and management in order to comprehensively map the interplay of people, processes and the procedures of the product development process adopted.

Qualitative research method was employed. Face-to-face semi structured in depth interviews were conducted with key informants from market leading fast fashion online retailers in the UK.

The major findings of this research demonstrate the disruptions in the product development process in contemporary and challenging fashion retailing and a new “circular process” model more appropriate and specific to online fast fashion businesses is presented.

The research has implications for the emerging body of theory relating to fashion product development. The research is limited to UK online fashion retailers, although their operations are global.

The findings from this study may be useful for apparel product development for retailers considering an online and fast fashion business model.

The emergent process model in this study may be used as a baseline for further studies to compare product development processes.

This paper aims to consider the ways that students are shaped by and shape community and critical literacy, along with the ways that community affords student empowerment in an English class during a US high school summer enrichment program.

The qualitative methodological approach is a narrative-based descriptive case study. To provide a detailed and narrative-based discussion, the authors incorporate ethnographic observation narratives and conversational interview excerpts, and analyze the data through inductive coding.

Organizing the findings into two sections, “These kids are rebelling”, and “We’re trusting him to teach and do better now”, we first examine the ways that student-led rebellion reshaped the classroom community and then the ways that the teacher's response redefined critical literacy approaches and his interactions with the students.

As this is a qualitative case study that is set during a summer enrichment program, its implications are not wholly generalizable to secondary English education. However, this research does suggest the importance of student agency in considerations of community and critical literacy.

This research emphasizes the importance of acknowledging and exploring ways that students' everyday interactions and agency shape educational spaces. Additionally, this research suggests the importance of community and critical literacy to all teachers, no matter their levels of experience or success.

Students have tremendous potential to not only shape and define learning environments, but to transform pedagogy and teacher relationships. This research emphasizes the importance of acknowledging and exploring these implications specifically to transform community and critical literacy in a summer high school English classroom.

First, this paper examines student community as an agentive and rebellious influence within the everyday constructs of schooling, and the authors assert that critical literacy pedagogies may be student-driven as part of community-based activism. Second, this paper seeks to explore both “community” and “critical literacy” as key concepts in positioning students as influential and empowered stakeholders with capacities to reshape education.