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The purpose of this paper is to review the following research questions from the available literature: What evidence is there to suggest that substance misuse specifically by fathers (including alcohol and other drugs) causes wider harms, including child welfare concerns? substance misuse, recovery, parents, fathers, fathering, drugs/ alcohol services. How do professionals respond specifically to substance misuse by fathers? Do interventions aimed at parental substance misuse (particularly in the UK) include both mothers and fathers and if so how?

A scoping literature review was conducted which identified 34 papers (including scoping reviews published in 2006 and 2008, covering the period 1990-2005) and 26 additional studies published between 2002 and 2020.

The review in this paper is organised into six themes: Negative impact of men’s substance misuse problems on their parenting behaviours; quality of the relationship between parents affected by substance misuse of the fathers, in turn affecting the parenting behaviour and outcomes for children; importance to fathers of their fathering role (for example, as a financial provider); difficulties fathers may face in developing their fathering role; sidelining of the fathering role in substance misuse services; and professionals tending to focus on the mother’s role in parenting inventions and services.

This paper focusses on fathers and substance misuse, which is an under-researched field within the wider contexts of fathering research and research into parental substance misuse.

The purpose of this paper is to examine the role of Public Health in licensing following The Police Reform and Social Responsibility Act of 2011, which added ‘health bodies’ as responsible authorities in licensing; in practice, Directors of Public Health undertook this role in England. Despite this legislation facilitating the inclusion of public health in partnerships around licensing, wide variations in involvement levels by public health professionals persist.

This paper is based on the findings from interviews that explored the experiences of public health professionals engaging with local established partnerships around alcohol licensing. Qualitative data were collected through 21 interviews in a purposeful sample of London boroughs. These data were combined with analyses of relevant area documentation and observations of 14 licensing sub-committee meetings in one London borough over a seven-month period. Thematic analysis of all data sources was conducted to identify emerging themes.

This study highlighted the importance of successful navigation of the “contested space” (Hunter and Perkins, 2014) surrounding both public health practice and licensing partnerships. In some instances, contested spaces were successfully negotiated and public health departments achieved an increased level of participation within the partnership. Ultimately, improvements in engagement levels of public health teams within licensing could be achieved.

The paper explores a neglected aspect of research around partnership working and highlights the issues arising when a new partner attempts to enter an existing partnership.

This chapter critically evaluates the use of the so-called ‘rough sex defence’ in Australian rape cases. We argue that the ‘rough sex defence’ in this context is an example of ‘implied consent’, specifically in that it relies on evidence that the defendant and victim-survivor had engaged in (or had even simply discussed) ‘rough’ sexual activity on a previous occasion(s). This narrative of implied consent to rough sex is used to establish either of two things. The first is that the victim-survivor actually did consent to ‘rough’ sexual activity on the occasion in question. The second is that the defendant mistakenly believed in consent, since roughness had been a feature of previous sexual discussions or activities. We argue that the use of the rough sex defence in rape trials is problematic for at least two reasons. First, the defence allows defendants to rely upon false and harmful ‘rape myths’ to avoid accountability for their actions. Second, a reliance on the rough sex defence also contradicts moves to adopt an affirmative consent standard as part of Australian rape law. We conclude by recommending reforms to the legal framework that would help reduce the reliance on the argument that a rape allegation can be explained away as ‘rough sex gone wrong’.

Rough sex - or what is referred to in this chapter as ‘consensual aggression and violence during sex’ (CAVS) - has been the focus, in the United Kingdom and internationally, of some attention and also concern. The latter derives especially from criminal justice proceedings relating to incidents where male suspects have seriously or fatally injured another individual, usually female, and then made claims - that are widely believed to be false - that the incident was a ‘sex game gone wrong’. Despite the importance of this subject, there is little or no understanding of the state of knowledge surrounding CAVS. This chapter outlines results from what is believed to be the first scoping (literature) review of CAVS in the general population. The review was based largely on a search, during June and July 2021, of 15 major databases using 18 search terms, which was conducted in accordance with the JBI Manual for Evidence Synthesis. A total of 74 sources were identified. The research reviewed covered a quite large number and diverse range of areas in respect of CAVS, comprising: conceptualization; attitudes; extent; context, dynamics and nature; explanations; CAVS-related pornography; effects; alleged CAVS; policy and practice responses; methodological weaknesses; and future research needs. Overall, the review highlights two distinct perspectives on CAVS: in the first, individuals chose to take part in CAVS, which they like and enjoy; in the second, individuals, especially women and girls, have experiences of CAVS that are non-consensual or unwanted, and which they find upsetting, frightening or scary.

Purpose – To examine the potential social media has for increasing pre-service English language arts (ELA) teachers’ language interest, awareness, and content knowledge by engaging them in an ongoing collaborative effort to seek out, make observation about, and highlight contemporary examples of language, literacy, and culture in action in global media using Twitter as a platform.

Design – The research design was qualitative and included a thematic analysis of Twitter posts from the pre-service teacher participants during the semester, informal feedback about the experience during the semester, and written reflections at the end of the semester. Students worked independently on the assignment throughout the semester, outside of a few brief, and informal check-ins during class by the instructor. At the end of the semester, students completed an open-ended survey to reflect on their experiences with and takeaways from participating in this Twitter-based language exploration activity. The theoretical frameworks that were foundational to the study included the technological, pedagogical, and content knowledge (TPACK) framework (Koehler & Mishra, 2008) and Andrews’ (2006) criteria for language exploration and awareness.

Findings – The findings of this qualitative study indicate that engaging pre-service teachers in an ongoing collaborative effort to promote language, literacy, and culture via social media has great potential in terms of students increasing not only their knowledge of language and language awareness, but also their TPACK overall. Specific examples of how participants responded to the experience are provided.

Practical Implications – This study contributes to the literature on the potential impact of social media on content area learning and teacher preparation by providing concrete, research-based suggestions for how both English teacher educators and middle and secondary ELA teachers can engage in collaborative efforts to learn more about, expand definitions of, and promote aspects related to ELA content, like language awareness, variety, and dialect. It includes recommendations for both teacher educators and middle and secondary ELA teachers to expand their notions for defining and teaching aspects of language that go beyond a narrow focus on grammar and to consider ways that social media and digital literacies can enhance these efforts.

Global collaboration, or the ability to collaborate with people different from ourselves or even across species, becomes increasingly important in our interconnected world to engage constructively with and across difference. As we face more complex challenges, both locally and globally, the need for the creativity and innovation made possible by diverse perspectives is only amplified. Through five stories from our work as consultants and practitioners helping organizations to collaborate, we explore the role of global leadership in collaboration during times of crisis in various sectors. We began by asking ourselves a series of questions about global collaboration that could also serve as future research directions for scholars. We argue that new forms of leadership are required in the global context where both tasks and relationship domains are characterized by high complexity. We conclude by providing insights and recommendations for global leaders to address those complexities through collaboration and help their organizations learn from their experiences in crises and beyond.