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How can clinical psychologists promote social inclusion in their practice? Mark Hayward, Emily Brown, Rufus May and Emma Harding offer a variety of perspectives from professional and service user viewpoints.

Men typically commit more violent crime than women which has led to the concept that it is a male offence. Consequently, there is a tendency to suggest that female offenders are so atypical and abnormal that they require explanation, rather than accepting that all genders are capable of violent behaviour. Women who kill tend to challenge conceptualisations of normative femininity. Accordingly, in an attempt to understand female violence, historians and criminologists have placed women who kill into explanatory categories. Female murderers have often been portrayed as ‘mad’, ‘bad’ or ‘sad.’ This framework is responsible for the infantilisation, monsterisation and victimisation of violent women. It has also led to womanhood being put on trial: women are not only condemned for their crimes but also for failing to live up to feminine ideals. Nevertheless, the ‘mad’, ‘bad’ or ‘sad’ framework can be useful to historians as it is often the only narrative that survives. However, it needs to be recognised that while this framework allows historical perceptions of women's violence to be studied, women's narratives are often absent, distorted or overlooked.

Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and behaviors among youth in Hong Kong. The purpose of this paper is to report the findings of a study comparing secondary school students’ environmental attitudes and behaviors with age and related factors in two international schools and two government schools in Hong Kong. Students’ attitudes and behaviors were compared based on school type (curriculum), while the authors additionally compared the significance of social factors and attitudes on students’ behaviors.

Attitudes were measured using the New Ecological Paradigm (NEP) and the NEP for Children (NEPC), the most commonly used, internationally standardized tools for investigating environmental attitudes and values of adults and young people for comparative purposes. The authors compared NEP/NEPC scores and student self-reported environmental behaviors using a short questionnaire.

No significant differences were found in attitudes or behaviors based on school type. However the authors did observe a significant effect of gender and age on students’ attitudes, and a significant correlation of student attitudes in the NEP with students’ self-reports regarding air conditioning consumption.

This study builds a foundation for cross-national studies and for evaluating the impact of curricula over time.