‘‘Bursting’’ to Go and Other Experiences: Children’s Views on Using the Toilet in the First School Year

Children’s use of the toilet at school, although rarely explored, is an important facet of school experience with consequences for physical and psychological health. A mixed methods study investigated views of 25 children (4–5 years) regarding potential stressors in the first school year, including views of toileting, in Dublin, Ireland. Despite very positive responses to school, most responses to toileting (15 of 25) were mixed or negative. Although some liked to go, or noted the toilets were clean, most indicated delayed toilet use (‘‘bursting’’ to go) and ambivalent or negative experiences such as fear of not identifying the right toilet, fear of being alone, lack of privacy, and potential bullying. Many children did not expect to receive help from the teacher. As delaying toilet use can have lasting health consequences, teacher–nurse collaboration could be used to develop whole-school policies to support children’s early adjustment in this sensitive area of functioning

To What Extent are Appropriate Resources Provided to Veterans with Mental Illness to Prevent Contact with the Criminal Justice System?

United States military veterans are a special population of men and women that have willingly sacrificed their lives to serve their country. They are perceived to be patriotic, honorable, strong, and disciplined people. Unfortunately, veterans are not exempt from committing criminal acts that land them in the criminal justice system. In fact, veterans are highly susceptible to developing mental illnesses and substance use disorders which can ultimately lead to criminal behavior. The purpose of this study was to examine to what extent available resources are provided to veterans to help them prevent contact with the criminal justice system. This study used a mixed methods approach to identify themes in quantitative survey responses which asked veteran respondents about their history with substance use, mental health disorders, and criminal involvement. Respondents provided information on treatment court participation and spoke on their experiences before, during, and after court participation. This study found mentorship and mental health counseling were effective resources for veterans. This study highlights potential barriers veterans face when seeking help. Future research and policy recommendations are discussed

A framework for assessing crop production from rotations

This report was presented at the UK Organic Research 2002 Conference of the Colloquium of Organic Researchers (COR). Organic farming systems rely on the management of biological cycles for the provision of nutrients, which are crucial to maximising the production from the system. Rotations based on the use of grass-legume leys are central to the concept of organic farming systems, because they have the potential to support both animal production, and a subsequent, exploitative, arable cropping phase. A major challenge in organic farming is managing the supply of nitrogen, since it has a key role in governing both productivity and environmental impact. Hence, within a rotational system, there is a need to understand the complex interactions that are occurring between crop species and management, livestock production system and the impact of soil and climate on these processes. To understand these interactions, a framework is being developed for rotational farming systems that describes the soil nitrogen, crop growth and livestock production. The framework must address questions that are relevant to researchers and extensions workers. Typical questions relate to the management of nutrients in the short and long-term. Additionally, there are concerns over the impact of weeds, pests and diseases on productivity, as well as the impact of adopting new strategies or crops on the farming system

‘Look, I have my ears open’: Resilience and early school experiences among children in an economically deprived suburban area in Ireland

Children from economically disadvantaged communities frequently lack the socio- emotional, cognitive and behavioural skills needed for successful early school adjustment. Assessments of early school experience often rely on parent and teacher perspectives, yet children’s views are essential to design effective, resilience-promoting school ecologies. This mixed methods study explored children’s appraisals of potential stressors in the first school year with 25 children from a disadvantaged suburban community in Ireland. School scenarios were presented pictorially (Pictorial Measure of School Stress and Wellbeing, or PMSSW), to elicit children’s perspectives on social ecological factors that enable or constrain resilience. Salient positive factors included resource provision, such as food, toys and books; school activities and routines, including play; and relationships with teachers. Negative factors included bullying; difficulties engaging with peers; and using the toilet. Drawing on these factors, we indicate how school psychologists can develop resilience-fostering educational environments for children in vulnerable communitie

Maternal warmth and toddler development : support for transactional models in disadvantaged families

Studies support cognitive and social domains of development as entwined in childhood, however, there is a paucity of investigation into the nature of the mother-child relationship within an interdependence framework. Furthermore, the focus on these processes within families from impoverished communities using frequent assessments in early childhood has been limited. Our objectives were to identify (1) the directional associations between toddler's communication ability and social competence, (2) to establish whether the association between toddler's communication ability and social competence is mediated by maternal warmth, and (3) to establish support for transactional models between toddlers' outcomes and maternal warmth in disadvantaged communities in Ireland. Participants included 173 toddlers and their families enrolled in a prenatally commencing prevention programme. Toddler's communication and social competence were assessed at 12, 18, 24 and 36 months and maternal warmth at 6 and 24 months. Cross-lagged models were estimated examining multiple paths of associations simultaneously. Direct and indirect paths of maternal warmth were also examined. Bi-directional associations were found between communication ability and social competence from 12 to 24 months but not thereafter. Maternal warmth did not significantly mediate these associations, however, support of a transactional model was found with social competence. The results support early positive associations between better communication ability and social competence in the first 2 years, however, they suggest that these associations are no longer present by the third year. The role of maternal warmth in fostering social competencies is important for toddlers and equally important is toddler's level of social competence in eliciting increased maternal warmth

Graduate Assessment at a Predominantly Undergraduate Institution

Poster presented at the Assessment for Curricular Improvement Poster Exhibit 2023."This project focuses on improving graduate program assessment at a primarily undergraduate-serving liberal arts college. The university has 38 different graduate programs across 6 different schools. Most of the programs lack proficiency exams, a thesis, or other universal culminating experiences. Some are 4+1 programs and many cater to working professionals, and students begin their programs at different points of the year. These conditions have made developing manageable, systematic assessment challenging. In this project, assessment at the graduate level is improved with two main efforts. The first is by providing expanded resources on Educational Assessment targeting graduate programs. The second is working directly with each program to establish or modify assessment plans and, helping programs develop new approaches to assessment, including, for example, the use of portfolio methods for program-level assessment. These efforts aim to have 75% of programs develop assessment plans by the end of the 2022-2023 academic year.