In this study among airline pilots, we aim to uncover the work characteristics (job demands and resources) and the outcomes (job crafting, happiness and simulator training performance) that are related to burnout for this occupational group. Using a large sample of airline pilots, we showed that 40% of the participating pilots experience high burnout. In line with Job Demands-Resources theory, job demands were detrimental for simulator training performance because they made pilots more exhausted and less able to craft their job, whereas job resources had a favourable effect because they reduced feelings of disengagement and increased job crafting. Moreover, burnout was negatively related to pilots' happiness with life. These findings highlight the importance of psychosocial factors and health for valuable outcomes for both pilots and airlines. Practitioner Summary: Using an online survey among the members of a European pilots' professional association, we examined the relationship between psychosocial factors (work characteristics, burnout) and outcomes (simulator training performance, happiness). Forty per cent of the participating pilots experience high burnout. Job demands were detrimental, whereas job resources were favourable for simulator training performance/happiness. Twitter text: 40% of airline pilots experience burnout and psychosocial work factors and burnout relate to performance at pilots' simulator training.

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While for some older people longevity is a blessing, for others it is a curse. This article draws on the author’s experience of working through the National Lottery Fund’s Ageing Better programme with groups of older people in Leicester, many of whom are marginalised in terms both of society and under-represented in research. Four psychosocial challenges are identified from this experience: handling change; chronic loneliness; meaninglessness; and loss of a social role. The article explores the significance of creativity whether linked to the participatory arts or creative thinking and problem solving in addressing these challenges. It acknowledges the value of the participatory arts but highlights problems of accessibility and sustainability. The article explores briefly the concept of ‘everyday creativity’ and touches on the underexplored areas of how creativity can link to freeing up some rigidities in mindset and opening older people up to new possibilities. Finally, it examines the principles and practices of social pedagogy. Despite there being very few examples of practice with older people in the UK named as social pedagogy, it is suggested that the perspective is highly relevant to this area of work. Not only do the values and skills match what is needed, but adopting a social pedagogical perspective across the sector might enhance the self-confidence of staff and volunteers, the quality of the work, and provide a much-needed common language. Psychosocial knowledge and skills could, with benefit, be integrated.