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There is an established literature supporting the idea that families who have children and adults who have a learning disability and/or autism have a greater vulnerability to mental health problems or poor psychological health. There are shortcomings in this literature in that there is a little consideration of the impact the families interaction with services has on their well-being. It is argued that complex post-traumatic stress disorder (CPTSD), with its focus on prolonged chronic exposure to trauma experiences and the recognition that this can occur in adulthood, may well be an appropriate framework to enable a better understanding of the experiences of families.

A total of 214 family members completed a co-produced online survey in relation to potential traumatic events, impacts and support.

The experiences of family carers of children and adults with a learning disability and/or who are autistic would appear to be multi-layered and complex, with many experiencing a wide range of traumatic events with the associated emotional and personal sequela. The reported responses are consistent with CPTSD with 10% of having received a diagnosis of PTSD. Their experience was that the system failed not only to provide support but also created additional trauma.

A trauma-informed approach needs to be adopted by agencies and professionals that serve families to ensure they understand their potential contribution to the trauma families experience.

To the best of the authors’ knowledge, this is the first study that has attempted to examine the experience of families using the framework of CPTSD.

This paper aims to compare the learning outcomes of gaming simulation and guided inquiry in sustainability education on plastic waste management. The current study targets the identification of success factors in these teaching approaches.

This study used a quasi-experimental design with undergraduate participants who were randomly assigned to an eight-hour sustainability education class using either gaming simulation or guided inquiry. Pre- and post-tests on students’ knowledge, attitudes and intended behavior were conducted, followed by individual interviews to provide more detailed reflections on the teaching approach to which they were assigned.

In terms of knowledge acquisition and behavioral changes, the quantitative results suggested that the pre-/post-test in-group differences were significant in both groups. More importantly, a significant positive attitudinal change was observed in the gaming simulation group only. In the interviews, participants attributed effective knowledge acquisition to active learning element in class, while the characterization of cognitive dissonance triggered in the gaming simulation induced subsequent affective changes.

Activities in this program can be applied or modified to accommodate differences in other similar programs. The findings can also provide indicators to designs of similar programs in the future.

This paper explores plausible factors (ideology and implementation) that contribute to successful sustainability education programs. Through comparison between gaming simulation and guided inquiry, elements for effective education for sustainable development learning in the pedagogical designs are discussed.

Discusses the 6th ITCRR, its breadth of textile and clothing research activity, plus the encouragement given to workers in this field and its related areas. States that, within the newer research areas under the microscope of the community involved, technical textiles focuses on new, ‘smart’ garments and the initiatives in this field in both the UK and the international community at large. Covers this subject at length.