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Narrative therapy has been suggested as particularly relevant to people with intellectual disability (ID), with group formats potentially offering additional benefits. This paper aims to critically review studies which evaluated narrative group interventions for people with ID.

The seven papers identified for review were critically appraised for their quality using a quality appraisal tool appropriate to their design, along with additional factors including adaptations made to improve accessibility.

The studies suggest that there may be some small benefits of narrative group therapy for those with ID. However, alongside issues limiting the studies’ evaluations, it is noted that the research paradigms used in the studies conflict with narrative approaches.

The limited evidence base suggests the need for further research. The randomised controlled trial would ordinarily be seen as the gold standard for such research. However, narrative interventions may require a different approach to evaluation.

This is the first review of published literature on the evaluation of narrative therapy groups for people with ID.

The paper aims to provide an overview of the background and context of the decision by a Canadian research library to invest in developing and implementing its own in‐house library leadership development program (LLDP).

This paper is a case study and is presented in three parts: leadership circumstances within the Canadian research libraries, with particular reference to The Future of Human Resources in Canadian Libraries (the 8Rs Study), the University Library at the University of Saskatchewan and its Strategic Plan, with particular reference to its relationship and engagement strategy and other strategic HR initiatives; and the conceptualisation, content and competencies of the LLDP. This paper discusses why and how a leadership development program has been implemented.

The paper shows that LLDP is a work‐in‐progress and is a practical step in a journey to change organizational culture, and build individual and organizational leadership capacity.

While some of the context is Canadian specific, the local strategy implementation has relevance and applicability in other academic and research library contexts.

This paper provides a discussion of current leadership challenges for Canadian research libraries, including a leadership development strategy exemplified by the experiences and work underway at the library at the University of Saskatchewan.

This chapter reflects on the concept of knowledge – or perhaps, more accurately, the multiple knowledges – generated in this field of study. We consider, through drawing on some of the examples of ways in which knowledge about out-of-school learning is constructed in the case studies, issues such as the authenticity and value of knowledges pertinent to this field, the power structures and knowledge hierarchies involved and the localised sites of such knowledge production. We conclude with some thoughts about how researchers can manage the tensions involved in making decisions about whether to try to integrate or to keep separate such multiple forms of knowledge.

Outlines the changes in legal restrictions on the eligibility of dismissed employees to pursue unfair dismissal claims. Includes a discussion of recent decisions in this area including the July 1995 decision in the case of R. v. Secretary of State for Employment ex parte Nicole Seymour‐Smith and Laura Perez and Employment Protection (Part‐time Employees) Regulations 1995 and assesses the impact of these decisions on personnel practice and disciplinary procedures.

This paper is a commentary inspired by Laura McKenzie-Smith’s review paper.

This commentary provides a personal perspective on the intersections of narrative practice and the support of people with a learning disability.

This commentary highlights some further possibilities of narrative ideas beyond therapy. This paper explores examples of record keeping and research as sites for story construction about lives and identities.

This is a personal perspective of a systemic psychotherapist and academic working with people with a learning disability.

This paper argues that the stories we tell ourselves and others about our work and the people we support are powerful in ways of which we may not always be aware.

In common with person-centred planning, narrative ideas highlight the power of the stories circulating about a person and their network and the implications they may have for their lives and identities.

This commentary explores narrative practices beyond the context of therapy, highlighting organisational, administrative and research practices as story-constructing activities that co-create identities of persons with a learning disability, their networks of support and health and social care professionals.

This chapter describes methodologies used in the project ‘Out-of-school activities and the education gap’. The project explored how the out-of-school environment affects children, whether it impacts on primary school attainment and whether it reinforces existing socioeconomic differences. A mixed-methods approach combined three areas of research: statistical analysis of the Millennium Cohort Study (MCS) linked to the National Pupil Database (NPD); a qualitative study through interviews with key stakeholders in 10 schools in London and the North East and the articulation of theories of change for how out-of-school activities may affect attainment. Patterns in how children spend their time, and whether and how this affects attainment, were investigated by analysis of the MCS linked to the NPD. Qualitative research with parents, teachers, pupils and activity providers from schools in London and the North-East afforded an in-depth understanding of drivers and barriers influencing how children spend their time and pathways by which activities may affect children's learning and development. The qualitative research also provided a narrative intersectional analysis of responses in terms of class, gender, ethnicity, religion and disability. Mixing quantitative and qualitative research was made difficult by the volume of data and the time needed to analyse and report each area separately, the different nature of data in the three areas of research and the timing of each phase of data collection. However, meaningful combining of methods occurred at the level of research questions and contributed to a more critical analysis of children's out-of-school activities than had been possible before.

One of the themes that cut across most of the cases is the importance of spending time forging relationships with participants in the research setting. Whilst this can be a long process which under the drivers of the current ‘neoliberal academy’ may appear to yield few tangible outputs, we argue that dedicating effort to building relationships – and being willing to take a ‘slow’ approach – is an essential methodological aspect of researching non-formal education. In this chapter, we first outline the importance of developing relationships and embracing slowness in research, illustrating how these concepts play out in Case Study 2 – Youth Sports Programmes, Case Study 6 – Geographies of Youth Work, Case Study 7 – Parents' Everyday Maths, and Case Study 9 – Theories of Change. Finally, we distil two key recommendations from the four cases: trusting relationships can lead to richer data collection, and building relationships can lead to a more ethical and caring form of research.

Purpose – The purpose of this chapter is to provide a comprehensive understanding of current literature on value. In exploring perspectives on economics, choice, consumption and evaluation of value, assumptions and limitations of extant approaches are highlighted and an integrative framework of value is proposed. It is suggested that this integrative perspective on value has a number of implications for marketing theory and research.

Methodology/approach – This chapter conducts an extensive review and assimilation of value from management, marketing, philosophy and economics.

Findings – The chapter categorises the existing value literature into six themes of value understanding: utility, economic worth, perceived satisfaction, net benefit, means end and phenomenological experience. In so doing, the chapter identifies implicit assumptions in philosophy, chronology and consciousness of value and offers an integrative value framework which brings in the literature to understand the contextual invariances of value creation within a phenomenon (i.e. offering, affordance, context, agency and individual resources). In addition, it reconciles creation with choice and evaluation of the value ex ante and ex post. Finally, our chapter proposes the paradox of value – value which can be assessed, measured and even judged by an individual cannot be the value created.

Research limitations/implications – In shifting value away from exchange towards use, it is suggested that marketing positioning, segmentation and targeting strategies may need to consider five elements identified in the integrative value framework. Furthermore, as proposed by the framework, new business models may be achieved from understanding value creation in context.

Originality/value of chapter – This chapter extends existing literature on value through reconciliation of various theoretical literatures in management, marketing, philosophy and economics. Notably, it highlights implicit assumptions in philosophy, chronology and consciousness of value and their potential limitations. It proposes an integrative framework that can be used for understanding the future of marketing and new business models.