This article discusses the relationship between science and professional practice from the presumption that the two need and reinforce each other. The distinction between theoretical and applied research is rather small and maybe even fictional. This is also true for research in the area of public safety. However, we deal with a very specific area of research here that sometimes requires specific requirements concerning publications and trust.

This article discusses relations between social science, education, and professional practice, and focuses on the impact of scientific research on police profession. The importance of knowledge transfer is clearly articulated in the strategic research agenda of the Dutch police. Police researchers are expected not only to do proper and relevant practice oriented research on aspects of security and policing, but also to contribute to the impact of scientific knowledge on the education of (future) professionals. This asks for an association with teachers, since they are in a key position regarding further knowledge transfer. Compelling examples of other sectors, like healthcare, may inspire the police to rethink key roles of teachers in that respect.

Young people in residential health care are experimenting with sexual behavior and sexual boundaries just like other young people do. But unlike youth in ‘normal’ circumstances, they often face an increased risk of becoming victims or perpetrators of sexual problematic behavior. Professionals often find it difficult to deal adequately with sexual behavior. The ‘Flag system’ is a method that helps them to assess sexual behavior adequately by applying six criteria, and rate satiation with four different ‘flags’ (green = normal behavior, yellow = risky behavior, red = mildly sexual abusive behavior, black = severely sexual abusive behavior). It provides guidelines to react in a way that supports normal behavior and addresses problematic behavior. A set of drawings illustrate situations that range from normal sexual behavior to severely abusive behavior, which can be used to discuss with young people or with colleagues. The original Flag system was developed by Sensoa, a Belgian experts center on sexuality. The original version was developed for use with children from 0 to 18, and therefore an adaptation was necessary to fit the needs of adolescents in residential youth care.
In a 4-year project, a partnership of researchers, program developers and professional educators, all experts in sexual health, develops an adapted version of the Flag system. The project provided a theoretical underpinning for the method, and a conceptual framework of goals and activities for the training program that is mandatory for those who want to work with the Flag system in a professional context. Also, drawings and guidelines were adapted to the context of residential youth care. This version is currently piloted in twelve institutions for residential youth care. Also, schools for higher professional education in social work are involved in a number of project activities to enhance their training programs in order to improve knowledge, skills and comfort of future youth workers to discuss sexual matters with young people.

The Custodial Institutions Agency (Dienst Justitiële Inrichtingen - DJI) is responsible for the incarceration of offenders, the restoration of the legal order and reducing the risk of recidivism. DJI thereby provides a unique contribution to the security of society. An individualised approach of offenders and a focus on staff expertise are at the heart of the DJI strategy.
Knowledge management can make a significant contribution to achieving these objectives. Knowledge management aims at injecting penal policy as well as practice with knowledge.
To obtain this knowledge DJI has appealed to science for quite some time. This has resulted in various forms of cooperation. This article describes the principles of this cooperation and gives many examples of ongoing cooperation. Knowledge management within DJI has to deal with two bottlenecks in particular: (1) the articulation of the exact need for knowlegde (‘asking the right questions’) and (2) the use of available relevant knowledge on behalf of penal policy and practice.

Since ages Roma people, in a formal context often described as multi problem families from Roma origin, constitute a large minority in Europe, about 8 to 12 million people. For that reason alone they are an important subject of scientific research. Research, which according to critics, often suffers from unilateral thinking, simplification, speculation and generalization. However, the fact that scientific insights rarely find their way to or are used by professionals working with and for Roma people, is a serious omission which unfortunately is not only characteristic for this specific subject. In this case what we see is a Chinese Wall between theory on practice and theory in practice.
In my belief, and also according to my experience, a way exists in which this wall can be torn down. There’s a method available in which theory and practice do not exist next to each other but take each other into account and strengthen each other. This paper presents an account of (exemplary) action research which started early 2012 and is still ongoing. It is a methodological reflection on a process which a team of professionals working with and for Roma people went through and which is based mainly on the thesis Handelingsonderzoek als exemplarisch leren (1987) by the late Harrie Coenen.
First, the background and immediate cause of this research project are described. Followed by a short summary of principles, goals and characteristics of exemplary action research and a summary of the research process. Conclusively, I argue why this type of research is especially interesting for professional practice and consequently for Higher Vocational Education/Universities of Applied Sciences.