A number of studies have described subtypes of domestically violent men, and the heterogeneity of domestically violent men is well established. The aim of the current study was to investigate the distribution of subtypes using psychometric measures in convicted domestically violent offenders in England. Four subtypes of offenders were identified: low pathology, borderline, narcissistic, and antisocial. These subtypes were broadly comparable with the family-only, dysphoric/borderline, and generally violent/antisocial types proposed by Holtzworth-Munroe and Stuart. The majority of the sample (60%) best fit the generally violent/antisocial profile. However, the reliance on psychometric measurement and lack of corroborative evidence from partners means that further research is necessary to test these findings.

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The aim of the Leeds Beckett Repository is to provide open access to our research, as required by funder policies and permitted by publishers and copyright law.The Leeds Beckett repository holds a wide range of publications, each of which has been checked for copyright and the relevant embargo period has been applied by the Research Services team.We operate on a standard take-down policy. If you are the author or publisher of an output and you would like it removed from the repository, please contact us and we will investigate on a case-by-case basis.

This study aimed to explore school factors that influence students’ achievements in Trends in International Mathematics and Science Study (TIMSS) in schools in the Emirate of Abu Dhabi, in the United Arab Emirates. The study sample for TIMSS 2015 consisted of 4838 students in eighth grade; 2172 girls, 2666 boys, and 156 schools from Abu Dhabi attended and participated in TIMSS 2015. Principal component analysis (PCA) was run on 77 items of school questionnaires administered to school principals to provide information about the school contexts for teaching and learning. The five factors from the school questionnaire were general school resources, school discipline and safety, parental support, principal experience and education, and library and instruction resources. Multiple regression models were implemented to examine the impact of school factors on student achievement in TIMSS 2015. The models are statistically significant, indicating that they fit the data well. This also demonstrates a significant linear relationship between students’ achievement in TIMSS 2015 and the variables related to school factors.

Reports a study investigating teenage attitudes towards bicycle helmets. A questionnaire was administered to a sample of 1,093 11-16-year-olds to assess their helmet ownership and use and their attitudes towards bicycle helmets. More 11-13-year-olds owned cycle helmets than 14-16-year-olds, with similar wearing rates across age. Girls placed more importance on whether helmet wearing was compulsory at school and comfort of helmets, while boys placed more importance on whether helmet wearing was compulsory by law. Those who owned helmets were more likely to place importance on whether wearing a helmet was law and whether it was a school rule than were those who did not own helmets. The 11-13-yearolds placed more importance on whether helmet wearing was compulsory at school and by law, while 14-16-yearolds placed more importance on comfort, appearance, cost, and their friends' opinions as reasons.

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Teachers' perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England.The experience of transition into school has been shown to correlate with later school outcomes, with a successful experience resulting in later positive academic and social outcomes. Children with Special Educational Needs (SEN) face more challenging transitions. Teacher attitudes and expectations of children with SEN play a key role in determining the quality of the transition. Early Years Foundation Stage teachers were recruited from the UK and from the UAE. They completed a questionnaire twice, rating the importance of factors in ensuring a successful transition to school for children with no SEN and with Downs Syndrome. Significant differences in the rating of factors were found for the two groups of children. Between-country differences were significant for Knowledge and for Academic factors. The implications of differences in expectations cross-culturally and for children with SEN are discussed.