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An appreciative inquiry process was collaboratively undertaken with an inner city local authority and personal advisors where systemic social work practice was embedded. The purpose of this study is to explore how systemic social work principles could be integrated into the support of young adults leaving the care system, especially when safeguarding concerns exist.

Three fortnightly, reflecting team-style, appreciative inquiry workshops explored the integration into practice of systemic concepts under the themes of safeguarding, uncertainty and new possibilities.

Within the contexts of the organisation, other agencies and the relationship, six paired themes emerged: learning and navigating; positioning and risk-taking; and feeling and engaging. Core systemic concepts, such as self-reflexivity and mutual influence, can enable personal advisers to use themselves and their relationship with care leavers as a context for change. Considering responses to risk from different family member positions may support holding greater levels of uncertainty. Seeing resilience as a process rather than a personal attribute enabled personal advisors to think about how they connected with care leavers through shared life experiences, fostering narratives of hopes and dreams where new possibilities abound.

Appreciative inquiry is generally seen as a defined model for implementing large organisational changes; this study comprised a small sample group, and the model’s application was less defined.

A gap exists in the extensive care leaver research, addressing safeguarding and working systemically. A conceptual model for practice is offered, with potential utility in developing further systemically informed training and supervision for practitioners. A less structured and more relationally engaged model for appreciative inquiry is presented.

This paper aims to report a non-randomized control study undertaken to investigate prevalence and correlates of conduct disorder among male secondary education students in South-West Nigeria and to assess the impact of a problem-solving skills and attributional retraining (PSSAR) intervention with this population.

In total, 787 male students from two schools were screened for conduct disorder. All participants who met criteria for the disorder were allocated to either treatment (n = 55) or control (n = 47) groups. Outcome measures comprised the strengths and difficulties questionnaire (SDQ; teacher and student versions) and the teacher rating of students’ aggressive behaviors.

Of the sample, 13% were found to present with difficulties that met criteria for conduct disorder. The presence of these difficulties correlated with several demographic variables, including parental conflict and alcohol use. A statistically significant reduction in mean scores was observed for the treatment group in the student rating of the SDQ emotional subscale and total difficulties scores. Teacher ratings were less consistent in that conduct problems, prosocial behavior and total difficulties increased following the intervention, whereas peer problems and aggressive behavior were reported by teachers to reduce. No statistically significant change was found in the outcome measures for the control group.

In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed.

In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed. This study’s findings offer some preliminary support for the PSSAR intervention for conduct disorder in this context and indicate areas for further research.

The dermatology service on the islands of Orkney, with a population of approximately 22,500, was taken over by National Health Service (NHS) Tayside in August 2018. This paper aims to provide an overview of the planning and review of a highly efficient and effective dermatology service for a rural island population.

The service includes visiting dermatology consultants, enhanced electronic referral vetting, skin surgery services, a General Practice (GP) with extended role (GPwER) in dermatology, specialist virtual clinics, urgent advice for inpatients at the local district general hospital and remote systemic therapy monitoring. A new phototherapy service has been set up in an island GP practice.

Local GPs and consultant dermatologists find the enhanced vetting service useable, efficient and educational. Between August 2018 and November 2022, there have been 1,749 referrals. Of these referrals, 60% were seen in clinic or a GPwER surgery, with 40% managed remotely by providing advice back to the referring GP. The number of consultations performed by the GPwER has grown over the past 3 years, and in the last year, it accounted for more than 50% of patient appointments. The waiting time has been significantly reduced using this model.

This remote service uses an integrated approach of teledermatology (TD) whilst offering continual in-person services using local capabilities including a GPwER and island general surgeons. New treatment facilities are provided to the island population. Continual educational feedback to the primary care referrer is provided, and it enhances relationships that greatly aid the high-quality dermatology service provided.

The purpose of this paper is to meet Dr Claude-Hélène Mayer, Professor in Industrial and Organisational Psychology at the University of Johannesburg, Johannesburg, South Africa.

This is a qualitative positive autoethnographic case study. Mayer uses positive autoethnography to reflect on mental health, positive psychology and leadership across the life span. The first author also responds to ten questions.

Leadership can be developed and appreciated in others. Leadership can be a positive and transformative force that can assist and contribute to mental health and well-being. Positive leadership can be supported by developing wisdom, creativity, critical thinking and conflict and emotional management.

Qualitative research cannot be generalised. Positive autoethnography reflects the views and experiences of the author, in this case a transdisciplinary and transcultural researcher and practitioner.

Readers will find a range of practical recommendations as to how to develop mental health and leadership and stay positive in challenging times. Academic literature relating to practical recommendations is also shared.

Positive leadership has many social implications. It can be a constructive influence that impacts our lives and benefits our personal development, but also one that impacts the lives and benefits the personal development of other people.

In this original paper, Dr Claude-Hélène Mayer shares mental health, positive psychology and leadership experiences and recommendations. Leadership skills are of particular value in times of complex change.

Innovation originally meant ‘change’ or ‘renewal’. Over time, it became associated with creating new products, methods, materials, markets, and forms of organisation. Today, in everyday language, innovation is used as a much broader term that encompasses non-materialistic, non-economical ideas such as social, educational, philosophical, political, environmental, or spiritual innovations. What makes something innovative is subjective and depends not only on the perceived novelty of the content but also on the co-constructed meaning of what is possible or what it changes in our lives. Therefore, innovation leaders must also become experts in co-constructing meanings with their teams. In this chapter, a structured solution-focused framework will be introduced with the intent to support innovative teams in maintaining effective team dialogue, foster more innovative team collaboration, better innovations, or an improved innovation process. In fostering an interactive and dynamic team process, solution-focused leaders engage in deliberate interactions that often initiate a positive dynamic leading into an even more innovative future.

The Abdur Razzaque Ansari Memorial Weavers Hospital (ARAM) came into effect on 7 April 1996, and is dedicated to the people of Jharkhand and weavers. To deal with the issues of inequity in healthcare services, ARAM was founded for the extension of affordable healthcare services to the needy in and around the area of Jharkhand. Visualised by a great social worker and legend Abdur Razzaque Ansari, it has been successfully run by his eldest son Mr Sayeed Ahmad Ansari for 28 years. This research uses mainly a case-study approach through secondary data from the hospital website and other websites citing ARAM and its functions. Consent to use data for the study was obtained from Mr. Sayeed Ahmad Ansari. Primary information was collected through the patients who availed facilities from the hospital. They were interviewed through a semi-structured questionnaire each taking 30-40 minutes. Taken over by Medanta Group on 8 July 2015 (earlier being managed by Apollo Hospitals Group for 20 years), it is the first super speciality community hospital in Eastern India. Treating over 50,000 patients yearly with state-of-the-art medical equipment and providing discounts to lower-income groups, people from the weaver’s community, freedom fighters and members of ICSI have intrigued people from these sections for affordable treatment and facilities in and near Jharkhand. With a 200 bed-capacity, nine different disciplines and 12 departments spread across the city of Ranchi, the hospital caters to a massive population at a much-subsidised rate. Reaching out to rural villages through free medical camps and awareness campaigns, the hospital showcases how a successful model of healthcare cooperative can be replicated accordingly in similar developing and underdeveloped regions.

The risk factors related to the mental health issues of adolescents diagnosed with mild to moderate intellectual difficulties (MMID) are not consistently recognised in South Africa. This paper aims to address the scarcity of literature by examining the risk factors linked to the mental health issues of adolescents with MMID.

Four hundred and fourteen participants were sampled from adolescent learners attending three special educational needs schools in Gauteng, South Africa. The selected sample included 275 male and 139 female participants with a median age of 16.5 years. The three schools represented Grade 8 with 177 learners and Grade 9 with 237 learners. Data were collected through a biographical questionnaire and an Adverse Child Experiences Questionnaire. A quantitative approach was used to identify the risk factors impacting the mental health of adolescents with MMID. The findings were used to propose intervention programmes for the support of adolescents diagnosed with MMID.

The findings suggest that risk factors for mental health difficulties issues among adolescents with MMID include family dysfunction, along with experiences of physical, sexual and verbal abuse as well as emotional and physical neglect. The recommendations stemming from the findings advocate empowering teachers, parents and caregivers to provide support for the mental health of learners with MMID.

The study makes a valuable contribution to reducing the existing gap in the literature regarding risk factors impacting the mental health of adolescents with MMID in South Africa. The study served as a platform for adolescents diagnosed with MMID to articulate their challenges. This cohort is occasionally marginalised and this research acts as an active contribution to research that focuses on their experiences. Their insights are crucial for enhancing intervention programmes and promoting their overall well-being.