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The purpose of this study is to identify the learner characteristics attributable to the likelihood and the duration of programme completion in the Bachelor of Science (BSc) and Bachelor of Technology Honours in Engineering (BTech) degree programmes of the Open University of Sri Lanka (OUSL).

Data were gathered from the re-registrants for the degree programmes in the academic year 2020/2021, using a questionnaire developed as a Google form. The sample consisted of 301 and 516 re-registrants from the BTech and BSc programmes respectively. Influential factors were identified using Kruskal Wallis test (for duration of completion), binary logistic regression (for likelihood of completion) and Chi-squared test (associations between presage and process factors).

Entry qualification, age and time management skills at entry had significant effects on duration of completion. Attendance at academic activities, organizing time for self-studies and the competency in English at enrolment had significant effects on the likelihood of completion. Prior open and distance learning (ODL) experience had no significant effect on any of the product factors considered.

Inaccessibility of dropouts and using only the responses from the first administration of the questionnaire are limitations. Active learners are more likely to respond, in the first administration and may bias the results.

Findings are useful for designing future studies to identify at-risk students and thereby enhance the programme completion and reduce prolonged time for completion.

Effective strategies to control the identified factors will uplift programme completion and reduce drop-out rates.

Decision making using inferential techniques makes the study distinct among studies undertaken on the same population. The study enriches the limited current research on factors affecting programme completion in ODL mode.

This study examined the effectiveness of the Triple P‐Positive Parenting Program in a government child health service delivery context with Chinese parents in Hong Kong. Specifically, the study sought to identify pre‐intervention variables that might predict programme outcomes such as level of clinical improvement and programme completion. Participants were 661 parents of pre‐school and primary aged children participating in a group version of the Triple P‐Positive Parenting Program. There were significant decreases in disruptive child behaviours, levels of parenting stress, general stress and anxiety and an increase in parenting sense of competence. Greater change in reports of child behaviour problems was related to lower levels of family income, new immigrant family status, and higher pre‐intervention levels of parenting stress. The present study provides a profile of parents who are most likely to benefit from parent training programmes.

The purpose of this paper is to investigate the relationship between personality disorder (PD) treatment readiness and dropout from three community-based offending behaviour group programmes.

At the pre-programme stage, measures of PD and treatment readiness were administered to 186 offenders participating in either a cognitive skills programme, a general violence programme or a programme for domestically abusive men. Demographic and risk data were also obtained from the offender assessment system. At a one-year follow-up, comparisons were made between the risk, personality and treatment readiness profiles of programme completers and non-completers.

It was hypothesised that PD would be associated with low levels of treatment readiness at the pre-group stage and that both low levels of treatment readiness and PD would predict subsequent programme non-completion. Only antisocial personality disorder (ASPD) was associated with low overall treatment readiness, although antisocial, paranoid, schizoid, negativistic and borderline traits were associated with the facet of low self-efficacy. Non-completion was not predicted by younger age or recidivism risk scores and was most strongly predicted by the presence of a cluster A PD, as well as ASPD, low pre-group motivation and mixed race and white ethnicity.

Paranoid and antisocial personality pathology present important obstacles to effective offending behaviour group work in the community. This illustrates that further consideration needs to be given to these important responsivity factors in future delivery and evaluation of these programmes.

The study provides a detailed analysis of factors associated with non-completion of three community-based offending behaviour programmes in the UK.

Examines the Kansas job opportunities and basic skills programme to analyse why education and training programmes fail to reduce poverty and promote self‐reliance for programme participants. Uses profit model analysis to examine the effect of the Kansas job opportunities and basic skills programme on job readiness and employment. Examines client accountability to evaluate compliance with programme directives. Concludes that welfare recipient participation rates in KanWork education and training hold the key to understanding why Kansas welfare programmes contribute little to clients gaining marketable job skills.

The purpose of this paper is to explore the effect of a clinical leadership programme on senior clinicians within National Health Service Lanarkshire, in terms of key constituents for fostering leadership development, specific skills developed and impact this has had on clinical practice.

A qualitative research design was employed over several stages, involving 44 senior clinical managers, with member validation substantiating findings and thematic analysis used to analyse data collected.

The programme's impact was evident in acknowledged change to participants' attitude, behaviour and performance with examples conveyed to demonstrate both the effect on clinical practice and perceived organisational benefits gained. The use of role play, scenario planning and enquiry‐based learning approaches were deemed critical in achieving such change.

Time constraints merited two different cohorts being examined simultaneously during the various stages of the programme. A longitudinal study is underway encompassing the evaluations of several cohorts through various stages of the programme to enable time‐based comparisons to be made and enhance the rigour and scrutiny of the programme's impact on clinical practice.

The paper is foremost in determining structure and processes employed on the programme, specific leadership skills developed, subsequent effect on clinical practice and perceived organisational benefits gained but not necessarily contemplated by staff prior to embarking on the programme, such as the emergence of communities of practice.

The purpose of the Building Everyday Life programme is to improve parenting outcomes through better sharing of family responsibilities and to encourage a strong sense of solidarity and community.

Data have been obtained from the pre-test and post-test applications, respectively, using two instruments: the Inventory of Parenting and Family Life Patterns and Resources, and the Final Evaluation Questionnaire for parents. The authors also use these tools to evaluate the degree to which the changes are maintained six months after the completion of the programme. Participants in the study comprised a group of 35 individuals that included parents in nuclear families and single mothers. The assessment process involved three stages: a pre-test assessment, a qualitative report (summative assessment) and, finally, a post-test assessment at least six months after completion of the programme.

The results show lasting changes over time. Regarding domestic work, parents say that they are more aware of the need to achieve a fairer and more equal distribution of the tasks in question. Families also report that they have perceived changes in the dimensions of communication and conflict resolution. Bearing in mind the limited nature of the aforementioned changes, the results suggest the need for support processes over time, as well as the establishment of follow-up sessions with families.

The main contribution of the study is to show that the Building Everyday Life programme is effective and valuable in improving parental educational styles.

The purpose of this paper is to assess whether mental health symptoms affect one-year reoffending rates upon release from prison for participants engaging in substance dependence treatment in the UK.

A retrospective cohort study was used to assess reconviction outcomes upon release. The Comprehensive Addiction and Psychological Evaluation (CAAPE) was administered to 667 inmates admitted to the programme. The effect of mental health, drug use, and static risk factors on reoffending was assessed at one-year post release.

Logistic regression analysis showed that symptoms of Major Depressive Disorder at the start of substance dependence treatment increased the likelihood to reoffend, whilst Obsessive Compulsive Disorder symptoms and length of sentence decreased the likelihood to reoffend. Antisocial Personality Disorder symptoms show a trend towards increasing the likelihood to reoffend. In addition, previously established risk factors for reoffending, including dependence on heroin, crack/cocaine, and poly drug use significantly increased the likelihood of reconviction.

Depressive symptomatology pre-treatment could affect reoffending outcomes for participants in substance dependence treatment in prison. An integrative approach addressing both substance misuse and mental health factors is pivotal. Future efforts to address both simultaneously can be made to improve assessment, training, treatment, and through care for prisoners in substance dependence treatment.

Few studies have assessed the effect of mental health factors on reoffending outcomes for offenders in substance dependence treatment. A large sample was studied in an understudied population of UK prisoners in substance dependence treatment. The results have implications for clinical settings where mental health symptoms are not addressed concurrently with substance dependence. This finding can inform policy makers and practitioners who provide substance dependence treatment in prison.

Previous difficulties were identified with the evaluation of violence interventions, resulting in gaps in the literature regarding the effectiveness of violence interventions. This study aims to contribute towards addressing the gap in the evaluation of violence interventions, by exploring the experience of prisoners who completed the self-change programme (SCP) during a 24-month period in HMP Shotts.

Five prisoners who completed the SCP at HMP Shotts were interviewed via a semi-structured interview to explore their experiences of engaging with this violence intervention. The data was analysed using interpretative phenomenological analysis (IPA), allowing the exploration and understanding of the subjective meanings of the experiences from the individual participants.

Interpretation of the data resulted in the identification of three superordinate themes that were relevant to participant experience: change as a process, supportive group environment and perceived outcomes.

These findings provide insight into prisoner experiences on SCP and contribute towards the evaluation of violence interventions. As prison-based interventions undergo a process of continued evaluation and re-accreditation, it is useful to understand the programme processes that enhance participant engagement and their learning experience, while also understanding the processes that may impede participant engagement and successful completion of violence interventions.

Although there has been substantial research conducted on violence interventions, this research has aimed to address some of the gaps and previous difficulties experienced within the evaluation of violence interventions.

The purpose of this paper is to identify and evaluate treatment for adult fire setters with an intellectual disability, given the specific risks they present, the complexities of criminal proceedings associated with their behaviour, and subsequent rehabilitation. However, the review also took into account programmes for fire setters in the wider population, including those for children and adolescents, given that such research might also inform the development of programmes for offenders with an intellectual disability.

A systematic review of the literature was undertaken.

Only four studies which evaluated treatment programmes specifically for arsonists with an intellectual disability were identified. Although each of these studies reported a reduction in fire‐setting behaviour following programme completion, all employed relatively weak research designs. An additional 12 studies investigating programmes for arsonists without intellectual disability were also identified. It is concluded that there is a lack of evidence regarding treatment programme outcomes for arsonists with an intellectual disability. The extent to which such programmes can be adapted to suit adult offenders with an intellectual disability is discussed, with recommendations made for the design and evaluation of arson treatment programmes for offenders with intellectual disabilities.

Currently, minimal treatments programs exist for fire setting in offenders with intellectual disability. This review highlights the importance of further research into treatment programs for this specialised population.