SUMMARYIn the ®nal decade of the 20th century, the British Armed Forces came under intense pressure to open up traditionally male roles to female recruits. For training, women were initially given lower entry and exit standards, but it became apparent that many did not possess the strength necessary for their work. This`gender fair' policy was therefore changed to a`gender free' policy, whereby identical physical ®tness tests were used for selection of male and female recruits and the training programme made no allowances for gender differences. To determine the effects of this policy change, data from medical discharges were examined for the periods before and after implementation, with reference to musculoskeletal injuries of the lower limbs. In the ®rst cohort there were 5697 men and 791 women, in the second 6228 men and 592 women.The cross-gender (F/M) odds ratio for discharges because of overuse injury rose from 4.0 (95% CI 2.8 to 5.7) under the gender-fair system to 7.5 (5.8 to 9.7) under the gender-free system (P0.001). Despite reducing the number of women selected, the gender-free policy led to higher losses from overuse injuries.This study con®rms and quanti®es the excess risk for women when they undertake the same arduous training as male recruits, and highlights the con¯ict between health and safety legislation and equal opportunities legislation.
Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) (N = 11) shared their perspectives about the current challenges for EPs. Their written accounts were analysed by way of qualitative research methods which represented a discrete learning experience for the EPITs. Data analysis suggested that the 'challenge' for EPs and their services was to adopt an 'ecological' or'systemic' orientation to educational psychology with an emphasis on naturalistic practitioner-research methods. 'Challenges' and their 'barriers' were construed to be 'internally' and 'externally' determined leading, in theory, to either 'change' or 'status quo' in regard to EPs' practice. Legislation, educational and social policies were identified as external challenges which could be appropriately met by EPs' consensus on service aims, an agreed practice model, continued professional development, awareness and understanding of 'change' and how to manage it, and opportunities for professional exchanges through national networks of EPs. The limitations of the enquiry in terms of generalizability were considered. EP publications, both contemporary and historical, were found to provide converging evidence for the data.
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