This paper explores the idea of unlearning on the basis of empirical data drawn from 73 social workers' accounts of addressing their problems and challenges in critical action learning (CAL) sets. To address intractable or wicked problems, characterised by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what is as yet unknown. Action learning privileges questions over solutions in seeking learning from action on organisational challenges, whilst CAL is a variety that employs insights from critical social theory to promote critical reflection and unlearning in this process. The paper breaks new ground in claiming: first, that unlearning in the context of the wicked problems of social work is characterised less by the discarding of outmoded knowledge and routines and more by a critical unlearning which opens up new possibilities of not knowing and non-action; and second, that critical unlearning is much more likely to take place when supported by a deliberated and social process such as that provided by CAL.

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Over 20 years of research has enhanced our understanding about the methodological and ethical benefits and challenges of involving children and young people in research. Concurrently, the increasing bureaucratisation of research ethics governance within UK universities has reified expectations about the methods used to gain informed consent for research participation. This paper explores how social researchers in the UK are navigating this tension and whether there is any scope for innovation through the use of technologies in how children and young people provide informed consent to take part in research. We conclude there is a need for the co-creation of research information with children and young people and greater transparency by sharing creative solutions.

The evidence that antipsychotics improve brain function and reduce symptoms in schizophrenia is unmistakable, but how antipsychotics change brain function is poorly understood, especially within neuronal systems. In this review, we investigated the hypothesized normalization of the functional magnetic resonance imaging (fMRI) blood oxygen level dependent signal in the context of antipsychotic treatment. First, we conducted a systematic PubMed search to identify eight fMRI investigations that met the following inclusion criteria: case-control, longitudinal design; pre- and post-treatment contrasts with a healthy comparison group; and antipsychotic-free or antipsychotic-naïve patients with schizophrenia at the start of the investigation. We hypothesized that aberrant activation patterns or connectivity between patients with schizophrenia and healthy comparisons at the first imaging assessment would no longer be apparent or “normalize” at the second imaging assessment. The included studies differed by analysis method and fMRI task but demonstrated normalization of fMRI activation or connectivity during the treatment interval. Second, we reviewed putative mechanisms from animal studies that support normalization of the BOLD signal in schizophrenia. We provided several neuronal-based interpretations of these changes of the BOLD signal that may be attributable to long-term antipsychotic administration.

Background-The effect of antipsychotics on the blood oxygen level dependent signal in schizophrenia is poorly understood. The purpose of the present investigation is to examine the effect of type (typical or atypical) and dose of antipsychotic medication on independent neural networks during a motor task in a large, multi-site functional magnetic resonance imaging investigation.Methods-Seventy-nine medicated patients with schizophrenia and 114 comparison subjects from the Mind Clinical Imaging Consortium database completed a paced, auditory motor task during functional magnetic resonance imaging (fMRI). Independent component analysis identified temporally cohesive but spatially distributed neural networks. The independent component analysis time course was regressed with a model time course of the experimental design. The resulting beta weights were evaluated for group comparisons and correlations with chlorpromazine equivalents.Results-Group differences between patients and comparison subjects were evident in the cortical and subcortical motor networks, default mode networks, and attentional networks. The chlorpromazine equivalents correlated with the unimotor/bitemporal (rho = −0.32, P = 0.0039), motor/caudate (rho = − 0.22, P = 0.046), posterior default mode (rho = 0.26, P = 0.020), and anterior default mode networks (rho = 0.24, P = 0.03). Patients on typical antipsychotics also had NIH Public Access Conclusion-The results indicate that antipsychotic dose diminishes neural activation in motor (cortical and subcortical) and default mode networks in patients with schizophrenia. The higher potency, typical antipsychotics also diminish positive modulation in subcortical motor networks. Antipsychotics may be a potential confound limiting interpretation of fMRI studies on the disease process in medicated patients with schizophrenia.

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Purpose -The purpose of this paper is to enquire into the role and skills of the action learning facilitator in the context of service improvement work in the UK's National Health Service (NHS). An earlier companion paper examined the concept of service improvement and the possible contribution of action learning as a means of bringing about both personal and organisational development. Design/methodology/approach -The paper takes the form of a case study. The research reports on the facilitation of action learning sets which formed part of a leadership development programme in the NHS. Data were collected via telephone interviews, focus groups, action learning sets and a World Café event. Findings -The action learning facilitator's role is encircled by questions of method, approaches, skills and competencies, and crucially by complex contextual factors. Three role models are offered for the action learning facilitator -i.e. initiator, coach, and leader -and the paper concludes that any person fulfilling this role should develop the habits of reflection, critique and learning as part of developing their practice. Supervision and developmental support are also useful for people who are always asking themselves -"Am I doing it right?" Research limitations/implications -This case study on which these findings are based was developed at a time of great turmoil in the NHS. The dramatic specifics of the case serve to illustrate the critical variability and uniqueness of context. However, we believe that this does not greatly affect the efficacy of general conclusions drawn about action learning facilitation. Practical implications -The practice of action learning is developing rapidly in many different organisational and community settings, and there is a growing demand for its skilful facilitation. Originality/value -Currently there is little literature on what constitutes appropriate development for action learning facilitators. The paper gives some clear choices and guidelines for the development of this role.

Universities have a special status in society because of the position they hold within their communities and their responsibilities for civic leadership. Consequently, there are increasing calls on universities to make their processes, teaching and finances more transparent to the general public in order to promote greater accountability. Guidance from the Association for Research Ethics Committees includes openness as one of the key principles for research ethics governance but little is known about whether universities are making information about these processes available to the public. Additionally, given the central importance of children and young people as stakeholders in education research, there is particular interest in what the available information would reveal about their inclusion in social research. A search of the websites of 33 social science research-leading institutions in the UK found that only 20 (60%) had publicly accessible information about ethics review and governance. The available information was highly variable in terms of detail, format and procedures and not very easy to locate. Information about the involvement of children and young people in social research was even more limited and variable; tending to emphasise the 'vulnerable' status of children as participants and yet providing little or no information about how to effectively support children to provide informed consent. The article concludes with discussion of the potentially concerning impact of this on the involvement of children and young people in research and the need for universities to do more to generate, share and encourage greater innovation in this area.