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In this paper, we explore the role that psychology can play in enhancing dual diagnosis provision in substance misuse wards. In order to understand what can be achieved, we will review: the nature of the client group presenting to substance misuse wards; the role and function of such wards; the role of clinical psychology within these wards; and specific issues relating to inpatient substance misuse treatment. We conclude by identifying some key elements that we believe can enhance effective dual diagnosis working within inpatient substance misuse services.

The UK Coalition government introduced a raft of welfare reforms between 2010 and 2015. As part of its response to the financial crisis, reforms were designed to cut public expenditure on social security and enhance work incentives. Policy makers are required by legislation to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people. This Public Sector Equality Duty is an evidence-based duty which requires public authorities to assess the likely effects of policy on vulnerable groups. This chapter explores the extent to which the Department for Work and Pensions adequately assessed the equality impacts of key welfare reforms when policy was being formulated. The chapter focuses on the assessment of the impact of reductions to welfare benefits on individuals with protected characteristics – age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation – including individual and cumulative impacts. It also considers mitigating actions to offset negative impacts and how the collection of evidence on equality impacts was used when formulating policy. The chapter shows that the impacts of the reforms were only systematically assessed by age and gender, and, where data were available, by disability and ethnicity with no attempt to gauge cumulative impacts. There is also evidence of Equality Impact Assessments finding a disproportionate impact on individuals with protected characteristics where no mitigating action was taken.

THERE are now so many meetings of the Library Association and its branches and sections that the good custom of recording meetings and the discussions at them has fallen into desuetude. In a way it is a gain, for when the discussion was commonplace the account of a meeting became a mere list of those who attended and spoke, bones without flesh; but in the days when The Library Association Record really was a record, its reports were a part of the educational and informational material of every librarian. Something should be done about this, because 1938 opened with a series of meetings which all deserved the fullest report. The principal one was the investiture meeting of the President of the Library Association on January 17th. The attendance was greater than that at any meeting of librarians in recent years, of course other than the Annual Conference. Chaucer House was beautifully arranged, decorated and lighted for the occasion, an atmosphere of cheerfulness and camaraderie pervaded the affair. The speeches were limited to a few preliminary words by the retiring President, the Archbishop of York, before placing the badge on his successor's neck; a brief, but deserved panegyric of Dr. Temple's services by Mr. Berwick Sayers; and then a delightful acknowledgment from His Grace. The serious point the Archbishop made was his surprise at learning the wide extent of the library movement and his conviction that it must be of great value to the community. His lighter touch was exquisite; especially his story of the ceremonial key, which broke in the lock and jammed it when he was opening a library in state, and of his pause to settle mentally the ethical point as to whether he could conscientiously declare he had “opened” a place when he had made it impossible for anyone to get in until a carpenter had been fetched. Altogether a memorable evening, which proved, too, as a guest rightly said, that one cannot easily entertain librarians, but, if you get them together in comfortable conditions, they entertain themselves right well.

The conclusion of the Cold War rivalry between the United States and former Soviet Union in the late 1980s and early 1990s created new areas of opportunity and concern for U.S. national security policy. No longer menaced by the threat of nuclear war from Soviet military might, the United States emerged from the Cold War as the world's preeminent military power. Successful developments such as this often produce elation in the pronouncements of U.S. officials as a recent Clinton administration declaration demonstrates:

The USA has a rapidly aging prison population that, combined with their poorer health and living conditions, is at extreme risk for COVID-19. The purpose of this paper is to compare COVID-19 mortality trends in the US prison population and the general population to see how mortality risk changed over the course of the pandemic. The authors first provide a national overview of trends in COVID-19 mortality; then, the authors assess COVID-19 deaths among older populations using more detailed data from one US state.

The authors used multiple publicly available data sets (e.g. Centers for Disease Control and prevention, COVID Prison Project) and indirect and direct standardization to estimate standardized mortality rates covering the period from April 2020 to June 2021 for the US and for the State of Texas.

While 921 COVID-19-related deaths among people in US prisons were expected as of June 5, 2021, 2,664 were observed, corresponding to a standardized mortality ratio of 2.89 (95%CI 2.78, 3.00). The observed number of COVID-19-related deaths exceeded the expected number of COVID-19-related deaths among people in prison for most of the pandemic, with a substantially widening gap leading to a plateau about four weeks after the COVID-19 vaccine was introduced in the USA. In the state population, the older population in prison is dying at younger ages compared with the general population, with the highest percentage of deaths among people aged 50–64 years.

People who are incarcerated are dying of COVID-19 at a rate that far outpaces the general population and are dying at younger ages.

This descriptive analysis serves as a first step in understanding the dynamic trends in COVID-19 mortality and the association between age and COVID-19 death in US prisons.

The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’) professional placements. In the context of discussions about the need for more integrated theory/practice connections for PSTs which are “mutually reinforced by all programme components” (Teacher Education Ministerial Advisory Group, 2014, p. ix), it aims to examine whether certain contextual features of school environments have an impact on the nature of feedback offered to PSTs.

Through a phenomenological analysis of semi-structured interviews, this paper explores the relationship between certain contextual features of school environments and their impact on the effectiveness of mentor feedback practices.

It is suggested that teacher mentors are more likely to offer inquiry-oriented feedback informed by well-developed personal theories and values if they teach in schools where feedback processes are promoted as a central part of teachers’ ongoing professional learning. Professional learning experiences, which include classroom observations, peer feedback and a focus on using feedback to enhance students’ learning, extend and deepen teachers’ understandings and beliefs about feedback as well as their repertoire of strategies. Consequently, they are more informed and better able to work with PSTs using inquiry-oriented approaches.

Through an examination of teacher narratives, this paper presents two frameworks for considering the nature of feedback offered to PSTs by their teacher mentors: inquiry-oriented and instructional-oriented feedback. It argues that teacher mentors are better equipped to use inquiry-oriented feedback approaches and build growth-fostering relationships if they are engaged in ongoing professional learning experiences in their schools based on classroom observations and non-judgemental peer feedback.