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The UK prison population has doubled in the last decade, with the greatest increases among prisoners over the age of 60 years, many of whom are sex offenders imprisoned late in life for ‘historical’ offences. Occurring in a context of ‘austerity’ and the wider neoliberal project, an under-researched consequence of this increase has been the rising numbers of ‘anticipated’ prison deaths; that is, deaths that are foreseeable and that require end of life care. We focus here on ‘jail craft’; a nostalgic, multi-layered, narrative or discourse, and set of tacit practices which are drawn on by officers to manage the affective and practical challenges of working with the demands of this changed prison environment. Utilising findings from an empirical study of end of life care in prisons, we propose that the erosion of jail craft depletes protective resources and sharpens the practical consequences of neoliberal penal policies.

Title Using Participatory Action Research in the development of an innovative Cottage Hospice model of care in the United Kingdom Objectives a) To contribute to the development of the Cottage Hospice programme and its constituent components. b) To ascertain barriers to and facilitators of Cottage Hospice using action cycles to address identified challenges. Methods Our three-phase Participatory Action Research (PAR) study comprised: 1) A situational analysis using documents (n=150) and stakeholder qualitative interviews (n=28). 2) A Core Action Group oversaw action cycles designed to address challenges identified from the situational data. Local stakeholders participated in a deliberative workshop where study results were presented and refined. 3) An end of study conference is planned in order to disseminate learning to a wider stakeholder audience Results Results presented here align with the objectives in terms of identifying challenges and contributing to the development of the Cottage Hospice programme. Our situational analysis revealed growing support and enthusiasm for the model among hospice staff and volunteers, over time. However, anxieties regarding the viability, reach and conceptual clarity of Cottage Hospice were identified, as were concerns about communication systems and staff feedback to the planning team. Early results demonstrated a need to gather the views of a wider range of health and social care providers regarding the local impact of the initiative. Action cycles included a focus on determining who might use Cottage Hospice; what support family caregivers may need; and conceptual explorations of ‘family’. The deliberative workshop enabled findings to be refined in discussion with those most invested in Cottage Hospice, feeding into the final report and dissemination plans. Conclusions Using PAR democratises the research process and provided an opportunity for all interested parties to contribute to the development of Cottage Hospice. It enable

Background: Internationally, evidence on the support needs of family carers who look after a terminally ill adult in home settings is incomplete. Aim: To illustrate the relevance of ‘relevant background worries’ in family carers’ accounts of caring at home for a dying adult. Design: A qualitative cross-sectional observational study was conducted in England, United Kingdom, in 2011–2013 on the experiences of adult family carers (n = 59) of older dying adults (aged 50+ years) with malignant and/or non-malignant conditions. Interviews occurred post-bereavement. This article reports on a subset of participants’ interview transcripts (n = 30) where narrative analysis was undertaken. Setting/participants: Carers were interviewed in their home setting, having been purposively recruited via general practitioner practices in two study sites in England. The subset of participants (n = 30) was purposively selected from the parent sample with reference to carers’ age, relationship to the patient, family circumstances and study sites. Results: Evidence is provided on the importance of what we conceptualise as carers’ ‘relevant background worries’; these varied in nature, significance and impact. Four case studies are presented where these worries constituted psychosocial factors that impacted on caregivers’ actions and emotional well-being. Two themes are discussed: (1) whether relevant background worries are important enough to be identified and responded to and (2) how such worries could be picked up and managed by professionals. Conclusion: It is argued that the quality of clinical practice could be improved if specialist palliative care teams in community contexts both identified and responded to significant support needs associated with family carers’ relevant background worries.

Background: Internationally, evidence on the support needs of family carers who look after a terminally ill adult in home settings is incomplete. Aim: To illustrate the relevance of ‘relevant background worries’ in family carers’ accounts of caring at home for a dying adult. Design: A qualitative cross-sectional observational study was conducted in England, United Kingdom, in 2011–2013 on the experiences of adult family carers (n = 59) of older dying adults (aged 50+ years) with malignant and/or non-malignant conditions. Interviews occurred post-bereavement. This article reports on a subset of participants’ interview transcripts (n = 30) where narrative analysis was undertaken. Setting/participants: Carers were interviewed in their home setting, having been purposively recruited via general practitioner practices in two study sites in England. The subset of participants (n = 30) was purposively selected from the parent sample with reference to carers’ age, relationship to the patient, family circumstances and study sites. Results: Evidence is provided on the importance of what we conceptualise as carers’ ‘relevant background worries’; these varied in nature, significance and impact. Four case studies are presented where these worries constituted psychosocial factors that impacted on caregivers’ actions and emotional well-being. Two themes are discussed: (1) whether relevant background worries are important enough to be identified and responded to and (2) how such worries could be picked up and managed by professionals. Conclusion: It is argued that the quality of clinical practice could be improved if specialist palliative care teams in community contexts both identified and responded to significant support needs associated with family carers’ relevant background worries.

Arranged into three parts, the paper offers practical and motivating techniques for resource persons, particularly in legal education, who have been invited to make presentations in the schools. The first part of the paper prepares resource persons for giving successful presentations by increasing their awareness of educational objectives being sought, the background, ages, and level of experience of the audience. The second part addresses activities and strategies designed to gain active participation by involving the students through: (1) brainstorming, to stimulate discussion; (2) rank ordering, to help students identify priorities within their own value system; (3) role playing, to give students personal experience playing the roles of various government officials; (4) hypotheticals, to describe typical situations and elicit appropriate responses; (5) policymaking, to help students learn to formulate policies or rules to be used for specific purposes; (6) questioning, to evoke different responses from students; and (7) field trips, to develop an understanding of how government or the judicial system works. The last part of the paper stresses the importance of concluding remarks in making a lasting impression on the student. (LH)

Part of a project to assist educators, parents, and community leaders as they develop and implement citizenship education programs, the document provides information to help youth program leaders assess the influence of their efforts on development of youngsters' basic citizenship competence. The document is presented in five chapters. Chapter I considers what citizenship means, with emphasis on its importance to youth as members of families, schools, and communities. Chapter II defines citizenship education as learning and instruction directed toward development of citizen competence. Chapter III presents seven basic citizenship competencies and explains how they can serve as a guide for setting goals and assessing progress. The competencies are acquiring and using information about political situations; assessing personal involvement in political situations; making decisions regarding group governance; making judgments and using standards such as justice, ethics, morality, and practicality; communicating ideas to other citizens and decision makers; cooperating with others in groups to achieve mutual goals; and promoting and protecting personal interests and values. The final chapter presents two checklists--one for applying the seven competencies to youth programs and the other for assessing the extent to which a community is facilitating development of citizenship competencies. (DB)

Forty-seven materials considered exemplary in terms of their applicability to both career education and social studies are analyzed in this sourcebook. The purpose of the sourcebook is to provide some suggestions about where to find career education materials as well as to provide a broad picture of the characteristics of these materials. The information provided in this sourcebook is based on the findings of work completed by the Social Science Education Consortium's Career Education in Social Studies Project. The project staff collected and analyzed over 750 career education and social studies curriculum programs and chose 47 as exemplary for use in this publication. A framework was developed to analyze each piece of material, including descriptive data (title, author, publisher, date, grade level, and materials and cost), as well as analytical information such as rationale, objectives, content, and teaching procedures. The analyses are presented by means of a checklist as well as in narrative form. The checklist includes at a glance such information as time requirements, student activities, social studies disciplines emphasized, and career education elements covered by the material. The analyses are organized in alphabetical order by the name of the materials. (Author/JR)