How is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs

The purpose of this study was to synthesise the content of trauma-informed education programs with a focus on classroom strategies. Programs (N = 20) were identified that focused on primary and secondary schools and were suitable for application in the classroom by teachers. Program materials available in the public domain were collated and the qualitative research method of reflexive thematic analysis was used to explore commonalities and themes in classroom strategies across different approaches. Classroom strategies were aimed at meeting students’ somatic (i.e., ‘bottom-up’) capacities of safety needs, self-regulatory needs, sensory needs, and relational and attachment needs. Classroom strategies also focused on supporting students’ psychological (i.e., ‘top-down’) capacities of social and emotional learning needs, academic and learning needs, voice and empowerment needs, strengths needs, and cultural needs. Recommendations for future research and practice in the paradigm of trauma-informed education include an increased focus on teacher instruction and prioritising how trauma-informed education can be tailored to meet the needs of a diverse range of students

Professional Learning in Trauma Informed Positive Education: Moving School Communities from Trauma Affected to Trauma Aware

In order to assess and then to identify promising approaches for school leadership within rural communities, it can be helpful to reframe struggling schools as trauma-affected schools. Acknowledging the impacts of childhood trauma on students and their learning allows school leaders to undertake professional learning both with and for their schools to become trauma-aware. Embedded within a rural community located in a region contending with intergenerational disadvantage, the findings reported in this study suggest that when school leaders deliberately implemented trauma-aware practice as a whole-school approach for all staff members, there was growth in student academic outcomes. In addition to this, implications for leaders include the importance of engaging with effective professional learning to assist in the implementation of a whole school approach to trauma informed positive education. This in turn leads to reported growth in student wellbeing outcomes and increased collective teacher efficacy

Low Dose Nicotine and Antagonism of β2 Subunit Containing Nicotinic Acetylcholine Receptors Have Similar Effects on Affective Behavior in Mice

Nicotine leads to both activation and desensitization (inactivation) of nicotinic acetylcholine receptors (nAChRs). This study tested the hypothesis that nicotine and a selective antagonist of β2*nAChRs would have similar effects on affective behavior. Adult C57BL/6J male mice were tested in a conditioned emotional response (CER) assay which evaluates the ability of an aversive stimulus to inhibit goal-directed behavior. Mice lever-pressed for a saccharin reinforcer according to a variable schedule of reinforcement during sessions in which two presentations of a compound light/tone conditioned stimulus (CS) co-terminated with a 0.1 or 0.3 mA, 0.5 s footshock unconditioned stimulus (US). During testing in the absence of the US, mice received doses of i.p. nicotine (0, 0.0032, 0.01, 0.032, 0.1 mg/kg) or a selective β2 subunit containing nAChR (β2*nAChR) antagonist dihydro-beta-erythroidine (0, 0.1, 0.3, 1.0, 3.0 mg/kg DHβE). There was a dose-dependent effect of nicotine revealing that only low doses (0.01, 0.032 mg/kg) increased CER suppression ratios (SR) in these mice. DHβE also dose-dependently increased SR at the 3 mg/kg dose. In ethological measures of fear−/anxiety-like behavior, these doses of nicotine and DHβE significantly reduced digging behavior in a marble burying task and 0.3 mg/kg DHβE promoted open-arm activity in the elevated plus maze. Doses of nicotine and DHβE that altered affective behavior had no effect on locomotor activity. Similar to previous reports with anxiolytic drugs, low dose nicotine and DHβE reversed SR in a CER assay, decreased digging in a marble burying assay and increased open arm activity in the elevated plus maze. This study provides evidence that inactivation of β2*nAChRs reduces fear-like and anxiety-like behavior in rodents and suggests that smokers may be motivated to smoke in part to desensitize their β2*nAChRs. These data further identify β2*nAChR antagonism as a potential therapeutic strategy for relief of negative affect and anxiety

The Role of the PGC1α Gly482Ser Polymorphism in Weight Gain due to Intensive Diabetes Therapy

The Diabetes Control and Complications Trial (DCCT) involved intensive diabetes therapy of subjects with type 1 diabetes mellitus (T1DM) for an average period of 6.5 years. A subset of these subjects gained excessive weight. We tested for association of polymorphisms in 8 candidate genes with the above trait. We found the Gly482Ser polymorphism in the peroxisome proliferator-activated receptor γ coactivator-1α (PGC1α) to be significantly associated with weight gain in males (P = .0045) but not in females. The Ser allele was associated with greater weight gain than the Gly allele (P = .005). Subjects with a family history of type 2 diabetes mellitus (T2DM) were more common among those who gained excessive weight. We conclude that T2DM and the Gly482Ser polymorphism in PGC1α contribute to the effect of intensive diabetes therapy on weight gain in males with T1DM

Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms

This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski’s (2010) four mechanisms of MW (i.e., individuation, self-connection, contribution, and unification). These findings argue for the new development of trauma-informed pedagogies that both (1) enable teachers to redress the complex and unmet needs of students and (2) incorporate domains of meaning that teachers bring to their trauma-affected work

Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order to privilege the language, voices and experiences of participants. Results yielded a new set of domains of trauma-informed teacher wellbeing to assist teachers to increase their own wellbeing when working with students. The likely upsurge in students and teachers across the world experiencing trauma symptoms (primary and vicarious) arising from the COVID-19 global pandemic makes this research timely and relevant

Smärta hos nötkreatur

Syftet med denna litteraturstudie var att ge en översikt över smärtbegreppet och vilka metoder som använts för att bedöma smärta hos nötkreatur. Dessutom undersöktes de huvudsakliga smärttillstånden då smärta behöver bedömas hos nötkreatur och hur de kan behandlas. Under den senaste tiden har medvetenheten kring djurs välfärd ökat och därmed har även inställningen till hur sjuka djur behandlas förändrats. Att behandla smärtsamma tillstånd hos nötkreatur är viktigt ur djurvälfärdssynpunkt, men även utifrån ekonomiska skäl då produktion och lönsamhet påverkas negativt hos individer med smärta. För att kunna efterfölja lagstiftning och dessutom skydda nötkreaturs djurvälfärd krävs att bedömning av smärta sker korrekt och att behandling utförs i applicerbara fall. För att kunna ge korrekt behandling krävs en riktig bedömning av djurets smärttillstånd. Bedömning av nötkreaturs smärta kan göras med flera olika metoder, som generellt uppdelat kan beskrivas som subjektiva respektive objektiva metoder. Sammanfattningsvis kan konstateras att en sammanvägd bedömning, då flera olika metoder används och tas i beaktning, är säkrast. Det krävs även tid för bedömning och bedömaren bör ha erfarenhet om djurslaget i fråga. Att studera nötkreaturs beteende har stor betydelse för att kunna utföra en smärtbedömning. Trots att nötkreatur sällan uppvisar tydliga tecken på smärta, då de är bytesdjur och inte vill riskera att märka ut sig som en svagare individ, finns möjlighet att se skillnader från djurets naturliga beteende. Dessutom kan beteenden som tandgnissling, öronviftningar och huvudskakningar iakttas. Olika typer av vokalisering som intensiva råmanden kan vara tecken på smärta och även hur huvudet, öronen och ryggen är positionerade. Därtill kan förändringar i ansiktsuttryck studeras, exempelvis att ögonen, läpparna och andra ansiktsmuskler är spända eller att näsborrarna är utvidgade, för att bedöma smärtnivån. Flera fysiologiska förändringar sker också vid smärta, bland annat kan pupillerna vidgas samt hjärtfrekvensen och det perifera blodflödet förändrats. Många hormoner ökar i omsättning vid smärta, vilket bland annat kan mätas i blod- eller salivprov. Dock finns det flera andra faktorer som kan påverka dessa fysiologiska förändringar, t ex stress. Trots svårigheter i bedömningsmetoderna, bland annat påverkan som bedömaren kan ha på djuret, finns goda grunder för att korrekt bedöma smärta hos nötkreatur. Problematik kan dock stötas på efter själva bedömningen, om det konstateras att smärtlindring krävs. Med anledning av lagstiftning gällande restvärden i livsmedel med animaliskt ursprung finns det ett begränsat antal godkända analgetiska läkemedel för nötkreatur. Sammanfattningsvis är smärtbedömning ett komplicerat område och det finns inte en metod som ensam kan användas för att bedöma smärta. Istället krävs erfarenhet, korrekta undersökningar och noggrant studerande av djuren. Dessutom skulle ytterligare forskning inom området behövas, vilket kan ge ökad medvetenhet kring nötkreaturs välbefinnande och välfärd.The aim of this study was to review the concept of pain and which methods are used to assess pain in cattle. Furthermore, the main conditions where pain needs to be evaluated and how the pain can be treated was studied. In recent years people have become more aware of animal welfare and due to that we have also seen changes in the way ill animals are treated. It is important to treat painful conditions in cattle due to animal welfare, but also by financial reasons since production decreases in individuals exposed to pain. To be able to follow legislation correctly and at the same time protect the welfare of cattle, it is crucial that assessment of pain is performed accurately and that treatment always is given in applicable cases. To be able to treat cattle correctly, a thorough assessment of the animal’s condition and level of pain is essential. Evaluation of pain in cattle can be made through several different methods, which can be described as subjective or objective methods. In short, it is of importance that an overall assessment is performed, where multiple methods are used and considered. It also takes time to make a correct assessment and an evaluator with experience about the species is required. To study the behaviour of cattle is of great importance to make a pain assessment. Cattle rarely exhibits clear signs of pain, since they are a prey species and therefor do not want to risk being distinguished as a weak individual. Although, behaviours differing from natural ones can be a sign of pain. Also, behaviours such as grinding of teeth, ear flicks and headshakes can be observed. Grunting and bellowing are sometimes heard when a cattle is in pain. The position of the head, ears and back also gives an indication of the grade of pain. In addition, changes in facial expression can be noted, for example if the eyes, lips or other facial muscles are tense, or if the nostrils are widened. Several physiological changes appear in painful conditions, for example can the pupils be enlarged and the heart rate and the peripheral blood flow changes. Many hormones increase in the body when in pain, which can be measured in blood or saliva. Although, there are several factors other than pain that can result in these physiological changes, since these factors are closely connected to stressful conditions as well. Despite some difficulties in these assessment techniques, for example the evaluator’s effect on the animal being assessed, there are some established methods to evaluate pain in cattle correctly. However, difficulties can appear after the assessment itself, if it is decided that analgesics is necessary. Due to legislation regarding levels of residues in food from animals, there is a limited amount of analgesic drugs approved for use in cattle. In summary, pain assessment is a complicated matter there is not a single method that can be used exclusively to evaluate pain. Instead, experience, correct examinations and thorough studies of the animals are necessary. In addition, further research in this area is required, which can lead to an increased awareness regarding the wellbeing and welfare of cattle

Nicotine-induced phosphorylation of ERK in mouse primary cortical neurons: evidence for involvement of glutamatergic signaling and CaMKII.

Extracellular signal-regulated kinase (ERK) is activated in vivo in a number of brain areas by nicotine and other drugs of abuse. Here we show that nicotine stimulation of cultured mouse cortical neurons leads to a robust induction of ERK phosphorylation that is dependent on nicotine concentration and duration of exposure. Calcium/calmodulin-dependent protein kinase II activity is necessary for nicotine-induced ERK phosphorylation and neither cAMP-dependent protein kinase or protein kinase C appear to be involved. Activity of glutamate receptors, L-type voltage-gated calcium channels, and voltage-gated sodium channels are also required for nicotine-induced ERK phosphorylation. Nicotine-induced ERK phosphorylation was inhibited by high concentrations of mecamylamine, however it was not blocked by other broad nicotinic acetylcholine receptor (nAChR) inhibitors (including hexamethonium and chlorisondamine) or nAChR subtype selective inhibitors (such as methyllycaconitine, alpha-bungarotoxin, dihydro-beta-erythroidine, and α-conotoxin Au1B). In accord with these pharmacological results, nicotine-induced ERK phosphorylation was normal in primary cultures made from β2 or α7 nAChR subunit knockout mice. The α3/beta4 nAChR agonist cytisine did not induce ERK phosphorylation suggesting that α3/β4 nAChRs were not involved in this process. Taken together, these data define a necessary role for glutamatergic signaling and calcium/calmodulin-dependent protein kinase II in nicotine-induced ERK phosphorylation in cortical neurons and do not provide evidence for the involvement of classical nAChRs

Energy performance of an industrial superheated steam heat pump flash dryer for drying of bio-fuel

[EN] Drying is an energy demanding industrial process and methods for reducing the energy consumption of drying is of interest to industry as well as society. This article presents the drying system of a biofuel factory. Steam is used as the refrigerant. Superheated steam is used as drying gas in a flash dryer with 28.8 tons/h dewatering capacity. The system includes an energy recovering water heat pump that receives its heat from the excess drying steam and heats the dryer. The SMER of the drying process ranges between 3 and 4 and the COP of the heat pump process ranges between 4 and 5.5 during one production season of peat drying. Variations in performance can be explained by variations in inlet moisture content and production rate. The example of this drying system shows the feasibility of drying in superheated steam, heat pump drying and water as refrigerant in high-temperature heat pumps.Renström, R.; Johansson-Cider, H.; Brunzell, L. (2018). Energy performance of an industrial superheated steam heat pump flash dryer for drying of bio-fuel. En IDS 2018. 21st International Drying Symposium Proceedings. Editorial Universitat Politècnica de València. 1495-1502. https://doi.org/10.4995/IDS2018.2018.7379OCS1495150

Editorial: Trauma-informed education

Trauma-informed education has emerged as a novel approach to teaching and learning to support children and young people at school. Acknowledging interdisciplinary advances from the fields of neurobiology, therapeutics, wellbeing and social justice scholarship, the paradigm of trauma-informed education is relatively new. It is necessary in a service-rationing education sector to ensure that efforts toward improvements in teaching and learning approaches encompass the impacts of chronic stress experienced by today's students. These stresses result from increasing levels across the world of child maltreatment, family instability, lingering impacts of COVID-19 and other health troubles, economic uncertainty, political instability, and other continuing community concerns (Hammerstein et al., 2021; Drotning et al., 2023; Leigh et al., 2023)