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Mental illness is associated with high unemployment rates, limited working opportunities, work-related discrimination, stigma and prejudices. For people with severe mental illness, the work reality is even more burdensome. This paper aims to explore in-depth and presents research results in the past decade on the meaning of work for people with severe mental illness.

The authors conducted a systematic literature search in Medline, Science Direct, PsycINFO databases between 2000 and 2019. The review concluded in 13 studies.

This research showed actual results regarding the meaning of work for individuals with severe mental illness from a medical, social, psychological and financial perspective. Work is of great importance for people with severe mental illness, influencing their lives on many levels.

The present research results can contribute to the information and further awareness of experts in mental health and vocational rehabilitation services. This review lightens the meaning of work and challenges the state's priorities in creating active and not marginalised citizens.

This review is original and adds to the existing knowledge that employment may benefit people with severe mental illness, especially the youngest adults, despite their labor market obstacles. It is for communities' benefit, employers, but mostly for people with severe mental illness themselves, to work.

The nonhomogeneous information is applied to the study of sudden and severe weather processes in this paper, based on the theory of blown‐ups (OuYang, 1994). Severe weather processes, such as torrential rain and severe convection, are clarified first by using the nonhomogeneous parameters in the spring in Hubei Province, and second by combining with the severe convection forecasting criteria. We can distinguish the severe convective weather processes and forecast the short‐range severe convective weather by using this theory in the spring in Hubei province. After practical applications from March 15 to May 15 in 1995, it showed that the forecast accuracy was satisfactory.

Individuals with severe speech and language impairment as a result of chronic severe Broca's aphasia may rely on non‐speech communication aids to augment or replace speech. These aids include speech‐generating devices and graphic symbol software programs that produce synthetic speech upon activation. Previous research has indicated that individuals with chronic severe Broca's aphasia are able to identify, manipulate, and combine graphic symbols to produce simple phrases and sentences. The primary aim of this study is to evaluate the ability of three individuals with chronic severe Broca's aphasia to produce graphic symbol sentences of varying levels of complexity using a speech generating device. A single‐subject multiple‐baseline design across behaviours replicated across three participants was used to assess the effect of AAC intervention on the production of sentences using graphic symbols. Findings indicated that individuals with chronic severe Broca's aphasia were able to combine graphic symbols to produce sentences of varying levels of complexity. The results of this study suggest that technologically‐based AAC intervention approaches can be effective in facilitating communication for individuals with chronic severe Broca's aphasia. The overall findings are discussed in terms of clinical and public policy implications.

The NHS Improving Access to Psychological Therapies (IAPT) programme provides access to psychotherapy in England through a stepped care approach for adults with depression and anxiety disorders. This evaluation sought to investigate IAPT recovery and reliable change rates of those who scored severe on depression (PHQ-9), anxiety (GAD-7) or impaired functioning (WASA). The paper aims to discuss this issue.

This evaluation employed a within groups design: a single case evaluation follow-up. Routine service data (from services set-up in 2008-2009 to February 2012) from 25,034 patients treated at four IAPT services was analysed.

The analysis revealed that 29 per cent (n=7,059) of patients were assessed as being in the WASA severe range, 41 per cent (n=10,208) in the PHQ severe range, and 57 per cent (n=14,612) in the GAD-7 severe range; with 14 per cent (n=3,548) in the severe range on all three measures combined. There were significant falls on all three measures and a large effect size. The percentage of patients who recovered to a point below the recovery threshold was 30 per cent for depression, 34 per cent for anxiety, 18 per cent for impaired functioning, and for those presenting severe on all measures: recovery rates were 21 per cent for anxiety, 26 per cent for depression, and 15 per cent for impaired functioning. Reliable change for anxiety was found to be greater than IAPT patients overall.

The results show that IAPT enables approximately a third of people scoring severe to recover, lower than IAPT recovery rates overall. Reliable change may be a more effective measure of patient progress.

Attempts to include students with severe disabilities in mainstream classes are comparatively recent in the history of special education. A major motive for inclusion is recognition of the right of all individuals to community membership. However, views differ on the extent to which the goals of inclusive education should emphasise the acquisition of the skills needed to function as contributing members of the community. Inclusion of students with severe disabilities involves changes in teacher roles and responsibilities and flexible approaches to class organisation. The move from an emphasis on functional curriculum to participation in core curriculum with non‐disabled students requires creative adaptations of both curriculum and instructional strategies, including strategies that foster class membership. Challenging behaviour is a potential barrier to successful inclusion, and new approaches that enable both class and specialist teachers to minimise its occurrence need to be developed. Although barriers still exist to inclusion of students with severe disabilities, there is evidence that inclusion can work successfully.

Special education for students with severe disabilities depends on advocacy, but for what issues we should advocate is arguable. Prioritizing issues for advocacy also may subject to debate. Some may argue for full inclusion, which is the idea that all children irrespective of impairments or needs should receive all services in general education settings. Full inclusion implies that all decisions about what, how, and where special education is provided must conform to general education contexts. Full inclusion is an absolute imposition and, accordingly, is diametrically opposed to an individualized approach articulated in US special education law. This chapter briefly addresses the incompatibility of inclusion (based on individualization) and full inclusion (based on absolute conformity) for students with severe disabilities, and suggests that special education professionals and leaders should champion meaningful curriculum delivered with effective instruction and behavioral supports. The foundations for this advocacy with and on behalf of students with severe disabilities should be scientific evidence, evidence-based practice, and the continued rights and protections associated with an individualized approach.

Psychodynamic psychotherapy is increasingly adapted and used with individuals with intellectual disability (ID) and mental health difficulties. However, the evidence base is still small and largely based on case studies and small trials whose participants mainly have mild to moderate ID. This paper aims to review and critique the literature in regards to the adaptations; and the effectiveness of psychodynamic psychotherapy for those with severe and profound ID.

A systematic literature search of PsycINFO, Social Policy and Practice, Medline, Cumulative Index to nursing and allied health literature and applied social sciences index and abstracts was conducted. Six studies met inclusion criteria and underwent a quality evaluation and critical review.

Six papers (all case studies) met inclusion criteria and underwent a quality evaluation and critical review. Some adaptations to therapy were reported, such as a more flexible therapeutic frame and increased use of the physical environment as a therapeutic tool. Due to significant methodological weaknesses of the included studies, it is yet unclear whether psychodynamic psychotherapy is an effective intervention for individuals with severe and profound ID.

Only a small number of case studies met the inclusion criteria. Further research should use more robust outcome measures, larger samples and compare psychodynamic psychotherapy to alternative interventions.

This paper is the first to review the psychodynamic psychotherapy literature with regard to its effectiveness as a treatment specifically for individuals with severe and profound ID and mental health difficulties.

The purpose of this paper is to set an example of how people with severe learning difficulties could be more integrated into our society.

The installation consists of puzzles in the form of a specially designed table with an integrated touch screen. As the visual templates for the puzzles serve pictures painted by a person with severe learning difficulties. The pieces of the puzzles are manipulated directly by the player on the touch screen presenting an intuitive and easily learned user interface.

The framework for the work was a creation of an interactive art installation in the form of a game where users assemble puzzles on a touch monitor, housed in a specially designed table. Paintings by a person with severe learning difficulty served as visual templates for the puzzles. The pieces of the puzzles can be manipulated directly by the user on a touch screen presenting an intuitive and easily learned user interface, which stimulates the learning of fine motor skills and encourages practice, thus making it suitable for persons with severe learning difficulties in an art therapy setting.

As the work has the format of an interactive art installation, this enables it to gain publicity through exhibitions in art galleries.

The installation demonstrates how people with severe learning difficulties can be integrated into the broader society. At the same time, these people are encouraged to use modern computer information technology, which is becoming a necessity also for this group of users. Ethical issues regarding how this group of people can get involved in such work are also discussed.

Combining the habituation of people with severe learning difficulties with computer technology in the form of a game, and framing the whole process as a fine art undertaking, to win the public recognition, is a novelty in addressing the needs of these people.

Research showing that women commit high rates of intimate partner violence (IPV) against men has been controversial because IPV is typically framed as caused by the patriarchal construction of society and men's domination over women. Johnson's (1995) typology of common couple violence (CCV) and intimate terrorism (IT) attempted to resolve this controversy, but he maintained that IT was caused by patriarchy and committed almost exclusively by men. This study investigates Johnson's theory as it applies to a sample of 302 men who sustained IPV from their female partners and sought help, and a comparison sample of community men. Results showed that the male helpseekers sample was comprised of victims of IT and that violence by the male victims was part of a pattern of what Johnson labels violent resistance. Men in the community sample who were involved in IPV conformed to Johnson's description of CCV. Results are discussed in terms of research, policy, and practice implications of acknowledging women's use of severe IPV and controlling behaviour against their male partners.

The present study compares two types of compensation – i.e. on‐the‐spot and delayed – and tries to reveal how and when firms can utilize delayed compensation effectively. For this, failure severity is considered how these two types of compensation affect satisfaction and repurchase intentions.

A scenario‐based experiment in the hotel and restaurant industries was used with a sample of 292 students.

The results show that failure severity acts as a moderating variable in a recovery process of compensation‐satisfaction‐repurchase intention. The more severe consumers perceive the failure is, the more they depend on satisfaction to decide repurchase intentions. The two types of compensation are also moderated by failure severity on their effects on satisfaction and repurchase intentions. On‐the‐spot compensation leads to more satisfaction and repatronage intentions when failures are severe, but the results are not as straightforward when failures are insignificant. Under such a condition, while delayed compensation does not engender customer satisfaction with recovery as much as on‐the‐spot compensation, repatronage intentions for both types of compensation were similar in the hotel industry and even higher in restaurant services.

Industry differences such as ease of visit, frequency of visit, competition factors, and primary value (e.g. hedonic versus utilitarian) are expected to influence the effects of on‐the‐spot versus delayed compensation.

The study provides practitioners with the implication that the timing of compensation should be approached strategically according to the severity of failure and recovery outcomes they expect to achieve.

The present study tries to focus on compensation, one of the most commonly used recovery strategies, and tries to find the effects of different timings of it.