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This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).

Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.

Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.

The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.

The purpose of this paper is to identify barriers for people with psychotic spectrum disorders accessing CBTp in NHS Lothian. Despite national guidelines recommending CBT for the treatment of schizophrenia (National Institute for Health and Care Excellence Guidelines 2014) and (Scottish Intercollegiate Guidelines Network Guidelines 2013), levels of access to CBTp remain low. The overall goal of the study is to uncover emergent themes regarding barriers to access to CBT for patients with psychosis. In addition, the influence of psychosocial skills intervention (PSI) training for psychosis (Brooker and Brabban, 2006) will be explored and if completion of this training effects referral behaviours and attitudes to CBTp.

This study is a quantitative service evaluation project which uses a questionnaire design to explore the factors that influence a clinician’s decision to refer a patient for CBTp. Three qualitative questions are included for thematic analysis to allow the respondents to elaborate on their views on potential barriers. All appropriate Community Mental Health Team (CMHT) staff in adult mental health in NHS Lothian were invited to participate in the study.

CMHT staff in NHS Lothian hold favourable views of CBTp and would support an increase in access for patients with psychosis. Key barriers to access for CBTp identified in this study comprise of, little or no access to CBTp, lack of integration of services and unclear referral pathways. Further themes emerging from the study also included, improving multi-disciplinary communication and increasing CMHT staff knowledge and confidence in CBTp. PSI training was shown to have a significant effect on referral rates. Further research would be warranted to explore the influence of PSI training on CMHT staff confidence and knowledge in CBTp.

This is the first paper of its kind to investigate the potential barriers to access to CBTp in Scotland. The paper has highlighted some key barriers and potential strategies to overcome the barriers identified will be discussed.

This explores the evolution of leisure in post-industrial consumer capitalist society, specifically the relationships between work, leisure and identity. It begins by suggesting that in contemporary society the association of leisure with freedom, autonomy, voluntarism, enjoyment and its distinction from work are all obsolete. In doing so, it uses ethnographic and interview data to outline how the popular cultural lifestyle sport of parkour and freerunning conforms to the contemporary values of consumer capitalism and is a product of tectonic changes in the global economy in the latter part of the twentieth century. This goes a long way to dismantle the prevailing wisdom that such forms of spatial transgression are a mode of performative resistance against contemporary capitalism.

Dual Diagnosis Anonymous (DDA) is a peer-led programme developed in the USA, which aims to address mental and addictive disorders in an integrated manner. This study is part of a mixed-methods evaluation of the first DDA pilot in the UK, and the purpose of this study is to explore the impact and mechanism of change of the programme through the perspective of DDA attendees, facilitators and the funding commissioners.

Six DDA members were interviewed three times over a period of 12 months, the facilitators were interviewed twice and the commissioner was interviewed once. The qualitative longitudinal data were analysed using a trajectory thematic analysis.

DDA attendance was perceived to have had a positive impact on five main areas: acceptance of self, of others and from others; social functioning; self-development; recovery progression; and feeling of hope. The possibility of addressing both mental health and addiction at the same time was a key factor in the recovery process. The facilitators observed that DDA had contributed to integrate members into employment and education, while the commissioner stressed the importance of joint commissioning and sustainability.

The longitudinal approach provided a unique insight into the recovery process of DDA members. Being able to address the mental health as well as the substance use problems was considered to be a fundamental strength of DDA in comparison to the single purpose peer-support fellowships.

This article examines how a profit-centered restructuring of labor relations in an academic medical center undermined team-based care practices in its intensive care unit. The Institute of Medicine has promoted team-based care to improve patient outcomes, and the staff in the intensive care unit researched for this paper had established a set of practices they defined as teamwork. After hospital executives rolled out a public relations campaign to promote its culture of teamwork, they restructured its workforce to enhance numerical and functional flexibility in three key ways: implementing a “service line” managerial structure; cutting a range of staff positions while combining others; and doubling the capacity of its profitable and highly regarded intensive care unit. Hospital executives said the restructuring was necessitated by changes to payment models brought forth by the Affordable Care Act. Based on 300 hours of participant-observation and 35 interviews with hospital staff, findings show that the restructuring lowered staff resources and intensified work, which limited their ability to practice care they defined as teamwork and undermined the unit’s collective identity as a team. Findings also show how staff members used teamwork as a sensitizing concept to make sense of what they did at work. The meanings attached to teamwork were anchored to positions in the hospitals’ organizational hierarchy. This paper advances our understanding of he flexible work arrangements in the health care industry and their effects on workers.

Designing learning environments is increasingly about mediating between the interactions in real and virtual space of largely self-organising learning communities. Traditional ways of briefing designers are less and less proficient, as the demands made on space become less timetabled, more probabilistic. ‘learning landscapes’ ¹ are proposed in which clusters of activity can be seen to be taking place across a field, that activity can be browsed, audited and fully engaged with. Such organic flows of interest and concentration are hindered by traditional demarcated space models, and attempts to enable the flows through ‘flexible’ interlinking of rooms fail.

There is evidence ² that the organic interactions between learners grow exponentially when these learners are connected together as virtual communities in open, robust virtual platforms. But this works best when these interactions are grounded from time to time in real places. How can designers best provide spaces that support learning in real and virtual space? Should design teams be composed of people with skills in devising real and virtual space?

Increasingly the answer is ‘yes’, and this places strains on procurement processes. Built form can take a long time to deliver. So can virtual platforms take time to devise and make operable. Can these processes be aligned? The concepts for RMIT’s Design Hub, a physical design research platform, were developed through research conducted twelve years before the building was completed. Many of the gap years were taken up with establishing the financial basis for constructing the Hub. During this time the concepts were validated by testing with various potential user groups, and a further tranche of international investigations validated the level of innovation being sought. The process for RMIT’s Swanston Academic Building (SAB) was smoother and shorter, but it involved a year in which a ‘learning landscape’ concept was moulded through intensive work with user client focus groups.

Neither of these projects has a virtual doppelganger, though both have sophisticated and evolvable IT systems. The Hub embeds a process of curating research interaction and dissemination that is hampered by this fact. The mediated learning landscape of the SAB falls short of the originating concepts, – because space constraints did not allow for an undivided, flowing landscape. A well designed virtual counterpart could have provided what the insertion of walls has obscured. Should all future innovative learning and researching environments have a virtual counterpart from the outset?

There is an emerging trend for such paired environments in creative city thinking and in museums. Surely briefing and procuring real and virtual environments in tandem will enliven future space use in universities?

Describes how an advanced‐apprenticeship scheme developed by the Bank of New York Mellon and the National Skills Academy for Financial Services (NSAFS) is offering a fast track to career success and job satisfaction.

Explains the origins of the scheme, how it works and what some of the people who have followed the program think about it.

Reveals that three‐quarters of the 110 BNY Mellon employees who have taken part in the scheme over the last four years have secured more senior roles in the securities‐services company. Claims also that the scheme has helped to create high staff satisfaction and loyalty, with nine out of ten people who have completed the program remaining with the company.

Demonstrates that, by combining work‐based development, vocational learning and professional qualifications, the advanced‐apprenticeship scheme offers staff access to education while forging a career with the organization.

Shows how the scheme is helping to support the development of financial‐services expertise in Manchester, UK, which, once the cradle of the Industrial Revolution, has had to move away from old, heavy industries as these have increasingly gone abroad.

Reveals how training has helped BNY Mellon to channel the energy of its young workforce into providing good client service.

The onset of psychosis typically develops during adolescence, a crucial period for beginning the transition from family to independence and developing a stable sense of self. Recovery amongst adolescents experiencing early onset psychosis has not yet been investigated with reference to its influence on self-identity. The purpose of this paper is to explore the impact living with early onset psychosis has on self-identity for adolescents in recovery.

A purposive sample of ten adolescents aged between 16 and 18 years from an Early Intervention Service in the Scottish National Health Service were recruited. All had experienced at least one episode of psychosis and were within three years of first contact with the service. Semi-structured interviews were adopted to capture adolescents’ perspectives concerning their experiences of recovery from psychosis and the impact on self-identity. All interviews were audio-recorded, transcribed and thematically analysed.

Qualitative analysis of adolescents’ accounts revealed how recovery from psychosis involves working with individual explanatory frameworks concerning uncertain identities and status ambiguity, a decrease in referent points and unfavourable social comparisons (emphasising loss, grief and self-criticism).

Supporting adolescents experiencing early psychosis involves education, rebuilding relationships with self and others and providing access to psychotherapeutic interventions to aid self-identity development when needed.

The originality of this paper lies in the importance of identity, recovery, human reconnection, advocacy and community reintegration for adolescents experiencing psychosis. Public mental health campaigns to tackle the stigma surrounding psychosis are essential to assisting adolescents in developing their sense of self through their recovery journeys.

MY reaction to being appointed Director of Library Services would be one of frank amazement, rather as if I had been a commercial traveller in a rather dubious line of trade, such as ladies' underwear, who had suddenly been offered a bishopric. The recovery from this amazement would take about ten seconds flat and I would doubtless find myself in the thick of finding an office, a desk, a rubber plant and a regulation‐size piece of carpet appropriate to my grade. My first real task would be to bring some order to the seven sections of the D.E.S. now dealing with library matters and to initiate among librarians generally some radical thinking on the problems that face us all.