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Intimate partner violence against women (IPVAW) is a global issue associated with significant adverse consequences for women who experience it. Despite extensive research on social and behavioural factors, the role of neuropsychological variables in IPVAW perpetration remains underexplored. The purpose of this study is to examine whether neuropsychological performance indicators during childhood and early adolescence (ages 8, 10 and 11), specifically attention, working memory, verbal intelligence quotient (IQ), performance IQ and total IQ, are associated with IPVAW perpetration in early adulthood.

This study used longitudinal cohort data (Avon Longitudinal Study of Parents and Children study), examining neuropsychological assessments during childhood (ages 8, 10 and 11) and IPVAW perpetration in early adulthood. Statistical analyses, including logistic regression, were used to analyse neuropsychological performance and its association with IPVAW perpetration in early adulthood.

Overall, male IPVAW perpetrators and non-perpetrators displayed similar neuropsychological performance. In addition, none of the cognitive functions assessed at ages 8, 10 and 11 were associated with subsequent IPVAW perpetration in early adulthood.

This study underscores the need for research on longitudinal risk factors for IPVAW perpetration focusing on the development of effective prevention strategies and intervening at early ages.

To the best of the authors’ knowledge, this is the first study to analyse the neuropsychological performance in childhood of male IPVAW perpetrators at 21.5 years and non-perpetrators using longitudinal data.

The purpose of this study is to adapt the “Behavioral Flexibility Scale for Children with Autism Spectrum Disorder” to Turkish culture and evaluate its psychometric properties.

The Behavioral Inflexibility Scale (BIS), developed by Luc Lecavalier and her colleagues, is used in diagnostic tests for autistic children. The research used a methodological design. Data were collected between March and September 2021. The study included 254 parents of children with autism. Content validity, construct validity and criterion validity were assessed. Reliability was examined using adjusted item-total correlation, Cronbach’s coefficient, composite reliability and split-second reliability.

The Turkish version of the “Behavioral Flexibility Scale for Children with Autism Spectrum Disorder” was found to have good content and criterion validity. The single-factor structure of the scale was confirmed for the Turkish version as a result of confirmatory factor analysis. The Cronbach alpha coefficient of the scale was determined as 0.97, and the item/total correlation coefficients were found to be between 0.544 and 0.807. In the first factor analysis conducted for BIS, the KMO value was 0.958, and in the BTS test results, it was determined that the scales were suitable for factor analysis (X2 = 7,296.05; df = 705; p < 0.001). As a result of the explanatory factor analysis, it was found that the items forming the scale were gathered under a single factor, and the factor loadings varied between 0.564 and 0.822. It was found that the items constituting the scale explained 52% of the variance, and the Pearson correlation coefficient was r = 0.775, p < 0.001.

In this study, there are some limitations that need to be acknowledged. First, the sample that the study is based on was collected from parents from a single city in our country, and therefore, in future studies, it is recommended to use a stratified sampling method to include participants from all regions of the country. Another limitation is that the behavioral flexibility of children and adolescents with autism spectrum disorder (ASD) was assessed only based on the information provided by their parents. This leads to a one-sided evaluation of the results. Therefore, in future studies, it is recommended to include various sources such as special education teachers and attending physicians to assess the behavioral flexibility of children and adolescents with ASD.

The Behavioral Flexibility Scale was found to be a valid and reliable tool that can be used in diagnostic testing in children with ASD.

It is aimed to early identify and intervene in the behavioral problems experienced by autistic children.

The Behavioral Flexibility Scale was found to be a valid and reliable tool that can be used in diagnostic testing in children with ASD.

The aim of this paper is to advance a critical pedagogical framework, combining critical pedagogy, design research, architectural theory and experiential learning. It addresses global challenges at the intersection between urban peripheries and the Anthropocene – the centre of the climate crisis is a spatial crisis – preparing students as engaged architect citizens capable of reshaping collective life.

The framework is examined through a case study of the author’s final year architectural theory module, “The Periphery as a Critical Project”, elucidating its theoretical underpinning and presenting a visual analysis of student projects. Methods include reflective module design, fieldwork, close-reading of literature across disciplines, design research, experiential learning strategies and an inventive “theorypractice”.

The research demonstrates that theorypractice articulates a transformative and experiential learning experience, articulating architectural education as a site for critical engagement with urgent challenges. The approach equips students with critical thinking and making skills, cultivates a commitment to civic responsibility and encourages alternative visions for the Anthropocene. The paper concludes with concepts and practices to define an emerging architectural pedagogy for the Anthropocene.

The research provides guidance for educators in architecture, aligning with RIBA reforms emphasising “history, theories, methodologies” and experiential learning in allied fields such as urban studies, environmental planning and social policy, focused on climate and social resilience, spatial justice and critical literacy. More broadly it aims at preparing engaged architect citizens who can work on and with the world.

This paper contributes an original framework and novel methodology, bringing together theoretical and design research from architecture, urban studies, design, critical pedagogy and environmental humanities to expand experiential learning within architectural theory, an underexplored position. It addresses urgent issues related to urban peripheries, climate change, and how we educate future architects in times of crisis, offering a model for allied fields facing similar societal challenges.