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The purpose of this paper is to evaluate the extent to which consumers will exert more effort to avoid risk (negative reviews) versus seek reward (positive reviews) when making a restaurant decision.

This study investigates the influence of distance and review valence on restaurant decisions. A 2 (base restaurant review valence: negative, neutral) × 2 (target restaurant review valence: neutral, positive) × 2 (distance: 30 min, 60 min) between-subjects factorial design was used.

People exert more effort to seek a reward versus avoid a risk. People will drive any distance to dine at a restaurant with positive reviews. However, the tendency to avoid a restaurant with negative reviews declines as distance increases.

This study emphasizes the critical role of positive reviews in the restaurant industry. This research provides guidance to operators to manage online reviews effectively. The marketing strategy taking into account review valence and distance allows the business to attract new customers and grow its customer base.

This research synthesizes asymmetry effects and prospect theory with the level of risk associated with the outcome. This research is theoretically noteworthy since the finding of a reverse asymmetry principle is in contrast with the traditional belief of risk-avoidance when comparing gains and losses.

The purpose of this paper is to make recommendations for practitioners on risk assessment in relation to people with intellectual disability.

The authors summarise research in the area of risk assessment in order to recommend a practical approach for practitioners working in the field of intellectual disability psychiatry.

Risk assessment for the purpose of predicting risk in an individual is not likely to be of value in clinical settings. The use of structured clinical judgement does however provide a comprehensive structure for considering relevant risk factors, developing an overall formulation relating to a specific risk and devising a risk management plan.

Much of the evidence is extrapolated from research with people without an intellectual disability.

The use of structured clinical judgement is advocated as a useful tool for developing a risk management plan for practitioners working with people with intellectual disability in secure and community settings. The issues of training and the interface between community and security settings are explored.

The paper provides more clarity about the use of such tools in this population.

Protection of those deemed vulnerable has received increasing attention since 2000. This article reports this aspect of a research study in which care staff views relating to vulnerability and abuse of adults with learning disabilities were explored. In this study, informants' perspectives were explored using semi‐structured interviews. The aim of the study was to conduct a detailed analysis of interpretations of the terms vulnerability and abuse within learning disability services. The results revealed that most informants felt that all people with learning disabilities are vulnerable and that this definition allows staff the authority to take protective measures in order to ensure their safety, based on risk management approaches. An alternative person‐centred approach to safety planning is proposed.

The purpose of this paper is to explore interprofessional and multidisciplinary working between health and social care practitioners providing services to older people through the prism of how risk is assessed and managed. It proposes that whilst interprofessional and multidisciplinary working is a broad and commonly researched topic, there is a relative paucity of evidence specifically regarding how health and social care practitioners work together across structural, cultural and ideological divides. The study aims to expand the domain of integrated health and social care by including perceptions, understanding and use of the concept of risk by professionals from different disciplines.

This paper is based upon an exploratory study using an interpretivist phenomenological perspective, including 23 semi-structured individual interviews with health and social care practitioners and 2 non-participant observations of multidisciplinary team meetings.

The paper provides empirical insights around the complex dynamics of interprofessional and multidisciplinary working between health and social care practitioners, in particular the saliency of the interconnectedness of individual practitioner Personalities with the Process of interprofessional and multidisciplinary working under the auspices of relevant Policy drivers.

The research was conducted in Wales and, due to the increasingly divergent policy context within the UK, the research results may lack generalisability from a wider UK or international perspective. Therefore, researchers are encouraged to test the propositions of this research further.

The paper includes implications for both interprofessional and multidisciplinary policy and practice with older people. With new models of integrated care being sought, the findings of this study may offer a timely and valuable contribution, particularly from the inclusion of a social care perspective and in better understanding the interconnectedness of practitioner personalities with process and policy.

This paper fulfils an identified need to study the complex dynamics and interconnectedness between health and social care practitioners who work together to provide services to older people.

The purpose of this conceptual paper is to suggest that the growing sociocultural theorisation of risk calls for a more robust research focus on the role that information and in particular, information literacy, plays in mediating hazards and danger.

Starting by tracing how information has been conceptualised in relation to risk through technoscientific, cognitive and sociocultural lenses, the paper then focuses on emerging sociocultural understandings of risk to present a research agenda for a renewed sociocultural exploration of how risk is shaped through the enactment of information literacy.

The paper identifies and examines how information literacy shapes four key aspects of risk, including risk perception, risk management, risk-taking and “at-risk” populations. These four aspects are further connected through broader themes of learning, identity, work and power, which form the basis of the sociocultural risk research agenda.

This paper is the first study bringing together the many understandings related to how risk is informed and establishes risk as a key area of interest within information literacy research.

The aim of this study is to investigate people's information practices as the SARS-CoV-2 virus took hold in the UK. Of particular interest is how people transition into newly created pandemic information environments and the ways information literacy practices come into view.

The qualitative research design comprised one-to-one in-depth interviews conducted virtually towards the end of the UK's first lockdown phase in May–July 2020. Data were coded and analysed by the researchers using constant comparative and situated analysis techniques.

Transition into new pandemic information environments was shaped by an unfolding phase, an intensification phase and a stable phase. Information literacy emerged as a form of safeguarding as participants engaged in information activities designed to mitigate health, legal, financial and well-being risks produced by the pandemic.

Time constraints meant that the sample from the first phase of this study skewed female.

Findings establish foundational knowledge for public health and information professionals tasked with shaping public communication during times of crisis.

This paper contributes to understandings of the role that information and information literacy play within global and long-term crises.

This is one of the first studies to explore information practices during the COVID-19 pandemic.

The purpose of this paper is to explore the efficacy of a targeted youth programme that promotes social-emotion learning through an experiential learning, on negative problem orientation (NPO), and to identify to what extent risk (of disengagement) would have an impact on the outcomes.

Participants were selected by their school teacher, using a risk selection tool and divided into two groups: “lower risk” and “higher risk” on the basis of three criteria (socioeconomic disadvantage, engagement and parental support). Participants were asked to complete the Negative Problem Orientation Questionnaire (NPOQ) before and after the programme.

Baseline NPO scores were significantly higher (indicating high levels of NPO) in participants who had a higher risk profile compared to those who had a lower risk profile, (t=17.79 (663), p<0.01). Overall, NPO decreased significantly from baseline to the end of programme assessment, (F(1,163)=41.0, p<0.01). Further analysis reveals that while there was a significant impact of the programme on NPO (greater than overall statistic) in higher risk young people (F(1,163)=63.8, p<0.01), there was no significant impact for those who were lower risk. This group scored slightly (but not significantly) higher than baseline (t=1.14 (664)=, p=0.253). There were no significant effects of gender (p=0.165) or ethnicity (p=0.72).

The results of this study may add value to this field of clinical and academic research that recognise the importance of interventions that use socio-emotional learning and experiential learning to minimise NPO. More specifically, the present research suggests that young people at risk of disengagement, who come from disadvantaged groups may benefit from an intervention. This has long-term implications as interventions such as these, have been shown to have the largest impact on student’s academic, behavioural, social-emotional and motivational outcomes and produce benefits to pupils’ health and well-being.

The present research may contribute to a better understanding of the mechanisms responsible for contributing to a programme that enhances psychological well-being through NPO.

The paper provides a good framework in terms of adding value for understanding the world of at risk young people and their psychological well-being and academic attainment, not to mention how this may affect young people in the long term. Mental health is a serious concern among young people and great cost to the NHS. Young people are not being seen by professions and the threshold is ever increasing. Prevention of the exacerbation of mental illness while waiting for treatment may be sought in interventions that concentrate on problem orientation.

The data analysis is applied to a specific group of at risk young people, on a novel intervention. Furthermore, there does not seem to be a large amount of research using NPOQ.

This paper aims to present a digest of the main discussion points and key findings from a recent Social Care Institute for Excellence report on risk enablement and safeguarding in the context of self‐directed support and personal budgets.

The paper explores how the personalisation agenda and adult safeguarding can work together in policy and practice and addresses some of the frontline concerns about empowerment and duty of care.

Evidence on how self‐directed support and personal budgets can be used to enable people to take positive risks while staying safe and emerging practice is examined. It suggests that person‐centred working in adult safeguarding, along with the mechanism of self‐directed support planning and outcome review, can support the individual to identify the risks they want to take and those they want to avoid in order to stay safe. It is clear that if frontline practitioners are overly occupied with protecting organisations and individuals from financial abuse, this will impact on the capacity of those practitioners exercising their duty of care at the front line. This means that practitioners are less able to engage with individuals to identify safeguarding issues and enable positive risk taking. Defensive risk management strategies or risk‐averse frontline practice may then result in individuals not being adequately supported to make choices and take control and, therefore, being put at risk. Practitioners need to be supported by local authorities to incorporate safeguarding and risk enablement in their relationship‐based, person‐centred working. Good quality, consistent and trusted relationships and good communication are particularly important for self‐directed support and personal budget schemes.

The use of “risk enablement panels” and “personalisation and safeguarding frameworks” are two ways to address some of the issues in practice.

In this chapter the author highlighted the most prominent theories surrounding the cultural framework people operate in when they are involved in the risk management process, which is an important function in the governance structure of a firm. The focus was on how culture, gender differences and values affect the way people take decisions when faced with risk. The author critically examined literature carried out in the realm of sociology and psychology in organisations and discussed the effect these have on the risk management process. She discussed the effect of sociological factors on the governance of an organisation and linked this to one of the internal control processes, that is, the risk management process. It was concluded that although it is fundamental to study the human element involved in this internal control process, it is also important to be selective of the people who are made responsible for these processes, taking into account risk perception, culture, values and gender and how these factors influence the choices people make. The selection process needed to be carried out carefully, so with foresight, putting the right people in the right places would improve the risk management, an internal control process, and thus lead to better business practices.