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Restorative justice seeks to bring those that have created harm together with those that have been harmed, and often stands in contrast to retributive and punitive approaches to justice that centre the state in the responses to crime and harm. Restorative justice approaches are becoming increasingly integrated into parts of the criminal justice system, and this paper examines the evidence for such applications in the context of youth violence and policing. The evidence is built on work conducted for the Metropolitan Police Service, the UKs largest police force with over 30,000 officers serving 8 million people in and around London. It does this through a Rapid Evidence Assessment, which utilises the search and sifting principles of systematic reviews on a more limited basis, tailored to the needs of a specific audience, and conducted within a limited timescale. The results of the assessment are broken down into three areas: benefits, challenges, and deployment considerations. The studies identified through the assessment suggest that restorative justice and restorative practice can form an important part of an overall strategy to help reduce both incidents of youth violence as well as the longer-term impacts of that violence when it has taken place. We conclude that in the context of violence and young people, effective restorative justice police practice should embrace a whole-system approach that incorporates multi-agency working and consistently engages with young people at risk of becoming violent offenders or victims.

This article sets out a conceptual discussion based on a lively epistemological debate that took place during a doctoral viva voce examination for a classic grounded theory (GT) study (an exploration of police behaviour during domestic abuse incidents). The discussion uncovered conflicts regarding how methodology is viewed from different research traditions, and the po-tential impact of this problem on how research (like classic GT) is received and understood by scholars from different research philosophical perspectives, such as positivism. It also revealed how challenging it is, for a novice researcher, to adequately convince others of the rigorous nature of classic GT without reference and comparison to the research philosophical ideas that underpin other research traditions, more broadly. I claim that research philosophy must be addressed more fully by classic GT scholars if they are to encourage the uptake of classic GT by more doctoral candidates.

This article sets out a conceptual discussion based on a lively epistemological debate that took place during a doctoral viva voce examination for a classic grounded theory (GT) study (an exploration of police behaviour during domestic abuse incidents). The discussion uncovered conflicts regarding how methodology is viewed from different research traditions, and the potential impact of this problem on how research (like classic GT) is received and understood by scholars from different research philosophical perspectives, such as positivism. It also revealed how challenging it is, for a novice researcher, to adequately convince others of the rigorous nature of classic GT without reference and comparison to the research philosophical ideas that underpin other research traditions, more broadly. I claim that research philosophy must be addressed more fully by classic GT scholars if they are to encourage the uptake of classic GT by more doctoral candidates.

An impairment in recognizing distress is implicated in the development and severity of antisocial behavior. It has been hypothesized that a lack of attention to the eyes plays a role but supporting evidence is limited. We developed a computerized training to improve emotion recognition in children and examined the role of eye gaze before and after training. Children referred into an intervention program to prevent antisocial outcomes completed an emotion recognition task with concurrent eye tracking. Those with emotion recognition impairments (n = 54, mean age: 8.72 years, 78% male) completed the training, while others (n = 38, mean age: 8.95 years, 84% male) continued with their usual interventions. Emotion recognition and eye gaze were reassessed in all children 8 weeks later. \ud Impaired negative emotion recognition was significantly related to severity of behavioral problems at pre-test. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. \ud This study confirms the role of emotion recognition in severity of disruptive behavior and shows that a targeted intervention can quickly improve emotion impairments. The training works by improving children’s ability to appraise emotional stimuli rather than by influencing their visual attention.

Following the initial research conducted as part of IO1 and carried out by CIES-UIL (Mateus et al, 2018) on factors leading to ESL, the team at the University of Northampton developed guidelines for the implementation of IO2 (Devecchi, et al, 2018). This document is the final report of the IO2’s activities and includes the following: • The IO2 framework; • Report on training, its development and implementation; • Report on the pilot activities carried out by each partner; • Evaluation of training; • Evaluation of pilot activities; • Conclusion and recommendations. Part 1 of this report focuses on the work carried out in preparation for the implementation of the training and pilot initiatives. It outlines the IO2 framework and the support measure (management and leadership) put in place to ensure the effective and successful fulfilment of the IO2’s aims and objectives.

The present report covers the research, methodology, fieldwork activities, analysis of data and conclusions regarding Output 1 - Social Survey of the Below 10 Project. It focuses on the causes and characteristics of school failure and early school leaving (ESL hereafter). It was carried out by all partners of the Below 10 project on its first phase, and contains data collected locally in the following countries: Croatia, France, Italy, Portugal, Romania and United Kingdom. The research sought to answer the following questions: 1) what are the causes of early school leaving and dropping out at a local level; 2) how can ESL and dropping out be reduced? Educational outcomes currently assume an unprecedented weighting in the process of individual development and self-representation. The "school trajectory, generalised, merges with the actual biographic construction of the young person" (Vieira, 2010, pp. 278)1 and school inscribes "institutional self-confidence” in individuals (Martucelli, 2006, pp.45)2, rewriting experiences based upon academic evaluations through actions of confirmation, certification or refutation and doubt. Education processes may have emancipative or vulnerability effects, generating exclusion. Schools are for this reason both environments reproducing the prevailing social inequalities as well as producing new inequalities (Bourdieu, Passeron, 19703; DuruBellat, 20024).

Additional file 3: Table S3. Ocular Complications Per Eye Pre and During Infliximab treatment (Per Eye, Right eye n = 25, Left eye n = 25). Ocular complications present before and while on IFX are listed by eye (as opposed to by patient) involved. We did statistical analysis on the complications per patient, please refer to Table 2. Abbreviations: OD – right eye, OS – left eye. *Cataracts that required surgery while on IFX were present prior to IFX initiation. In both patients, absolute control of inflammation off topical steroids prior to cataract surgery was rationale for the decision to start IFX. ** Glaucoma surgery was performed in one of these patients within a month of starting IFX.

This Rapid Evidence Assessment was commission by the Metropolitan Police Service to examine the use of Restorative Justice and Restorative Practice in two areas of interest that are germane to contemporary policing: tackling Youth Violence, and Violence Against Women and Girls (VAWG). The questions underpinning this rapid evidence assessments are:\ud \ud •What learning can be gained from existing academic and professional research that explores the management and prevention of youth violence and VAWG (within the UK and internationally)?\ud \ud •What existing approaches have been used to address the problems of youth violence and VAWG, and what is the available evidence that demonstrates their effectiveness?