5 Boroughs Partnership NHS Foundation Trust, in the Northwest of England, has trained over 500 staff in the Knowledge and Understanding Framework, level 1 personality disorder awareness training. This is a 3-day nationally devised training programme delivered via an innovative co-production model (i.e. co-delivery and partnership working with service users who have lived experience). This paper provides quantitative and qualitative information on the effectiveness of training delivery and also serves to provide some insight into the impact of service-user involvement via such a co-production model. Information on 162 participants using the Knowledge and Understanding Framework bespoke questionnaire (Personality Disorder Knowledge, Attitudes and Skills Questionnaire) suggests that the training can be effectively delivered by and within a local NHS Mental Health Trust. Results immediately post-training suggest an improvement in levels of understanding and capability efficacy and a reduction in negative emotional reactions. Indications from a 3-month follow-up suggest that while understanding and emotional reaction remain improved, capability efficacy regresses back to pre-training levels, suggesting the need for ongoing supervision and/or support to consolidate skills. Discussion includes guidelines for the implementation of a truly integrated co-production model of training provision, as well as advice relating to the maximization of long-term benefits.

Service-user involvement is an essential component of mental health service provision. This review aims to synthesise literature that has attempted to elicit children's experiences of mental health services with particular reference to looked-after children. The review is limited to qualitative research with study inclusion based on a synthesis of good quality criteria. Identification of gaps in the literature, directions for further research and implications for service developments are discussed. Key Practitioner Message:Relating to looked-after children and service user involvement:• Vulnerable children should be given equal choice and involvement in their treatment decisions and not miss out on the wider NHS drive for service user involvement.• Incorporating children's views will by definition require a comprehensive service creating financial and training challenges.• While realistic, asking looked-after children about their views requires that a number of complex issues be addressed: methodologically, reflexively and ethically.

Adopted and looked after children are often excluded from service-user involvement. The purpose of the study discussed here by Julie Davies, John Wright, Susan Drake and Jennifer Bunting was, therefore, to develop methodologies to facilitate the inclusion of junior-school-aged children to reflect on their experience of participating in psychological therapy. Exclusively recruiting this group enabled us to develop age-specific techniques. The clinical implications for therapeutic practice and an effective methodology to ascertain children's perceptions of therapy are discussed. The overarching message is that children with disrupted attachments can be engaged in reflective discussions about mental health services when a methodology is developed specifically for them. This allows us to view services ‘through the eyes’ of children (Department of Health, 2004a).

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -During the last 40 years, the growth and impact of UK business schools have been significant. Relatively few studies have reviewed how business school deans emerge and grow. This paper aims to explore the experiences and psychometric profiles of UK business school leaders to understand their tenures, problems, dilemmas and succession issues. Design/methodology/approach -The study comprised 16 semi-structured interviews with business school deans and Myers-Briggs Type Indicator (MBTI) questionnaires completed by deans and aspiring deans (associate deans and heads of department). The study uses the executive life cycle and concepts of social capital as theoretical frameworks to understand the dean's role. Findings -The study revealed a pattern of individuals working in their first deanship at their third business school. Their career trajectories highlighted the usefulness of consultancy skills similar to those of a partner in a professional service firm. The importance of the dean's role in terms of business school fit, creating a differentiation strategy and team building were emphasised. The psychometric preferences of the deans in the sample indicated Jungian extroversion, tough mindedness, seeing patterns and making connections, strategic thinking and a tendency to bring issues to closure. Recommendations are made for the development of a more heterogeneous, transnational cadre of business school deans and improved dialogue with heads of universities to understand the positive contribution of business school leaders as changing business models are needed in turbulent times. Originality/value -There are few explanations of the roles and functioning of business school deans in practice. The insights gained are valuable for business school deans and are, more broadly, of interest to heads of universities and executive search firms. The paper is theoretically and practically relevant to building leadership capabilities in knowledge intensive organisations and professional service firms.

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Universities are increasingly expected to demonstrate the wider societal impacts of academic research. Yet women management scholars were disproportionately under‐represented in leading impact cases in the UK's REF (Research Excellence Framework) 2014. An analysis of 395 REF impact cases for business and management studies with an identifiable lead author revealed that only 25 per cent were led by women, of which 54 per cent were sole authored. Based on 12 in‐depth interviews with women impact case writers, we use Acker's inequality regimes framework to understand invisible and socially constructed gendering of the UK's policy that is designed to evaluate research impact. In a knowledge‐intensive workplace dominated by men, the shape and degree of gendered bases of inequality, systemic practices, processes and controls result in sub‐optimal talent management and gendered knowledge. We call for university leaders to be proactive in addressing barriers that fail to support or recognize women's leadership of research impact.

PurposeExisting management research and management practices frequently overlook the relationship between the above-average human capital of highly functioning neurodivergent employees, their subjective well-being in the workplace and performance outcomes. This paper calls for greater attention to the hidden human capital associated with neurodiversity by mainstreaming implementation of neurodiversity-friendly policies and practices.Design/methodology/approachDrawing on the ability, motivation and opportunity (AMO) framework, this conceptual paper integrates research on employee neurodiversity and well-being to provide a model of HR-systems level and human capital development policies, systems and practices for neurodivergent minorities in the workplace.FindingsThis paper illustrates that workplace neurodiversity, like biodiversity, is a natural phenomenon. For subjective individual psychological and organisational well-being, neurodivergent employees require an empathetic culture and innovative talent management approaches that respect cognitive differences.Practical implicationsThe case is made for neurodivergent human capital development and policy-makers to promote inclusive employment and decent work in a context of relatively high unemployment for neurodivergent individuals.Originality/valueThis paper extends current debates on organisational equality, diversity and inclusion to a consideration of workplace well-being for highly functioning neurodivergent workers. It calls for more equitable and empathetic approaches to investing in employees with neurodevelopmental and cognitive disabilities.