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To explore the experience of a key member of the UK equalities policy‐making elite, interrogating her shift from activist to top‐ranking equalities professional. To focus attention on the under‐explored area of lesbian, gay bisexual and transgender equalities work.

The interview is prefaced with a critical commentary on current UK equalities policy, contextualising the interview discussion, which links personal and collective histories and provides a comparison of equalities work over time.

Angela Mason, while top‐ranking civil servant, continues to claim the label activist. Like a variety of other equalities workers she uses multiple tactics to appeal to different constituents at different times and in different contexts.

This is an interview with one of the key protagonists in the development of UK equalities policies over the last 30 years. It is unique in its focus on the current overhaul of UK equalities policy from an “insider” and in its timing at the interim point of this reorganisation (October 2006).

Implementing change in healthcare is difficult to accomplish due to the unpredictability associated with challenging the status quo. Adapting the intervention/practice/program being implemented to better fit the complex context is an important aspect of implementation success. Despite the acknowledged influence of context, the concept continues to receive insufficient attention at the team-level within implementation research. Using two heterogeneous multidisciplinary healthcare teams as implementation case studies, this study evaluates the interplay between context and implementation and highlights the ways in which context influences the introduction of a collective leadership intervention in routine practice.

The multiple case study design adopted, employed a triangulation of qualitative research methods which involved observation (Case A = 16 h, Case B = 15 h) and interview data (Case A = 13 participants, Case B = 12 participants). Using an inductive approach, an in-depth thematic analysis of the data outlined the relationship between team-level contextual factors and implementation success.

Themes are presented under the headings: (1) adapting to the everyday realities, a key determinant for implementation success and (2) implementation stimulating change in context. The findings demonstrate a dynamic relationship between context and implementation. The challenges of engaging busy healthcare professionals emphasised that mapping the contextual complexity of a site and adapting implementation accordingly is essential to enhance the likelihood of successful implementation. However, implementation also altered the surrounding context, stimulating changes within both teams.

By exposing the reciprocal relationship between team-level contextual factors and implementation, this research supports the improved design of implementation strategies through better understanding the interplay and mutual evolution of evidence-based healthcare interventions within different contexts.

There has been little empirical investigation into the theoretical relationship between moral reasoning and offending in people with intellectual disabilities (ID). The purpose of this paper is to compare offending and non-offending ID groups on a new measure of social-moral awareness, and on theory of mind (ToM).

A between groups design was used. The scores of 21 male offenders and 21 male non-offenders, all with ID and matched for IQ, were compared on the Social-Moral Awareness Test (SMAT) and on two ToM tasks.

There was no significant difference in SMAT scores or on first- or second-order ToM tasks between offending and non-offending groups. Better ToM performance significantly predicted higher SMAT scores and non-offending groups. Better ToM performance significantly predicted higher SMAT scores.

Results were inconsistent with previous research. Further work is required to establish the validity and theoretical underpinnings of the SMAT. Development in the measurement of ToM for people with ID is also required.

This is the first use of the SMAT with a population of offenders who have ID. The findings suggest caution in its use in clinical settings.

One recent direction for leadership research has been the use of purely qualitative data and qualitative analysis. One analytical method used in this phenomenological research has been the full grounded theory method. That method has generated social process theories about leadership in organizational settings. The present research operationalizes those theories into questionnaire format. This operationalized work gives support to a one-factor model for social processes of leadership (SPL) in organizations. It also identifies four lower-order social processes of leadership. Concurrent validity is concluded from a high correlation with Bass & Avolio’s and Podsakoff’s transformational leadership constructs. The correlations are so high that the SPL scale might be tapping the same underlying construct as transformational leadership. The augmentation effect of transformational leadership over (transactional) management is also supported. Support has been obtained for ongoing grounded theory-based research into the social processes of leadership and influence, and related phenomena, in organizations.

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.

The foundation collection of the printed books now forming the Library of the British Museum was that of Sir Hans Sloane. This comprised about 40,000 volumes. To it was added in 1759 the Royal collection, begun in the time of Henry VII and inherited by George II from his predecessors on the throne.

While an increasing number of adults with an intellectual disability are having children, research suggests that they face an increased risk of having their children removed. The purpose of this paper is to explore child and family social workers’ experiences of working with parents with intellectual disability, in order to further our understanding of this issue.

Seven social workers were interviewed. Each had experience of working on safeguarding cases where a parent had a diagnosis of intellectual disability. Data were analyzed using Interpretive Phenomenological Analysis.

Five super-ordinate themes were identified. These were: “feeling torn,” “experiencing a power imbalance,” “hopelessness,” having “pride” in their work’ and experiencing “barriers.”

The results are discussed in the context of the increased risk that parents with an intellectual disability face of having their children removed. Several areas for future research are identified.

The study highlights several areas for development regarding services for parents with intellectual disability.

The study describes some of the difficulties experienced by social workers in this area of their work, from their own perspective. It also strengthens existing ideas about improving services for parents with intellectual disability.

This article explores the use of the Good Lives Model and its relevance to people with a learning disability and forensic needs. The article presents the rationale for using the model; arguing that it has the potential to address the complexities of meeting both the person‐centred agenda in learning disabilities services and the public protection agenda in relation to the management of mentally disordered offenders, including those detained under the Mental Health Act (2007). The model is compared with other treatment models, such as the Risk‐Need‐Responsivity Model (RNR). The paper briefly explores how the model may be practically applied in a service for people with learning disabilities who have committed, or who are at risk of committing, sexual offences.

Purpose – To introduce classroom teachers to an integrated digital literacies perspective and provide a range of strategies and tools to support struggling readers in becoming successful digital readers and multimodal composers.Design/methodology/approach – The chapter begins with the rationale for integrating technology to support struggling readers’ achievement, explains universal design for learning principles, and then offers specific strategies, digital tools, and media for reading and composing.Findings – Provides research support for the use of technology to provide students’ access to grade-level text, enhance comprehension, improve writing, and develop multimodal composition skills.Research limitations/implications – The authors do not address all areas of technology and literacy integration. Instead, they focus on key priority areas for using technology to develop struggling readers’ literacy.Practical implications – The chapter provides theoretical and research-based strategies and digital resources for using technology to improve struggling readers’ comprehension and composition that should be helpful to classroom teachers.Originality/value of chapter – Teachers need support in integrating technology and literacy in ways that will make a meaningful difference for their struggling readers’ achievement and engagement.

An inquiry into the constitution of the experience of patienthood. It understands “becoming a patient” as a production of a subjectivity, in other words as a process of individuation and milieu that occurs through an ontology of production. This ontology of production can, of course, also be understood as a political ontology. Therefore, this is, first of all, an inquiry into a mode of production, and, secondly, an inquiry into its relation to the issue of social justice – because of effects of digital divisions. In these terms, it also reflects on how expert discourses, such as in medical sociology and science studies (STS), can (and do) articulate their problems.

An integrative mode of discourse analysis, strongly related to discursive institutionalism, called semantic agency theory: it considers those arrangements (institutions, informal organizations, networks, collectivities, etc.) and assemblages (intellectual equipment, vernacular epistemologies, etc.) that are constitutive of how the issue of “patient experience” can be articulated form its position within an ontology of production.

The aim not being the production of a finite result, what is needed is a shift in how “the construction of patient experience” is produced by expert discourses. While the inquiry is not primarily an empirical study and is also limited to “Western societies,” it emphasizes that there is a relation between political ontologies (including the issues of social justice) and the subjectivities that shape the experiences of people in contemporary health care systems, and, finally, that this relation is troubled by the effects of the digital divide(s).

A proposal “to interrogate and trouble” some innovative extensions and revisions – even though it will not be able to speculate about matters of degree – to contemporary theories of biomedicalization, patienthood, and managed care.