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Factors that may influence risk and/or vulnerability to young people’s involvement in terrorism are currently unclear. Understanding the factors that contribute to a young person’s risk profile is a high priority for Youth Justice Services to enable the development of targeted interventions and subsequent risk reduction. The purpose of this study is to systematically identify and critically review studies relating to young peoples’ involvement in terrorism to understand potential risk and/or vulnerability factors and the implications for intervention.

Literature was evaluated using the systematic review method. Twelve papers were selected for the systematic review according to the inclusion criteria.

Twelve factors emerged that indicated relevance to terrorism by young people and were combined into five overarching themes: contextual, social, psychological factors, trauma and use of time.

This systematic review is one of the first of its kind relating to terrorism by young people. The reported findings will be valuable to practitioners seeking to understand the risk and vulnerability factors related to terrorism by young people and the implications for intervention. Directions for future research are explored.

Factors that may influence risk and/or vulnerability to radicalisation or involvement in terrorism by individuals with autism spectrum disorder (ASD) are currently undetermined. The purpose of this rapid evidence assessment (REA) was to identify and review studies which consider the association between ASD and terrorism to explore potential risk or vulnerability factors and the implications for intervention.

The REA method was used to review the literature, with 16 papers meeting inclusion criteria.

Ten factors were identified as relevant to ASD and terrorism which were combined into four overarching themes: cognitive, social, psychological and ASD traits.

This REA presents a novel review of literature relating to ASD and terrorism. The findings are valuable to practitioners working with individuals with ASD who may present with the identified risk and/or vulnerability factors. The implications of these factors for intervention are discussed, along with directions for future research.

Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event construct is sorely lacking. We chose to examine this construct within a specific setting that global leaders have to master – the intercultural context. After reviewing the relevant literature, we created an original model of trigger events and sensemaking in the intercultural context, which is accompanied by propositions that determine the likelihood of an event rising to the level of a trigger. It is our hope that this theoretical model will lead to a better understanding of how trigger events function in general. The chapter contributes to a greater understanding of the cognitive element of global leadership effectiveness. Finally, the model has practical implications for intercultural and global leadership training and executive coaching.