In 2023, Chile marked 50 years since the military coup that led to a brutal dictatorship under Augusto Pinochet. In pursuit of justice, Chile has implemented transitional justice measures such as truth commissions and reparations and retributive justice measures, including the sentencing of over 100 individuals involved in the crimes committed during the dictatorship. This presentation focuses on the punishment of those convicted of these crimes in Chile, particularly the creation of special prisons and prison wings to house them and describes the differentiated forms of prison punishment for those sentenced to these crimes. The presentation aims to use the Chilean example to learn lessons about enforcing sentences for these crimes.

Reflecting the growing prominence of the study of terrorism and extremism within mainstream criminology departments, the increasing focus on external engagement in research and teaching assessment metrics, and the need to diversify institutional income away from a reliance on UK tuition fees, criminologists have increasingly come to engage in the dissemination of terrorism and extremism-focussed research through practitioner training and professional development events. These seek to bring insights from cutting edge academic research to the attention of practitioners and policy makers, with a view to fostering greater understanding of the complex ideas and themes in this space while supporting the development of evidence-based policy and practice.

In common with the delivery of practitioner-focused training in other disciplines, significant challenges exist in respect of time and workload constraints, ensuring the relevance and realism of taught content, providing opportunities to practise the use and implementation of ideas from teaching, and the accessibility and appropriateness of content for non-academic audiences. However, in addition to these more general concerns, practitioner-focussed training and research dissemination activities around terrorism and extremism also face significant challenges in the use of primary source material, security sensitivity and the interface with debates around 'free speech', and the impact of organisational policies and national legal restrictions around terrorism and extremism.

Drawing on the qualitative evaluations of a series of recent practitioner-focussed CPD events focussed on training around PREVENT and both incel and environmental extremist movements, this paper offers an overview of the key challenges from the perspectives of practitioners, and reflects on the strategies that may be adopted by academics working in this space as they seek to address them.

Much like other violent extremists, some mass shooters embrace inconsistent, mixed, or customized beliefs and attack for a combination of personal and ideological reasons. This makes it difficult to understand what effects ideology has on their behavior. To obtain empirical answers, we studied (1) the frequency of extreme ideological interests and motives among mass shooters, (2) differences between perpetrators with and without extreme ideological interests, and (3) the degree of consistency between their ideologies and attack outcomes. Findings suggest that from 1966-2023, approximately one-quarter of public mass shooters in the United States had extreme ideological interests and roughly 70% of them were partially motivated by those extreme beliefs. Mass shooters with and without extremist interests showed similar rates of childhood trauma, mental health problems, suicidality, crisis, substance abuse, and criminal records, but ideological shooters were more likely to create legacy tokens, use semi-automatic or automatic rifles, kill strangers and non-white victims, and be copycats or role models. It appears extremism was sometimes a correlate and sometimes a cause of their behavior, with a clear effect on shaping some attacks. Nevertheless, inconsistencies were common, and many attackers did not target locations or victims that fit their ideological enemies.

This paper explores the interplay between ethics and emotions in teaching and studying atrocity crimes through a mixed-method study on the experiences of students and teaching staff on a senior undergraduate course, Criminologies of Atrocity. The students are presented with the general study of atrocity crimes, perpetrators and victims, and the Yugoslav Wars of the 1990s which act as a case study. The students are given the opportunity to conduct criminological archival research by using court transcripts and exhibits from the ICTY web-archive. The sensitive nature of the material with which the students work for their final assessment (a research report) demands reflection on the ethical and emotional dimensions of working in the field of atrocity criminology. Supported by literature on research ethics and the scholarship of teaching and learning sensitive of difficult topics, the study combines focus groups with the students enrolled in the course, survey data collected covering 4 instances of delivery (2020-2023), and reflective conversations between teaching staff. We propose implications for pedagogical practice in teaching atrocity through the archives and preparing students to conduct independent research on the topic.