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It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues.

This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive.

New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century.

The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.

Several studies have related diagnostic information and adversity in childhood to criminal careers and risk of recidivism. Notably, ADHD and conduct disorder in childhood, schizophrenia, sexual abuse and physical abuse have been associated with offences in adulthood. This study investigates these variables in relation to large cohorts of offenders with learning disabilities. A case note review was undertaken for 126 individuals referred but not accepted into forensic learning disability services and 197 individuals accepted for such services. Results are reported on diagnostic information and experience of adversity in childhood. ADHD/conduct disorder featured prominently in both groups. Autistic spectrum disorders were not particularly over‐represented. For adversity in childhood, general socioeconomic deprivation featured prominently in both groups. This also increased significantly for those accepted into services. Sexual abuse and non‐accidental injury were featured at around 13‐20% for both groups. These results are broadly consistent with the mainstream literature on offending, ADHD/conduct disorder and general deprivation featuring significantly in all groups and rising for those accepted into offender services. It is important to deal with these aspects during assessment and to provide appropriate psychotherapeutic services for these individuals.

Written official and formal accounts such as Inspectors’ Reports provide a summary of the teachers’ work, conduct, interactions with pupils, as well as a glimpse of the skills, knowledge and dispositions brought to their work. What can be concluded from these reports is that teachers had little occupational control of their work. What was taught and how they taught were prescribed by the curriculum and mediated against the standards pupils attained. In addition, teachers’ and pupils’ successes and failures were made public in Inspectors’ Reports, although it was the teacher who was more readily identifiable if not explicitly named. This is not to suggest that teachers did not act as agents of change. Increasingly, teachers sought to professionalize their work through qualifications, training and exposure to new ideas and practices. Against this backdrop of the professionalization of the workforce were the increasing bureaucratization of schools and teaching and the institutionalization of teacher preparation and training.

The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect.

Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations.

McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues.

There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.

A monograph which takes the form of a training manual. It begins with Induction: getting to know each other, finding out what each trainee wants to know and establishing skills levels, expectations, and the usefulness of working in a group. Six independent units follow: Job‐hunting Skills; Options; How to Apply for Jobs; Interview Techniques: Enterprise; and Voluntary Work. These last two emphasise that there are alternatives to employment. Each section first presents the unit \em\ a framework for working sessions with ideas for content and group techniques for delivery. This is supported by Instructor′s Notes for use as handouts and worksheets with the unit; as part of a self‐help manual; or for the guidance of instructors and material for working sessions. The Notes include quizzes, worksheets, assessment forms and examples of CV and application form formats.

As recently highlighted by Creaby-Attwood and Allely (2017), it is crucial that the possible innate vulnerabilities that contributed to sexual offending behaviour in an individual with an autism spectrum disorder (ASD) are taken into consideration for the application of a diversion programme to avoid the stigma of a criminal conviction or during sentencing for a non-custodial outcome. Specifically, in those defendants with a diagnosis of what used to be referred to as Asperger’s syndrome (AS) and now is recognised as an ASD and who are charged and convicted of a non-contact sexual offense, education and mental health intervention will best serve the interests of justice. The paper aims to discuss this issue.

This paper focusses on one particular type of sexual offending behaviour, namely, possession of child pornography. A systematic PRISMA review was conducted.

The authors linked examples of child pornography in the research literature to the ASD symptomology and describe how the symptomology explains such behaviour as not reflecting actual sexual deviance.

Downloading and viewing of child pornography by individuals with ASD has received relatively little research outside the mental health field. This review is of particular importance to those in the criminal justice system who may not have much knowledge and understanding of ASD. It is suggested that diversion programmes and mental health courts should be set up for this particular population charged with this particular crime in mind so that the necessary treatment/intervention/support and care can be given to this particular group.

Recent years have seen the emergence of the recovery perspective. However, as yet there is no overriding theoretical framework which supports our understanding of recovery and its counterpart, stigma. In large part this is because discourses concerning mental health remain dominated by the medical model and an illness ideology, even though there is growing interest in more socially defined determinants of disability. We propose symbolic interaction as a theoretical framework which might address this shortcoming. Published literature concerning the use of this approach in the mental health field is reviewed and we discuss the implications and ways forward for future research on mental health, stigma and recovery. In particular, we consider how this approach can help identify ways in which contemporary practices and conventions might inadvertently hinder recovery and contribute towards a disabled self.

Retail Bankers must redefine their business if they are to compete profitably against non‐bank financial institutions (NBFI) in the consumer market. Banks have hitherto been slow to respond to change and to include NBFI as competitors, recognising only tardily that consumers are becoming more financially sophisticated, that deregulation is moving traditional barriers and technology changing the face of competition. Although NBFI have taken the lead in the consumer fianancial services marketplace, the race has only just begun, and in ten years' time some of the banks represented in today's market will have established strong and profitable positions, due to the development of market‐driven strategies and consumer marketing techniques.

Looks at the historical positioning of housework as unpaid and questions the correctness of this idea. States that there is a fundamental theoretical error in defining housework as unpaid as market concepts are being applied to non‐market work. Continues to distinguish between the two markets considering the features of both, outlining the gender differences and the recent changes in the twentieth century.