Drawing on socio-cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern foreign languages, music and science. The influence of young people's out-of-school uses of ICT on inschool learning is discussed. The creative tension between idiosyncratic and institutional knowledge construction is emphasised and we argue that this is exacerbated by the use of ICT in the classroom.

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Art psychotherapy involves the use of the image-making process within a therapeutic relationship to help clients explore and communicate feelings and experiences. This article explores whether art psychotherapy groups can be an effective intervention for parent-infant dyads who may be involved with social work and health teams due to concerns about their relationship, possibly due to postnatal depression or attachment difficulties. We describe a model of parent-infant art psychotherapy groups and examine some of the key themes in this intervention alongside vignettes of case work and quantitative and qualitative evidence from the evaluations of two such groups. We believe that the Create Together group demonstrates how knowledge from research into infant mental health and attachments, together with an understanding of the creative process, can be applied in practice to offer a successful early intervention.

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narratives, with a focus on a new generation of activists, and activist scholarship, including allies of the movement. In doing so, the editors also acknowledge and emphasise the debt Mad Studies owes Disability Studies. A leitmotif of Mad Studies, and indeed this collection, concerns the masking of social inequalities and oppression via mainstream mental health policy, services, and the psydisciplines. From a Mad Studies perspective, contemporary western neoliberal political agendas transform structural and institutional subjugation into individual concerns. Mad Matters foregrounds the experiences of Mad people whilst social inequalities, psychiatric oppression, and a concern for social justice form the central themes of this critical reader. Mad Matters is organised into five parts; the first relates to 'Mad people's history, evolving culture, and language'. In the first of the five chapters in this section, Starkman's contribution places Mad activism in the context of wider social movements and importantly, outlines the development of the 'mental patients' liberation movement' in Western Europe and North America. Starkman's chapter was originally published in 1981 and highlights a 'culture of professionalism' where doctors, lawyers, teachers, and social workers are considered 'experts' via the development of language others are often unable to understand, ignoring the 'perceptions of their clients' (pp. 28-29). In chapter 2, St-Amand and LeBlanc focus on 'Women in 19th-century asylums', eloquently bringing to the fore an element of lost history in the form of first person accounts of women who have been incarcerated, storying their resulting achievements as activists. Following this, Beckman and Davies chart the process of a collaborative project involving the creation of