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This chapter describes Andrews and Bonta's (2006) Principles of Effective Offender Treatment and its relevance for the treatment of sexual offenders. The three principles of this model are Risk, Needs and Responsivity. Each of these is described in some detail with the greatest emphasis being placed on general responsivity which is one of the two parts of the Responsivity Principle. Our interpretation of general responsivity differs from the view of others (e.g. Hanson et al., 2009) who define this aspect of Responsivity in terms of Cognitive Behaviour Therapy (CBT). While Andrews and Bonta indicate that within their meta-analyses, CBT programmes were the ones most likely to succeed; such programmes were not at all effective. It seems to us that a far more important aspect of general responsivity is what Andrews and Bonta describe as the Core Correctional Practices (CCP) which have to do with the way in which treatment is delivered. We review the CCPs in some detail and provide other evidence indicating that the style of treatment delivery is the crucial factor in determining effectiveness.

In this chapter, we first describe the all governing principles of treatment for sexual offenders that maximise effectiveness. These are derived from Andrews and Bonta's (2006) summary of a variety of meta-analyses of outcome studies. From this source and others, we then claim that there are three elements essential to effective treatment: (1) targeting criminogenic features; (2) employing empirically sound procedures to modify these targets; and (3) delivering treatment in an effective psychotherapeutic way. Next we describe our treatment approach that emphasises these crucial elements within a strength-based programme that is motivational and provides Ward's (2002) Good Lives Model as the framework. We then challenge the broadly accepted idea that the Random Controlled Trial (RCT) is the only basis upon which inferences about treatment effectiveness can be derived. We point to methodological, practical and ethical problems associated with implementing an RCT study and offer at least two alternatives: the so-called ‘incidental design’ which compares the outcome of the treated group with a matched (but not randomly assigned) group from the same or similar setting to the treated group; and a strategy where the recidivism rate of treated group is compared with what would be expected on the basis of risk assessments of each of the treated subjects.

The 1997 merger of two USDA agencies, the Agricultural Stabilization and Conservation Service and the Farmers Home Administration, into the Farm Service Agency created a need for consistent finance training. A highly successful Penn State Cooperative Extension borrower training program was selected to provide national financial training to more than 850 new staff and former loan technicians, and former ASCS staff and district directors. Analysis of workshop evaluations, based on pre‐workshop knowledge levels, identified five distinct clusters of trainees differing substantially in terms of experience, age, knowledge of finance principles, and job classification within FSA. However, evaluations confirmed testing results that the financial training was equally effective across all clusters. A critical result was that the training was successfully adapted to accommodate the distinct needs of each trainee cluster.

Goodbye to the English breakfast if we join. That was the message in the headlines one morning early in our negotiations to join the European Economic Community. Well here we are six months after joining still eating the same so what was it all about and will our food be different in the years to come?

The plans for new premises for the National Institute for Medical Research were commenced in July, 1937, and building operations began in 1938. The carcass was completed in 1942, when it was lent to the Admiralty, and works of conversion were undertaken for W.R.N.S. occupation, involving the housing of some 1,200, including staff.

While based on ideas initially introduced in the 1970s (e.g., Sieber, 1974), the concept of work–family enrichment was first proposed by Greenhaus and Powell in 2006. This framework asserts that enrichment is experienced either through an instrumental path or an affective path. Enrichment occurs by means of the instrumental path when individuals have the belief that engagement in one role has directly increased their ability to perform in the other role. According to Greenhaus and Powell (2006), role experiences offer five categories of resources that may be acquired by an individual: skills and perspectives (e.g., interpersonal skills), psychological and physical resources (e.g., self-efficacy), social-capital resources (e.g., networking, information), flexibility (e.g., flexible work arrangements), and material resources (e.g., money). Enrichment occurs by way of the affective pathway when an increase in resources in one role enhances mood, spilling over, and permitting for increased functioning in the other role. In this way, a parent who plays with children before work, developing a good mood, may then bring those emotions into the workplace. This, in turn, may increase their ability to interact positively with coworkers, thus improving performance.

The recent public interest in date marking of food has focused attention on a small group of people whose activities are important to all of us, but who rarely come into the limelight. They are the members of the Food Standards Committee.

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to students, educators, and employers.

This chapter studies the myriad outlets in which students acquire useful academic and non-academic skills outside of the grade point system. Disadvantages in the arbitration and secular nature of the common transcript are also addressed.

Exploring and responding to the concerns from a diverse chorus of higher education constituents and calls for increased accountability and improved student learning in higher education, this chapter proposes the development of an outcomes-based CCT, as an extension of the traditional CCT, to take advantage of the rich and numerous learning opportunities within the living laboratory of co-curricular experiences where students repeatedly demonstrate and hone their skills and competencies throughout their collegiate experience.

The chapter discusses a number of examples and models of what such a program might look like and provides insights and suggestions as to how it could be implemented thoughtfully and effectively. It also explores several of the benefits and challenges associated with implementing an outcomes-based CCT.

The goal of this chapter is to present new ways of conceptualizing family-supportive supervisor behaviors (FSSB), and to present a multilevel model reviewing variables that are linked to this construct. We begin the chapter with an overview of the U.S. labor market's rising work–family demands, followed by our multilevel conceptual model of the pathways between FSSB and health, safety, work, and family outcomes for employees. A detailed discussion of the critical role of FSSB is then provided, followed by a discussion of the outcome relationships for employees. We then present our work on the conceptual development of FSSB, drawing from the literature and from focus group data. We end the chapter with a discussion of the practical implications related to our model and conceptual development of FSSB, as well as a discussion of implications for future research.