This paper describes a methodology developed by the National Offender Management Service (NOMS) to assess risk and needs in convicted extremist offenders in England and Wales, and for the assessment of those offenders for whom there are credible concerns about their potential to commit such offences. A methodology was needed to provide an empirically-based systematic and transparent approach to the assessment of risk to inform proportionate risk management; increase understanding and confidence amongst front-line staff and decision-makers, and facilitate effective and targeted intervention. It outlines how the methodology was developed, the nature of the assessment, its theoretical underpinnings, the challenges faced and how these have been addressed. Learning from casework with offenders, from government commissioned research and the wider literature is presented in the form of 22 general factors (with an opportunity to capture additional idiosyncratic factors, i.e., 22ϩ) that contribute to an individual formulation of risk and needs that bears on three dimensions of engagement, intent and capability. The relationship of this methodology, the Extremism Risk Guidelines (ERG 22ϩ) with comparable guidelines, the Violent Extremism Risk Assessment 2 (VERA version 2) and the Multi-Level Guidelines (MLG), is also discussed. This paper also considers the ERG's utility, validity and limitations.
If the movement toward more project-based learning is to be successful, it’s essential to understand what teachers need to do to be effective in a project-based classroom. Pam Grossman, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, and Zachary Herrmann surveyed experts and teachers and viewed classroom videos to identify a set of core practices for project-based teaching. Effective project-based educators promote subject-area learning; create relevant experiences; cultivate a classroom culture of production, feedback, reflection, and revision; and build student agency in learning communities.
Previous research suggests that delivering treatment for sexual offenders can have both positive and negative effects on therapists. We know less about the specific impact of conducting such work in different ways; for example, individually rather than in groups. This study aimed to explore the experiences of sexual offender therapists delivering a one-to-one programme with clients. Eleven therapists delivering an individual intervention with high-risk sexual offenders in English prisons took part in interviews and focus groups about the impact this work has had upon them. One participant also completed a diary charting their experiences while delivering the intervention. Content analysis identified that participants felt they experienced changes in how they viewed themselves, others and the therapeutic relationship, in both positive and negative ways. They also described experiencing intrusive thinking and feeling overly responsible for the outcome of treatment. However, positive effects were also identified. Findings suggest that the provision of structured supervisory support was particularly key in mitigating the impact of treatment delivery.
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