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Females now comprise just over half of the workforce in the UK financial services sector. This paper aims to report on the current position relating to factors that are facilitating and inhibiting women from moving into middle and senior levels of management within the financial services sector.

A comparative analysis of four case studies from a cross‐section of the financial services industry is presented, each compiled using interviews with male and female senior and middle managers, and gender‐defined focus groups usually of employees who are in the promotion pipeline.

Despite progress in the case study organisations, both men and women concur that females encounter more barriers to career progression in the industry than men and that these relate primarily to a long hours culture and networking. This leads some women to exclude themselves from working in certain parts of the industry, such as corporate banking. Further, this aspect of the industry culture tends to permeate into areas of the industry where these activities are less important for fostering client relationships.

The research implies that the industry needs to do more to make networking events and activities more gender neutral. Additionally, as more women move up the career pipeline, they should be encouraged to access networks that tap into their equivalent “female networks”.

The paper provides a current picture of managerial working life in the UK financial services industry and provides empirical evidence of the managerial work cultures within the sector.

Single case experimental design (SCED) has a long, well‐respected tradition in evaluating the effectiveness of behavioural interventions for people with learning disabilities and challenging behaviours. However, shift the focus to other psychological modalities (such as psychodynamic psychotherapy) or differing presenting problems (such as interpersonal problems) and the use of SCED methodologies is severely curtailed. This paper describes the application of SCED methodologies in the evaluation of treatment of three clients: the psychodynamic psychotherapy of hypochondriasis in an A/B design, psychodynamic psychotherapy of ambulophobia in an A/B design, and cognitive‐behavioural therapy of anger and aggression in a shifting criterion design. Visual and statistical analysis of the time series data revealed that the hypochondriasis and the anger cases responded to treatment, whereas the ambulophobia case showed some deterioration during the intervention. The cases are discussed in terms of the strengths and weaknesses of the methodologies applied and the relative merits of accruing SCED evidence in the evaluation of the plethora of psychological modalities now being made available to learning disabled clients.

Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with pre-existing problems who are pursuing university and the fact that emerging adulthood is a time of developmental vulnerability to social pressures. Other key factors include academic pressure, the financial burden of student debt, and increasing uncertainty around making a successful transition to the workplace. These pressures are often more pronounced for minority students – in particular ethnic and sexual minority students. Peer support and connectedness to school have been identified as key areas for building protective factors for positive mental health outcomes and lower rates of health-risk behaviors. Many higher education institutions also offer work-integrated learning programs (WIL) to help ease students’ financial burden and increase their level of employability. However, participation in WIL may impact on students’ academic and social support networks. For instance, programs in which students participate in off-campus work placements (i.e., cooperative education) can cause disruption in students’ connectedness to school and their perceived level of social support. This chapter examines the intensification of mental health problems on campus and explores the importance of sense of belonging and social support as protective factors. Furthermore, the chapter explores how WIL can both protect and hinder students’ mental health and wellbeing and examines current evidence for interventions that can help students prepare for their school-to-work transition.

THE Fifty‐First Conference of the Library Association takes place in the most modern type of British town. Blackpool is a typical growth of the past fifty years or so, rising from the greater value placed upon the recreations of the people in recent decades. It has the name of the pleasure city of the north, a huge caravansary into which the large industrial cities empty themselves at the holiday seasons. But Blackpool is more than that; it is a town with a vibrating local life of its own; it has its intellectual side even if the casual visitor does not always see it as readily as he does the attractions of the front. A week can be spent profitably there even by the mere intellectualist.

In this chapter, we examine how the concept of heroism was defined and used during the Covid pandemic in 2020, particularly in connection with the nursing profession. We begin with a sociological examination of heroism and courage. Using textual data from US newspapers, we then compare current constructions of nurses as heroes with views of them during the Spanish flu pandemic of 1918. The analysis will show that during the earlier pandemic nurses were seen as essential health workers who were in great demand, but there was little reference to them being heroic. However, with Covid, nurses were often presented in the media as heroes. This was largely done by transposing the ‘emotion codes’ (Loseke, 2009) of warfare on the Covid crisis. Emotion codes like ‘fighting the enemy at home’, ‘sacrifice’, ‘bravery’ and ‘service to the country’ were used rhetorically to construct the administration of medical care in the context of a pandemic as inherently courageous and heroic. We end by arguing that the expansion of the concepts of heroism and courage, especially in the context of a profession dominated by women, offers new possibilities for a less masculine orientation toward courage and heroism.

In October we begin our librarianship studies, if we are still students, and never in library history have so many facilities, in whole and in part‐time schools, been available. It still remains for all library authorities to accept the idea that it is a natural and proper thing for every entrant into library work to come into it, either by way of a library school, or with the intention (and the opportunity) of attending a library school, with aid equivalent to that given in the training of the teacher. In October, too, we note that eight meetings of librarians, three of them week‐end conferences, have been arranged. This is indeed activity and we hope that attendances in all cases justify their organizers. At a more general level, the Election of the Library Association Council occurs this month. Here is a real obligation upon librarians—to elect a Council representative of every library interest, general and special, public and otherwise. Next year, the Centenary Year of public libraries, is a great one for them; we want the best Council for it. We want, however, non‐public librarians to participate in its celebrations.

The purpose of this paper is to examine the frequency of study‐related burnout (SRB) among Finnish university students. In addition, the students' perceptions concerning the teaching‐learning environment (TLE) and their personal achievement motivation (AM) were explored, and the correlation between perceived SRB and the TLE and AM components was revealed. Finally, business students and general university students were compared in terms of the aforementioned variables.

The data were collected in the spring of 2009 based on a nationwide survey of nine Finnish universities (n=3,031).

Data analysis revealed that 45 percent of all respondents had an increased risk of burnout; while as many as 19 percent had an obviously increased risk. Regarding the frequency of SRB, there was no statistical difference between business students and general students. Using principal component analysis (PCA), 12 internally reliable pedagogical components of the TLE related to SRB were determined. Moreover, differences in the TLE and AM perceptions of business students and general students were revealed. However, the role of personal AM – such as studying abilities, study success and appreciation of studies – appeared to have the greatest effect on students' well‐being.

In the data analyzed, women represent 80 percent of participants, but in Finland, only 53 percent of university students are women. The number of business students (52) that participated in the study was low; thus, far‐reaching generalizations cannot be made.

The paper demonstrates that SRB causes drastic deterioration in students' cognitive appraisals of their AM. Perhaps, here lies the most insidious effect of SRB, because students suffering from SRB lose their self‐confidence in coping with study demands. Teachers should be able to help students seeking professional help for stress‐related problems. The rather high frequency of SRB also requires further remedies. Stress‐management techniques have proven effective in reducing stress‐related health symptoms.

This paper aims to evaluate service user (SU) and clinician acceptability of video care, including future preferences to inform mental health practice during COVID-19, and beyond.

Structured questionnaires were co-developed with SUs and clinicians. The SU online experience questionnaire was built into video consultations (VCs) via the Attend Anywhere platform, completed between July 2020 and March 2021. A Trust-wide clinician experience survey was conducted between July and October 2020. Chi-squared test was performed for any differences in clinician VC rating by mental health difficulties, with the content analysis used for free-text data.

Of 1,275 SUs completing the questionnaire following VC, most felt supported (93.4%), and their needs were met (90%). For future appointments, 51.8% of SUs preferred video, followed by face-to-face (33%), with COVID-related and practical reasons given. Of 249 clinicians, 161 (64.7%) had used VCs. Most felt the therapeutic relationship (76.4%) and privacy (78.7%) were maintained. Clinicians felt confident about clinical assessment and management using video. However, they were less confident in assessing psychotic symptoms and initiating psychotropic medications. There were no significant differences in clinician VC rating by mental health difficulties. For future, more SUs preferred using video, with a quarter providing practical reasons.

The study provides a real-world example of video care implementation. In addition to highlighting clinician needs, support at the wider system/policy level, with a focus on addressing inequalities, can inform mental health care beyond COVID-19.

This paper aims to examine the major factors affecting patients’ satisfaction and loyalty at a health-care organization in India.

A conceptual model has been developed that includes the behavioural dimensions of total quality management (TQM), patient satisfaction and loyalty. This study is exploratory in nature and has used the existing literature to build the conceptual model.

A solution for improving the quality of health-care services can be found in the application of total relationship management and TQM, together with a customer orientation strategy.

The results can be used creatively by hospitals to re-engineer and redesign their quality management processes and reorient the future directions of their more effective health-care quality strategies.

In this research, a study is described involving a new instrument and a new method which assure a reasonable level of relevance, validity and reliability, while being explicitly change-oriented.