ABSTRACT The purpose of this article is to review research related to the practitioner’s contribution to effective service delivery. Specifically, we answer five questions. First, what are sport and exercise psychology practitioners striving to achieve? Second, what is expertise in applied sport and exercise psychology? Third, what are the characteristics of effective practitioners? Fourth, how can practitioners develop their expertise over time? Fifth, how do practitioners manage the athlete variables and contextual factors that influence service delivery? Offering answers to these questions allows us to identify practical implications to inform practitioner training and development and to suggest avenues to expand knowledge. Results from the review suggest that practitioners who help athletes effectively possess facilitative interpersonal skills, experience professional self-doubt, engage in judicious decision making, exercise organisational savviness, demonstrate multicultural humility, and willingly engage in skill development. Based on current knowledge, future research directions include examining the magnitude of practitioner attributes on service delivery outcomes. Applied implications for professional development include the use of deliberate practice to enhance skill learning, along with using supervision and feedback.

Abstract Metaphors pervade media and political constructions of crime and justice, provoking responses and shaping actions. Scholarship in adjacent disciplines illustrates that emotion-metaphors offer unique insight into emotional and interpretive processes, valuably illuminating sense-making, problem solving and action. Yet, metaphors are rarely analysed within criminology, leaving an important opportunity for theorizing emotions and their implications largely unrealized. We explore the analytical and theoretical potential of emotion-metaphors for criminology, using empirical research conducted in the penal voluntary sectors of England and Scotland. Drawing on focus groups with volunteers and paid staff, we analyse the metaphors that non-profit practitioners mobilized to convey how their work felt: (1) absurd and unstable, (2) vulnerable and constrained, (3) devalued and discarded and (4) risky and all-consuming.

ABSTRACT In adolescents admitted to mental health inpatient units, restrictive interventions are associated with a risk of physical and psychological harm. Mental health policy and legal frameworks advocate least restrictive options and there is a drive to reduce the use of restrictive interventions in inpatient units. There is insufficient evidence pertaining to the characteristics of UK adolescents who are at risk of experiencing restrictive interventions within general adolescent mental health units. This study aimed to determine whether demographic and clinical characteristics are associated with the use and type of restrictive interventions. A retrospective cohort study was conducted using routinely collected data from a general adolescent unit in the National Health Service (NHS) in England, UK, over a 2-year periodbetween 01/01/2021 and 31/12/2022. There were three key findings. Of the 122 adolescents admitted, 46(38%) experienced restrictive intervention. Characteristics associated with the increased use of restrictive interventions included diagnosis of behavioral and emotional disorders and being a child looked after by the local authority. Being male was significantly associated with seclusion and being a child looked after was significantly associated with the use of physical and chemical interventions. These findings have important implications for policy and practice; they highlight the need for careful consideration by professionals, as to whether the risks of admission including the increased risk of restrictive interventions outweigh the potential benefits and for further consideration of the most appropriate strategies for reducing the need for and use of restrictive interventions.

ABSTRACT This white paper consists of evidence-based recommendations for conducting forensic interviews with children. The recommendations are jointly drafted by researchers in child interviewing active within the European Association of Psychology and Law and are focused on cases in which children are interviewed in forensic settings, in particular within investigations of child sexual and/or physical abuse. One particular purpose of the white paper is to assist the growing Barnahus movement in Europe to develop investigative practise that is science-based. The key recommendations entail the expertise required by interviewers, how interviews should be conducted and how interviewers should be trained. Interviewers are advised to use evidence-based interview protocols, engage in hypothesis-testing and record their interviews. The need to prepare the interview well and making efforts to familiarise the child with the interview situation and create rapport as well as acknowledging cultural factors and the possible need for interpretation is underscored, and a recommendation is made not to rely on dolls, body diagrams and the interpretation of drawings in the interviews. Online child interviewing is noted as showing promising results, but more research is warranted before conclusive recommendations can be made. Interviewers should receive specialised training and continuous feedback on their interviews.

The ongoing expansion of wolf (Canis lupus) populations has led to a growing demand for up-to-date abundance estimates. Non-invasive genetic sampling (NGS) is now widely used to monitor wolves, as it allows individual identification and abundance estimation without physically capturing individuals. However, NGS is resource-intensive, partly because of the wolf elusive behaviour and wide distribution, but also because of the cost of DNA analyses. Optimization of sampling strategies is therefore a requirement for the long-term sustainability of wolf monitoring programs. Using data from the 2020-2021 Italian Alpine wolf monitoring, we investigate how (i) reducing the number of samples genotyped, (ii) reducing the number of transects, and (iii) reducing the number of repetitions of each search transect, impacted spatial capture-recapture population size estimates. Our study revealed that a 25% reduction in the number of transects or, alternatively, a 50% reduction in the maximum number of repetitions yielded abundance estimates comparable to those obtained using the entire dataset. These modifications would result in a 2,046 km reduction in total transect length and 19,628 km reduction in total distance searched. Further reducing the number of transects resulted in up to 15% lower and up to 17% less precise abundance estimates. Reducing only the number of genotyped samples led to higher (5%) and less precise (20%) abundance estimates. Randomly subsampling genotyped samples reduced the number of detections per individual, whereas subsampling search transects resulted in a less pronounced decrease in both the total number of detections and individuals detected. Our work shows how it is possible to optimise wolf monitoring by reducing search effort while maintaining the quality of abundance estimates, by adopting a modelling framework that uses a first survey dataset. We further provide general guidelines on how to optimise sampling effort when using spatial capture-recapture in large-scale monitoring programmes.

ABSTRACT Despite a growing body of evidence suggesting that establishing sporting repertoires during youth is intimately related to ongoing participation in sport, little is known about how such repertoires develop during the crucial early teenage years, when the sporting habits that provide a basis for sporting careers take shape. The aim of the study was, therefore, to describe the structure of young people’s sporting repertoires as they move through a key formative period, as a basis for theorising their retention in sports participation. By providing a detailed analysis of a cohort of young Norwegians as they progressed through lower-secondary into upper-secondary school (13–16-year-olds), this study offers insights into how different sporting forms fluctuate during a period typically characterised by heavy drop-out and drop-off from sports participation. Data were obtained from a longitudinal cohort study of Norwegian youngsters attending 11 lower secondary schools based on annual surveys conducted from grade 8 through to grade 10 and used to describe cohort changes in sports participation rates and sporting forms over time. The noticeable movement between sporting forms alongside the marked shift towards informal sports during the period is likely to provide an important insight into how Norwegian teenagers not only maintain high levels of participation during the teenage years but also enhance their sporting repertoires in a manner likely to sustain sports participation through youth into early adulthood.

Abstract Openness and transparency in the research process are a prerequisite to the production of high quality research outputs. Efforts to maximise these features have substantially accelerated in recent years, placing open and transparent research practices at the forefront of funding and related priorities, and encouraging investment in resources and infrastructure to enable such practices. Despite these efforts, there has been no systematic documentation of current practices, infrastructure, or training and resources that support open and transparent research in the UK. To address this gap, we developed and conducted the Open and Transparent Research Practices survey, a large-scale audit study completed by research-active staff in UK research institutions to better understand existing practices, needs, support, and barriers faced when implementing open and transparent research. The data presented here capture responses from over 2,500 research-active staff based at 15 institutions affiliated with the UK Reproducibility Network. The data provide a snapshot of open research practices that can be used to identify barriers, training needs, and areas that require greater investments.

The physical pain and disability affecting many people with haemophilia A (PwHA) are known detractors from psychological wellbeing. While psychosocial support is considered a core tenet of the haemophilia comprehensive care structure, the extent to which mental health challenges are detected and monitored by the individuals treating haematologist remains relatively unexplored. To describe prevalence of anxiety and depression in a real-world cohort of adult PwHA and evaluate the congruence in reporting of anxiety or depression (A/D) between PwHA and their treating physicians. Data for PwHA without inhibitors was drawn from the European 'Cost of Haemophilia: A Socioeconomic Survey II' (CHESS II) study. Haematologist-indicated comorbidities of anxiety and depression were unified into a single A/D indicator. The EQ-5D-5L health status measure was used to characterise self-reported A/D, with individuals stratified into two non-mutually exclusive subgroups based on level of A/D reported (Subgroup A: 'some' or above; Subgroup B: 'moderate' or above). Of 381 PwHA with evaluable EQ-5D-5L responses, 54% (n=206) self-reported at least some A/D (Subgroup A) and 17% (n=66) reported at least moderate A/D (Subgroup B). Patient-physician congruence in A/D reporting was 53% and 76% for Subgroups A and B, respectively. Descriptive analysis suggested that individuals with physician- and/or self-reported A/D experienced worse clinical outcomes (bleeding events, joint disease, chronic pain). While adverse clinical outcomes appear to correlate with A/D, self-reports of moderate-severe symptoms occasionally lacked formal recognition from treating physicians. Cross-disciplinary surveillance of mental health issues could improve both psychological and clinical outcomes among PwHA.

AbstractIn this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49).