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While individuals with an intellectual disability form a significant minority in the worldwide prison population, their healthcare needs require specialist attention. In Ireland, services for prisoners with intellectual disabilities need development. However, there is little substantive data estimating the prevalence of intellectual disabilities within the Irish prison system. The paper aims to discuss these issues.

The authors systematically review published data relating to the prevalence of intellectual disabilities in prisons in the Republic of Ireland. The authors searched four databases, governmental websites and corresponded with experts.

Little published data were elicited from searches except for one nationwide cross-sectional survey which reflected a higher prevalence than reported in international studies. Studies from forensic mental health populations are narrated to contextualise findings.

This study found that there is little data to accurately estimate the prevalence of intellectual disabilities in the Irish prison system and the limited data available suggests that this is likely to be higher than international estimates. The authors highlight the need for further research to accurately estimate prevalence in this jurisdiction, alongside the need to develop screening and care pathways for prisoners with an intellectual disability.

Individuals with an intellectual disability (ID) form a significant minority in the Irish prison population and worldwide prison populations. There is growing recognition that specialist services for such individuals are in need of development. The purpose of this paper is to propose a care pathway for the management of individuals with an ID who present in prison, based on expert elicitation and consensus.

A convenience sample of professionals with a special interest in forensic intellectual disabilities was invited to participate in a Delphi exercise. In total, 12 agreed to participation and 10 subsequently completed the study (83.3 per cent). Expert views were elicited using a semi-structured questionnaire. Content analysis was completed using NVivo 11 software. A care pathway was subsequently proposed, based on the outcomes of the analysis, and circulated to participants for debate and consensus. A consensus was reached on management considerations.

Ten experts across a range of disciplines with a combined experience of 187 years participated in the study. Current provision of care was seen as limited and geographically variable. The vulnerability of prisoners with ID was highlighted. The need for equivalence of care with the community through multidisciplinary input and development of specialist secure and residential placements to facilitate diversion was identified. Consensus was achieved on a proposed care pathway.

This study proposes a care pathway for the assessment and management of prisoners with an ID and is, therefore, potentially relevant to those interested in this topic internationally who may similarly struggle with the current lack of decision-making tools for this setting. Although written from an Irish perspective, it outlines key considerations for psychiatrists in keeping with international guidance and, therefore, may be generalisable to other jurisdictions.

The purpose of this study is to explore the implications of national and international standards for human resource development (HRD) practice. It focuses on the experiences, perceptions and learning of those involved in the social construction of standards and standardisation processes.

The research is grounded in institutional and organisational excellence theories and adopts a qualitative approach based in social constructivism. Thematic analysis of the data obtained from 13 semi-structured interviews leads to a discussion of awareness of standards, standards adoption including constraints, and impact of standards.

The findings indicate that that there has been a disconnect between the potential impact of British Standards Institute (BSI) HR standards and what has occurred in practice with little awareness of the BSI standards among practitioners.

This paper identifies an absence of institutional isomorphism in the HR arena and highlights the potential for a “standards-practice” gap where HR standards formation processes are perceived as detracting from flexibility and innovativeness in organisational practice.

This study contributes a new perspective of the implications of HR standards formation from the perspective of those involved and further contributes to the wider theorisation of standards in the HRD field.

Studies on intellectual disabilities describe difficulties at the cognitive level but little about the other factors that can impact the individual’s performance. The aim of this research was thus to assess the effects of the socio-emotional context on the performance of adults with intellectual disabilities in a cognitive task. The main hypothesis was that people with intellectual disabilities will not have the cognitive ability to see the socioemotional environment as a potential resource, and that they could not use it to mobilize their cognitive resources to try and improve their performance and adopt more positive behavior.

A total of 32 people with moderate to severe intellectual disabilities were recruited. They performed a categorization task and were then given their results. Throughout the test, the psychologist observed the participants’ behavior and, more specifically, their emotional expressions, their pro-social behavior and their respect for social rules.

The results support the hypotheses, with better performance among participants who adopted pro-social behaviors, respected the rules and displayed positive emotional expressions. These results highlight the central role played by others in the ability of adults with intellectual disabilities to adapt to a given situation.

This study was conducted by a psychologist, which could have biased the relationship with the participants. A complementary study is in progress to measure the effects.

These findings have implications for cognitive remediation tasks aimed at mobilizing the cognitive resources of adults with intellectual disabilities.

To the best of the authors’ knowledge, this is the only study to evaluate the role of the socio-emotional environment on the performance of adults with intellectual disabilities.

The purpose of this paper is to describe family intervention (FI) with four families in which the service user is under the care of forensic mental health services. There is a focus on identifying how systemic practice is used or adapted in working with families who have a family member who has presented risk and caused harm.

Four case studies are used to provide a basis for the exploration of commonalities in practice between the cases and the utility of FI within forensic services, which have the dual purpose of promoting mental health recovery and reducing offending/risk behaviour.

Family work can be a key healing tool in the recovery journey of forensic service users and their families. An integrated systemic and psycho-educational FI approach was found to be appropriate in the cases described. Issues particular to forensic services are identified; these include the role of safety planning; the function of talking about the history of trauma in the family including the impact of offending behaviour; mediating difficult relationships between family members and professionals; and overcoming barriers to having difficult and emotive conversations.

The absence of outcome assessments limits the findings to observational data and self-reported experiences from the authors.

FI can be safely and effectively used within forensic settings, facilitated by practitioners competent in working with trauma and complexity, as an integrated component of the therapeutic treatment.

There are recognised barriers to the provision of FI within forensic settings, with limited research regarding the application of such therapies with forensic patients and their families. This paper adds to the small pool of knowledge regarding useful applications of FI in such settings.

This study analyzes which worldviews on the interrelatedness of the economic, environmental and social systems are adopted in the literature on responsible management education (RME) and explores how this affects the way business schools educate future responsible managers.

The sustainability-focused relational worldviews of Kurucz et al. (2014) were used to perform a content analysis on 100 articles from the field of RME to understand which worldviews are adopted and to distill potential implications of the prevalence of such worldviews in the RME field.

In the sample, the most adopted view was the intertwined view that imagines a balance between the economic, environmental, and social system (61% of the articles). The subsuming worldview (highlighting the business case for sustainability) accounted for 8% of articles in the sample. The embedded worldview (a new paradigm that respects the limitations of the environmental and social systems) accounted for 31% of the articles in the sample. The disparate view (representing classic economic views of discrete systems) was not adopted, indicating a rather uniform belief that RME is about moving management education away from this view. Examining the evolution of views over the last 20 years, it can be observed that the embedded view is growing in popularity. The continuing prevalence of the ambiguous and malleable intertwined view in the RME literature could explain why so many RME initiatives have been taken in the last two decades, while simultaneously critics remain vocal that business schools are not preparing future managers to engage with ethics, responsibility, and sustainability (ERS).

While sustainability-focused relational worldviews have been introduced in the RME literature, this study provides empirical evidence of the prevalence of such worldviews in the literature, allowing an exploration of the implications for the field. The presence of multiple — and at times competing — worldviews adds tension to the field of RME. Seen on the trajectory of increasingly progressive worldviews, the intertwined view is not limited by economic rationalism (like the subsuming view) but also stops short of requiring a full paradigm shift (like the embedded view).

The case of corporations establishing a relationship with young people – because of the moral responsibility involved – allows us to illustrate the complexities of trying to decide what is morally correct to collectively ensure children's well-being. This paper aims to discuss these issues.

Applying the “stakeholder theory” to child industries – under which term this paper includes all business activities that establish a commercial relationship involving children, either as the recipient or user of the final product or beneficiary of a specific service, or as a co-decision-maker for purchases within his/her family or social circles – reveals a series of conceptual challenges...

The limited understanding of stakeholder theory within the CSR managerial perspective leads companies to overlook some important moral issues about children's well-being, and exposes them to particularly hard criticisms of their actions and marketing policies.

If children have been overlooked by the stakeholder theory, how may the interests of youth be represented in a stakeholder perspective?

To deal with some of the dilemmas entailed by considering children's representatives as legitimate spokespersons, the paper suggests drawing on the ethics of care to attempt delineating a corporate social responsibility towards young people.

This paper emphasises a number of issues relevant to young consumers, including the absence of children in stakeholder theory and how that absence speaks to the presumed extent and boundaries of corporate social responsibility.

The purpose of this paper is to investigate how vegetable side components (carrot and broccoli) influence children’s associations and expected liking of two common Norwegian dishes (meatballs and salmon).

Children aged 11-12 years old were recruited to complete an adapted free association test (n=89). Each participant was exposed to four pictures of dishes that included combinations of the experimental food items served with potatoes and sauce. Participants stated their immediate associations and how much they liked each meal on a five-point smiley face scale for children. Evoked associations were coded and categorized before the relationship between the expected liking of the dishes and the associations were visualized based on correspondence analysis.

The authors found that the expected liking of the dishes was significantly affected by the composition of the dish, that the associations related to the meal changed when the vegetable component changed, and that children’s associations to food are quite similar to what previous studies have found for adults.

How children categorize complex dishes and how their mental representation explains expected liking has rarely been investigated before. By investigating how dishes with different components activate different associations and how these associations co-occur with children’s expected liking of the dishes, the authors gain knowledge that can help us develop strategies for improved dietary change.

The purpose of this paper is to address the following assertions: first, the Laboratories of Practice (LoP) promotes professional growth. Second, the LoP enhances understanding of program design and delivery. Finally, the LoP has a financial value both to the organization where the LoP took place and to the university. The paper examines the responses of program candidates from two cohorts and the community partners they served to a survey focussed on the LoPs.

In summer 2012, Cohort 1 students and their mentors completed a survey, a milestone paper, and reflective papers. LoP mentors (critical friends (CF)) were invited to give feedback on the LoP and the program candidate. In summer 2013, data were gathered via online surveys, milestone paper, and reflection papers from two program cohorts who experienced a LoP. In total, 48 students participated in the research.

In relation to assertion no. 1, both the community partners’ and the students’ experiences with respect to the LoP made clear that the fieldwork has yielded positive outcomes. Students have found that they were able to draw from the classroom learnings to address the problems of practice in the real world setting. They reflected on lessons learned about themselves as well as the process itself, which sometimes resulted in redefining the problem at hand. Finally, the goals that were accomplished by the students during the LoP experience provided them with immense satisfaction, next steps, and, in some cases, the affirmation of their choice to participate in a professional practice doctorate. In relation to assertion no. 2, LoP data have been used by faculty to refine and improve the program and the LoP experience itself. In relation to assertion no. 3, while field mentors (CF) indicate that the services provided by the students during their LoP were invaluable and provided significant insights and improvements in their workplace, it was a challenge to assign a specific financial value to the LoP.

In terms of the internal validity of the study, it is possible that the findings are weakened due to the reliance on doctoral candidates and their mentors from one professional practice doctorate, and the potential for recall bias. In the future, a longitudinal or multiple source research study would have a much stronger internal validity. In terms of external validity, the study can only be reasonably generalized to doctoral students in professional practice doctorates grounded by CPED principles.

While each LoP is highly individual, the process does require the candidates to reflect on their professional practice and their professional growth. CF facilitate reflection and conceptual thought, thereby developing professional practice. LoPs appear to be of value both to the individual and to their organizational context.

Students’ and LoP employers’ survey responses, established and/or furthered excellent relationships with many community partners, and provided quantifiable evidence of accomplishments.

Many professional practice doctorates are struggling with what a LoP in the field should and could look like and the benefits of a LoP. This is an innovative paper as it explains the development and learning from one program that is becoming identified with its LoP. It is likely that university faculty will be interested in the design of the LoP and the value of the LoP as indicated by the survey results to the student, mentor, faculty, and program.