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In the last decade, Australia has seen a series of high‐profile criminal cases come under court and public scrutiny due to improper interviewing practices, prompting a need to review and revise training in interviewing skills. This pattern echoes that seen in the UK in the 1970s and 1980s. What followed in the UK was a plethora of research examining different aspects of police interviewing. To date, there has been limited research in Australia on interviewing suspects. The purpose of this paper is to provide insight into a large sample of current Australian police officers' attitudes and practices regarding investigative interviewing.

This study involved a survey of current police officers from the Queensland Police Service (n=2,769), collecting data on attitudes with current training and supervision, importance of investigative interviewing and operational skills and competence.

These are discussed in relation to the need for further systematic research into police interviews, improved training and the need for law enforcement organisations and agencies in Australia to implement organisational investigative interviewing strategies.

The paper shows that further systematic research is required to examine “operational” investigative interviewing practices (as opposed to perceptions) in Australia. Consideration also needs to be given to the development of investigative interviewing training frameworks that focus on the experience, skills and previous training of each officer. Moreover, interviewing needs to be recognised as a skill requiring regular maintenance, monitoring and evaluation.

The purpose of this paper is to detail the impact and efficacy of Her Majesty’s Prison and Probation Service ((HMPPS) Therapeutic Communities (TCs) (both democratic and hierarchical). This paper outlines recent developments in the TC literature, to provide readers with an up-to-date overview of the outcomes of prison-based TC treatment, while highlighting the strengths and challenges of this treatment approach. Trends within the research are discussed, and the authors draw attention to any gaps in the current knowledge.

This paper uses a narrative literature review approach to review the most current literature around the effectiveness of prison-based TCs in HMPPS. Academic literature published predominantly from 2010 onwards is discussed because of limited literature review publications on this topic post-2010. To obtain literature, searches of relevant databases were conducted, and/or clinical leads at prison sites were contacted for relevant publications.

There is a body of research which demonstrates that TCs are an effective form of treatment for people with an offending history and personality difficulties. Evidence indicates that Democratic TC treatment plays a part in reducing reoffending rates, as well as improving psychological features. Further research is needed in a number of areas, specifically with female offenders and individuals who undertake treatment in hierarchical TCs in the UK. It is also suggested that TC treatment aftercare may help to further the positive outcomes identified.

To the best of the authors’ knowledge, there is no up-to-date review of the impact and efficacy of HMPPS TC treatment. This paper reflects on available research within the current context of TC treatment and provides an original overview of the current UK TC practice. It has value in recommending areas for further research and consideration.

Background: the increased incidence of psychosis in African‐Caribbeans in the UK compared to the white British population has been frequently reported. The cause for this is unclear; social factors are said to account for this increase and one factor that is often cited is discrimination.Aims and method: we have looked at two groups of psychotic patients, blacks of Caribbean origin and white British, and present a qualitative comparison of the individual's experience of unfair treatment and its perceived cause.Results: the African‐Caribbean patients did not describe more perceived discrimination than their white counterparts but were more likely to claim that their distress was due to racial discrimination perpetrated by the psychiatric services and society in general. The white patients were more likely to attribute perceived discrimination to their mental illness.Conclusion: this mismatch of explanatory models between black patients and their doctors may account for some inequalities in their treatment, their relative non‐engagement and adverse outcome.Declaration of interest: none.

The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV).

Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings.

The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme.

The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students.

This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

This chapter reflects on the outcomes of the Digital Student Selves project at a small, specialist arts institution in the United Kingdom. The project aimed to promote increased student understanding of the research process as well as increased reflexivity by engaging students in an inquiry-based approach to unpacking experiences and perspectives of the role of technology in learning. Specifically, students were asked to consider the contribution of programme-specific learning technologies and social media to their creative identity and lifelong professionalism.

Discussion within this chapter outlines strategies that students employed in adopting blended approaches to learning and also presents key aspects of students’ negotiation of digital selfhood. The discussion therefore has relevance in considering current practices in support of digital confidence and how these might be refined or augmented. In this way, the student contributors become co-creators in the learning environment, influencing recommendations for institutional change and best practice.

As the Journal of Tourism Futures celebrates its 10th anniversary, Dr. Albert Postma interviews Dr. Nicole Ferdinand (Oxford Brookes University Business School).

A personal interview.

The interview provides insights about the application of scenario planning for a mega event such as Notting Hill Carnival, how the process of scenario planning was experienced by the participants and the effect the study had on the Carnival, and how it was perceived in subsequent years.

Ferdinand shares her experiences with and learnings of the Notting Hill Carnival Futures project, conducted in 2013–2014 as first international project by the European Tourism Futures Institute.