Care When It Counts: Establishing Trauma-Sensitive Care as a Preventative Approach for 0–3-Year-Old Children Suffering from Trauma and Chronic Stress

Adverse childhood experiences are an important societal concern. Children aged 0-3 are particularly vulnerable to unpredictable chronic stress due to the critical period for brain development and attachment. Trauma-sensitive care is a preventative approach to reduce the burden of stressful experiences by committing to positive relationships. Professional caregivers are ideally placed to offer trauma-sensitive care; however, earlier research reveals that the tools they need to consciously apply trauma-sensitive care principles are missing. The current study organized living labs (co-creative research method) to present trauma-sensitive care as a preventative approach aimed at children aged 0-3. Two living labs were organized in Belgium and Hungary, where professional caregivers collaborated to create a protocol that offers guidelines on how to implement trauma-sensitive care. The resulting protocol included a theoretical foundation on trauma as well as a translation of these guidelines into practical recommendations. The protocol was evaluated by incorporating it into a training intervention delivered to 100 professional caregivers from childcare organizations across four European countries. The protocol received positive feedback from participants, with results indicating a self-reported increase in knowledge, attitude and practice of trauma-sensitive care principles. We conclude that this trauma-sensitive care protocol is a promising answer to the needs of professional caregivers working with children aged 0-3

Care When It Counts: Establishing Trauma-Sensitive Care as a Preventative Approach for 0–3-Year-Old Children Suffering from Trauma and Chronic Stress

Adverse childhood experiences are an important societal concern. Children aged 0-3 are particularly vulnerable to unpredictable chronic stress due to the critical period for brain development and attachment. Trauma-sensitive care is a preventative approach to reduce the burden of stressful experiences by committing to positive relationships. Professional caregivers are ideally placed to offer trauma-sensitive care; however, earlier research reveals that the tools they need to consciously apply trauma-sensitive care principles are missing. The current study organized living labs (co-creative research method) to present trauma-sensitive care as a preventative approach aimed at children aged 0-3. Two living labs were organized in Belgium and Hungary, where professional caregivers collaborated to create a protocol that offers guidelines on how to implement trauma-sensitive care. The resulting protocol included a theoretical foundation on trauma as well as a translation of these guidelines into practical recommendations. The protocol was evaluated by incorporating it into a training intervention delivered to 100 professional caregivers from childcare organizations across four European countries. The protocol received positive feedback from participants, with results indicating a self-reported increase in knowledge, attitude and practice of trauma-sensitive care principles. We conclude that this trauma-sensitive care protocol is a promising answer to the needs of professional caregivers working with children aged 0-3

Dendritic cells license regulatory B cells to produce IL-10 and mediate suppression of antigen-specific CD8 T cells

Regulatory B cells (Bregs) suppress and reduce autoimmune pathology. However, given the variety of Breg subsets, the role of Bregs in the pathogenesis of type 1 diabetes is still unclear. Here, we dissect this fundamental mechanism. We show that natural protection from type 1 diabetes in nonobese diabetic (NOD) mice is associated with increased numbers of IL-10-producing B cells, while development of type 1 diabetes in NOD mice occurs in animals with compromised IL-10 production by B cells. However, B cells from diabetic mice regain IL-10 function if activated by the innate immune receptor TLR4 and can suppress insulin-specific CD8 T cells in a dendritic cell (DC)-dependent, IL-10-mediated fashion. Suppression of CD8 T cells is reliant on B-cell contact with DCs. This cell contact results in deactivation of DCs, inducing a tolerogenic state, which in turn can regulate pathogenic CD8 T cells. Our findings emphasize the importance of DC–Breg interactions during the development of type 1 diabetes

What is a Culture of Evidence? How do you Get One? and … Should you Want One?

Background/ContextContemporary state and national policy rhetoric reflects increased press for “evidence-based” decision making within programs of teacher education, including admonitions that programs develop a “culture of evidence” in making decisions regarding policy and practice. Recent case study reports suggest that evidence-based decision making in teacher education involves far more than access to data—including a complex interplay of motivational, technical, and organizational factors.PurposeIn this paper we use a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice within two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction.Research DesignWe use a retrospective case study approach, drawing on interviews, observations and documents collected in two university programs undergoing evidence-based renewal.ConclusionsWe argue for the value of a CHAT perspective as a tool for clarifying linkages between the highly abstract and rhetorically charged concept of a “culture of evidence” and concrete organizational practices in teacher education. We conclude that the meaning of a “culture of evidence” depends in large measure on the motivations underlying its development.</jats:sec

Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education

BackgroundFor decades, scholars have argued that teaching and learning depend fundamentally on the quality of relationships between teachers and students, yet there is little research about how teachers develop relationships with students or how teacher education prepares teachers to do this work. Arguably, articulating the relational practices of teaching is critical for those aiming to prepare teachers to reach across differences, educate from a social justice perspective, and teach an increasingly diverse population of students. Noting the emphasis on relationships in community-based organizations (CBOs), the authors investigated preservice field placements in CBOs as potentially strategic contexts for learning about relational aspects of teaching.ObjectiveThe authors engaged the questions: What do candidates learn in CBO field placements? What are sources of variation between candidates’ learning outcomes? What are individual and contextual factors that shaped candidates’ opportunities to learn in CBOs? Specifically, which factors influenced candidates’ inclination and capacity to enact relational teaching practices (e.g., the methods and skills associated with learning about and connecting with students, families, and communities)?Research DesignThis study was a 3-year longitudinal investigation. Authors followed two cohorts of candidates from their first quarter of preparation into their first year of teaching. Qualitative methods, such as interviews, observations, and document review were employed in this inquiry of 12 case study candidates. To examine questions of variation, authors also conducted an in-depth comparative case analysis of a subset of two candidates and their CBO placement contexts.FindingsCBO placements facilitated opportunities for candidates to “see students”: candidates developed deeper understandings about children and more nuanced conceptions of diversity; experienced and examined school from an out-of-school perspective; and demonstrated greater attentiveness to the role of context in learning. The more detailed comparative analysis of two cases revealed variation in candidates’ experiences and their enactment of practices involved in building relationships with children and families. This analysis identified individual and situational factors (in coursework and CBOs) that facilitated and impeded candidate learning in CBOs.ConclusionsFindings from this study highlight the types of learning outcomes that preser-vice community-based placements potentially afford, as well as factors that make some placements more educative than others. The authors offer a theoretical lens that attends to variation in learning, which could be leveraged in future empirical work. This research contributes to the field's developing efforts to identify key social justice teaching practices and to conceptualize pedagogies of enactment for such practices.</jats:sec

Decreased expression of heat shock protein 72 in skeletal muscle of patients with type 2 diabetes correlates with insulin resistance

Oxidative stress has been ascribed a role in the pathogenesis of diabetes and its complications, and stress proteins have been shown to protect organisms in vitro and in vivo against oxidative stress. To study the putative role of one of the most abundant cytoprotective stress proteins, inducible cytoplasmic 72-kDa-mass heat shock protein (Hsp-72), in the pathogenesis of diabetes, we measured its mRNA concentration in muscle biopsies from six type 2 diabetic patients and six healthy control subjects (protocol 1) as well as in 12 twin pairs discordant for type 2 diabetes and 12 control subjects undergoing a euglycemic-hyperinsulinemic clamp in combination with indirect calorimetry (protocol 2). The amount of Hsp-72 mRNA in muscle was significantly lower in type 2 diabetic patients than in healthy control subjects (in protocol 1: 5.2 +/- 2.2 vs. 53 +/- 32 million copies of Hsp-72 mRNA/mug total RNA, n = 6, P = 0.0039; in protocol 2: 3.2 +/- 3.3 vs. 43 +/- 31 million copies of Hsp-72 mRNA/mug total RNA, n = 12, P = 0.0001). Hsp-72 mRNA levels were also markedly reduced in the nondiabetic co-twins compared with healthy control subjects (5.8 +/- 5.0 vs. 43 +/- 31, n = 12, P = 0.0001), but they were also statistically significantly different from their diabetic co-twins when the difference between the pairs was compared (P = 0.0280). Heat shock protein mRNA content in muscle of examined patients correlated with the rate of glucose uptake and other measures of insulin-stimulated carbohydrate and lipid metabolism. In conclusion, the finding of decreased levels of Hsp-72 mRNA in skeletal muscle of patients with type 2 diabetes and its relationship with insulin resistance raises the question of whether heat shock proteins are involved in the pathogenesis of skeletal muscle insulin resistance in type 2 diabetes