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Aboriginal and Torres Strait Islander (Aboriginal) people are overrepresented in Australian prisons, where they experience complex health needs. A model of care was designed to respond to the broad needs of the Aboriginal prisoner population within the nine adult prisons across South Australia. The purpose of this paper is to describe the methods and findings of the Model of Care for Aboriginal and Torres Strait Islander Prisoner Health and Wellbeing for South Australia.

The project used a qualitative mixed-method approach, including a rapid review of relevant literature, stakeholder consultations and key stakeholder workshop. The project was overseen by a Stakeholder Reference Group, which met monthly to ensure that the specific needs of project partners, stakeholders and Aboriginal communities were appropriately incorporated into the planning and management of the project and to facilitate access to relevant information and key informants.

The model of care for Aboriginal prisoner health and wellbeing is designed to be holistic, person-centred and underpinned by the provision of culturally appropriate care. It recognises that Aboriginal prisoners are members of communities both inside and outside of prison. It notes the unique needs of remanded and sentenced prisoners and differing needs by gender.

Supporting the health and wellbeing of Indigenous prison populations can improve health outcomes, community health and reduce recidivism.

Only one other model of care for Aboriginal prisoner health exists in Australia, an Aboriginal Community Controlled Health Organisation-initiated in-reach model of care in one prison in one jurisdiction. The South Australian model of care presents principles that are applicable across all jurisdictions and provides a framework that could be adapted to support Indigenous peoples in diverse prison settings.

For decades, conflict resolution (CR) educators working cross-culturally have struggled with a fundamental dilemma – whether to offer western, evidence-based approaches through a top-down (prescriptive) training process or to use a bottom-up (elicitive) strategy that builds on local cultural knowledge of effective in situ conflict management. This study aims to explore which conditions that prompted experienced CR instructors to use more prescriptive or elicitive approaches to such training in a foreign culture and the implications for training outcomes.

There are two parts to this study. First, the authors conducted a literature review to identify basic conditions that might be conducive to conducting prescriptive or elicitive cross-cultural CR training. The authors then tested the identified conditions in a survey with experienced CR instructors to identify different conditions that afforded prescriptive or elicitive approaches. Exploratory factor analysis and regression were used to assess which conditions determined whether a prescriptive or elicitive approach produced better outcomes.

In general, although prescriptive methods were found to be more efficient, elicitive methods produced more effective, culturally appropriate, sustainable and culturally sensitive training. Results revealed a variety of instructor, participant and contextual factors that influenced whether a prescriptive or elicitive approach was applied and found to be more suitable.

This study used empirical survey data with practicing experts to provide insight and guidance into when to use different approaches to CC-CR training effectively.

This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

This research uniquely applies this intervention as a universal strategy with preschool-aged children.

This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias, measurement invariance and reliability were tested.

A cross-sectional design was used. For the study on intention to drop out, 1,820 first-year students participated, whilst 780 first-year students participated in the study on satisfaction with studies. Confirmatory factor analysis (CFA), differential item functioning (DIF), measurement invariance and internal consistency were used to test the scales.

A one-factor structure was confirmed for both scales. For the intention to drop out scale, Items 3 and 4 were identified with statistically significant item bias; however, these differences had no practical impact. Except for scalar invariance for language, sufficient measurement invariance was established. No problematic items were identified for the study satisfaction scale.

In essence, this study provides evidence of two short measures that are culturally sensitive that could be used as short and valid measures across contextual boundaries as practically valuable tools to measure intention to drop out and study satisfaction in diverse and multicultural contexts.

This study contributes to limited research on bias and invariance analyses for scales that can be used in interventions to identify students at risk of leaving the university and utilising psychometric analyses to ensure the applicability of these two scales in diverse and multicultural settings.

This paper aims to provide a comprehensive overview of existing research on stigma in Arab countries.

A rapid review approach was used, leveraging the Scopus database to identify relevant articles. This streamlined method allows for timely assessments of the current state of knowledge, identifies research gaps and is particularly relevant given the social and cultural dynamics in Arab countries.

This study identified a growing interest in stigma-related topics in Arab countries, with a notable increase in the number of publications and citations over the past decade. Research focused on various aspects of stigma, including mental health, HIV, COVID-19 and diverse health conditions, shedding light on the prevalent challenges faced by different populations. Additionally, comparative studies highlighted the influence of culture and gender on the expression of stigma in the region.

To combat stigma in Arab countries, this study suggests the need for culturally sensitive interventions, integration of mental health services into health-care systems and the development of public health campaigns. These measures should be designed to protect vulnerable populations and prioritize educational initiatives for both the younger generation and health-care professionals.

Reducing stigma in Arab countries is crucial for fostering greater social cohesion, equality and overall well-being. The study underscores the importance of collaborations to adapt successful strategies to the unique Arab context.

This paper fills a crucial research gap by investigating stigma in Arab countries, emphasizing the need for culturally sensitive interventions, education integration and international collaboration to combat it effectively.

The purpose of this paper is to critically examine the multinational oil companies’ (MOCs) corporate social responsibility (CSR) initiatives in Nigeria. Its special focus is to investigate the impact of the global memorandum of understanding (GMoU) on development of enterprising rural women as custodians of seed, food and traditional knowledge for climate change resilience in the Niger Delta region of Nigeria.

This paper adopts a survey research technique, aimed at gathering information from a representative sample of the population, as it is essentially cross-sectional, describing and interpreting the current situation. A total of 768 rural women respondents were sampled across the rural areas of the Niger Delta region in Nigeria.

The results from the use of a combined propensity score matching and logit model indicated that the meagre interventions of MOCs’ CSR targeted at the empowerment of rural women as custodians of seed, food and traditional knowledge for climate change resilience recorded significant success in improving the role of women in agricultural production, especially in women’s involvement across value chains.

This suggests that any increase in the MOCs’ CSR targeted at increasing rural women’s access to seed preservation facilities, food processing facilities and extension systems that impact a strong body of knowledge and expertise that can be used in climate change mitigation, disaster reduction and adaptation strategies will enhance women’s responsibilities in households and communities as stewards of natural and household resources and will position them well to contribute to livelihood strategies adapted to changing environmental realities.

This implies that MOCs’ GMoUs’ policies and practices should enhance women’s participation, value and recognize women’s knowledge and enable women as well as men farmers to participate in the decision-making process in agriculture, food production and land governance, as women need to be acknowledged and supported as the primary producers of food in the region, able to both cultivate healthy food and climate change resilience through small-scale agro-ecological farming system.

This research contributes to gender debate in agriculture from a CSR perspective in developing countries and explains the rational for demands for social projects by host communities. It concludes that business has an obligation to help solve problems of public concern.

Psychotherapy and clinical supervision outcomes are influenced by client and supervisee factors, one of which is cultural identity. Those with diverse racial and ethnic minoritised identities often experience disparities in therapy outcomes. Therapists and supervisors need to be responsive to the identity of those they support. The multicultural orientation (MCO) framework is an emerging concept in psychotherapy and clinical supervision that may offer these practitioners a framework to be responsive.

A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Six databases, PubMed, Scopus, Embase, Academic Search Complete, Web of Science and PsychInfo, were searched for peer-reviewed literature published in English between the years 2000 and 2023.

A total of 1,553 sources were identified, of which (n = 42) are included in this review. Findings suggest that MCO is still in its infancy as applied to therapy and clinical supervision. Most of the research has been conducted in America, using quantitative methodologies with white western populations. Cultural humility is the most studied MCO pillar, and variables such as reductions in psychological stress, the working alliance and microaggressions are reported on as outcomes. MCO applied to the group therapy process is an emerging finding of interest. However, more research is needed, especially experiential designs across different and diverse populations and contexts.

MCO is an emerging therapy and clinical supervision process that has the potential to improve the outcomes for therapy clients and supervisees. Further research is needed to replicate current studies, and further research with diverse populations, countries and contexts should be undertaken as a priority.

The mental and physical health of those residing in Australian rural and remote communities is poorer compared to major cities. Physical health comorbidities contribute to almost 80% of premature mortality for people living with mental illness. Leisure time physical activity (LTPA) is a well-established intervention to improve physical and mental health. To address the physical and mental health of rural and remote communities through LTPA, the community’s level of readiness should be first determined. This study aims to use the community readiness model (CRM) to explore community readiness in a remote Australian community to address mental health through LTPA.

Individual semi-structured interviews were conducted using the CRM on LTPA to address mental health. Quantitative outcomes scored the community’s stage of readiness for LTPA programmes to address mental health using the CRM categories of one (no awareness) to nine (high level of community ownership). Qualitative outcomes were thematically analysed, guided by Braun and Clark.

The community scored six (initiation) for community efforts and knowledge of LTPA programmes and seven (stabilisation) for leadership. The community’s attitude towards LTPA and resources for programmes scored four (pre-planning), and knowledge of LTPA scored three (vague awareness).

To the best of the authors’ knowledge, this is the first Australian study to use CRM to examine community readiness to use LTPA to improve mental health in a remote community. The CRM was shown to be a useful tool to identify factors for intervention design that might optimise community empowerment in using LTPA to improve mental health at the community level.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.

Emotional intelligence (EI) and self-concept (SC) play a very important role in one’s life. The purpose of this paper is to investigate the SC and EI of tribal and nontribal university students.

The research used a quantitative approach, 100 nontribal (50 male and 50 female) and 100 tribal (50 male and 50 female) students were selected by nonprobability sampling method. The Bangla version of the self-concept questionnaire (Beck et al., 2001) and the emotional intelligence questionnaire (Hyde et al., 2002) were used to measure the SC and EI of students. Pearson correlation, t-test and post hoc tests were used for statistical analysis.

The findings of this study showed that the tribal and nontribal students differ significantly on the measure of SC and EI (p < 0.01). Although nontribal students showed higher SC than tribal students, tribal students showed a higher level of EI than nontribal students. The results also showed that gender significantly affects SC and EI (p < 0.01). Males have higher SC and EI than females. Furthermore, the study revealed that socioeconomic status differs significantly in the case of SC. Finally, the result also showed a significant positive correlation (r = 0.245, p < 0.01) between SC and EI.

The results of the research are only based on the students of one university besides the sample size is limited.

This research allowed the authors to determine the practical implications. The findings suggest that there is a significant difference in SC and EI between tribal and nontribal students, with nontribal students showing higher levels of SC. This implies that interventions and programs aimed at enhancing SC may be particularly beneficial for tribal students. The study also reveals that there are significant differences in SC and EI between tribal and nontribal adolescent boys and girls. This highlights the importance of considering gender differences when designing interventions to improve SC and EI among tribal and nontribal students. Moreover, educators, parents and policymakers can use these findings to develop targeted interventions and strategies to enhance SC among tribal students, with the aim of improving their overall well-being, academic achievements and success in life.

This paper adds to the literature on the SC and EI of tribal and nontribal university students by describing the difference in levels and a significant correlation. This paper obtains an innovative statistical approach to develop the findings so that information can be used in the future.