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This qualitative research aims to explore staff perspectives on working effectively with people with intellectual disability who are in contact with the criminal justice system.

Taking a case study approach, staff working for a third sector community organisation were interviewed about the components of effective work with their customers. The staff supported people engaged in the Community Justice Program.

Staff consistently described relationship building as the most important part of their work. There were three components to relationship building: the process of relationship building, the elements of a high-quality staff–customer relationship and the staff skills needed to develop a good relationship.

This paper makes two contributions to the literature. First, it focuses our attention on a third sector organisation supporting people in contact with the justice system as opposed to a formal criminal justice agency. Second, the paper seeks to understand the processes and skills staff deploy to build a high-quality relationship with criminal justice-involved people with intellectual disability.

This paper aims to highlight the importance of social marketing at the midstream (meso) level as a key component of a proposed model for co-creating public services. The model demonstrates how supportive relationships and conversations within and between service organisations, front-line service staff, social networks and clients are essential for the effective co-creation of health and welfare services and social marketing interventions.

This is a conceptual paper that uses network and services theory and a case study to show how the midstream social marketing approach and service co-creation can be applied in practice and how these concepts relate to upstream and downstream social marketing.

The case study demonstrates the powerful role of social networks, staff–client relationships and conversations in the co-creation of effective services and the improvement in communications, trust and understanding between service providers and the community.

The paper shows how service providers and social marketers can achieve co-created, customer-oriented services/interventions through the development of congruent, empathetic narratives, relationships and conversations. The case study demonstrates how this can be achieved in practice through staff training, the identification of “community communicators” and value-based targeting and communications.

The integration of conversations, relationships, values, services and midstream social marketing into a model for co-creation offers a valuable tool for social marketing and health/welfare service professionals.

This paper provides an example of how organization theory can be linked with other literatures in a complementary and productive manner. Establishing a bridge between the organization theory and learning environment literatures, the authors seek to provide an example of how such literature‐bridging can enrich our understanding of the school‐classroom relationship.

After providing a set of working criteria with which to assess the developmental maturity of a field, this paper provides a general review of the learning environments literature. This is followed by an examination of an important yet under‐explored relationship in this literature: the school‐classroom relationship. Using concepts from organizational theory, the authors seek to establish the utility these concepts have for understanding the relationship that exists between classroom‐ and school‐level learning environments.

Given the importance of organization theory to our understanding of educational organizations and the increased absence of a substantive organizational perspective from our dialogue, there is a need to build and/or re‐establish bridges between organization theory and other lines of inquiry in education. Teaching and learning occur in an organizational context. Thus it is important that this context be considered by educational researchers. The time has also come to aggressively link the study of learning environments with literatures such as organization theory.

This paper provides an example of how literature‐bridging can be used to encourage and enrich dialogue between separate yet complementary lines of inquiry. It also sheds light on the relationship shared between the classroom and larger school.

This study seeks to explore the content analysis of two qualitative studies looking at experiences of staff working with clients who self‐harm. One of the groups work with women clients, and the other works with men. Both groups of staff in this study work with people with mild learning disabilities who self‐harm. The sample is taken from nurses working in both medium security and low security in the UK.

The staff were interviewed using semi‐structured interviews and had considerable control over the direction of the interview.

Although some allowances should be made because the two groups worked in different services, there were some interesting variations in the themes of the results. The two groups of staff based their discussions on five central themes: types of self‐harm, perceived reasons for self‐harm, staff personal responses, client treatment options, and staff support.

Staff reported experiencing strong emotional responses to incidents of self‐harm. Types of behaviour tended to vary between men and women. Staff asked for more training and time for support groups to meet. Some staff (particularly those working with women) think that self‐harm should be allowed within reason.

This research will be valuable to many types of residential service where clients may use self‐harm as a coping strategy. The authors recommend services adopting a harm minimisation approach to self‐harm.

The purpose of this paper is to investigate the application of a customer performance measurement system (CPMS) to demonstrate how facilities management (FM) organisations can enhance their existing processes for measuring the customer satisfaction of their service provision.

Customer performance measurement in FM is the process of capturing, measuring, and improving the satisfaction of FM customers. A generic CPMS was developed that FM organisations can adopt to improve their existing service provision. The CPMS was developed using a mixed methods approach was adopted. An instrumental case study was used to test the CPMS. The case study represented what was deemed as a typical FM organisation in the UK. The effectiveness of the CPMS application was first validated internally by the instrumental case study. A series of collective case studies were then used to validate the CPMS externally, by testing a series of other FM companies in the UK to provide further understanding of the potential application of the CPMS.

The findings suggest that by adopting a strategic model that incorporates a balance of quantitative and qualitative methods to gain customer satisfaction of FM service provision, can enhance an FM organisation's existing processes of gaining customer satisfaction.

Although there are many studies researching performance measurement in FM, there is a lack of knowledge on the application of customer performance measurement. This paper contends that there is a need to develop a mixed methods system that is not limited to gaining quantitative findings of customer satisfaction, but also gains wider qualitative findings that investigate customer expectations and perceptions of FM service provision. Generic customer satisfaction benchmarks in the UK FM industry were also established, and formed a crucial component of the CPMS.

This paper aims to offer a commentary on Psychologically Informed Services: A Good Practice Guide, a recently published operational guidance document on developing psychologically informed environments (PIEs) in services for homeless people.

The paper is an invited opinion piece and comment, based on the specialist experience and viewpoint of the author as a rehabilitation psychiatrist, a medical historian of the therapeutic community movement, and a member of the “enabling environments” development group.

The new operational guidance is welcomed, with some provisos. Specifically, the author is concerned that, in the prevailing commissioning culture, and the individual pathology‐based presumptions of the “medical model”, a focus on the “psychological” may be taken to mean a stress on individual psychology and therapeutic techniques derived from individual therapy. This may distract attention from the need to work with the whole social environment, with peer support and with recognition of the importance of informal interactions, as opportunities for growth, if services are to work with the whole person.

Services that wish to develop as PIEs need to take care to work with the whole person, and their social selves, and to develop enabling environments that recognise and work with the importance of all relationships.

This paper looks at the quality and value of leisure and friendships that people with learning disabilities experience in the community. It provides an overview of the problems in developing friendships for people with moderate, severe and profound learning disabilities transferred from hospital to community care and identifies recommendations for commissioners, providers, staff and carers for the development of friendships through leisure in the community.

This article aims to analyze and discuss the role of moral development in treatment of behavior problems and, further, to describe differences and similarities between two different methods – milieu therapy (MT) and cognitive behavioral therapy (CBT) – in terms of addressing criminogenic needs and promoting moral development.

By performing a literature review, the study shows that even though there are both pros and cons using MT and CBT in institutional care, relationships strong enough to restructure a young person's moral reasoning require time, and involves not only the young person's parents and social network members, but also a genuine therapeutic alliance with clinical staff at the institution.

These are central factors articulated in both CBT and MT, but are more explicitly expressed in MT. The results presented in this article highlight some important practical implications: in order to redevelop moral self and societal values, an overly narrow focus on criminogenic needs might exclude other components or processes of treatment and behavioral change. Together with a treatment program that views close staff‐resident interactions as of secondary importance, this could impair the possibility to obtain positive and long‐lasting treatment results.

In practice, moral development itself should be considered as an overall treatment goal, integrated into the daily life at the institution, 24 hours a day. Finally, the possibility to work with moral development in institutional settings is discussed.

This study aims to explore how care staff working with people with learning disabilities experienced psychologist-facilitated team formulation sessions in a cognitive analytic style (contextual reformulation).

Eleven participants attended at least one contextual reformulation session regarding a client their team referred because of challenging behaviour. Post-intervention semi-structured interviews were analysed using qualitative inductive thematic analysis.

Five themes were developed: multiple roles and functions of sessions and clinicians; challenging behaviour in relationship; making links – understanding can be enlightening, containing and practical; the process of developing a shared understanding and approach; and caught between two perspectives. Findings suggested contextual reformulation helped staff see challenging behaviour as relational, provided them with the space to reflect on their emotions and relate compassionately to themselves and others, and ultimately helped them to focus their interventions on understanding and relationally managing rather than acting to reduce behaviour.

Qualitative methodology allows no causal inferences to be made. Ten of 11 participants were female.

This qualitative study adds to the limited research base on team formulation in learning disabilities settings and specifically that using a cognitive analytic approach.