Do youth in sport stay out of court? Insights and recommendations for families, coaches, community groups, sports organisations, and policymakers

In Aotearoa New Zealand, rugby and rugby league are popular sporting codes, historically and particularly among males. In their 2023 annual reports, New Zealand Rugby reported 147,434 registered participants, while New Zealand Rugby League reported 28,180. Both institutions have also developed equity, diversity and inclusion strategies aimed at nurturing the participation and involvement of women and girls, as well as Māori and Pacific communities. However, while both codes have recorded an increase in female participation, there has been a gradual decline in male participation (Cully, 2023; Radio New Zealand, 2023; Wilson, 2022). This decline in sport participation has also been noted by (former) Principal Youth Court Judge Andrew Becroft, who found that young male offenders are often not involved in sport (Bruce, 2013; Sport NZ, 2018). This report summarises the findings of a study that examines sports attrition in relation to youth offending. In that study, the author (Clarke, 2012) examined the childhood and youth sporting experiences and illegal activities of five young men aged between 18 and 25 years old. The aim of this report is to provide insights into how these young men became involved in sport and why they dropped out, how they became involved in crime, and possible links between their sport participation and offending. Their experiences highlight several issues that can be addressed by parents/caregivers, clubs, sport administrators, coaches, community groups, sports organisations, and policymakers. In course of the study, six key observations were made. For these young men: 1. rugby and or rugby league were their primary and final sporting codes; 2. these sports were or had become ‘just a game’; 3. aggressive coaches diminished their enjoyment and commitment to sport; 4. their parents/caregivers were absent from their sporting lives; 5. their participation in sport and crime was simultaneous; and 6. the collision aspect of rugby and rugby league may have helped to facilitate their offending. In this document, the names of these young men have been replaced with aliases. To provide the reader with a richer and deeper understanding of the issues, the report features a number of their stories and reflections (edited for readability only). The research methods are briefly outlined in Appendix 1. Sources included in this report are listed in the References section. For a fuller review of the literature and the research analysis refer to the original research document (Clarke, 2012)

‘You had so much fun!’: Examining associations between positive affect during past and future conversations and children’s self-esteem and optimism

Aim: The current study aimed to examine associations of positive affect during caregiver-child past and future event conversations with psychological well-being, focusing on optimism and self-esteem. This study uniquely extends the exploration of caregiver-child conversations to middle childhood and includes discussions about future events that have not been previously examined. Furthermore, it explores the association of conversation content between parent and child optimism and self-esteem. Method: Participants were 51 dyads; children aged either 11 or 12 years, and their primary caregivers. Parental optimism was assessed using the Revised Life Orientation Test (LOT-R), while child optimism and self-esteem were measured using the Youth Life Orientation Test (YLOT) and Harter's global self-worth items, respectively. Children and caregivers took part in a conversation task in which they discussed past and anticipated future events, capturing positive and negative experiences. These conversations were transcribed and analysed using Linguistic Inquiry and Word Count (LIWC-22) software, to evaluate the use of both positive tone and positive emotions. Results: A series of correlations and hierarchical regression analyses were conducted. Findings did not demonstrate a significant relationship between parental use of positive affect and children’s well-being outcomes. However, a positive association was identified between children’s use of positive tone in future negative conversations and their optimism, and children’s use of positive tone in positive past conversation and their self-esteem. Implications: These findings provide preliminary support for parent-child conversation as a context within which self-esteem and optimism may be expressed. These findings highlight the need for future studies with more comprehensive coding schemes to explore the nuances of positive affect in caregiver-child dialogues, particularly with respect to the broaden and build theory of positive emotions. This research contributes to our understanding of emotional dynamics in family interactions and may ultimately have implications for developing targeted interventions to enhance child and adolescent well-being

A multi-phase assessment for selecting an augmentative and alternative communication modality

Children with autism, who have limited speech, are often candidates for augmentative and alternative communication (AAC) modalities to learn basic mands. However, few studies have evaluated the assessment of AAC modalities. We report on the results of an evidenced-based multi-phase assessment, with a focus on choice as a foundational element, to evaluate modality selection, comparison, and acquisition for six children with autism. Assessment procedures involved using an indirect assessment that evaluated environments and the caregiver’s preference as a listener. The results of the indirect assessment informed the experimental evaluation of learner acquisition and preference for a modality. Findings indicate that the assessment process is relatively quick, the child participants did demonstrate a preference for a mand modality, and the child participants were able to meet mastery criteria for the use of the initial mand. Results point to a potentially useful approach for assessing AAC modalities for young children with autism

Two Decades After Siaan Nathan’s (1999) Study: Revisiting the Responsiveness of Professional Clinical Psychology Programmes

Clinical psychology training programmes in Aotearoa New Zealand are predominantly monocultural and centred on perspectives from Western Europe and North America. Several initiatives have sought to address the monocultural dominance of Western psychology in training programmes, with limited sustainability. We surveyed clinical psychology programme directors (N=6) to assess the progress of programmes towards meeting Te Tiriti o Waitangi obligations across five key domains (Māori representation across programme staff and students, advisory group, admissions process and programme content). Promisingly, progress regarding the inclusion of Māori-focused content and faculty representation was identified. However, all directors reported that the increase in Māori student representation was slow, with half (n=3) reporting the number of tauira Māori applicants to programmes was an ongoing concern. The limited progress towards ensuring increased Māori representation was thought to reflect system constraints. The findings highlight the pressing need for clinical psychology training to fulfil Te Tiriti o Waitangi obligations to support tino rangatiratanga for Māori that leads to transformative change. Notably, equity for Māori was identified as a priority through the provision of sufficient and sustainable resourcing for kaupapa Māori psychologies

Nature connection: An educational outcome for a sustainable Aotearoa New Zealand

Ecological degradation is threatening the life-giving capacity of Earth. This is an unsustainable, existential crisis that requires transformational change. Such a change requires a paradigm shift of the cultural belief and value systems which drive our interactions and relationships with the material world. The global spread of the dominant social paradigm through Westernisation has been driving the development of our social systems in ways that perpetuate human-nature disconnection (physical and psychological separation), leading to adversarial human-nature relations that allow for the ongoing exploitation and degradation of non-human nature. This disconnection is a root cause of our current sustainability crisis. Increasing calls for interventions that restore nature connection, a construct pertaining to the human-nature relationship, as a mechanism of transformational change are supported by theoretical and empirical evidence. Although nature contact and learning about non-human nature are integral components of environmental education, there is limited research about context-specific meanings and praxis of nature connection as an educational outcome. Furthermore, with respect to the Aotearoa New Zealand context, the challenge of realising nature connection as an educational goal is two-fold. First, environmental education is a non-mandated discipline of the formal education sector and, consequently, viewed by the education community as a ‘nice-to-have’ rather than an educational priority. Second, when environmental education is implemented in schools, cognitive outcomes are often prioritised over affective outcomes. This has implications for the objective of fostering nature connection because an emotional bond with non-human nature requires nurturing students’ feelings and values for all forms of life. Based on an explanatory sequential research design, the first stage of this study provided a systematic description of environmental education organisations, a network known to support schools across the country with environmental education. A ‘snapshot’ of features associated with the network’s organisational structures and education programmes characteristics was elicited from predominantly quantitative data collected via an online questionnaire. A key finding demonstrated the network’s prioritisation of nature connection as an educational outcome of their programmes. To further explore this finding, two additional qualitative stages of research (a questionnaire comprised of open-ended questions, and semi-structured interviews) were undertaken. Based on an interpretive methodology and utilising a grounded theory approach, stages two and three clarified the understandings participants have of nature connection as an educational outcome, their perspectives about its significance for English-medium schools, and how these views inform their praxis. The findings confirmed that environmental education organisations prioritise nature connection as an educational outcome for the purposes of resolving unsustainability. Participants identified three cultural aspects as root causes of disconnection. Anthropocentric beliefs and a predominant focus on a utilitarian value of non-human nature were associated with psychological separation, while some features of contemporary lifestyles were linked to humanity’s physical separation from non-human nature. Participants highlighted the perpetuation of disconnection through people losing a holistic knowing of non-human nature and a sense of belonging with all of life. Participants’ conceptualisations of nature connection frame the phenomenon as interrelated experiences and outcomes that collectively empower a state of being, knowing and becoming in relationship with non-human nature. This conceptualisation laid the foundation from which to explore the benefits of nurturing the human-nature relationship as perceived by participants. At the individual level, participants believed educating for nature connection empowers students to become capable and motivated agents of change toward more sustainable trajectories, through safeguarding health and wellness, developing a conceptual understanding of interconnectivity, and serving as a motivational impetus that enhances pro-environmental action and behaviour. Findings pointed to the development of these outcomes as vital for correcting the empirically demonstrated ‘teenage dip’—a progressive trend of disconnection that begins around the age of ten and culminates in adolescence. Nature connection was also recognised as a vital co-requisite to issues-based learning, such as climate change education, by helping to prevent the onset of cognitive dissonance and apathy as a response to the profound challenges posed by the Anthropocene. The systemic impacts of nature connection, as identified by participants, related to shifting societal views, structures and practices that contribute to transformational change. Fostering nature connection through nature-based education was thought to provide students with opportunities to ‘see and be’ in the world differently. Nature connection as an educational outcome can illuminate indigenous ways of knowing and being, such as te ao Māori, which the participants felt were grounded in eco-centric beliefs and intrinsic values that foster respect for non-human nature and harmonious interactions with the Earth system as a whole. In this sense, the study casts light on nature connection as an act of indigenisation that has the potential to heal human-nature disconnection and contribute to resolving unsustainability. Based on their lived-experiences of working in the formal education sector, the participants identified aspects of the school structure, curriculum and norms as significant contributors of disconnection. Findings also suggest that nature-based education at the present time, as framed by this study, is often not recognised or valued by educational communities, which include teachers, school administrators, students and parents. Underpinned by place-based, holistic and relational approaches, the findings offer five principles of nature-based education that help bridge the scholarly gap regarding effective praxis for fostering nature connection through education and provide a foundation for future research. This research is significant as humanity grapples with an existential crisis arising from the entwined socio-ecological challenges of the Anthropocene. The findings suggest that policies promoting nature connection, particularly during childhood and adolescence, are vital for improving human-nature relations that lead to more sustainable futures. Continuing to uphold an education system that perpetuates the reproduction of unsustainable societal norms and paradigms is morally untenable. For life to endure, modern culture must embrace a new trajectory based on reciprocal relationships that unite the wellbeing of both human and non-human nature

An investigation of wearable and IoT technology for health applications: a user centered approach

The convergence of wearable technologies and the Internet of Things (IoT) has opened new possibilities for health monitoring and older adults care. However, existing systems remain fragmented, often lack interoperability, and tend to overlook the unique usability needs of older adults. This research investigates how a user-centered approach can inform the design and development of a Unified Wearable Device Framework (UWDF) to enhance integration, accessibility, and data visualization across heterogeneous IoT devices. Drawing on qualitative research involving older adults, caregivers, healthcare professionals, and technical personnel, the study identifies key design requirements and develops a working prototype of the UWDF platform. The framework emphasizes simplicity, modularity, and human-centered computing (HCC) principles. Usability testing demonstrates that the platform improves ease of interaction, supports personalized health monitoring, and facilitates caregiver engagement. The research contributes both a practical solution for managing diverse wearable health devices and a methodological reference for designing inclusive healthcare technologies that support aging-in-place

Dibia's world: Life on an early sugar plantation

A 45-minute online presentation of my research into the early phase of industrial slavery, followed by a 35-minute discussion and Q&A session. The presentation was to members of the Centre for the Study of International Slavery based at the University of Liverpool. The choice of date, 25 March, was important as it is the International Day of Remembrance of the Victims of Slavery and the Transatlantic Slave Trade

Letter to the Editor concerning ‘The Calf Raise App shows good concurrent validity compared with a linear encoder in measuring total concentric work’: Let's not compare apples to oranges

The authors state that this study was designed as a validity study, yet it appears to be an add‐on to another prospectively registered study (NCT05323773) with no initial intention of concurrent validation of the Calf Raise App. To properly assess the validity of the systems, similar reference points (e.g., the lateral side of the foot) should be used, and outcomes should be compared to a gold standard, such as 3D motion analysis

Systematic review of metal-based alloys with autogenous antibacterial capability

Pathogenic bacterial infection, especially in surgical and nosocomial settings, is an outstanding and long-lasting challenge due to the ability of microorganisms to evolve and develop mechanisms to become drug-resistant (i.e., superbugs). Considerable efforts have been made in recent years to develop metal-based alloys with autogenous antibacterial capability and to comprehend their mechanism of action, which are systematically reviewed in this work. To comprehensively understand current developments, antibacterial mechanisms (e.g., cell wall/membrane disruption), resistance mechanisms (e.g., permeability barrier), and the primary standardized techniques used to assess the antibacterial response (e.g., plate-count method) are initially introduced. Subsequently, metallic elements with intrinsic antibacterial response are presented alongside a brief discussion of the effects that manufacturing methods have on the ability to achieve metal-based alloys with autogenous antibacterial properties. The several antibacterial metal-based alloys currently being developed, which include Co-, Fe-, Mg-, Ti-, and Zn-based alloys, and some few other metal-based alloy systems, were analyzed in detail, and an effort to comparatively evaluate the antibacterial and mechanical response of the different alloys developed so far was made. Generally, the incorporation of Cu or Ag, which are well-known antibacterial metallic elements, shows remarkable effectiveness against both Gram-positive and Gram-negative bacteria. Additionally, some few other elements like Ca, Ce, and rare earths have been investigated, and some of them show antibacterial capability. The work is complemented with some challenges to be addressed and opportunities to be taken

Who seeks help in a crisis? Temporal analysis of anti-trafficking helpline contacts over the pandemic

Background Human trafficking and extreme exploitation ("modern slavery") violate fundamental human rights and cause severe harm to individuals' well-being. Anti-trafficking helplines provide critical support for victims/survivors, yet little research has explored their usage patterns, particularly during crises. This study examines how the Covid-19 pandemic influenced reporting to the UK’s Modern Slavery & Exploitation Helpline, aiming to identify trends in help-seeking behaviour during this period of significant social disruption. Methods This study analysed 8,386 cases from the Helpline between October 2016 and December 2021. We took a descriptive approach, as assumptions for causal analyses could not be met. We used seasonal decomposition methods to separate underlying trends over the pandemic from seasonal effects, focusing on caller proximity and exploitation sub-types. Results Helpline contacts decreased following the introduction of Covid-19 restrictions, although case volume remained steady compared to pre-pandemic levels. Reporting patterns shifted: reports of criminal and sexual exploitation increased, while those of labour exploitation declined. Self-reports from victims/survivors rose notably during in-person work restrictions, particularly for labour exploitation in essential industries. Reports from the public about suspicious activity dropped and did not rebound post-lockdown, suggesting long-term changes in public reporting behaviour. Conclusions The study demonstrates how the Covid-19 pandemic affected reporting to a major anti-trafficking helpline, revealing increased self-reports from victim/survivors but a decline in community-based reporting. These findings highlight the importance of helplines as a public health intervention during crises and underscore the need for enhanced support infrastructure during periods of social and economic disruption. Future research should investigate the underlying causes of these shifts in reporting and explore ways to improve service access for victim/survivors of trafficking during emergencies