Quarantine Mothering and Working at Home: How Institutions of Higher Education Supported (or Failed to Support) Academic Mothers

This mixed methods study explores whether and how explicit policies, implicit practices, and internal communication from university administrators about aca-demic mothers’ work lives and expectations were impacted by the 2020 COVID-19 quarantine protocols. As this was a large study focussing on university policies addressing the presence of children on campus and the ways in which their enforcement or nonenforcement affected the personal and professional lives of faculty, we used purposive sampling (Palys) and snowball sampling (Patton) to distribute a survey in academic social media groups and to professional organization listservs (Palys). Among other things, the survey asked participants to report how well they thought their university was handling the COVID-19 pandemic and invited them to participate in an in-depth interview. As a result of the survey responses, we subsequently interviewed nineteen academic mothers from a range of academic disciplines, ages, and types of institutions, until we reached theoretical saturation (Strauss and Corbin). The semi-structured interview protocol included questions about the impact of COVID-19-related policies, practices, and messaging regarding children on participants’ job satisfaction, mental and physical health, as well as work-life balance. We used open and axial coding (Strauss and Corbin) and the constant comparative method (Glaser and Strauss) to analyze the data. We then triangulated the data by comparing interview and survey findings, engaging multiple researchers in the analysis, and conducting peer debriefings (Denzin and Lincoln; Lincoln and Guba). Findings highlight institutional policies and practices that serve or fail to serve faculty in terms of supporting their professional advancement in teaching, research, and service

Guidance for researchers wanting to link NHS data using non-consent approaches:a thematic analysis of feedback from the Health Research Authority Confidentiality Advisory Group

Introduction: The use of linked data and non-consent methodologies is a rapidly growing area of health research due to the increasing detail, availability and scope of routinely collected electronic health records data. However, gaining the necessary legal and governance approvals to undertake data linkage is a complex process in England. / Objectives: We reflect on our own experience of establishing lawful basis for data linkage through Section 251 approval, with the intention to build a knowledgebase of practical advice for future applicants. / Methods: Thematic analysis was conducted on a corpus of Section 251 feedback reports from the NHS Health Research Authority Confidentiality Advisory Group. / Results: Four themes emerged from the feedback. These were: (a) Patient and Public Involvement, (b)~Establishing Rationale, (c) Data maintenance and contingency, and the need to gain (d) Further Permissions from external authorities prior to full approval. / Conclusions: Securing Section 251 approval poses ethical, practical and governance challenges. However, through a comprehensive, planned approach Section 251 approval is possible, enabling researchers to unlock the potential of linked data for the purposes of health research

Debate: Is there a true global children and young people's mental health crisis, fact or fiction?

Following COVID-19, there has been increasing concern about the well-being of children and young people across the United Kingdom; however, our major problem is the lack of robust data. We discuss emerging research capturing the impact of restrictions and experiences of COVID-19 on children and young people. We suggest further and more detailed analysis is urgently required to inform an evidence-based response. We conclude that although most of the UK's kids are probably OK, it is essential that those who are in need of support receive timely and informed intervention

Activist 101 Activities for Pre-Service Teachers

This Teaching Note briefly describes three activities that can easily be integrated into any teacher education course

Art Looking within MotherScholarhood: Art Elicitation for Self-Reflections and Sense Making

This study continues the ongoing collaborative autoethnographic, arts-based scholarship of three MotherScholars (Burrow et al.). This study presents both the critical self-reflections resulting from and advocacy for the process of art elicitation (Burrow and Burrow), which is a valid and effective methodology to allow MotherScholars a vital pause for valuable personal self-interrogation and renewed clarity within their scholarship. Like our previous research, this study reaffirms that MotherScholars need space and time to reflect on the fluidity and flexibility of their personal-professional identity as it is affected by natural life changes (e.g., children leaving home for college), unexpected transitions (e.g., divorce), and trauma (e.g., global pandemics). The necessity to find malleability in the MotherScholar identity can help women in academia name what they need and recognize what they are already uniquely suited to handle

A pharmacological mouse model suggests a novel risk pathway for postpartum psychosis

Postpartum psychosis (PP) is a severe psychiatric disorder affecting a small proportion of new mothers shortly after childbirth. The molecular pathophysiology underlying the disorder is currently poorly understood, and there are no amenable animal models for the condition; maternal deficiency for the enzyme steroid sulfatase has been proposed as a potential risk mechanism. Here we show that inhibition of steroid sulfatase with 667-COUMATE (10 mg/kg p.o.) in new mouse mothers results in behavioural abnormalities that can be partially alleviated by the administration of the clinically-efficacious antipsychotic ziprasidone (0.3–1.0 mg/kg i.p.). The pattern of behavioural abnormalities in 667-COUMATE-treated mice implicated a genetic substrate at 21–23cm on chromosome 15; of the 17 genes within this chromosomal interval, only one (Nov/Ccn3) was significantly differentially expressed in the brains of vehicle and 667-COUMATE-treated mice. Two additional members of the Ccn family (Ccn2/Ctgf and Ccn4/Wisp1) were also significantly differentially expressed between the two groups, as were three further genes co-expressed with Nov/Ccn3 in brain (Arhgdig) or previously implicated in disorder risk by clinical studies (Adcy8 and Ccl2). The expression of Nov/Ccn3, but not of the other differentially-expressed genes, could be normalised by ziprasidone administration (1.0 mg/kg). NOV/CCN3 lies directly under a linkage peak for PP risk at 8q24, and the associated protein possesses numerous characteristics that make it an excellent candidate mediator of PP risk. Our data suggest the 667-COUMATE-treated mouse as a model for PP with some degree of face, construct, and predictive validity, and implicate a novel, and biologically-plausible, molecular risk pathway for P

Re-framing writing (support): centring audience and purpose in a community nursing course

This presentation examined the collaboration between our Learning Development team and a community nursing course. It began with the question; “Are our demands of students concerning paraphrasing and referencing reasonable?” The assignment was a formal report on a semester-long group project where students partnered with a community agency. The coordinators worried that students (and lecturers) were over emphasising referencing and the technicalities of paraphrasing, to the detriment of engagement with the community nursing process itself. Our LD team eventually realized that the problem was not one of expectations, but rather a genre-audience mismatch. Although the assignment was called a report, the emphasis on integrating scholarly sources made it more like an academic essay, and the tone and length of the report limited its practical use by most partner agencies. Over time, by emphasizing genre, audience and purpose, we have contributed to a gradual loosening of the hold on the original report format. Last year, we provided feedback on a range of digital deliverables, including infographics, videos, and mind maps, each one designed to meet the specific partner agency’s needs. Our model of providing feedback on the report during one-hour in-person meetings has also evolved into a flexible combination of synchronous and asynchronous collaboration with students. We continue to guide students towards thoughtful, transparent source use, but the conversations around referencing and paraphrasing are now more holistic. In this presentation, we’ll share how our discipline-external perspective has supported meaningful student learning about authentic (and impactful) writing for different contexts

The Skits, Sketches, and Stories of MotherScholars

“MotherScholars” are those who creatively weave their maternal identities into their scholarly spaces. With this article we invite readers along a collaborative friendship study of our own participatory arts-based journey to understand, reclaim, and identify personal and professional benefits only realized once we acknowledged and embraced the blended reality of Mother Scholarhood. Our work is presented as a curation of individual skits, sketches, and short stories that were created during a collective 8-week time span in a shared virtual space. We open our story to interpretation and interaction through the lenses of our readers

Pivoting Rural Community-Based Fine Arts Programs for Youth Due to a Global Pandemic

This personal experience essay features five women professors who, as engaged scholars, seek to continuously respond to the needs of their local community by volunteering their time and expertise to offer educational programs that focus on creative arts and academic assistance for K–12 students. This piece explores the opportunities and obstacles we experienced in using virtual platforms, during the 2020 global pandemic, in order to re-envision our civic responsibilities to engage communities beyond our previous place-based programs

Proving Our Maternal and Scholarly Worth: A Collaborative Autoethnographic Textual and Visual Storying of MotherScholar Identity Work during the COVID-19 Pandemic

Pivoting to remote work as female academics and to schooling our children from home as mothers in March 2020 marked a dramatic shift in how we enact our MotherScholar identities. This collaborative autoethnographic study employs a modification of interactive interviewing and photovoice to produce verbal and visual text of COVID-19 MotherScholar identity work for analysis. Thematic analysis results in themes of maternal interruptions, professional interruptions, maternal recognition, and professional recognition. Of note, our MotherScholar interactivity functioned as identity work as we sought and granted legitimacy to one another’s’ COVID-19 MotherScholar identities. Of particular concern to us is how institutions of higher education are (dis)enabling socially supportive MotherScholar interactivity during COVID-19 conditions that persist at the time of this writing and how they intend to address social support needs sustainably into the future