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The purpose of this paper is to argue that recent attention has been focused on inpatient services at the expense of community mental health teams and that it is time to redress the balance.

This is a personal viewpoint.

In writing this piece it has enabled us to focus on just how widespread the issues are regarding the lack of focus on community services, and that the view and paradigm needs to change on all levels/structures. Services need to recognise the wide scope of community services and the part they inevitably play in someone’s recovery journey. It also throws the spotlight on services working too often in silos deeply affecting people in receipt of the services.

To stimulate debate about the role of community mental health teams.

The purpose of this paper is to present a case study of the research steps taken to identify message directions for a community-wide health communication campaign aimed at supporting healthier eating behaviors among Latino farmworker families in the Immokalee community in Florida. Latino mothers were targeted to understand their beliefs about children’s healthy eating needs and identify communication campaign opportunities that would reinforce choices made in the home, surrounding meal planning, food selection and preparation and portion sizes.

A sequential mixed-methods approach using focus group, group interview and qualitative message concept testing was used in three distinct stages of research exploration. An independent sample was recruited at each stage through convenience sampling and snowball sampling methods. The stages of change theory provided a framework for research inquiry in the context of healthy eating-at-home practices.

In general, mothers were aware and participatory in the effort to serve healthy meals for their children at home. The time and money associated with buying nutritious foods and cooking healthy meals daily was stressful, but they were receptive to communication efforts to help them maintain their commitment to give their children healthy foods. These findings provided directional opportunities for the discovery and implementation of health communication strategies. Test results found that the target was most receptive to message strategies that acknowledged the responsibility of both parents to model healthy eating practices to children.

Recruiting resulted in small sample sizes at each stage of the investigation. The reliability of quantitative measurement was a limitation to the research conclusions.

Partnership with the audience from discovery to conceptualization resulted in messages that uniquely resonated with the audience for which they were aimed. Understanding about the target stage of readiness improves message effectiveness to the target group.

Health communication campaigns planned and developed with the target audience at its center will generate message strategies that effectively address issues of greatest relevance to those communication agents that seek to change.

The study provides a unique exploration of the steps that health communication agents should pursue to establish a thorough profile of their target audience and the issues that resonate when considering healthy eating behavior at home. The application of the stages of the change model encouraged the discovery of issues surrounding the challenge and highlighted potential obstacles that would mitigate the behavior change efforts.

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper aims to explore New Zealand construction practitioners’ approaches to organisational resilience practice in built environment discipline, based on survey and interview results. The objective was to explore the resilience practice within the construction sector with the intention of developing a resilient assessment tool specifically for construction organisations.

A literature review was conducted to gather information on assessment tools for measuring organisational resilience, their characteristics and indicators. Subsequently, a set of questions was formulated to collate opinions from construction practitioners in New Zealand, using a questionnaire survey and semi-structured interviews.

This paper concludes by showing that the construction industry lacks resilience practice, especially from an organisational perspective. The findings suggest that the industry would benefit from a resilience assessment tool to help improve resilience. The adoption of such a tool could potentially enhance organisational capacity to recover quickly from crises and disasters.

Improving the resilience of construction organisations to natural disasters not only minimises the negative consequences to their organisations post-disaster and enhances their organisational performance during business as usual but also helps to improve community resilience.

Improving the resilience of construction organisations also helps to improve community resilience and overall post-disaster recovery. However, at present, little research has been conducted on how construction organisations deal with the risk of natural disasters.

When questioning the relationship between media, development, and democracy, especially in the ill-defined “Global South,” it’s important to go beyond the commonly held meta-narratives that frame these concepts as common sense. In a quest to investigate alternative characterizations of these terms, this chapter uses Ghanaian political economist Lord Mawuko-Yevugah’s (2014) theoretical framework of “developmentality” to explain how development has been used as an ideological instrument to promote the Western liberal media model in the “Global South.” Using a case study of Malawi, which is heavily dependent on foreign aid from the same countries who have defined and promoted this liberal media model aboard, raises important questions about a media model that is characterized by high objectivity and political neutrality on one side, but subjects countries to high levels of competition and free market principles on the other. By outlining the temporal sequence of events that have unfolded since the arrival of missionary media in the 1800s, the presence of international donors and the rise in non-governmental organizations, this chapter reveals how certain ideologies and practices have been legitimized through development to preserve the unequal balance of power between the “Global South” and their former colonial powers.

Socially disadvantaged parents often concentrate on providing for their children instead of stimulating them to learn because of their own low self‐efficacy as learning agents. This study describes the development and pilot evaluation of a programme designed to empower new immigrant parents in Hong Kong to assume active, systematic and confident roles to teach their pre‐school children learning skills. A needs assessment was conducted to guide the development of the programme, which was also informed by research evidence and community engagement. A pilot trial was conducted and qualitative data were obtained from the participating parents. Parents reported improvements in their children's motivation to learn and the parent‐child relationship. The research provided information on programme design, delivery and implementation strategies. It suggested important entry points to engage and empower parents to provide timely stimulation to their young children.

IT is too early to examine what the change of Government may portend for libraries sustained attract malign attention from any party. We are aware enough, however, that a time of financial stringency lies ahead for every public activity. In book production, the restrictions on imports may worsen a position which is bad enough as it is. There may not be a sinister intention in the gesture of cutting the salaries of Cabinet Ministers by a sum which for several of them represents about £25 or about a half crown a week on such salaries as librarians earn. We hope there is not. Although all good Britons will make necessary sacrifices; but they want to be sure that they are necessary and not, as usually is the case, merely attacks on public servants. We are told that there will be no Geddes axe this time, but experience shows that the politician can always find a way of reversing a statement in what he imagines to be the public interest. Fortunately those likely to be affected are better organized than they were in the early twenties.

There is a need for a more critical perspective and reporting about the value of taking a model of inclusion developed in western countries and based upon the human rights ethos applying it in developing countries. This chapter will report firstly on how the Index for Inclusion (hereinafter referred to as the Index) was used in Australia as a tool for review and development; and secondly how the process of using the Index is adjusted for use in the Pacific Islands and other developing nations in collaborative and culturally sensitive ways to support and evaluate progress towards inclusive education. Examples are provided from both contexts to demonstrate the impact of the Index as an effective tool to support a more inclusive response to diversity in schools.