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.

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 paper explores domestic abuse police work by considering the behavioural motivations of officers. It is underpinned by a study using classic grounded theory to examine how officers behave when carrying out police incident work in England. This study identifies that the motivating driver of officers engaged in domestic abuse incident work viz. their main concern, is the continual management of threats to their social identity. Officers seek to understand whether a particular incident's circumstances provide them with an opportunity to behave like an archetypal British police officer. Upholding archetypal identity is their main concern, and officers resolve their main concern by balancing value and effort (the core-category in this study). The main concern and core category, as a theoretical framework, provide a grounded theory through which officer interactions can be understood as a continuum of behaviours, conceptualised as identity retreat and identity deconstruction. Officers alternate between these behaviour types when seeking to uphold their archetypal identity as they manage incident outcomes. This study has implications for police practitioners and policymakers seeking to understand the motivation of officers when engaged in domestic abuse work and its impact on incident outcomes and officer behaviours.

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. Impaired negative emotion recognition was significantly related to severity of behavioral problems at pretest. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. 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.

The session, held in September 2021, is an introduction to the work of Society and Leaning Research Priority Area (RPA), in which we examine the nature and role of the RPA as well as the ways in which it supports research in the university. The largest part of the event is an opportunity for staff to share a slide on their research, including the focus of the work, ongoing and potential projects, and opportunities for others to get involved.

Impaired emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. It has been argued that improving emotion recognition may lead to improvements in behaviour and mental health, but supportive evidence is limited. We assessed emotion recognition and mental health following a brief and targeted computerised emotion recognition training in children referred into an intervention program because of severe family adversity and behavioural problems (n = 62; aged 7-10). While all children continued to receive their usual interventions, only children impaired in emotion recognition (n = 40) received the emotion training. Teachers blind to whether or not children had received the training rated children's mental health problems before and 6 months after the training. Participants who received the emotion training significantly improved their recognition of negative and neutral facial expressions. Although both groups showed improved behaviour at follow-up, the reduction in behavioural problems was only significant in children who received the emotion training. Post-training emotion recognition scores predicted mental health problems 6 months later independently of initial emotion recognition ability and severity of behavioural problems. The results are consistent with the view that targeting emotion recognition can improve longer term functioning in individuals with disruptive behaviour, although further research using fully randomised designs is needed before causal conclusions can be drawn with confidence.

Research indicates that low self-esteem and impaired emotion recognition are risk factors for antisocial behaviour (ASB). Self-esteem and emotion recognition are essential for successful social interaction and previous research suggests that self-esteem and emotional intelligence are positively related. However, to our knowledge the relationship between these two risk factors for ASB has not been explored in children with behavioural problems. Thus, this study investigated self-esteem and emotion recognition, their relationship with one another and with behavioural problem severity. Participants were 8–11 year olds with behavioural problems (BP; n = 78) who were taking part in an early intervention program, and typically developing controls (TD; n = 54). Participants completed a self-esteem questionnaire and a computerised emotion recognition task. Teachers and parents rated children’s emotional and behavioural problems. BP participants had significantly lower self-esteem and exhibited an impairment in emotion recognition. Self-esteem and emotion recognition were positively related and inversely associated with behavioural problem severity and they predicted behaviour problems independently of one another. This is the first study to show that self-esteem and emotion recognition are related processes in children with behavioural problems and that both predict behavioural problems. This has important implications for the development of intervention strategies.

Childhood disruptive behaviour has been linked to later antisocial and criminal behaviour. Emotion recognition and empathy impairments, thought to be caused by inattention to the eye region, are hypothesised to contribute to antisocial and criminal behaviour. This is the first study to simultaneously examine emotion recognition and empathy impairments, their relationship, and the mechanism behind these impairments, in children with disruptive behaviour. We hypothesised that children with disruptive behaviour would exhibit negative emotion recognition and cognitive and affective empathy impairments, but that these impairments would not be due to reduced attention to the eye region. We expected these emotion impairments to be driven by disruptive behaviour. We also expected a relationship between emotion recognition and cognitive empathy only. Ninety-two children with disruptive behaviour, who were participating in a police crime prevention programme and rated by their schoolteacher using the Strengths and Difficulties Questionnaire (DB; mean age 8.8 years, 80% male), took part. There was a comparison group of 58 typically developing children (TD; mean age 9.7 years, 78% male). All children completed emotion recognition and empathy tasks, both with concurrent eye tracking to assess social attention. Not only were DB children significantly impaired in negative emotion and neutral emotion recognition, and in cognitive and affective empathy compared to the TD children, but severity of disruptive behaviour also predicted intensity of emotion impairments. There were no differences in social attention to the eye region. Negative emotion recognition and empathy impairments are already present in an identifiable group of children displaying disruptive behaviour. These findings provide evidence to encourage the use of targeted interventions.

Research indicates that the misinterpretation of other’s emotions or intentions may lead to antisocial behaviour. This study investigated emotion and intention recognition in children with behavioural problems and examined their relationship and relations with behaviour problem severity. Participants were 7–11 year old children with behavioural problems ( n = 93, mean age: 8.78, 82.8% male) who were taking part in an early intervention program and typically developing controls ( n = 44, mean age: 9.82, 79.5% male). Participants completed emotion recognition and Theory of Mind tasks. Teachers and parents rated children’s emotional and behavioural problems. Children with behavioural problems showed impaired emotion and intention recognition. Emotion recognition and intention recognition were positively related and inversely associated with behavioural problem severity and, independently of one another, predicted behavioural problems. This study is the first to show that children with behavioural problems are impaired in identifying others’ emotions as well as intentions. These social cognitive processes were found to be related and inversely associated with severity of behavioural problems. This has important implications for intervention and prevention programmes for children with behavioural difficulties.