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This research aims to determine whether the educational influence of the cybersecurity awareness campaign on the audience (their knowledge, behaviour and potential cybersecurity culture) matches the campaign’s educational objectives. The research focuses on the knowledge component of this metric by examining the awareness campaign audience’s interpretative role in processing the campaign content, through the lens of active audience theory (AAT).

Using reflective practices, this research examines a single longitudinal case study of a cybersecurity awareness and education campaign which aims to raise awareness amongst school learners. Artefacts from a single sample are examined.

Reflexive practices using theories such as active audience can assist in identifying deviations between the message a campaign intends to communicate and the message that the campaign audience receives.

Using this research approach, measurements could only be obtained for campaign messages depicted in artefacts. Future interventions should be designed to facilitate a more rigorous analysis of the audiences’ interpretation of all campaign messages using ATT.

This paper applied principles of ATT to examine the audience’s interpretative role in processing an awareness campaign’s content based on artifacts they created after exposure to the campaign. Conducting such analyses as part of a reflective process between cyber awareness/education campaign cycles provides a way to identify areas or topics within the campaign that require corrective action.

This paper aims to educate the youth about information security. Cyber technologies and services are increasingly becoming integrated into individual’s daily lives. As such, individuals are constantly being exposed to the benefits and risks of these technologies. Cyber security knowledge and skills are becoming fundamental life skills for today’s users. This is particularly true for the current generation of digital natives.

Within the design science paradigm, several case studies are used to evaluate the research artefact.

The authors believe that the presented artefact could effectively convey basic information security concepts to the youth.

This study had a number of limitations. First, all the learner groups who participated in this study were too small to enable analysis of findings for statistical significance. Second, the data compiled on the long-term effectiveness of the game for Group B was incomplete. This limitation was the result of School B’s ethical concerns regarding learners being a vulnerable target audience.

This paper presents and evaluates a brain-compatible, information security educational game that can be used to introduce information security concepts to the youth from a very young age.

This paper aims to demonstrate that learners prefer brain-compatible cyber security educational material, over traditional presentation methods.

A prototype brain-compatible cyber security educational system was evaluated using a survey as a research instrument.

Presenting cyber security material in a brain-compatible manner is an effective way in which to stimulate the learners’ interest, engages them in the learning experience and motivates them to learn.

As far as could be determined, no previous studies showed the relevance of brain-compatible pedagogical techniques to cyber security education.

While the right to life, ‘personhood’, and the educability of people with profound and multiple learning disabilities are still under‐debated, service providers and research workers continue to extend the boundaries of expectation with respect to what such people can achieve. In this paper the messages of recent research are summarised and key references for fuller information suggested. The need to bring together such specialised knowledge in the framework of an ordinary life aimed at enhancing competence and quality of life is urged.

This paper describes how one specialist learning disability health service has attempted to increase its focus on meeting the complex needs of people with profound learning disability (PLD) both with and without additional physical, sensory and medical impairment. Through individual assessment and intervention, carer consultation, training and supervision, research, and audit and advice to management, a multi‐disciplinary group has influenced the development of more proactive community teams for people with learning disability. This is in the context of both the publication of Signposts for Success (NHSE, 1998) and of a changing organisational culture which has embraced essential lifestyle planning, person‐centred teams, supported living and direct payments. The challenge remains of ring‐fencing sufficient resources (of time, skill and equipment), given the high‐profile and competing demands of people with milder learning disabilities but with complex mental health needs and/or challenging behaviour.

This paper briefly describes the rationale for and the development of the CARE (Combined Assessment of Residential Environments) profiles. The CARE profiles represent a new approach to quality improvement in care homes for older people that seeks to gain the views of residents, relatives and staff, and to use these as a basis for celebrating what works well in a home and identifying areas that need attention. The paper begins with a consideration of the limitations of existing quality initiatives and argues for a model that is more inclusive. Subsequently, the theoretical underpinnings of the CARE profiles, positive events, the Senses Framework, and a relationship‐centred approach to care are outlined. The process by which the CARE profiles were developed is then described and a case study highlighting how they might be used is presented.

This paper builds on existing studies by drawing on Conservation of Resources theory to explore the losses, psychological impacts as well as recovery processes of the 2017/18 volcanic disaster on Ambae Island, Vanuatu.

This discussion is based on local perspectives and personal accounts collected through a series of eight semi-structured interviews (five males and three females).

The volcanic activity and subsequent displacement and evacuation led to significant resource loss which had a spiralling nature, causing psychological harm. Locals invested resources to recover and protect against future loss in diverse ways and, as resource gains were secured, experienced emotional relief. Key to recovery and healing included returning “home” after being displaced and reinvigorating cultural practices to re-establish cultural continuity, community and identity. Resource gains spiralled as people reconnected and regained a sense of place, optimism and the motivation to rebuild.

Numerous studies have drawn upon the Conservation of Resources (COR) theory to explore how resource loss can trigger psychological distress during environmental disasters; however, it has not been applied in Vanuatu, the most at-risk nation globally to natural hazards. This paper builds on existing studies by exploring personal accounts of resource loss, distress and recovery, and providing insights into resource spirals, caravans and passageways.

Purpose – We build on prior research of social movement communities (SMCs) to conceptualize a new form of cultural support for activism – the social movement online community (SMOC). We define SMOC as a sustained network of individuals who work to maintain an overlapping set of goals and identities tied to a social movement linked through quasi-public online discussions.

Method – This paper uses extensive data collected from Stormfront, the largest online community of white nationalists, for the period from September 2001 to August 2010 totaling 6,868,674 posts. We systematically analyzed the data to allow for a detailed depiction of SMOCs using keyword tags. We also used Stata 11 to analyze descriptive measures such as persistence of user presence and relation of first post to length of stay.

Findings – Our findings suggest that SMOCs provide a new forum for social movements that produces a unique set of characteristics. Nevertheless, many characteristics of SMOCs are also in line with conventional offline SMCs.

Originality of the paper – This research broadens our understanding of the differences between online and offline SMCs and presents the special case of the SMOC as a way for scholars to conceptualize and study social movements that use the Internet to form their collective identity.

The purpose of this paper is to describe the University of Exeter Family Interventions (FIs) training programme for the South West region which was commissioned as part of the NHS England Access and Waiting Times standards (A&WTS) initiative for early psychosis. This programme (10 taught days and 6 months of supervised practice) is designed to maximise implementation in practice.

The programme introduces students to a flexible, widely applicable FI approach which integrates cognitive behavioural/psycho-educational and systemic approaches. It refreshes and develops CBT-based psycho-social intervention skills, so that clinicians feel confident to use them in family sessions and integrate these with foundation level family therapy skills. The approach facilitates engagement, and it is designed so that every session is a “mini intervention”. This enables clinicians to offer standard NICE-concordant FI or a briefer intervention if this is sufficient to meet the particular needs of a family.

This paper provides details of the regional training programme and evaluates the first four training courses delivered to nine early intervention in psychosis teams. It considers how a combination of training a critical mass of staff in each service, ongoing supervision, regional events to maintain skills and motivation to deliver FI, and the national and regional auditing of FI as part of the A&WTS all contribute to clinical implementation.

The unique design of this programme maximises implementation in practice by virtue of its widely applicable integrated FI approach, the focus on ongoing skills development and by embedding it within regional and local service support structures.

The purpose of this paper is to examine financial management in the Pre‐Reformation church in Aberdeen, Scotland during the bishopric of Bishop William Elphinstone (1488‐1514).

The paper employs a combination of literature‐based analysis, archival research and the use of biographies in order to examine aspects of financial management within the Pre‐Reformation church in Aberdeen, Scotland.

There is evidence that accounting for assets and income was mobilised in order to achieve social aims. Recording mechanisms give visibility to the church's remuneration and governance strategy. Together, these examples show that there was no evidence of a sacred/secular divide in this context.

Archives may be incomplete but can give insight into financial management in historical context and aspects of the sacred/secular divide.

This paper aids understanding of visibility and governance possibilities afforded by accounting that has been mobilised in an historic setting in order to achieve social aims.