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Leave is an important part of life for both patients and clinicians in secure mental health and learning disability settings. Patients breaching leave conditions (i.e. absconding or failing to return) represent a small percentage of leave episodes; however when incidents occur there can be far reaching negative outcomes for potential victims, the patient and the service. The purpose of this paper is to devise a risk assessment specifically for leave decision making based on the literature available.

Using the approach followed in the violence risk assessment field, a literature review was carried out of papers relating to absconding. The results were used to develop the leave/abscond risk assessment (LARA).

There are a number of problems with the available literature: there is a dearth of research, definitions for absconding are varied (often including escape) making comparisons difficult and much of the literature focuses on psychiatric acute wards making it difficult to translate into secure environments. Characteristics of absconders vary and are not idiosyncratic enough from which to develop a risk assessment. Socio‐environmental factors are perhaps more important and so the LARA was devised around assessment of these.

The limitations of this paper are clear: a risk assessment tool is proposed that has not been evaluated or validated in any way. The authors feel that the process warrants publication and invite readers to use the tool for clinical and/or research purposes.

The LARA is proposed as a specific leave‐decision‐making risk assessment tool for teams working in secure environments.

How can I not be overwhelmed with excitement, pleasure, delight? To be feted by NCA-SSSI is wonderful enough by itself, but to be hear the stories, poems, performances, analyses of these creative-analytical people is a total treat. Their skills, talents, and generous spirits created wonderful pieces – pieces whose structures, metaphors, and topics resonate deeply with the work I’ve been working on. My faith in what some call “synchronicity” aboundeth.

This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the leadership capacity of the cohort. This study builds on previous literature in district-university partnerships and leadership preparation. Powerful learning experiences (PLEs) and interpersonal-intrapersonal leadership development models serve as frames to examine how aspects of successful leadership preparation programs were present.

This qualitative study was conducted with a team of researchers from the university and school district and relies on data from semi-structured interviews with students from the closed cohort.

Researchers identified three major themes of aspiring leaders' preparation experience: confidence building, reflection and mindset change.

This study contributes to the emerging literature on PLEs by illustrating how this type of partnership creates opportunities for powerful learning experiences for aspiring school leaders.

In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative (Alexander, 2005; Youdell, 2010) to examine how engaging in a standardized performance assessment process shaped the teaching identities that participants carried into their first years of teaching in the field.

Through a qualitative case study, the author investigates the experiences of a group of six novice elementary educators in their first years in the classroom after completing the standardized performance assessment Educative Performance Assessment as a major component of their certification program. Data, which included focus group and individual interviews and artifacts (instructional handouts, teaching videos, lesson plans, written reflective commentaries), were analyzed through a performance lens.

Findings highlight how engaging with a standardized performance assessment shaped the meanings that participants made of their teaching practices, including lesson planning and implementation for and with students from diverse linguistic and cultural backgrounds.

This paper offers insights that can support teacher educators working toward preparing teachers for work with diverse students in public school classrooms that might produce more equitable policies, practices and transformative reforms, particularly for historically marginalized groups.

This paper applies concepts from organizational theory as well as physics to elucidate the role of time in the US education system’s efforts to recuperate from the pandemic. This paper contributes to an important body of work focusing on implementation of reform efforts in education that use time in innovative ways.

The COVID-19 pandemic disrupted time in educational organizations and, thus, for educators and students. Time has been a vital tool for educational reform, yet many applications of organizational theory and literature on educational change neglect to underscore its importance. The authors explore resources, guidelines and practices related to time employed to recuperate from pandemic-related disruptions to schooling.

The authors discuss three cases in which time has been utilized to recover from the COVID-19 pandemic: (1) accelerated learning; (2) extended time; and (3) redeveloped professional learning. For each case, the authors demonstrate how time has been conceptualized and how leaders are stretching the space-time of schooling to provide resources and learning opportunities to students and educators.

This article describes how district and school leaders can draw on their agency to reshape time-use in educational organizations.

This article advances an innovative framework demonstrating the importance of time in educational change. The authors also portray innovative models that provide time for students to receive an array of responsive, equity-centered, academic and SEL opportunities and for educators to collaborate, continuing their own development amid the ever-shifting Covid-context.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

Provides some highlights of the LOUIS Users Conference (LUC) 2004 held in October 2004 in Baton Rouge, Louisiana. An annual conference since 1993, this year’s LUC brought together 230 attendees from the 39 LOUIS (the Louisiana Library Network) member libraries. Notes that the sessions continued to focus on practical, technology‐driven library applications rather than theoretical studies.

A narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police officers.

Previous reviews of de-escalation and use-of-force training literature were examined to identify promising training practices, and more targeted literature searches of various databases were undertaken to learn more about the potential impact of each practice on a trainee's ability to learn, retain, and transfer their training. Semi-structured interviews with five subject matter experts were also conducted to assess the degree to which they believed the identified practices were relevant to de-escalation and use-of-force training, and would enhance the quality of such training.

Twenty practices emerged from the literature search. Each was deemed relevant and useful by the subject matter experts. These could be mapped on to four elements of training: (1) commitment to training (e.g. securing organizational support for training), (2) development of training (e.g. aligning training formats with learning objectives), (3) implementation of training (e.g. providing effective corrective feedback) and (4) evaluation and ongoing assessment of training (e.g. using multifaceted evaluation tools to monitor and modify training as necessary).

This review of training practices that may be relevant to de-escalation and use-of-force training is the broadest one conducted to date. The review should prompt more organized attempts to quantify the effectiveness of the training practices (e.g. through meta-analyses), and encourage more focused testing in a police training environment to determine their impact.

To study how twenty-first-century fairy tale retellings recombine villainy and motherhood, this chapter analyses two mother figures in Maleficent: Mistress of Evil (2019): Aurora's godmother, Maleficent, and Aurora's soon-to-be mother-in-law, Queen Ingrith. I argue that Mistress of Evil attempts and fails to trouble the Good/Terrible Mother binary, ultimately reconfirming traditional notions of the Good Mother, by juxtaposing two mother villain characters. Ingrith first appears to be the epitome of the Good Mother, but the film quickly reveals that she is actually the stereotypical evil mother-in-law who uses the Good Mother image to mask her villainy. By exposing Ingrith's lie, the film debases the myth of perfect motherhood, suggesting that the image of the ‘Good Mother’ is only used to vilify other women in order to control people, but it also uses the Good Mother image to highlight how Terrible Ingrith is. Maleficent, on the other hand, vacillates between twenty-first-century images of the Terrible and Good Mother, specifically the aberrant and supermother. Rather than balancing these images and depicting a more nuanced motherhood, the film switches Maleficent completely between these two extremes, making her seem more villainous when she is aberrant and more motherly when she steps into the role of supermother. Whereas the representation of Ingrith highlights the lie of the Good Mother, Maleficent is forced into becoming a variation of that image. I argue that while Mistress of Evil attempts to reveal the pernicious nature of the Good Mother myth, it ultimately reconfirms it for a new generation of women.

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.