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Examining perspectives of school staff on trauma informed practice and its influence on ‘behaviour management’ – a case study analysis
Get PDFThis thesis seeks to examine the perspectives of school staff on trauma informed practice and its influence on behaviour management within schools. My primary objective was to solicit the perspectives of school staff on trauma informed practice and examine how they felt it influenced their school community, as well as any benefits or challenges associated with its implementation. The genesis of the study stemmed from my experiences as a family support worker and educator, where my observations of marginalisation and the effects of trauma and adversity on children’s educational experiences, prompted an exploration of alternative approaches to how behaviour is understood and managed in schools. The concept of trauma informed practice and its restorative and reparative functions (McCluskey, 2018; Zehr, 2002; Evanovich et al., 2020; Mullet, 2014; United Nations, 2006) sparked an inquiry into whether such practices might offer a more compassionate and nurturing framework for supporting behaviour in schools, in contrast to punitive measures and zero-tolerance policies.
To delve deeper into this research inquiry, I conducted a qualitative case study in a school that self-identified as trauma informed. To contextualise my study within current scholarly discourse on educational practice, I employed Foucauldian notions of power and knowledge (Foucault, 1977) to illuminate the various dynamics which shape how behaviour is managed in schools, both within the school and beyond. Furthermore, the theoretical frameworks of further key thinkers such as Bronfenbrenner and Bourdieu, helped to situate the concept of behaviour management in schools within broader societal and environmental influences and systemic beliefs.
I employed an interpretive approach, utilising inductive reasoning to analyse interview data collected from school staff, followed by applying Braun and Clarkes reflexive thematic analysis (2006;2019) method, to select overarching themes detailing the importance of school staff demonstrating mutual respect, empathy, and effective leadership and support in fostering a trauma informed ethos within the school. My research identified that for effective learning to occur in schools, a framework of expansive
learning, where continuous professional development and collaborative learning is prioritised, is central to this process. In response to these insights, and to propose a structured pathway for implementing alternative practice in schools, I used Engeström’s expansive learning cycle (2001), alongside a later adaptation by Lindley and Lotz-Sisitika (2019), to create ‘Engeström’s Expansive Learning Cycle – Supporng Trauma Informed Pracce in Schools’.
Whilst my study highlighted the positive influence of trauma informed practices within the school, it also underscored the challenges faced in maintaining such practices amidst demands for performativity and bureaucratic measures in education. Despite these challenges, my study exhibits the transformative potential of trauma informed practice in supporting staff to promote empathy, respect and understanding within school communities. As such, my study presents as a valuable resource for
educators and policymakers seeking to create a more inclusive and equitable education environment for staff, children, and their families, particularly those who have been impacted by trauma or adversity
Spatial distribution and multilevel analysis of factors associated with long-acting reversible contraceptive use among sexually active women of reproductive age in Nigeria
Get PDF© The Author(s) 2023.Background: Long-acting reversible contraceptives (LARCs), including hormonal implants and intrauterine devices, are highly effective pregnancy prevention methods. Aside its advantages over other hormonal methods, LARCs are cost-effective, easy to maintain, and have a low risk of non-compliance-related method failure. Besides, LARCs are also relatively safe for all sexually active women in the postpartum or post-abortion period. However, despite its effectiveness, most sexually active women use other short-term methods, such as condoms and contraceptive pills, which are associated with high discontinuation rates. Thus, this study examines the spatial distribution and multilevel factors associated with LARC use among sexually active reproductive-age women in Nigeria.
Methods: This is a cross-sectional analysis of a population-based study from the 2018 Nigeria Demographic Health Survey (NDHS). The NDHS is a nationally representative survey that collects data on socio-demographic characteristics, sexual and reproductive health-related indicators such as contraceptive use and child & maternal health. A sample of 3,978 sexually active reproductive-age women (15–49 years) in Nigeria was used in the analysis. Frequency distribution and spatial analysis of LARC use were displayed with tables and maps, respectively, while multilevel analysis at a 95% confidence interval (CI) and a p-value of less than 0.05 was used to determine factors associated with LARC use among the sample.
Results: The spatial distribution of LARC use among sexually active women of reproductive age in Nigeria ranges between 20 and 34.8%. Fifteen of the 36 states (excluding the Federal Capital Territory, FCT) recorded low utilization of LARCs. These states include Adamawa, Lagos, Ogun, Enugu, Anambra, Imo, Abia, Rivers, Kogi, Taraba, Yobe, Gombe, Jigawa, Borno, and Kebbi. Besides, the likelihood of LARC use was lower among participants with a prior history of pregnancy termination [aOR = 0.62; 95%(CI = 0.48–0.80)] compared to their counterparts without pregnancy termination history. Also, participants with no fertility intention had a higher likelihood of using LARCs [aOR = 1.65; 95%(CI = 1.30–2.08)] compared to those with fertility intention. At the community level, women with higher socioeconomic status were less likely to use LARCs [aOR = 0.66; 95%(CI = 0.45–0.97)] compared to women with lower socioeconomic status.
Conclusions: This study showed a relatively low utilisation of LARC among sexually active reproductive-age women in Nigeria. Notably, this low utilisation is also common in states that could be described as cosmopolitan, indicating a need for closer investigation to understand context-specific factors associated with LARC use. Population-specific family planning education and counselling for this population are important to address common misconceptions about LARCs in particular and modern contraceptive use in general.Unfunde
SARS-CoV-2 Omicron variants and their susceptibility towards Monoclonal Antibodies in a Swedish cohort during 2022-23, studied by next-generation sequencing
Get PDFMonoclonal antibodies (mAbs) are an important treatment option for COVID-19 caused by SARS-CoV-2, especially in immunosuppressed patients. However, this treatment option can become ineffective due to mutations in the SARS-CoV-2 genome, mainly in the receptor binding domain (RBD) of the spike (S) protein. In the present study 7950 SARS-CoV-2 positive samples from the Uppsala and Örebro regions of central Sweden collected between March 2022 and May 2023 were whole-genome sequenced using next-generation sequencing, mainly with the Nanopore sequencing method. Pango lineages were determined and all single nucleotide polymorphism (SNP) mutations that occurred in these samples were identified. The dominant sublineages changed over time and mutations conferring resistance to currently available mAbs became common. Notable ones are R346T and K444T mutations in the RBD that confer significant resistance against tixagevimab and cilgavimab mAbs. Further, mutations conferring a high-fold resistance to bebtelovimab, such as the K444T and V445P mutations, were also observed in the samples. This study highlights that resistance mutations have over time rendered currently available mAbs ineffective against SARS-CoV-2 in most patients. Therefore, there is a need for continued surveillance of resistance mutations and the development of new mAbs that target more conserved regions of the RBD.N/
A Multicolor Large Stokes Shift Fluorogen‐Activating RNA Aptamer with Cationic Chromophores
Get PDFThis is the peer reviewed version of the following article: [Steinmetzger, C., Palanisamy, N., Gore, K. R., & Höbartner, C. (2019). A multicolor large stokes shift fluorogen‐activating RNA aptamer with cationic chromophores. Chemistry–A European Journal, 25(8), 1931-1935.] which has been published in final form at [https://doi.org/10.1002/chem.201805882]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.Large Stokes shift (LSS) fluorescent proteins (FPs) exploit excited state proton transfer pathways to enable fluorescence emission from the phenolate intermediate of their internal 4-hydroxybenzylidene imidazolone (HBI) chromophore. An RNA aptamer named Chili mimics LSS FPs by inducing highly Stokes-shifted emission from several new green and red HBI analogues that are non-fluorescent when free in solution. The ligands are bound by the RNA in their protonated phenol form and feature a cationic aromatic side chain for increased RNA affinity and reduced magnesium dependence. In combination with oxidative functionalization at the C2 position of the imidazolone, this strategy yielded DMHBO+ , which binds to the Chili aptamer with a low-nanomolar KD . Because of its highly red-shifted fluorescence emission at 592 nm, the Chili-DMHBO+ complex is an ideal fluorescence donor for Förster resonance energy transfer (FRET) to the rhodamine dye Atto 590 and will therefore find applications in FRET-based analytical RNA systems.N/
Numerical algorithms for nonlinear fractional stochastic Volterra-type equation
No full textThis version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s40819-025-02053-yIn this work, we investigate a class of nonlinear stochastic Volterra-type evolution equations, which can be regarded as an extension of the results reported in Qiao et al. (Fract Calc Appl Anal 27:1136–1161, 2024). For such equations, we propose an Euler scheme and rigorously establish the existence, uniqueness, and regularity of the solution. Moreover, we present the detailed numerical implementation of the scheme and derive the corresponding error estimates.This work is supported by National Natural Science Foundation of China (12101080), National foreign expert introduction foundation (G2022004016L)
ОБЗОР ОСНОВНЫХ ЭЛЕМЕНТОВ, ОРГАНИЗАЦИОННЫХ И ТЕОРЕТИЧЕСКИХ ОСНОВ ОБУЧЕНИЯ, СОВМЕЩЕННОГО С РАБОТОЙ (WBL), В ВЫСШЕМ ОБРАЗОВАНИИ
Get PDFThe aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. Methodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used. Results . This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration. Scientific novelty . For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education. Practical significance. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech enterprises.Unfunde
A qualitative study of bereavement support volunteers’ views and experiences on an online Acceptance and commitment therapy-based (ACT) training programme
Get PDFCopyright: © 2025 Canny et al.Background: Grief is a natural process, and many people will adjust in time with support from family and friends. However, evidence suggests that around 40% of bereaved people may benefit from additional assistance, including support from bereavement volunteers. Despite the recognition that bereavement care is a public health priority, availability of bereavement support is inconsistent across the UK and internationally. The continuing expansion of online connectivity offers opportunities to develop digital health interventions to help address the needs of grieving individuals. To improve access to bereavement support, we developed an online intervention based on Acceptance and Commitment therapy-based Training (ACT) ‘My Grief My Way’ and trained volunteers to provide bereavement support in line with ACT-based principles.
Aim: To describe the views and experiences of bereavement support volunteers who undertook online ACT-based bereavement support training designed to help bereaved individuals cope with grief and improve quality of life.
Design: Semi-structured interviews and focus groups were conducted with a convenience sample of bereavement support volunteers from two not-for-profit bereavement services in UK. Analysis was guided by the framework approach via NVivo-14. Results: A total of 17 participants were recruited; age range 33–76 years, female, n = 15 (88%); ethnicity white, n = 17 (100%). Of these, 15 completed ACT-based My Grief My Way training. Nine participants took part in two focus groups (n = 7) or individual interviews (n = 2), Training was perceived positively, with resulting themes and subthemes indicating there was something to suit everyone’s learning preferences. Participants described the benefits of incorporating ACT-based principles and strategies as valuable additional tools to current practice, underlining the model’s relevance, compatibility and practical application, and was viewed as a good fit irrespective of which therapeutic approach they used with clients. Online ACT-based training and the delivery of ACT-based bereavement support was therefore, perceived as a valuable approach in this context.This research was funded by a Research Project Grant from Marie Curie, Ref: MC-21-808. AF is funded by a Marie Curie Research Fellowship
Perceived changes in sexual interest and distress about discrepant sexual interest during the first phase of COVID-19 Pandemic: A multi-country assessment in cohabiting partnered individuals
Get PDF© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022.The version of record of this article, first published in [Archives of Sexual Behavior], is available online at Publisher’s website: http://dx.doi.org/10.1007/s10508-021-02279-zDue to COVID-19 pandemic, different restrictive measures in terms of physical distancing and lockdowns have been introduced in most European countries, affecting all facets of social life. Currently, little is known about how partnered individuals perceive changes in their sexual life during this complex emergency. This study explored retrospectively assessed changes in sexual interest for one’s partner and levels of distress related to perceived sexual interest discrepancy during the first phase of the pandemic in a large-scale online sample of partnered individuals (n = 4813; Mage = 38.5 years, SD = 10.74) recruited between May and July 2020 in seven European Union countries and Turkey. We also examined the possible role of approach/avoidance motives for sex in reported changes in sexual interest and associated distress. Most participants (53%) reported no change in their sexual interest during the pandemic, followed by those who reported an increase (28.5%). The pattern was similar across the eight countries. Distress about discrepant sexual interest, which was only weakly related to changes in sexual interest, was significantly associated with relationship quality and emotional closeness with a partner, coping with and worrying about the pandemic, and specific motivation for sex. In contrast to avoidant and relationship-focused approach motivation, ego-focused approach motivation was related to stable sexual interest during the pandemic. The current study contributes to the understanding of the link between sexual interest and complex emergencies. Considering that the COVID-19 pandemic continues, the reported experiences and perceptions are prone to change.N/
Barriers and bridges: Examining the intersecting determinants impacting the career trajectories of black women teachers in UK secondary education institutions
Get PDFThis thesis explores the intersecting structural, cultural, and individual factors impacting the career progression of Black women teachers in secondary education within the UK. Grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought, the study illuminates the barriers and enabling factors encountered by Black women educators navigating a predominantly White educational landscape. Through a narrative inquiry approach, semi-structured interviews were conducted with fifteen Black women teachers across England, offering a nuanced understanding of their lived experiences within secondary schools. This methodology captures both shared and unique narratives that reveal the resilience, strategic adaptability, and continuous negotiation of identity that these educators employ to progress within their careers.
Key findings from the thematic analysis identify three central dimensions impacting career trajectories: individual, occupational, and sociocultural. The individual dimension highlights personal identity and self-concept as both empowering yet vulnerable to marginalisation through microaggressions, hypo-visibility, and stereotypes that often require Black women teachers to “work harder” to be seen and respected as professionals. The occupational dimension reveals systemic barriers within school environments, such as racial biases in recruitment, promotion, and leadership opportunities. Participants’ testimonies frequently point to an undercurrent of racial gatekeeping that restricts career advancement and perpetuates isolation, impacting mental health and long-term retention. Finally, the sociocultural dimension underscores the societal and economic contexts that shape educational institutions, including economic disparities and political dynamics influencing the inclusivity of school climates.
This study contributes to the understanding of how racial and gendered biases manifest in education, impacting both individual career outcomes and institutional diversity. Findings emphasise the need for transformative policy interventions and robust support systems that can mitigate these inequities, advocating for structured mentorship, allyship, and leadership coaching tailored to Black women educators. The research underscores the broader implications for fostering inclusive, equitable educational spaces that reflect and support the diversity of the communities they serve. The insights offered by this thesis aim to not only enrich academic discourse on racial equity in education but also inspire actionable strategies to enhance the professional trajectories of Black women teachers, thereby contributing to a more inclusive and just educational landscape
Creative health placements offer student nurses diverse and valuable learning opportunities
Get PDFThis article has been accepted for publication in [Evidence-Based Nursing, 2025] following peer review, and the Version of Record can be accessed online at [https://doi.org/10.1136/ebnurs-2025-104422]. For the avoidance of doubt, this manuscript version is protected by copyright, including for uses related to text and data mining, AI training, and similar technologies.Background and purpose: This is a perspective on Ridgway et al ‘Creative health a joke or valuable learning experience'. Creative health encompasses creative and arts activities that benefit health and well-being. The article evaluates a creative health placement designed to facilitate students’ learning about creative health and social prescribing, with opportunities to take part in arts activities.Unfunde
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