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The purpose of this paper is to investigate whether the Stages of Change (SOC) model can be applied to working with offenders with learning disabilities (LD), and furthermore, to determine if it might be efficacious for this approach to be incorporated into a wider service model for this population.

This paper reports on the results of a consultation to a specialist forensic LD service in the South West of England. A two-pronged approach was taken to consult to the service in relation to the research questions. First, a comprehensive literature review was undertaken, and second, other forensic LD teams and experts in the field were consulted.

There is a dearth of research that has examined the application of the SOC model to working with offenders with LD, and as such, firm conclusions cannot be drawn as to its efficacy in this population. The evidence base for the SOC model in itself is lacking, and has been widely critiqued. However, there are currently no other evidence-based models for understanding motivation to change in offenders with LD.

There is a clear clinical need for more robust theory and research around motivation to change, which can then be applied to clinical work with offenders with LD.

There has been a historical narrative in offender rehabilitation that “nothing works” (Burrowes and Needs, 2009). As such, it is more important than ever for the evidence base to enhance the understanding of motivation to change in offending populations.

The purpose of this paper is to evaluate the use of cognitive behavioural approaches to treat a gentleman with a learning disability who had been reported to the police for allegedly making contact with children using social media in an attempt to initiate a romantic relationship using a single case design.

An 11 session cognitive behavioural intervention was employed, comprising of index offence analysis, challenging distorted cognitions related to the offence, developing an internal focus for responsibility and psychoeducation with regards to “staying safe” online.

Follow up data demonstrated no improvements in victim empathy, nor in agreement ratings in terms of key cognitions associated with responsibility for offending behaviour.

Whilst treatment efficacy was not established, this case study raises important questions that go beyond the single case design. Whilst the gentleman reported becoming “safer” in terms of initiating contact with unknown people via social media, this could not be substantiated, and is indicative of the cardinal difficulty of monitoring online recidivism. Generalisability of findings to the wider learning disability population is limited by a single case design.

This is the first published case study to the authors knowledge to evaluate cognitive behavioural approaches to reduce antisocial internet related behaviour in a forensic learning disability setting. Findings of considered within the context of the concept of minimisation of offending behaviour, the concept of “counterfeit deviance”, and also how best to measure therapeutic change within this population.

This paper reports on the first eight years of a community‐based forensic team for people with learning disabilities. The authors give an overview of current research and government guidance regarding the prevalence, care pathway and treatment of people with learning disabilities who offend. The role and function of the community forensic team is described and an analysis of referrals to the service is given. The authors reflect on the frustrations as well as the achievements associated with providing this service.

Mainstream offender treatment programmes are mainly inaccessible to offenders who have learning disabilities, which may mean those convicted of offences either receive inappropriate treatment or no offender treatment at all. There is developing, but patchy, provision of community‐based specialist offender treatment for people who have learning disabilities. This paper seeks to describe the evolving process of developing the Good Thinking! course, a group‐based offender treatment programme which aims to help address this need.

The Good Thinking! course comprises 23 two‐hour sessions run once a week in a community setting. It is based on the premise that people who commit offences are often trying to meet ordinary life goals through anti‐social means. It aims to help participants identify and understand their goals, develop the social skills necessary to attain them and teaches a problem‐solving strategy for more complex problems.

This paper describes the process of developing the course material, providing the course and adapting it in light of feedback from participants, referrers and carers. A description of the course and a case study are provided. Insufficient data have been produced to enable a formal evaluation of the effectiveness of the Good Thinking! course; as more data are generated, the team plan to achieve this.

The paper aims to inform and encourage clinicians and commissioners working in this field to increase the availability of specialist community‐based treatments for offenders who have learning disabilities.

The purpose of this paper is to describe the discovery of the application of DNA profiling to the criminal justice system.

Researching the origins of the discovery of the application of DNA to the criminal justice system via an analysis of the first case in which it was applied to.

It was discovered that the first application of DNA profiling to the criminal justice system meant that a young man with intellectual disabilities was saved from wrongful prosecution. The case study also raises ethical issues concerning the mass screening of targeted populations by way of DNA.

The case study is descriptive in nature and draws from earlier work describing the events which unfolded.

Despite an increasing policy focus, routine outcome monitoring (ROM) is not common practice in UK children's services. This paper aims to examine whether it is feasible and valid to use measures from ROM of evidence-based parenting programmes (EBPPs) to assess the impact of services and to drive service improvements through feedback mechanisms.

This is a secondary analysis of ROM measures collected from a London clinic offering EBPPs over five years. Demographic information from referrals was compared for attendees and non-attendees. Changes in parent reported child behaviour were measured using the Strengths and Difficulties Questionnaire (SDQ), and a Visual Analogue Scale (VAS).

No significant differences were found in socio-demographic characteristics of attendees and non-attendees. Statistically significant differences were found between pre- and post-scores on parent reported SDQ scores and VAS concerns, as well as the SDQ Added Value Score. The data collected did not allow for investigation of a dose-response relationship between the level of attendance and any improvement made.

This study illustrates that ROM can provide useful information about the impact of EBPPs in a particular clinical context. Demographic data could support service managers to evaluate reach and uptake while evidence of improvements can be communicated back to parents and support future funding bids. Incomplete data limited the inferences that could be drawn, and collaborations between research centres and clinics may be a way to optimise the use of ROM to drive service improvement and innovation.

This paper aims to extend Lewis and Simpson’s (2010) work on the complexity of (in)visibility and explores what it means to women’s entrepreneurship in Canada during the COVID-19 pandemic.

This piece contributes to the special issue on COVID-19 and the impact on women entrepreneurs. Specifically, it applies an (in)visibility lens to argue that responses to COVID-19 in Canada negatively affect women entrepreneurs disproportionately and that while initiatives such as the Women Entrepreneurship Knowledge Hub (WEKH) are threatened, they can also serve as an agitator during this time to advocate for an inclusive recovery approach.

Despite progress through such government funded initiatives as the Women Entrepreneurship Strategy (WES), which is targeting more than $2bn (Cdn) in investments towards women entrepreneurs, structural inequality and the (in)visibility of women’s entrepreneurship has been amplified during COVID-19. Through a particular understanding of the (in)visibility vortex notion (Lewis and Simpson, 2010), it is concluded the (in)visibility of women entrepreneurs as deeply embedded and that there is a continued need to advocate for a gender and diversity lens, to ensure inclusive recovery that benefits women and diverse entrepreneurs.

An (in)visibility lens brings an important addition to the literature on women’s entrepreneurship, as well as illuminates the important differences within this broad category, deepening the understanding of these trends and their impact during COVID-19 pandemic. It highlights how the complexities of intersectionality are critical to understand, and their recognition can help to drive a clear evidence base, as well as advocacy. The piece call researchers and practitioners alike to consider the question under COVID-19, will these conditions create a new vortex in this domain, or can the work of organizations and researchers position gender and intersectionality in women entrepreneurship as a disrupter for the future?

On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a) the duration of early learning coaching, (b) the intensity of career advisors, (c) quality workshops and conferences, (d) college courses, and (e) scholarship for books and supplies in relation to taking college courses are related to improving practitioners' job skills and level of certification and degree in early childhood care and education. We found that additional income to practitioners through the WAGE$ program is effective in retaining them. We also found that the professional development program has differential impact on practitioners of various racial and ethnic groups and that more encouragement and support should be given to African-American and Hispanic practitioners to engage in professional development and pursue advancement in the level of certificate and degree. All these findings have implications for the policy of early care and education in general and for other quality improvement initiatives for early care and education in particular.

Donor-conceived (DC) offspring raised in lesbian-parent and heterosexual-parent families have different historical chronologies, which are clusters of events that provide frameworks for shaping contemporary views of sperm donors and donor siblings. Using surveys collected by the Donor Sibling Registry (DSR), the largest U.S. web-based registry, we found that DC offspring from different family forms have somewhat different views about meeting both the donor and donor siblings. In general, all offspring are curious about the donor. All offspring want to know what the donor looks like and they believe that even minimal contact will help them understand themselves better. However, when compared to offspring from heterosexual-parent families, offspring from lesbian-parent families are less likely to want to have contact with the donor. For offspring from lesbian-parent families, donor conception is considered a normal and accepted part of family life and the donor is deemed irrelevant to the family’s construction. Especially among those who live with two heterosexual parents (where both parents are often assumed to be genetic relatives), offspring want to know the donor because they believe he holds the key to important information that the legal (or social) father cannot provide. Most DC offspring want to meet donor siblings although the interest is somewhat weaker among the offspring in lesbian-parent families. Offspring regard donor siblings as special relations who will not disrupt the natal family and who might even become part of a new kind of “extended family” network.

This paper aims to introduce the concept of storygiving as a co-creation tool and provides a guideline for its successful use by luxury brand managers.

A study of Tiffany and Co.’s social media-based site and its use of stories as co-created marketing content provides us with managerial strategies applicable to luxury brands in general. The authors emphasize how luxury brands deal with co-created brand images compared to mainstream brands.

Storygiving enables consumers to share their personal experiences through narratives and provides contextualized connections among community members through shared experiences. One successful example of storygiving is Tiffany & Co.’s ‘What Makes Love True’ campaign.

Only one luxury brand was used in this case study of online co-creation and storygiving. Further research, especially comparative case studies, would expand understanding of brand image management in the age of social media and consumer empowerment.

This paper presents a strategic guideline for luxury brand managers highlighting a customer-centric insight into ways luxury brands can develop marketing strategies incorporating co-creation.

To differentiate it from storytelling, the co-creation of brand stories through consumer-generated content is known as storygiving. The use of social media marketing in the process of storygiving is a powerful tool for luxury brands. The changed narrative from the brand’s point of view to that of the brand’s community is a major point made in this research.