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The National Intelligence Model, described as a ‘model for policing’, defines a process for setting priorities and a framework in which problem solving can be applied. Its strength is a systematic approach that demands standard products and consistent methods of working, which ensure high levels of ownership and accountability. The problem solving approach can also work within this framework. It provides techniques to assist in analysis and develops the tasking and co‐ordinating mechanism through multi‐agency partnerships, which can deliver more sustainable solutions.

The closure of long‐stay National Health Service (NHS) hospitals has seen the placement of people with learning disabilities who offend or have offending‐type behaviours placed ‘out of area’ many miles from local services. This move of people out of area has made it difficult in many localities to develop local services and to monitor the quality of care for this group. This paper describes the start of an exercise to examine potential local care pathways for those who present with offending behaviours and to look at differences between the out of area group, and another receiving treatment locally. Within the two groups we found no significant differences regarding rates of psychiatric disorder, quality of life or levels of unmet need. The main difference was that the out of area group was largely characterised by a range of aggressive and challenging behaviour, necessitating the additional structure and securities provided by out of area placements.

The links between substance use and offending are well evidenced in the literature, and increasingly, substance misuse recovery is being seen as a central component of the process of rehabilitation from offending, with substance use identified as a key criminogenic risk factor. In recent years, research has demonstrated the commonalities between recovery and rehabilitation, and the possible merits of providing interventions to substance-involved offenders that address both problematic sets of behaviours. The purpose of this paper is to provide an overview of the links between substance use and offending, and the burgeoning literature around the parallel processes of recovery and rehabilitation.

This is provided as a rationale for a new treatment approach for substance-involved offenders, Breaking Free Online (BFO), which has recently been provided as part of the “Gateways” throughcare pathfinder in a number of prisons in North-West England. The BFO programme contains specific behaviour change techniques that are generic enough to be applied to change a wide range of behaviours, and so is able to support substance-involved offenders to address their substance use and offending simultaneously.

This dual and multi-target intervention approach has the potential to address multiple, associated areas of need simultaneously, streamlining services and providing more holistic support for individuals, such as substance-involved offenders, who may have multiple and complex needs.

Given the links between substance use and offending, it may be beneficial to provide multi-focussed interventions that address both these behaviours simultaneously, in addition to other areas of multiple and complex needs. Specifically, digital technologies may provide an opportunity to widen access to such multi-focussed interventions, through computer-assisted therapy delivery modalities. Additionally, using digital technologies to deliver such interventions can provide opportunities for joined-up care by making interventions available across both prison and community settings, following offenders on their journey through the criminal justice system.

Recommendations are provided to other intervention developers who may wish to further contribute to widening access to such dual- and multi-focus programmes for substance-involved offenders, based on the experiences developing and evidencing the BFO programme.

The purpose of this paper is to investigate whether the Enhanced Thinking Skills (ETS) programme, prepared for the Joint Prison Probation Service Accreditation Panel, might reduce antisocial behaviour if delivered to school‐aged children.

The paper presents two studies. In the first, adult offenders' executive function was measured before and after undertaking the ETS course, using a self report form. Change in behaviour following the course was assessed using behaviour checklists completed by prison staff. In the second study, schoolchildren's executive function was measured using a self report form and their behaviour was also assessed using a comparable behaviour checklist.

The results showed an association between antisocial behaviour and poor executive function in both offenders and schoolchildren. Offenders displayed less antisocial behaviour following the ETS course. Executive function and antisocial behaviour measured before the ETS course predicted reduction in antisocial behaviour following the course.

The studies do not establish a causal role for the ETS programme in reducing antisocial behaviour, and it was not possible to investigate the effect of the programme in schoolchildren. However, the results indicate that further research may be fruitful.

The possibility that an adapted ETS programme might lead to a reduction in antisocial behaviour in schoolchildren should be investigated. Behavior checklists and measures of executive function should guide the selection of individuals joining the ETS programme.

The findings suggest that the ETS programme might be effective outside a criminal justice setting, as an early intervention with schoolchildren aimed at preventing later offending.

Develops a classification or typology of the sports fan. Specifically, contends that five different types of sports fans exist: temporary, local, devoted, fanatical, and dysfunctional. The need exists to identify the different types of fans due to the inadequacies of past theories to explain the totality of fan behavior. The usefulness of the typology is demonstrated by offering specific segmentation strategies for each classification. Finally, directions for future research are presented.

The term business model is a phrase that is loosely used but in this chapter it will be given a temporarily fixed definition. Magretta (2002) likens a business model to a story that explains what a company does to make a profit. The plot of the story is how all the characters in the story, the employees, the customers, the suppliers interact to produce a product or service that the customers are willing to pay for at a price that is profitable. Like a good short story a good business model has a ‘twist’ or an unexpected sting in the tail. Johnson, Christensen, and Kagermann (2008) illustrate this by the way that Apple's business model for the iPod involved providing cheap downloads in order to lock customers into purchasing the hardware. In other market sectors, such as white goods, the twist is the reverse, the products are sold cheaply in order to realise profit on adjunct services such as insurance and maintenance contracts.

There has been a widespread move in England’s city centres to a business crime reduction partnership (BCRP) model that welcomes businesses from all commercial sectors and that operate during day time and night time trading hours, and that seeks to tackle a broad range of crimes and associated behaviours. The purpose of this paper is to consider whether this new holistic approach offers benefits that narrower models do not.

This study draws upon data from a multi-year examination of the Gloucester City Safe BCRP, including quantitative analysis of 4,523 offences recorded by the partnership and qualitative analysis of 149 interviews with its members.

In Gloucester there was a small minority of offenders who commit offences against more than one type of business, who offend during both the day time and night time trading hours and who commit more than one type of offence. There is value, therefore, in partnerships bringing together businesses from different commercial sectors and that operate in the day and night time economies to coordinate their efforts to tackle such activity.

Sharing information among partnership members via e-mail and secure web-based platforms helps raise awareness concerning offenders and the offences that they commit which in turn can be used to prevent offences from occurring.

This inclusive holistic BCRP model can lead to an increased sense of community cohesion for its members arising from the collective effort of multiple types of businesses.

The authors are not aware of other studies that have considered these issues.

The purpose of the paper is to explore the meanings and effects of social undermining as described by the faculty members of public and private universities of Pakistan.

The study utilizes the qualitative approach using in-depth interviews of the faculty members to explore different meanings assigned to social undermining and the impact of these experiences on them.

The faculty members describe social undermining in terms of defamation and limiting of space for them at workplace. The impact of social undermining is directly felt on the emotional and overall well-being. It also affects the work performance of the faculty leading to behaviors like withdrawal and abstaining from voluntary activities.

The research is conducted in only two universities in the capital city. The experiences and views of faculty members in other universities particularly in small cities might be different.

The study may be of help in terms of finding out the impacts of social undermining on faculty members in order to avoid such situations, hence, improving the motivation level of faculty. This will help managers to understand the phenomenon and find out appropriate strategies for a more harmonious and trustable work environment between people.

The study contributes to the literature by utilizing the qualitative approach that is not used much in this subject area. It is also one of the very first attempts of exploring the phenomenon in Pakistan, as per the best of authors’ knowledge.

The purpose of this article is to address a problem I have experienced over many years teaching culture classes to undergraduates, MBA and working managers, who may confuse the interpretations of behavior in terms of value dimensions. I aim to help in dealing with this problem, which frustrates students, leads to false conclusions and brings the idea of value dimensions into discredit.

To achieve this I explain the problem and give examples of the paradoxical results that may arise. By explanation and reference to more complete sources I show that one needs to be clear about the meaning of the dimensions and make sure one is comparing like situations with like. This means taking into account situational factors in each case and sorting out cultural from non‐cultural variables such as individual differences. I illustrate this by 15 cases, which show how the confusion can arise and why it leads to false contradictions.

I found the most common confusions concern uncertainty avoidance versus expressiveness and risk taking, gender distinction and goal orientation, collectivism and politeness, directness between unequals and harmony between social peers, prohibition for welfare ends and prohibition for authorities’ interests and finally collectivism and goal orientation in teamwork.

The value of the paper is that it offers concrete help to students of culture and that little attention has been given to the area in the literature. One exception is Osland, who reach similar conclusions without underlining the specific issue of confusing dimensions in interpreting behavior.

The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and initiating school-level changes, to address bullying and other aggression.

The authors draw on qualitative, process data collected at four purposively sampled pilot intervention schools in England via semi-structured interviews with school managers, action group members and facilitators (n=33), focus groups with students (n=16) and staff (n=4), and observations.

School staff used multiple methods to recruit a diverse range of students onto school action groups. Locally tailored data reports were an important catalyst for action groups to identify priorities and plan whole school change – both through the process of “validation” (whereby existing concerns were confirmed) and “discovery” (whereby new problems were identified). An unexpected benefit of providing schools with these data was that it triggered analyses of other data sources, including routine monitoring data. External facilitators were important in promoting student voice and ensuring the intervention retained integrity as a whole-school restorative approach.

It was feasible to involve young people using action groups, and there was evidence of school-level actions led by students, including in disadvantaged school contexts. Future Health Promoting Schools interventions could incorporate this approach to support locally appropriate, school-level change.

The micro-level processes that were observed, whereby action groups interrogated feedback reports and collected additional data, suggest the responsiveness of such youth-involvement interventions to local needs. Contrary to many public health interventions, implementation appeared to be facilitated rather than hindered by features of the secondary-school “market” whereby parents have some choice between schools.