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The purpose of this study is to compare self-reported antisocial (SRA) behaviour of 10-year-old boys in China (in Zhuhai) and the USA (in Pittsburgh).

In Pittsburgh, 868 boys were given a SRA behaviour questionnaire in 1987–1988. In Zhuhai, 1,154 boys were given the same questionnaire in 2017.

The prevalence of 23 acts in the two countries was significantly correlated (r = 0.69), showing that the acts that were admitted by most boys in one country also tended to be admitted by most boys in the other country. Also, the mean prevalence in the two countries was very similar, at about 13%. However, several acts (e.g. stealing) were more prevalent in Zhuhai, while violent acts were more prevalent in Pittsburgh. The frequencies of the acts in the two countries were also significantly correlated (r = 0.51), although frequency was usually greater in Pittsburgh.

While most theories and research in criminology and psychology are based on Western industrialised countries, it is important to carry out more cross-cultural comparisons of antisocial behaviour in other countries. These results show encouraging generalizability and replicability, despite differences in time and place.

To the best of the authors’ knowledge, this study presents the first comparison of age-matched Chinese and American children on the prevalence and frequency of specific antisocial acts.

This study aims to assess the nature and scope of dog-based programmes in prisons, assessing critically the potential opportunities, benefits, challenges and risks of developing innovative dog-based programmes for older prisoners in England and Wales. This paper outlines the potential benefits and challenges of developing dog-based programmes for older prisoners and sets out next steps for future research and practice.

This study is based on a scoping review of published research literature on prison dog programmes (PDPs) in the USA, the UK and other countries, with particular reference to older people in prison, followed by semi-structured interviews with six members of an expert advisory group. The literature review and data from the qualitative interviews were analysed thematically.

There is a substantial body of published research literature which supports PDPs as having identifiable positive impacts for people and also dogs, and also published research which highlights the benefits to older people of dog ownership or participation in dog-based activities. However, much of this research is small-scale and qualitative, and it has been argued that there is a lack of a quantitative evidence base. This research concludes that findings from the literature review and the semi-structured interviews support further research and the creation of pilot projects to develop dog-based projects for older people in prison.

This study was small-scale, and the findings need to be approached with caution. The literature review searched a small number of databases and filtered out articles published in languages other than English, and the review of the grey literature focused on reports from the UK. The number of experts interviewed was small and there was no direct consultation with older people in prison nor with older people with recent personal lived experience of imprisonment and community resettlement. A more extensive future study would benefit from a more extensive literature review, a larger group of participants and the inclusion of service users, prison managers and government policymakers, subject to the appropriate ethical and security approvals. At the time the research took place, ongoing COVID-19 restrictions on prison research meant that research with current prisoners and prison managers would not have been approved by the HMPPS NRC.

This research provides a research-based justification for future dog projects for older prisoners, leading potentially to improved well-being for older people in prison.

This study brings together the published research literature on PDPs with the research literature on the needs and experiences of older people in prison for the first time, and identifies potential directions for future research.

Financial inclusion is measured by the number of people who use the formal financial system and banks in particular. Limited access to formal banking services and the existence of unbanked households is a main policy concern. The authors evaluate how the use of prepaid (reloadable) debit cards by unbanked households affects financial inclusion and specifically the potential for these households to participate in the formal financial system and open a bank account.

The authors apply matching models to analyze survey data from the Federal Deposit Insurance Corporation National Survey of the Unbanked and Underbanked Households from 2009 to 2019 and evaluate how prepaid cards use affects plans to open a bank account.

Unbanked households who use prepaid cards are 5% less likely to open a bank account compared to the matched nonusers of prepaid cards. In addition, prepaid card users are 12% more likely to use nonbanks to transfer money/transact online and 18% more likely to have obtained loans from alternative financial services providers compared to the matched unbanked nonusers of prepaid debit cards.

No previous work has estimated the causal impact of use of prepaid cards on financial inclusion.

This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.

Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.

Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.

The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.