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Background: This article will look at the viability of the inclusion of mindfulness into the nursing curriculum. In nursing, the environment rarely allows the time for contemplation, though reflection is encouraged specifically in regard to the care we confer on our patients and how that impacts on us professionally. Student nurses are taught to hide their feelings to a point where they cannot find it themselves under their professional armour. Mindfulness is a possible way of bridging this gap. Discussion: Our nursing code is geared to safeguard the patient from any harm as well as our colleagues but little is done or said in support of our own personal psychological or emotional health. The helping professions are restricted by legislation which has had an impact of fostering caution and fearfulness. In using mindfulness it can be seen as a possibility in building a bridge between what actually happens in a nurse's professional life and the possibility of reengaging with that internal emotional space. If student nurses begin to incorporate mindfulness techniques, in reality this should make a difference. This was experienced with students doing these exercises, who reported anecdotally feeling more centred. As they have progressed in the course feedback from the students using the techniques has been positive not only for the students but also for them using the skills in a clinical setting, benefiting patients. Conclusion: Mindfulness has been used as a part of the modality of health care. It is clear that mindfulness is another way of dealing with the stressors of the modern heath service in which the students are being introduced. Incorporating this coping strategy into the curriculum ensures that students will have the tools to deal with the stressors of the course, which in turn will enhance the student experience. ; full text from http://eprints.glos.ac.uk/5105/1/Exploration%20of%20Mindfulness%20in%20relation%20to%20compassion,%20empathy%20and%20reflection%20within%20nursing%20education.pdf

There has been a recent surge of interest in consulting children and young people about issues affecting them. Research in this area can in the main be said to have been motivated by adult agenda, with little attempt to seek the views of children and young people themselves. This paper is based on what children have said about consultation. They were critical of some of the more widely used methods, largely because they saw them as unrepresentative. The main message from the research is that children want to be consulted if it is done properly, if it is about issues directly affecting them and if they see it as likely to yield results that are likely to benefit them or other young people. Copyright © 2003 John Wiley & Sons, Ltd.

This book asks how far and in what way social inclusion policies are meeting the needs and rights of children and young people. Leading authors write from a variety of backgrounds and disciplines including social policy, education, geography and sociology. The book critically examines the concepts of participation and social inclusion and their links with children and childhoods and considers the geography of social inclusion and exclusion. It explores young people's own conceptualisations of social inclusion and exclusion; and examines how these concepts have been expressed in policy at various levels. The book concludes with an agenda for progressing participation and social inclusion, both for and with children and young people. Children, young people and social inclusion will be of interest to academics, students and policy makers, as well as to a wide range of practitioners including teachers, youth workers, participation workers and those working in interagency settings