Faith-Based Organizations (FBOs) are integral to community social structures, providing services that often extend beyond spiritual guidance. Due to their longstanding presence and trust within communities, FBOs are uniquely positioned to contribute to safeguarding efforts against abuse. Despite their potential, research indicates that there is a degree of ineffective collaboration between FBOs and statutory services (SSs) particularly in the context of safeguarding vulnerable individuals. Established literature suggests that many FBO safeguarding leads tend to be unaware of broader safeguarding policies and how to discuss concerns with SSs. The present study therefore explores the relationship between FBOs and SSs, aiming to identify factors that facilitate or hinder effective collaboration. Through an online open-ended questionnaire, data were gathered from 89 participants, including safeguarding leads in FBOs and professionals from SSs. Thematic analysis revealed four key themes: understanding and supporting spirituality, safeguarding awareness and challenges, communication and collaboration barriers, and suggestions for improved partnership. Helpfulness and understanding of spirituality by SSs led to positive experiences. Conversely, negative experiences stemmed from a lack of understanding of FBOs' safeguarding roles, poor information sharing, and complex SSs processes. Participants suggested joint training and increased open communication to improve collaboration. The findings emphasize the need for context-specific training and respectful inter-organizational (or inter-agency) working to foster better relationships between FBOs and SSs. Enhancing these partnerships is crucial for effective safeguarding and protection of vulnerable individuals within faith communities. Future research could delve into these suggestions in more depth and further explore the perspectives of SSs to provide a more comprehensive understanding of these relationships.

The behaviour of individual animals reflects both internal states and external context. For captive animals, their early life experiences can influence later adjustment, partic-ularly their social competence. In addition, the way in which they are housed and their current social grouping context are important factors affecting the expression of social skills. Here, the social behavior of 39 chimpanzees (Pan troglodytes) was observed to assess whether differences existed due to how the apes were reared and grouped. Be-haviors recorded related specifically to five main components: Sociability, Grooming, Play, Responsibility and Aggression. Chimpanzees in larger groups groomed and played more, while those housed in pairs or trios displayed more and spent more time alone. Mother-reared chimpanzees took more responsibility for soliciting grooming, and interactions between grouping and rearing on chimpanzee agonistic display rates highlighted how both hand- and mother-reared chimpanzees display more if housed in small groups rather than large. Implications for the optimal management and welfare of this highly intelligent and social species are discussed in light of the importance of early life experiences in modulating the impact of current social environment on chimpanzee social profiles.

This article critiques dominant development frameworks by examining the ≠Khomani San of the Southern Kalahari, who despite winning one of South Africa's largest post-Apartheid land claims, remain marginalised and impoverished. Mainstream approaches continue to frame their future through Eurocentric binaries of “traditional” and “modern,” forcing the community to navigate imposed categories that fracture social cohesion and commodify identity. Development framed as economic progress reproduces the very marginalisation it seeks to overcome. Drawing on ethnographic fieldwork, we analyse the ≠Khomani San Living Museum as an act of resistance to developmentalist logics, a resistance that unsettles the epistemic hegemony of development discourses. The Museum is symbolic of the need for an alternative that builds collective action for emancipation, rooted in a reclamation and reconnection with the past as well as dignity and social cohesion for the future. The museum demonstrates that development projects must centre reparative justice, dignity, and the restoration of social fabric to be meaningful for historically dispossessed communities.

Research has examined the impact of personality traits on the memory of environments. To date, the influence of psychological type on the memory of environments has not been examined. The aim of the research was to examine whether psychological type influences an individual’s attention and memory of landmarks when exploring a novel virtual environment. In addition, the study also investigates explanations for recall, whether this differs among psychological types and how these explanations provide further understanding of the free recall results and ranked reasons for recall. A self-selected volunteer sample of 93 individuals was recruited. Ethical approval was granted and is in adherence with the British Psychological Society’s Code of Ethics and Conduct. A mixed method quasi-experimental design was employed to provide a more comprehensive understanding of the research question. The study consisted of multiple phases which included an exploration and eye-tracking phase within a virtual desktop environment, a free recall and recognition memory phase with ranked and open-ended questions, and a psychological type measure was administered. There were no statistically significant differences identified between each level of psychological type and the revisits to landmarks, or landmark gist, perceptual and conceptual detail recall measures. The ranked explanation results demonstrated similarities and differences in the factors that different types ranked as reasons for recall. Similarities and differences were also found within the qualitative findings between types. The findings contribute to psychological type literature and are discussed with regards to factors that influence memory and attention of landmark objects in relation to Psychological Type theory. In addition, the implications of the mixed methods quasi-experimental design are discussed, along with limitations and contribution to knowledge.

Purpose: This study aims to understand the impact on number of admissions to inpatient services for people with intellectual disability, following the implementation of the Dynamic Support Database-Clinical Support Tool (DSD-CST) and formation of intensive support functions (ISFs). Type of mental health admission was reviewed, and number of admissions avoided ascertained. Design/methodology/approach: A cohort retrospective study was conducted, using secondary data from three community learning disability teams in Northwest England. Routine secondary data from 2013 to 2023 was used. Findings: The DSD-CST and ISF model was successful in reducing admissions. Following implementation of the model in 2018, there was a decrease in the number of admissions for all ward types and the length of admission decreased. The DSD-CST data showed the number of people identified as being at risk of admission increased between 2019 and 2023; however, the number of admissions decreased. Originality/value: As far as authors are aware, this is the only paper offering an evaluation of the combination of ISFs and risk of admission stratification, and the impact this has on admissions to inpatient services for people with an intellectual disability. It evidences a successful model to support the NHS agenda of supporting people in the community where possible.

This paper explores dance as a transformative learning pathway for communicating and engaging individuals with sustainable development. Growing recognition of the challenges and cultural politics involved in conveying sustainability has prompted efforts to explore alternative communication modes and ways to engage audiences. Combining a rising interest in cultural geography with performative and creative practices and methods, this paper investigates how dance can act as an alternative communicative approach, generating embodied knowledge that can change how people engage with and understand sustainable development. We argue that dance provides a unique medium for translating sustainable development concepts into lived experiences, enabling individuals to undertake personal and collective learning pathways and become more aware of global sustainability concerns. In a creative workshop, participants were invited to interpret and choreograph dance performances based on information about the United Nations' Sustainable Development Goals (SDGs), conveying themes such as gender equality, hunger, and ocean pollution. Using participant observation, focus groups, and individual interviews, we critically reflect on a five-stage learning pathway—Information, Thinking, Creating, Performing, and Reflecting—to highlight the co-creative and transformative potential of dance in sustainability communication and nurturing sustainability-minded citizens. We outline the value of dance as a communicative and pedagogical tool, demonstrating its capacity to humanise sustainability challenges and offer innovative, embodied forms of engagement that can contribute to the cultural shifts needed for a more sustainable society.

This paper, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled: Positive psychology and positive education: a strengths-based approach to SEN, which looked at how positive psychology and positive education can be applied to better support students, and with a particular focus on those with SENs.The paper offers an insight into the session, sharing reflections from the discussions and research findings, and calls for action to create a truly inclusive educational system.

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This thesis examines the effect of suspect veracity (whether a suspect provides a truthful or deceptive account) and culpability (whether the suspect was subsequently found guilty of the offence) on police interviewing practices in homicide cases. These variables are treated as analytically distinct, addressing a common limitation in existing research, which has often conflated deception with guilt. The study focuses on how suspect veracity and culpability affects interviewer conduct and suspect responses in real investigative contexts. Homicide interviews were analysed due to their evidential complexity, consequential and legal seriousness, and the demands they place on interviewers. In contrast to research based on experimental or simulated data, this thesis draws on field data to provide insight into police interviewing as it is practised. The research is based on 60 audio-recorded homicide suspect interviews, totalling 113 hours of material. Four empirical studies systematically examined the effect of veracity and culpability using content analysis and structured coding frameworks. The first two studies investigated question and statement types, and suspect responses. The third and fourth examined the type and timing of evidence disclosure and the corresponding suspect behaviour. A fifth study, using questionnaire data from police officers, explored professional perceptions of the interview practices observed in the field data. Data were analysed using both quantitative and qualitative methods, including descriptive and inferential statistics and thematic analysis. Findings indicate that veracity and culpability affected interviewer behaviour across all stages of the interview. Suspects who deceptively denied their culpability were more frequently challenged, through both questioning and increased evidence disclosure. In contrast, truthful suspects who admitted culpability were met with clarification-based questions, reflecting a more collaborative, narrative-focused approach. Furthermore, suspects who truthfully denied culpability may present interpretive challenges, as their honesty could be less apparent perhaps due to limited knowledge, cautious responses, and misplaced confidence in being believed. While recommended practices were generally followed, the limited use of open questions and variability in evidence disclosure suggest areas for further development. The thesis contributes to the field by providing empirically grounded insights into how suspect veracity and culpability affect interviewer and suspect decision-making in serious crime contexts.

This paper presents the educational focused outcomes of a set of workshops entitled 'Introduction to Archaeology’ that were delivered within a prison. The workshops were delivered as part of a project that seeks to explore the pro-social benefits and social capital (i.e. social and structural aspects that support positive identity formation) that could be developed through engagement with archaeology, specifically for those within the criminal justice system. The workshops offered a bespoke, alternative, educational offering within an adult male prison in Wales. It was designed and delivered by an archaeologist who has an established background in the field, especially in relation to community engagement and education. The social experiences of prison participants were recorded via multi—modal methods and analysed by a criminology researcher. The inter-disciplinary project did not specifically seek to consider how archaeology can offer an innovative, alternative prison education. However, the potential of the inclusive learning that it offered through exploration of artefacts, activity and discussion in small group environments, has been revealed. The paper outlines the potential of such an approach and sets out the benefits within wider literature on prison education, public archaeology and archaeology education.