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This chapter will argue that the representation of mental illness in The Archers is unrepresentative in a number of ways. Sufferers of long-term mental health problems are not portrayed in the programme and mental illness is often used as a narrative device, leading to a bias towards circumstantial, single-episode mental ill health storylines. This chapter will also cover the portrayal of Helen Archer’s mental health during and after suffering emotional and physical abuse at the hands of her ex-husband, arguing that it suffers from a number of shortcomings.

Despite the Helen and Rob storyline initially being billed as showcasing the new offence introduced by Section 76 of the Serious Crime Act 2015, it concluded with only minimal discussion of the offence. This section briefly explores some of the flaws in the coercive control offence and its portrayal in The Archers from a legal and criminological perspective.

IN 1946 there was in the British Isles a clear image of librarianship in most librarians' minds. The image depended on a librarian's professional environment which was of the widest possible range, not less in variation than the organisations, institutes or types of community which required library services. Generalisations are like cocoanuts but they provide for the quickest precipitation of variant definitions, after the stones have been thrown at them. A generalisation might claim that, in 1946, public librarians had in mind an image of a librarian as organiser plus technical specialist or literary critic or book selector; that university and institute librarians projected themselves as scholars of any subject with a special environmental responsibility; that librarians in industry regarded themselves as something less than but as supplementing the capacity of a subject specialist (normally a scientist). Other minor separable categories existed with as many shades of meaning between the three generalised definitions, while librarians of national libraries were too few to be subject to easy generalisation.

Organizations have become increasingly interested in developing their human resources. One tool that has been explored in this quest is mentoring. This has led to a surge in mentoring research and an increase in the number of formal mentoring programs implemented in organizations. This review provides a survey of the empirical work on mentoring that is organized around the major questions that have been investigated. Then a conceptual model, focused on formal mentoring relationships, is developed to help understand the mentoring process. The model draws upon research from a diverse body of literature, including interpersonal relationships, career success, training and development, and informal mentoring. Finally, a discussion of critical next steps for research in the mentoring domain is presented.

This article examines the use of team‐based discipline in performance management, with a view toward incorporating literature on punishment and discipline in the context of team dynamics. Using the Arvey and Jones four‐stage model of discipline as the starting point, the article develops a set of propositions regarding differences between discipline in traditional work designs and team‐based discipline. Stage one involves member observation of the rule infraction. Stage two is team determination – whether to ignore or to punish the transgression. Stage three is the choice of discipline method, and stage four involves the employee's perception of the disciplinary action (as well as the perceptions of teammates). Finally, the article concludes with some suggestions for the effective use of team‐based discipline.