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The purpose of this paper is to explore three main areas in relation to the interface between challenging behaviour and offending.

The first aim is to explore the labelling of behaviours as challenging or offending behaviour in the light of legal definitions, staff knowledge and beliefs and the mental capacity and mental health acts. The second is to explore challenging behaviour as a risk factor for offending in people with Intellectual Disability (ID).The third aim is to discuss the challenging behaviour as a barrier to discharge from secure services.

There is limited research suggesting that challenging behaviour such as physical aggression can lead to longer stay in forensic services, and this warrants further research.

This paper aims to promote discussion about the interface of offending and challenging behaviour in people with IDs and to promote best practice.

In recent years there has been growing interest in the fate of those women with mental disorder who come into contact with the criminal justice system. This interest has stemmed from growing recognition that traditional forensic services could not offer the appropriate care required by this group in a conventional mixed‐gender environment. Women‐only services have begun to be developed in generic psychiatric settings, spurred on by the national service framework (NSF) which set a time limit for the development of segregated in‐patient facilities. Forensic services for those with learning disability have been slower to take up the challenge of how best to place women with learning disability who offend and require an in‐patient secure environment. This article describes how one such service attempted to rise to this challenge and build a service for this often neglected group

The aim of the project was to evaluate the short‐term treatment outcomes of patients treated in a medium secure service for people with intellectual disability. A total of 138 patients, 77 discharged and 61 current inpatients, treated over a six‐year period were included in the audit. Information on demographic and clinical variables was collected on a pre‐designed data collection tool and analysed using appropriate statistical methods. The median length of stay for the discharged group was 2.8 years. About 90% of this group were discharged to lower levels of security and about a third went directly to community placements. None of the clinical and forensic factors examined was significantly associated with length of stay for this group. There was a ‘difficult to discharge long‐stay’ group which had more patients with criminal sections, restriction orders, history of abuse, fire setting, personality disorders and substance misuse. However, when regression analysis was done, most of these factors were not predictive of the length of stay. Clinical diagnosis or offending behaviour categories are poor predictors of length of hospital stay, and there is a need to identify empirically derived patient clusters using a variety of clinical and forensic variables. Common datasets and multi‐centre audits are needed to drive this.

The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.

This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).

The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.

The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.

Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

The purpose of this paper is to explore the efficacy of a targeted youth programme that promotes social-emotion learning through an experiential learning, on negative problem orientation (NPO), and to identify to what extent risk (of disengagement) would have an impact on the outcomes.

Participants were selected by their school teacher, using a risk selection tool and divided into two groups: “lower risk” and “higher risk” on the basis of three criteria (socioeconomic disadvantage, engagement and parental support). Participants were asked to complete the Negative Problem Orientation Questionnaire (NPOQ) before and after the programme.

Baseline NPO scores were significantly higher (indicating high levels of NPO) in participants who had a higher risk profile compared to those who had a lower risk profile, (t=17.79 (663), p<0.01). Overall, NPO decreased significantly from baseline to the end of programme assessment, (F(1,163)=41.0, p<0.01). Further analysis reveals that while there was a significant impact of the programme on NPO (greater than overall statistic) in higher risk young people (F(1,163)=63.8, p<0.01), there was no significant impact for those who were lower risk. This group scored slightly (but not significantly) higher than baseline (t=1.14 (664)=, p=0.253). There were no significant effects of gender (p=0.165) or ethnicity (p=0.72).

The results of this study may add value to this field of clinical and academic research that recognise the importance of interventions that use socio-emotional learning and experiential learning to minimise NPO. More specifically, the present research suggests that young people at risk of disengagement, who come from disadvantaged groups may benefit from an intervention. This has long-term implications as interventions such as these, have been shown to have the largest impact on student’s academic, behavioural, social-emotional and motivational outcomes and produce benefits to pupils’ health and well-being.

The present research may contribute to a better understanding of the mechanisms responsible for contributing to a programme that enhances psychological well-being through NPO.

The paper provides a good framework in terms of adding value for understanding the world of at risk young people and their psychological well-being and academic attainment, not to mention how this may affect young people in the long term. Mental health is a serious concern among young people and great cost to the NHS. Young people are not being seen by professions and the threshold is ever increasing. Prevention of the exacerbation of mental illness while waiting for treatment may be sought in interventions that concentrate on problem orientation.

The data analysis is applied to a specific group of at risk young people, on a novel intervention. Furthermore, there does not seem to be a large amount of research using NPOQ.

The purpose of this paper is to shortly overview the research in international operations management (OM), to provide background to the papers published in this special section.

As a literature review, the paper investigates the past, present, and future of international OM. It is not a systematic review; the paper just highlights the most important international operational management research networks, streams and concepts in the field.

The paper finds that there is a time lag in the field of international OM compared to other research areas within international business and management. It provides some ideas for the future to be researched.

The paper gives a focused review on international research networks which has not been done before. It also identifies two different streams of researches in international OM: the stream investigating OM differences among geographical areas, and the stream dealing with issues of international manufacturing networks.

There appears to be a linear (although by no means perfect) relationship between the amount of time children spend with adults in sport settings and the harms experienced by so many young athletes. Children who are professional or national team athletes, and those in the pipeline towards professional and high performance sport, are likely to spend the greatest amounts of time with adults in those sport settings.

This chapter outlines how sport participation has become so work-like for so many children who demonstrate talent in a sport. This can reach a point where some young athletes under the age of 18, or even under the age of 16, spend more time with coaches and training for sport than they spend in school or with their parents. Critiques of the system of early talent identification/early specialisation/intensive training and competition for children are followed by a summary of the types of harms experienced by children in that system.

The specificity of sport and the autonomy of sport organisations protects those organisations from responsibility or blame for the harms experienced by children. This chapter concludes with a call to exempt children from the autonomy of sport organisations and to establish recognition of children as a protected class in sports.

The purpose of this study was to investigate the effectiveness of iCoaching during reading intervention. An interventionist received mentoring support to implement iCoaching. The goal of the study was to increase teacher-delivered, behavior-specific praise (BSP).

Using a single-case multiple-probe design across participants (Gast, 2010; Horner and Baer, 1978), iCoaching was implemented in a two-part package of (1) professional development (PD) and (2) live iCoaching sessions where three teachers received preemptive coaching comments to increase BSP delivery during reading intervention. Visual analysis identified changes in teacher behavior.

Findings demonstrated the iCoaching intervention package increased teacher knowledge and implementation of evidence-based practices (EBPs; i.e. BSP) during tiered reading intervention groups. Most student participants made gains in reading skills (accuracy, words per minute and composite score) across the areas measured.

Teacher absences, observation scheduling, an ongoing global pandemic, IEP meetings during intervention time, and other changes in the schedule were limitations of this study. The first set of earbuds lost the audio signal several times, and researchers lost the ability to hear the instruction occurring in the classroom; the earbuds were replaced by the first intervention phase.

Previous iCoaching literature demonstrates iCoaching provides implementation support for EBPs learned in PD. Peer coaching can have a positive impact on EBP implementation when iCoaching is non-evaluative, which supports teachers with EBP implementation with minimal disruption to teaching.

This manuscript extends iCoaching research (Randolph et al., 2020, 2021) from small group special education settings to general education intervention groups. Additionally, research shows iCoaching can be extended with mentoring.

This study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also investigated gender’s moderating role in this relationship and its impact on the development of pedagogical self-efficacy.

We conducted semi-structured interviews with 20 professors at an international business school, identifying three subdomains of pedagogical self-efficacy: course design, classroom management, and feedback provision. We designed a 25-question faculty survey to measure pedagogical self-efficacy, administered it to 84 faculty members, and analyzed the data alongside 20,000 student course evaluations.

All three pedagogical self-efficacy domains significantly predicted student course evaluations. The self-efficacy of female faculty had a positive relationship with course evaluations across all subdomains. In contrast, the self-efficacy of male faculty had a negative relationship with course evaluations on the course design subdomain. Student evaluations of courses taught by women were 10% lower than those taught by males and male faculty had significantly higher self-efficacy ratings than their female counterparts.

The results suggest that interventions designed to boost pedagogical self-efficacy can enhance student learning, irrespective of faculty gender. However, given biases in how students perceive female faculty, it is likely that female and male faculty members develop self-efficacy differently.

This study is the first to examine how pedagogical self-efficacy affects course evaluations, focusing on gender as a potential moderator. We also added an international higher education perspective to self-efficacy theories.