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In the context of mental health services, social inclusion is being promoted as a top priority, integral to recovery and good practice. What is less clear in the literature is what the process means for clinicians and service users. In this article we make the process more explicit by describing, from both a service user and clinical perspective, what social inclusion means and how it can be facilitated effectively. We go on to explore and describe the process of facilitating and measuring social inclusion as a healthcare intervention, and how the use of person centred practice and evaluation, supports people to achieve personal goals, participate in meaningful community based activity and improve their overall quality of life. We conclude by suggesting that social inclusion interventions should be the core business of mental health services and a top priority.

Practising Social Inclusion presents what we know about what works, and why, in promoting social inclusion and practising in a socially inclusive way. Contributing to the growing debates on social inclusion, this book moves beyond discussion of who it is that is socially excluded and the processes of exclusion. It draws on research and reflective practice to answer the vital question of how to actually work towards inclusion and includes five sections looking at different arenas for practice: policy; programme design; service delivery; community life; and research.

Uruguay is a regional leader in the path toward social inclusion. Sustained economic growth and redistributive policies have made it the most egalitarian country in Latin America. However, some groups are still excluded. Afro-descendants, persons with disabilities, women particularly in female-headed households and LGBTI people are more likely to be excluded. They face unequal opportunities, lower accumulation of human capital and skills, and a lack of voice and agency to have their points of views and aspirations of development included in decision making. This translates into disadvantages in education, health, housing, political representation, and employment, among others, and a higher tendency to live in poorer regions and slums. Excluded groups are also confronted with glass ceilings in the job market, which result in lower incomes and fewer opportunities. Uruguay has a robust matrix of social policies and one of the highest levels of public social spending in the region, but atomization of social programs and lack of coordination between them compromises their effectiveness. Closing the remaining gaps is possible and may not require large additional spending. Very often, changes in preexisting programs is all it takes to make them more socially inclusive. Policies that put social inclusion at their core do not necessarily do more, but they do things differently.

"Sustaining Social Inclusion is the third in a series on social exclusion and social inclusion. It explores what different understandings of sustainability mean in respect of social inclusion in the variety of fields that deal with human health and wellbeing. The book is global in its scope, with chapters relating to socially inclusive health and social welfare practice internationally"--

pt. 1. Introduction -- pt. 2. Practising inclusion in policy -- pt. 3. Practising inclusion in service design -- pt. 4. Practising inclusion in service delivery -- pt. 5. Practising inclusion in community life -- pt. 6. Practising inclusion in research -- pt. 7. Conclusion.

In public discourse, the social inclusion of migrants is often regarded as a challenge demanding migrants to increase their engagement in adapting to the new host country. Such imaginaries commonly declare migrants as being unwilling to acquire language skills and specific cultural values. In parallel, formal education is often proposed as the single most important remedy to inclusion, which generally solely implies labor market participation. However, there is a range of other, often neglected, practices that migrants themselves regard as important for their social inclusion in society. This article aims to analyze what practices are assigned meaning by newly arrived migrants in Sweden on their path toward social inclusion in the country. This is a longitudinal interview study with 19 newly arrived adult migrants that were interviewed on two occasions, three years apart. Drawing on a sociocultural perspective, we understand social inclusion as an ongoing process by which individuals become members of different communities. The result shows that important for social inclusion is access to valuable relationships and close social ties. These relations are important in all communities in which the migrants participate. The analysis illustrates three different communities, outside of formal education and employment, that migrants ascribe meaning to concerning language learning and social inclusion. These communities are sports, internships, and civil society engagements. Through its longitudinal design, this study also illustrates how migrants' narratives and their meanings shift with time and how migrants relate to these communities over time.

Social inclusion is a concept that we all applaud. Normatively we tend to agree that it is a goal societies should pursue—and it is indeed a social and cultural value that most, if not quite all, societies profess to be based on. Social inclusiveness, cultural cohesion, communal values, a shared identity, mutual recognition, respectful dialogue, peaceful interaction, policies of integration: these are positively charged notions, aims indeed worth subscribing to.

This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the "one nation-one people-one language" doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.

The Social Inclusion Forum (SIF) was established as part of the structures to monitor and evaluate the National Action Plan for Social Inclusion (NAPinclusion) 2007- 2017 and its successor which is currently being finalised. The Department of Employment Affairs and Social Protection convenes this Forum, which is a key element of the government's commitment to consult with all relevant stakeholders, including people experiencing poverty and the groups that represent them in the fight against poverty and social exclusion. The event provides an opportunity for engagement between officials from government departments, community and voluntary organisations and people experiencing poverty. The 2018 Forum was organised with the assistance of the European Anti-Poverty Network (EAPN) Ireland and Community Work Ireland (CWI). This document provides a summary of the proceedings of the 14th meeting of the Forum which took place on Thursday 10th May 2018 at the Aviva Stadium Conference Centre, Lansdown Road, Dublin 4. The theme of the 2018 Forum was ?Social Inclusion in a Changing Environment?. The document includes inputs by guest speakers, which provided a framework for the discussions in the five parallel workshops. The document highlights the common themes which cut across all of the workshops. In addition, a number of overarching recommendations are highlighted for the attention of policy makers.