Higher Education and the Referendum on Scottish Independence

During the course of the referendum campaign, the Scottish government argued that free tuition for Scottish and EU students symbolised Scotland's preference for universal services and was intrinsically fairer than the ‘marketised’ systems operating in the rest of the UK. Invoking principles of both social justice and pragmatism, three distinct critiques of the Scottish government's higher education policy were mounted and adopted by different policy actors for different political purposes. Following a discussion of these arguments, this article concludes that a more nuanced discussion of higher education policy in Scotland is required, focusing not just on the absence of tuition fees but also on the distribution of debt and allocation of funds across the entire education system. We also note that the focus on tuition fees policy suggests that higher education systems across the UK are set on a process of divergence, whereas there are strong pressures towards policy convergence in areas such as research policy and internationalisation.     

Providing an Integrated Response to Family Violence: Governance Attributes of Local Networks in Victoria

The establishment of integrated responses to family violence represents a significant implementation challenge for locally‐based networks. This research reports on the experiences of integrated family violence committees in Victoria, and the features of their governance associated with perceived effectiveness in committee functioning. There were consistent regional differences in the perceived effectiveness of committees. The main challenge for effective service integration was establishing and maintaining effective partnerships. There were substantial differences in the capacities of the committees to meet the challenges of integration, and the research points to the need for a stronger guidance and support role by central agencies.     

Protective Factors Interrupting the Continuity From School Bullying to Later Internalizing and Externalizing Problems: A Systematic Review of Prospective Longitudinal Studies

A systematic review is presented, based on prospective longitudinal studies, on protective factors that interrupt the continuity from bullying perpetration at school to externalizing problem behaviors later in life; and from bullying victimization to later internalizing problems. Some common factors were established, which seem to interrupt the continuity from school bullying perpetration and victimization to later maladjustment problems. These included having a good performance at school and good social skills, coming from a stable (undisrupted) family, being attached to parents, and having prosocial friends. Findings are consistent with the wider resilience literature on factors that confer emotional and behavioral adjustment to school youth. This is not surprising given the interconnectedness and common pathways between bullying and other risk behaviors. Effective antibullying and other multicomponent programs may successfully interrupt this long-term continuity. Future intervention research should be informed by the resilience literature and incorporate existing findings in future program planning.     

The gap between law student career aspirations and employment opportunities

Most law students in the UK embark upon their degrees hoping to become solicitors or barristers and yet the current legal landscape is in a state of flux. Students are incurring significant costs to try and break into an increasingly competitive market and are concerned that they do not have the skills and experience that many employers expect. With this in mind, Plymouth Law School tracked the aspirations and destinations of its LLB students and graduates over a number of years, exploring factors that encouraged or inhibited them along the path to their careers. This article evaluates the data from our students and considers its relevance to the employability issues highlighted by the LETR.     

How the ‘entry’ defines the ‘exit’: contradictions between the political and military strategies adopted in 2001 and how they have deleteriously affected the longer-term possibilities for stabilisation in Afghanistan

Focusing on the period 2001–2003, the paper discusses how the Western military intervention in Afghanistan changed power structures early on, undermining the political settlement in the long term and culminating in the present electoral crisis. Key concepts, a theoretical framework and the initial military approach (including how the initial military strategy undermined an indigenous solution for toppling the Taliban) are outlined and literature focused on hybrid governance and ‘legitimacy’ as an important but overlooked facet of peace-building is presented. Examples of ‘lessons learned’ in relation to the failure to engage with traditional forms of governance–early on in the Afghan conflict—are set out. The objective is to show that the military strategy adopted in 2001–2002 had adverse long-term consequences that were hard to reverse later on (e.g. by shifting the goalposts of military activity to, for example, a counter-insurgency strategy from 2005 onwards). This paper does not aim to resolve these paradoxes in the Afghan context going forward but offers implicit recommendations based on ‘lessons learned’.     

The Good Lives Model – new directions for preventative practice with children?

The study of young offenders has tended to focus on adolescents, despite knowledge that those who are engaging in criminality during childhood are more likely to experience long-lasting, life-impairing consequences. This qualitative study investigated how child offenders experience the process of desisting from crime. It was hoped that this would provide further insight for those involved with prevention programmes for young offenders. Seven young people aged between 10 and 18, engaging with the Preventing Youth Offending Project (PYOP) in the UK were interviewed, and the data collected was subject to Interpretative Phenomenological Analysis. Four themes emerged from the narratives, all converging on a changed self-identity for those successfully desisting. PYOP aims to enhance the lives of young people, and this approach appears to encourage this identity transformation through the provision of purposeful activity, supported education and mentoring. The increasing popularity of strengths-based enhancement approaches to rehabilitation, such as the Good Lives Model (GLM), is discussed in relation to its potential role in the prevention of criminality in young people. It is proposed that the GLM principles could provide essential foundations for early intervention approaches as well as rehabilitative measures for established offenders.     

The Effects Of Children'S Age and Delay on Recall in a Cognitive or Structured Interview

The study examined; (i) whether the enhanced cognitive interview (ECI) would aid event recall when used with children, (ii) whether the effects of a delay between the witnessed event and interview would have an impact on the effectiveness of the ECI, (iii) whether the age of the child would have a bearing on the effectiveness of the ECI, and (iv) which category(ies) of event recall might be effected. Thirty-two 8 to 9 year old children and thirty-two 11 to 12 year old children were shown a video recording of a staged shoplifting. Half were interviewed four hours after viewing the event and half after a six day delay. Children were interviewed individually using either the ECI or a structured interview (SI). Those interviewed using the ECI recalled significantly more correct details (especially detail pertaining to actions) with no increase in the reporting of erroneous information. The ECI was found to be a reliable interviewing technique regardless of age and delay.     

Deficits in Theory of Mind,empathic understanding and moral reasoning: a comparison between young offenders and non-offenders

Previous research suggests a lack of pro-social skills is characteristic of an antisocial or offending personality. It is therefore reasonable to assume that an inadequate understanding of another's mental state may contribute to antisocial or offending behaviour. Forty-six young-adult male offenders and a control completed measures to assess: Theory of Mind (ToM), empathic understanding (EU) and moral reasoning. Significant differences in the performance of young-adult offenders and the control group were detected in ToM, EU and moral reasoning with young-adult offenders scoring lower than the control group. A positive association was also found between ToM, EU and moral reasoning. These findings contribute to a further understanding of how individuals make sense of, and respond to, the social world around them. The ability to measure ToM, EU and moral reasoning and subsequently identify any specific deficits, as well as recognise the link between these three key skills, is not only useful for researchers but it will also allow practitioners to tailor existing (or develop new) interventions specific to the needs of an individual. This could be particularly useful in terms of recidivism when applied to those involved in antisocial or offending behaviour.