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To outline the paradoxes and contradictions inherent in debates about sport, alcohol, and addiction. It appears that a growing number of sportspeople suffer from addiction to alcohol and other drugs while at the same time alcohol use is widely sanctioned and celebrated in sport. The high-profile falls from grace are a public display of a more insidious, problematic relationship to drugs and alcohol in sport, yet cultural change is often difficult given long standing associations between sport and alcohol.

In the first part of the chapter, the key themes in the drugs, alcohol, and sport debate (notably health and ethics) are discussed. In the second part, some of the relationships between sport and alcohol, such as sponsorship and the cultural sanctioning of particular forms of drinking and masculine identities are examined. In the third, the issues of drug and alcohol addiction and recovery, and the implications for sport and sporting identities are discussed.

The chapter reveals the tensions that underpin the social contexts of drug and alcohol use and misuse in sport. The chapter suggests that a recalibration of popular understandings of masculinity in sport may provide a safe space through which to share battles with alcohol and addiction.

Discussion of the paradoxes and contradictions inherent in the relationships between sport and alcohol have important implications for a discussion and analysis of addiction and alcohol in sport, and for sport and social policy, health promotion, and social care more broadly.

The training and education of peers represents an important milestone in the peer's journey to work within organisational settings. Historically, peer support occurred based on a mutual relationship whereby one peer often with more experience provided support and guidance to another. However, as peers began to move into organisations staffed by professionals, a standard of training and education became needed if peers were to be accepted. This chapter outlines these issues, as well as discussing the training standards, the academics and soft skills needed. Some of the challenges peers face during their education and their continued development will be discussed. This chapter will focus on the training of peers for mental health and substance use settings in addition to other emerging areas in social inclusion.

This chapter draws on qualitative data and observations from a range of projects seeking to use football to support mental health recovery. The authors conceptualize recovery as a fluid ongoing process that while supporting individuals to manage and deal with mental illness, may not result in the reduction or remission of clinical symptoms.

The research discussed in the chapter is drawn from interviews with male participants aged 18–40 years, who participated in four different football and mental health projects.

The chapter outlines three key ways in which participants perceived that football contributes positively to their recovery. Participants discuss football as providing a “safe space,” free from stigma, and as a setting where they can develop productive and engaging social relationships with medical professionals, support staff, coaches, and peers. Finally, they perceive football as a context in which they can begin to rework and redefine their identities, to move away from identities constructed around illness and vulnerability.

The chapter concludes by considering both the value and limitations of football as a mechanism for supporting recovery.

Peer support in the substance use arena has a long and interesting history. Many of the ideas for substance use treatment can be traced back to the fellowship of Alcoholics Anonymous and its mutual aid/self-help programme. However, as interest in providing care and support progressed, and research began to develop, other equally helpful methods of providing peer supports emerged. In this chapter, we discuss this emergence of peer support, and describe how and where this support is provided. The processes and relationships involved in peer support work and the operationalising of lived experience are outlined.

In the previous chapters, I set out a conceptual model of trauma-informed servant leadership and discussed servant leadership supervision for working with burnout, compassion fatigue and secondary trauma in employees within trauma related health and social care settings. In this chapter, I further extend servant leadership to the peer support principle in trauma-informed approaches (Substance Abuse and Mental Health Services Administration, 2014). The first part of this chapter will examine peer support work (PSW) and report on the outcomes associated with it. Then, servant leadership will be discussed and used to operationalise the principle of peer support as set out in trauma-informed approaches. A servant leadership peer support approach is put forward with a theoretical basis. This theoretical model has been slightly changed from the previous servant leadership approaches discussed, in order to represent the PSW role more accurately. However, as discussed previously, it is not the characteristics of the Servant leadership (SL) model that define the approach, rather the philosophy and desire to serve first. In the last section of this chapter, Martha Griffin brings the characteristics of this model to life using her vast experience and discusses some of the potential challenges faced by peers in training and practice.

Purpose – This chapter examines the impact of technology on sustainable effectiveness by focusing on the dynamic synchronization between the technical and the social subsystems at the Villa Beretta Rehabilitation Hospital (VBRH) and illustrates that technology can trigger and enable sustainable health care organizations.

Design/methodology/approach – The case study of VBRH relies on several data sources. They include interviews with key informants (VBRH executives, health care professionals, and technology suppliers), follow-up e-mails and phone conversations, direct observations of actors’ behavior, and notes of processes in action and archival data, such as patient pathway protocols, technical information systems documentation, performance and managerial reports, and administrative guidelines.

Findings – VBRH was capable to dynamically synchronize the social subsystem with the continuous innovation of the technical subsystem. This capability enabled sustainable effectiveness in three main areas. First, the correct alignment between technology and professionals’ practices and behaviors improved triple-bottom-line performance by promoting a more conscious use of the environmental, social, and financial resources. Second, technology-based initiatives promoted research-oriented plans of action that nurtured a culture of change and continuous improvement. Third, technology facilitated the extension of the research and operation networks that generated new ideas and initiatives for achieving sustainable effectiveness. Additionally, evidence from VBRH demonstrated that organization design, change management, and learning mechanisms are essential when institutionalizing new technology that requires the disruption of current professional practices and individuals’ behavior.

Originality/value – Previous contributions about sustainable effectiveness in health care failed to unveil and frame the complexity of dynamic synchronization between the technical and the social subsystems that is at the core of the sustainability of health care delivery. This chapter provides new insights that pave the way for a deeper-level understanding of the role that technology plays in sustainable effectiveness dynamics and outcomes in health care delivery. The chapter illustrates how different groups of technology contribute to sustainable effectiveness and the mechanisms that make them work.

Involving People with Lived Experience (PwLE) in the development and delivery of teaching provides a more in-depth insight and authenticity to students learning about important social concerns like substance use. Involving PwLE is recognised as an approach to teaching and collaboration which is beneficial for those involved as learners and (if done correctly) for those who gift their time to sharing their opinions and experiences. More is known within the literature about the benefits for academics and students in relation to involving PwLE in the development, design, and delivery of teaching, less is known about how PwLE experience their involvement and how they prepare for their involvement in the process. In this reflective chapter, we utilise our own collective experiences of working with and/or supporting the involvement of PwLE in the development of teaching resources and teaching practices. The reflections contained here are based upon own highly subjective experiences of working with and supporting PwLE to get involved in the development of resources and delivery of teaching content. From these reflections, we hope that you the reader is able to understand more about how PwLE and this will encourage you to become engaged with this process. In doing so, we hope you also gain some insights into your own teaching practices and learning needs.