There is growing evidence to support the contention that interprofessional education (IPE) at both pre and post-qualification levels will improve professionals' abilities to work more effectively in a team and to communicate more effectively with colleagues and patients. This body of evidence, however, is primarily concerned with nursing, medical and associated professionals and students, and there are few studies that include dental students and particularly where learning occurs with the dental care professions (DCP). The purpose of this study was to examine the attitudes of dental and DCP students to IPE and to highlight some of the barriers to developing programmes for these students. It was also intended to examine the students' awareness of dental and DCP roles and responsibilities. Two questionnaires, the Readiness for Interprofessional Learning Scale (RIPLS) and a dental roles and responsibilities questionnaire, were distributed to all 5 years of dental students (n = 189) based at Queen's University Belfast (QUB), both years of the dental hygiene students (n = 8) also based at QUB, as well as to final year dental nursing students based at Belfast Institute of Further and Higher Education (BIFHE) (n = 64). The results indicated that dental and DCP students had a positive attitude to IPE as a means to improve teamwork and communication skills but there are potential obstacles as demonstrated by the differing perceptions of each of the three groups about the roles of the other. Some aspects of practice, involving personal care and advice to patients, were regarded by all groups as a shared role but the dental hygiene students regarded themselves as having a shared role in several tasks identified by dental and dental nurse students as the sole role of the dentist. Dental hygiene students in this study did not see their role as primarily to support the dentist but more as a partner in care. Professional identity and its development are issues that must be considered by dental and DCP educators developing IPE initiatives.

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It has been argued that there is a prima facie case as to why extra-curricular activities should be thought to contribute to graduate outcomes, yet few studies have examined student activities beyond the classroom and their role in student experience and graduate outcomes. This study collected data via a questionnaire survey (n=852) and a series of focus groups with students (n=95) to examine undergraduate perceptions of the role that extra-curricular activities play in developing employability skills. It was found that extracurricular activities were significantly correlated with other employability related aspects of student experience and viewed favourably by students in terms of CV building and enhancing employability. Yet students also reported that it was often difficult to participate in activities outside of their academic work and paid employment. It is concluded that the value of extra-curricular activities is widely recognised and universities should support students who wish to engage in them. Furthermore, future programmes aimed at harnessing the capacity of extra-curricular activities to develop student employability need to give due consideration to strategies for enhancing inclusion and diverse participation.

There is consistent evidence that the rate of emotional, social and behavioural problems found in children and adolescents in out-of-home placements or state care is substantially higher than that of children and adolescents living with their families. However, with a few small-scale studies as exceptions, to date there has been little research carried out into the mental health needs of adolescents living in state care in Northern Ireland. This study aimed to examine the mental health needs of young people aged between 10 and 15 years living in state care in Northern Ireland. Data were collected on 165 adolescents via an analysis of case file data, questionnaires and interviews with social workers. It was found that the 70.3% of the young people scored within the abnormal and borderline ranges of the Strengths and Difficulties Questionnaire (SDQ) total difficulties score indicating "high risk" for meeting the criteria for a psychiatric diagnosis. Over the course of 1 year living in state care, 10 of the 165 adolescents had attempted suicide and 14 had engaged in deliberate self-harm. Nevertheless, social workers still rated the vast majority (92%) of these young people's overall health as being "as good as", or "better than" other young people in their age. It is concluded that as this group of young people have significant contact with health and social services, potential opportunities exist to develop the therapeutic potential of the experience of being "looked after" in state care. They are a uniquely vulnerable group and their care and treatment may be considered as a minority rights issue which deserves a higher profile in the human rights agenda.

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Suicide rates in Northern Ireland have steadily increased over the last three decades leading to the recognition of suicide as a major public health issue in the region. Statistics relating to hospital admissions for self-harm in Northern Ireland indicate that the number of such admissions has increased by 9% since 2000. In 2006 the Northern Ireland Suicide Prevention Strategy was launched with the strategic aim ‘to reduce the Northern Ireland suicide rate, particularly among young people and those most at risk.’ However no specific mention is made of young people who live in state care. This paper uses social worker accounts to highlight the emotional and behavioural vulnerabilities as measured by the Strengths and Difficulties Questionnaire (SDQ) in a group of adolescents (n=165) who are ‘looked after’ away from home. It was found that 49.6% of the young people scored within the abnormal range of the SDQ Total Difficulties score and social worker reported prevalence of suicidal behaviour (10.3%) and self-harm (12.7%) was high. It is argued that widespread special interventions need to be put in place for this especially vulnerable population.