The British colonisers introduced urban planning in Zimbabwe in 1890. The 1933 Planning Act, situated largely in the realities of Britain at the time, institutionalised planning as a practice for adoption by urban local authorities. The legislation was amended in 1945 to embrace changes noted in the countryside so that it became a Town and Country Planning Act. Noticing that some of the developments were exceeding one district, in 1976 the Planning and Country Act was revised to become the Regional, Town and Country Planning Act. It was revised in 1995 and still retains the title. The legislative instrument guides planning practice, directing regional, master and local planning. It covers aspects of development control, subdivision and consolidation. It would appear that all was going well until the practice began to be challenged in the 2000s, as retaining colonialist rigidity made development cumbersome if the necessary approvals were not in place. The 2005 Operation Murambatsvina was perhaps one of the worst human disasters in the land, with the planned city displacing the poor. A host of challenges exist, yet opportunities are there to improve planning in Zimbabwe.

What is sustainable development about? Development means an unfolding of the individual and the collective along the dimensions of body, mind and spirit. Sustainability refers to the capability to uphold and develop a certain desired situation. Sustainable development can thus be interpreted as the wish and capability to preserve the quality of (human) life and its unfoldment, in harmony with other living beings and within the terrestrial constraints. It represents ideals and aspirations. Key aspects are the way in which the collective organizes their realization through institutions, and on the basis of which views of Nature and of needs.

Schema therapy could have very easily been named as ‘needs therapy’, so central is the concept of core emotional needs to the practice of modern schema therapy. Borrowing from the basic needs concept and theories of attachment that had been well developed in the developmental psychology literature, Young described the following core domains as pivotal to understanding problems that emerge in the developmental period: (1) Secure attachments to others (includes safety, stability, nurturance, and acceptance); (2) Autonomy, competence, and sense of identity; (3) Freedom to express valid needs and emotions; (4) Spontaneity and play; (5) Realistic limits and self-control. Need satisfaction during childhood leads to the development of healthy schemas and related functional affective and behavioural patterns, while early need frustration leads directly to the development of early maladaptive schemas (EMS) and related negative patterns of behaviour and maladaptive coping styles. This chapter describes the central theories and concepts which underpin schema therapy practice including the original set of eighteen schemas, as well as schema modes and the schema mode model.

What makes us want to create? I provide an overview of intrinsic and extrinsic motivation and their relationship with creativity before switching to needs, work orientation, and purpose. Creativity can help inspire us and drive us forward. It can be a source of passion or a vehicle to express it. We can enter the magical feeling of flow when we create. And across longer periods of time we can experience growth and have a sense of meaningful progress through creative work.

Education and child development are intrinsically intertwined. For us, development is not a predetermined unmediated unfolding of moves toward maturity. Rather, development is seen in relation to cultural expectations recognizing the potential agency of the learner in relation to these expectations. Hedegaard’s Wholeness Approach with its three different perspectives, the societal, the institutional practices and the person’s perspective is central to how we understand children’s development. The societal perspective, gives the conditions that a society with it cultural traditions and values create for children’s participation in different institutional practices. The practice perspective focuses on children’s participation in the different activity settings that characterize a given institutional practice like the breakfast and leaving for school setting, and the homework setting in a family. The demands children meet through participation in these settings are the focus for understanding children’s interactions with caregivers and their social situations. The person perspective focuses on the children’s intentions, agency and motive orientations, which may be different for children in different age periods. We have argued that age periods and the demands children meet as they move through different societal practices are crucial for understanding their social situation of development. Vygotsky’s account of the neoformation of higher psychological functions is introduced and how their emergence in a child’s consciousness changes a child’s relation to their environment and in particular their emotional relation to their world.

The implications for morality and natural law of Hobbes’s skilful employment of Neoplatonist metaphysics such as Avicenna’s, entailing a sharp division between the human soul and the human body, are spelled out in Chapter 3. This shows that the concept of need, rather than right is central to Hobbes’s natural law and political theory. Judgements concerning needs, including the needs of others, represent a constant source of legitimacy for acting in the state of nature and in the commonwealth. A thorough analysis of the doctrine of necessity in Leviathan, Hobbes’s masterpiece, follows. The superior and absolute sovereignty that Leviathan evaluates and proposes is the true and scientific concept of sovereignty in a commonwealth, by reference to the needs of human nature and also in accordance with divine command. Hobbes exploits his doctrine of metaphysics of necessity to explain that that type of absolute sovereignty is compatible with freedom; after all, each free act of every human being is necessary in the sense of a metaphysics of necessity.

In this chapter we examine the historical background to poverty research, the definition and concepts of poverty, and how is it experienced by individuals, families, and communities. The focus is mainly on the UK and on qualitative studies. Poverty is a cause of human suffering and the experiences of people living in poverty are mediated by social divisions such as gender, ethnicity, and disability. It can be understood in terms of the need of material resources, but also in terms of its psychosocial effects. It has clear effects on mental and physical health. Many aspects of the lives of people in poverty parallel the position of people with mental health conditions: lack of agency, opportunity, and voice; living compromised lives with stigma and discrimination; and struggling with day-to-day functioning, employment, and housing. Poverty impacts negatively on self-esteem and produces feelings of shame and guilt in response to inadequate material and social situations. It is possible that some of the mechanisms for understanding mental ill-health may also be shared with those related to poverty.

This chapter outlines the levels of poverty, debt, and financial hardship in people with mental health conditions, the social security system, and living conditions, including neighbourhood deprivation, housing, and transport. People with mental health conditions are more likely to be excluded from material resources than others in society. They are over-represented in low-income group, those living in poor housing, and deprived environments. They are likely to be in debt or have other financial difficulties and to be receiving inadequate amounts of state benefits. The severity of the condition and its longevity exacerbates the degree of exclusion. There appears to be a two-way relationship between mental ill-health and material deprivation: social and environmental aspects of material exclusion play a role in the cause of mental ill-health and mental ill-health leads to material exclusion. Poverty mediates the relationship between mental health conditions and the many other social problems that people face, as well as impeding their ability to cope with their mental health difficulties. People’s responses to poor conditions are universal and, for those with mental health conditions, may be more appropriately seen as a consequence of their impoverished circumstances rather than due to their mental health conditions.

Children are more vulnerable than adults but have greater adaptive potential. They need thinking about in the context of their families and communities even if separated from them. Effects of adversity vary according to the developmental stage at which they occur, and subsequent development can also be compromised. Key developmental stages are considered, attending to what harms can be sustained, and what may be protective.

Post-migration factors affecting outcome are also reviewed, including poor housing, poverty, bullying, racism, isolation, and prolonged uncertainty.

Intervention requires building a relationship and a network of support, and possibly sequential episodes of care with incremental and ‘portable’ gains: meeting basic needs first by attending to accommodation, safety, links with schools and language skills. Age-appropriate explanations are essential.Some specific interventions are reviewed.

The chapter concludes by revisiting the need for support and protection, and understanding developmental needs and family dynamics.This can promote healthy development and reduce intergenerational transmission of trauma.

This chapter offers a pluralistic analysis of human motivation as an alternative to utility maximization. Its unifying theme is that choices are underpinned by means-end chains where the underlying “end” can be usefully viewed as the desire to be able to predict and control what is going on in one’s life (as argued in personal construct psychology where people are viewed as if they are like scientists). This includes meeting a hierarchy of needs, as Maslow argued: life is out of control if people can’t meet basic survival needs, are finding everything chaotic, can’t find a view of themselves (their identity) on which to build their lives in society (in relation to fashion and status) and cannot explore what they can achieve or engage in activities that fascinate them. This means that consumption can be for creative and/or defensive reasons. Given how sensory systems work, people also need to have novel things to explore. After examining these views of motivation, the chapter describes research tools from personal construct psychology that can be used for uncovering how people see their options and why they are interested in, or wish to avoid, particular aspects of them.

This chapter is about the relationship between needs and rights, and what that means for social work practice. Social workers can be regarded as professional need-definers. They are constantly in the process of identifying, and then trying to meet, human needs, as described back in 1945 by Charlotte Towle (Towle 1987). Scarcely a day would pass in any social worker’s life when the word ‘need’ is not used on dozens of occasions. Social workers do ‘needs assessments’, talk about the needs of individuals, of families, of client groups (e.g. the aged), of communities, of agencies, of service delivery systems (e.g. the health care system) and of the whole society (e.g. the need for a better income security system). Social workers talk about ‘unmet need’, ‘needing more resources’, ‘doing a needs survey’, ‘needing more social workers’ and ‘needing supervision’. ‘Need’ is one of the most commonly used words in the social work vocabulary, and it is significant that more often than not it is used, in the words of Noel and Rita Timms, ‘in the absence of any deep sense of puzzlement about the concept’ (Timms & Timms 1977: 141).

Anglo-Norman sources often ignore what we call the economy, or only make very quick allusions to it, thus leaving in the shadows the most dynamic moment of economic growth that this space has ever known. The narrative texts nevertheless make it possible to approach the representations that the clerics of the twelfth century had of the concrete problems of the satisfaction of needs and of the socially useful and morally virtuous use of natural wealth. The theme of hunger, common in the sources of the Rhenish regions, does not appear very frequently, and most often in connection with war. But the reading of texts by William of Malmesbury relating to the reign of William Rufus and the life of Bishop Wulfstan of Worcester also shows that the value of rulers, whether king or bishop, was measured by the subsistence of the inhabitants, especially the poorest. The question of the relationship between resources and needs, and more generally that of livelihood, thus appears to be a major political problem.

The policy background is provided that underpins the assessment of needs in intellectual disabilities mental health services. Developments since the publication of the 1st edition of the CANDID are provided along with an updated list of measures and instruments used to assess needs in this population.

The two design stages of The Innovation Pyramid work together to ensure that a complete and detailed design is crafted before any implementation is attempted. The second design stage focuses on Solution Formulation. Before any solution is crafted, the general group directly suffering from the root problem is segmented and a target adopter segment identified. The target adopter segment is described psychographically--based on common unmet or under-met needs, wants and/or desires – versus demographically. Personification of this group segment allows the innovation designer to fully appreciated how the adopter will interact with their innovation. Just as the root problem was gradually honed in on, so too is its solution. A general approach to resolving the target adopter's issue that the designing organization is willing and able to pursue is first identified. A detailed solution is then crafted which has attributes or features that align with the adopter's specific needs, wants and/or desires. This alignment of solution features with adopter needs is at the heart of the innovation's value proposition. The entire pathway through this second stage of design, Solution Formulation, requires multiple, iterative, non-linear steps.