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University teaching involves delivering resource intensive subjects that have practical components, such as a science laboratory, hospitality practical, computer laboratory, or simulated clinical setting. Teaching practical subjects in the non-traditional, virtual classroom requires careful decisions about the methods of teaching that kind of knowledge. The outbreak of the COVID-19 virus and the subsequent hurried closure of the traditional campus that disrupted in-person teaching, led many higher education lecturers and professors who teach practical subjects to reflect deeply on their practice by thinking how to replicate the teaching of virtual culinary classes when students are not on campus. In an outcome-based learning dispensation, students’ learning outcomes precede consideration of the mode of delivery or the structure of teaching content. This chapter reflects on a case study involving the teaching of subjects in hospitality and culinary arts through gamification, both of which having learning outcomes grounded in practice. The chapter explores the seemingly impossible world of taking practical based subjects and making them work in an online space. It describes and offers a measure by which to justify a pedagogy for teaching the practical in a virtual context. The chapter offers important initial conceptualisations that challenge assumptions of virtual meaningful learning design for practical module delivery.

About five per cent of ‐ generally very frail ‐ older people live in long‐term care in the UK; approximately a fifth of all deaths occur in care homes. Depression and dementia are prevalent mental health conditions in care homes; depression is reported in around a third of residents and dementia in two thirds. While there is some evidence about efficacy of medication in treating psychiatric and behavioural symptoms among residents, much less is known about the potential role of psychosocial interventions in enhancing mental health and quality of life. Quality of care varies widely across the carehome sector including support from primary and specialist health and quality and level of training. In terms of enhancing care quality, there is evidence that investing in staff training and conditions, establishing good links with healthcare providers, and developing care standards that genuinely promote good practice are likely to improve resident quality of life. This is an exciting area for research development and practice innovation for the future; taking account of users perspective, holds particular potential.

MR. R. A. Butler's remark about doubling our living standards within the next twenty‐five years has a secure place in contemporary political obiter dicta. It suffers from being the kind of comment that is remembered long after any qualifying context has been forgotten.

This paper aims to argue that to address those factors that contribute to the probability of offending, the origins of such factors should be understood, and interventions that recognise the functional aspects of criminogenic capacities should be developed.

The paper provides a theoretical basis for trauma sensitive practice by providing an evolutionary understanding of human harmfulness alongside a summary of the impact of adversity and abuse on the developing child.

The paper proposes an overarching framework that uses compassion-focused therapy for risk reducing interventions with men who cause harm to others.

This paper encourages forensic practitioners to develop a trauma aware approach to intervention design and delivery. The paper provides an overview of a compassion-focused therapy as approach to intervention that conceptualises criminogenic capacities within a more holistic and functional framework.

Forensic interventions have been slow to assimilate evidence from adverse childhood experience research and have therefore been limited in their ability to address the functional origins of criminogenic need. This paper offers a framework that allows practitioners to address risk while also allowing individuals to process their own trauma and adversity.

The purpose of this paper is to evaluate the efficacy of good lives model (GLM) interventions on the recidivism outcomes of convicted offenders.

The review adhered to preferred reporting items for systematic reviews and meta-analysis and Cochrane guidelines. Digital databases were searched and articles reporting outcomes of the GLM amongst convicted offenders and outcomes including recidivism data and pre-post measures of dynamic risk were included in a narrative synthesis.

Of 1,791 articles screened, only six studies met the criteria for review. Key findings were: in half the reviewed studies, GLM did not increase recidivism risk; in half the reviewed studies, only when the correct treatment dosage was applied that some evidence of risk reduction was found; there was limited support for GLM increasing or sustaining motivation for resistance from reoffending. Research for the review was limited and support for the GLM in reducing recidivism rates was not established.

In this 2021 review, the authors examined the efficacy of the GLM in reducing recidivism. This addresses a gap in the literature. The authors found that there is insufficient evidence to suggest that the GLM can reduce recidivism. This has implications for practitioners who wish to deliver evidence-based practices in prison/community settings. There is currently not enough peer-reviewed evidence to unequivocally confirm the efficacy of the GLM. The authors recommended additional quality programme outcome research be carried out.

To the best of the authors’ knowledge, this study is the first to assess quantitative and qualitative studies on the efficacy of the GLM and provides foundations for future research.

The purpose of this paper is to explore the ways in which cognitive analytic therapy (CAT) informed reciprocal-role procedures could better inform relapse prevention planning for offenders in treatment programmes.

The paper will explore the literature in relation to the efficacy of traditional victim empathy modules within accredited interventions as an intervention to reduce recidivism. Specifically, the paper will argue that current methods of victim empathy can pose a risk of increasing risk factors associated with recidivism and may be ineffective at reducing recidivism for certain clients.

Offender treatment using victim empathy could be more effectively utilised from a CAT informed perspective. The paper will introduce “No more Victims” which is a newly designed module using a CAT informed relapse prevention approach to assist offenders to consider the reciprocal roles which take them closer to offending and how to exit these.

This paper argues that standard victim empathy modules may be difficult to access for some offenders and the validity of this approach in reducing recidivism is questionable. However, considering the role of the victim within offending behaviour interventions can be of value and this can be particularly helpful in terms of risk management and risk reduction. CAT informed approaches such as the “No more Victims” module provide a method of exploring victim issues in a way that is responsive to the needs of the offender and the module can be used as an adjunct to cognitive behavioural therapy interventions. This approach can also enhance victim safety planning and better inform risk management plans for the offender and those supervising them. It is suggested that this approach should be more widely used in other forensic interventions to enable clients to have valuable insight into the role they assume when offending and how the risk of this being re-enacted in the future can be revised.

The paper will describe how consideration of reciprocal roles between the offender and victim could better inform relapse prevention in offender treatment programmes. An example of a session from the “No more Victims” module is provided.