Emotional pedagogy and the gendering of social and emotional learning

Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the development of young people’s emotional subjectivities within the context of a school-based SEL intervention. Particular emphasis is placed on the gendering strategies utilised by educational professionals during the course of their emotional pedagogy. Three strategies are considered: the overt coercion of girls to demonstrate their learning; the permission of boys’ passivity, with their docile bodies being indicated as a signifier of participation; and the restricting of occasions for emotional expression in accordance with perceived gender norms. Efforts to inculcate students with a gendered emotional subjectivity mean that differential learning opportunities are on offer, raising concerns about the introduction of new forms of gendered educational inequalities

Gender, relationship breakdown, and suicide risk: a review of research in western countries

An association between divorce and suicide risk has been noted in numerous studies, but the gender profile of this risk has not been clearly established. This article reviews the evidence on gender differentials in suicide risk following the breakdown of an intimate relationship (including divorce and separation). Nineteen published articles that included individuallevel data were identified. Twelve reported a greater risk of suicide in men following relationship breakdown, two indicated a greater risk in women, and a further five showed no clear gender differential. Although there are possible indications of increased risk for men, no definitive conclusion about gender differential can be drawn. Furthermore, research is required that directly compares men with women for suicide risk following relationship breakdown

Why might men be more at risk of suicide after a relationship breakdown? Sociological insights

Relationship breakdown constitutes a major risk factor for suicide ideation and completion. Although no definitive conclusion can be reached about a gender differential in susceptibility to this factor, several studies have identified that there is an elevated risk factor in men following divorce and separation. This paper presents an overview of sociological explanations that may be employed to understand this phenomenon. There is discussion of: the changing nature of intimacy; men’s loss of honour; marriage as a more positive experience for men than for women; control in relationships; the increasing importance of the care of children for men; and men’s social networks. The paper concludes with possible implications for policy and practice

How can we adapt complex population health interventions for new contexts? Progressing debates and research priorities

Introduction The UK Medical Research Council and National Institute for Health Research have funded the ADAPT study (2018–2020), to develop methodological guidance for the adaptation of complex population health interventions for new contexts. While there have been advances in frameworks, there are key theoretical and methodological debates to progress. The ADAPT study convened a panel meeting to identify and enrich these debates. This paper presents the panel’s discussions and suggests directions for future research. Methods Sixteen researchers and one policymaker convened for a 1-day meeting in July 2019. The aim was to reflect on emerging study findings (systematic review of adaptation guidance; scoping review of case examples; and qualitative interviews with funders, journal editors, researchers and policymakers), progress theoretical and methodological debates, and consider where innovation may be required to address research gaps. Discussion Despite the proliferation of adaptation frameworks, questions remain over the definition of basic concepts (eg, adaptation). The rationale for adaptation, which often focuses on differences between contexts, may lead to adaptation hyperactivity. Equal emphasis should be placed on similarities. Decision-making about intervention modification currently privileges the concept of ‘core components’, and work is needed to progress the use and operationalisation of ‘functional fidelity’. Language and methods must advance to ensure meaningful engagement with diverse stakeholders in adaptation processes. Further guidance is required to assess the extent of re-evaluation required in the new context. A better understanding of different theoretical perspectives, notably complex systems thinking, implementation science and realist evaluation may help in enhancing research on adaptation.The ADAPT Panel comprises of Laura Arnold, Julie Bishop, Andrew Booth, Lauren Copeland, Peter Craig, Frances Gardner, Penny Hawe, Pat Hoddinott, Frank Kee, Hannah Littlecott, Laurence Moore, Simon Murphy, Alicia O’ Cathai

Understanding the educational experiences and opinions, attainment, achievement and aspirations of looked after children in Wales

This report presents the findings of research that explored the educational experiences attainment and aspirations of looked after children and young people (LACYP) in Wales. The findings of the report are drawn from interviews with LACYP and an analysis of available statistics and literature on the looked after children population

The strengths and challenges of online services and interventions to support the mental health and wellbeing of care-experienced children and young people: A study exploring the views of young people, carers, and social care professionals in Wales during the Coronavirus pandemic

The Coronavirus pandemic and its associated lockdowns and restrictions prompted a move from face-to-face interactions to remote forms of engagement that relied on telephone or online contact. This had consequences for the type and frequency of mental health and wellbeing services and interventions that were available to care-experienced children and young people and their foster and kinship carers. This report presents the views and experiences of online mental health and wellbeing provision among young people, carers, and health and social care professionals in Wales during the Coronavirus pandemic. Data were produced in online qualitative interviews with 23 participants, including care-experienced young people (n=3), the biological child of a foster carer (n=1), health and social care professionals (n=9), and foster and kinship carers (n=10). The participants discussed the strengths and challenges of online and in-person services and offered recommendations for future practice and interventions. Once the interview data was generated and analysed the project team met with three advisory groups to discuss the findings of the study and refine the recommendations for policy and practice. These meetings involved foster and kinship carers (n=10) who were members of The Fostering Network’s All Wales Foster Carers’ Advisory Forum, which is facilitated by The Fostering Network in Wales, care-experienced young people (n=4) who were part of CASCADE Voices, and young people (n=4) who were members of The Fostering Network in Wales Young People’s Care Forum. The findings from the study noted some benefits of online mental health and wellbeing services and interventions for care-experienced children and young people, including accessibility, privacy and being able to engage or disengage remotely without the pressures of face-to-face interactions. However, accessibility, a lack of privacy and the format of online interactions were also cited as some of the challenges of remote forms of contact. Therefore, the advantages and disadvantages of online versus in-person contact were complex and intertwined. This complexity reflects the important point that care-experienced children and young people are not a uniform group. Rather, care-experienced young people need to be seen as individuals and to be afforded a choice about the provision of health and wellbeing interventions that best support their particular needs and requirements. The report offers recommendations in six key areas, research; training; awareness and access; resources; choices and flexibility; safety, and protection and risk. The findings of this report aim to support improvement of both remote and face-to-face services and interventions to support the mental health and wellbeing of care-experienced children and young people as we move beyond the restrictions of the Coronavirus pandemic

Importance of the Active Site "Canopy" Residues in an O_2-Tolerant [NiFe]-Hydrogenase

The active site of Hyd-1, an oxygen-tolerant membrane-bound [NiFe]-hydrogenase from Escherichia coli, contains four highly conserved residues that form a “canopy” above the bimetallic center, closest to the site at which exogenous agents CO and O_2 interact, substrate H_2 binds, and a hydrido intermediate is stabilized. Genetic modification of the Hyd-1 canopy has allowed the first systematic and detailed kinetic and structural investigation of the influence of the immediate outer coordination shell on H_2 activation. The central canopy residue, arginine 509, suspends a guanidine/guanidinium side chain at close range above the open coordination site lying between the Ni and Fe atoms (N–metal distance of 4.4 Å): its replacement with lysine lowers the H_2 oxidation rate by nearly 2 orders of magnitude and markedly decreases the H_2/D_2 kinetic isotope effect. Importantly, this collapse in rate constant can now be ascribed to a very unfavorable activation entropy (easily overriding the more favorable activation enthalpy of the R509K variant). The second most important canopy residue for H_2 oxidation is aspartate 118, which forms a salt bridge to the arginine 509 headgroup: its mutation to alanine greatly decreases the H_2 oxidation efficiency, observed as a 10-fold increase in the potential-dependent Michaelis constant. Mutations of aspartate 574 (also salt-bridged to R509) to asparagine and proline 508 to alanine have much smaller effects on kinetic properties. None of the mutations significantly increase sensitivity to CO, but neutralizing the expected negative charges from D118 and D574 decreases O_2 tolerance by stabilizing the oxidized resting Ni^(III)–OH state (“Ni-B”). An extensive model of the catalytic importance of residues close to the active site now emerges, whereby a conserved gas channel culminates in the arginine headgroup suspended above the Ni and Fe

Acceptability, feasibility and perceived effectiveness of online and remote mental health and wellbeing interventions during the COVID-19 pandemic: A qualitative study with care-experienced young people, carers and professionals

The COVID-19 pandemic, and associated lockdowns, saw numerous services move to online and remote delivery. This included mental health and wellbeing interventions for care-experienced young people. To date there has been limited consideration of how different stakeholders experienced the receipt or delivery of remote provision during this period. We conducted online one-to-one and small group interviews with: young people with experience of care (n = 3); a young person whose biological parents were foster carers (n = 1); foster and kinship carers (n = 10); and social care and affiliated professionals (n = 9). We further engaged with relevant stakeholder consultation groups to refine and confirm study findings. Five central themes were generated, that reflected participants’ experience of a range of services, while also serving as recommendations for the future development and optimisation of provision: 1) Awareness: there is a lack of general awareness of mental health provision and understanding of what is available to support care-experienced young people, and a specific lack of knowledge regarding online support; 2) Choice and tailoring: young people need choice and flexibility in identifying provision that best suits their needs, and this includes the decision to receive online, blended or in-person services; 3) Training: carers and professionals need training on how to foster relationships with young people online and how to ensure safety and child protection; 4) Safety, protection and risk: young people need to have safe and private spaces when accessing online services; and 5) Access and resources: care-experienced young people don’t always have access to online support, and need appropriate technological devices that don’t have prohibitive restrictions. Taken together, the study findings offer insight into how interventions and services may be developed and optimised moving forward to ensure that they are meeting the needs of young people in care, and maximize likely effectiveness

‘I probably wouldn’t want to talk about anything too personal’: A qualitative exploration of how issues of privacy, confidentiality and surveillance in the home impact on access and engagement with online services and spaces for care-experienced young people

This paper draws on a qualitative interview-based study that explored online mental health and wellbeing interventions and services for care-experienced young people. The study involved young people (n = 4), foster carers (n = 8), kinship carers (n = 2) and social care professionals (n = 9) in Wales, UK. The paper reflects on the complexities of online communication in the space of ‘the home’. It documents the ways in which care-experienced young people’s living arrangements can restrict access to services and complicate confidentiality within portals to the virtual world, creating an environment where young people and their carers ‘wouldn’t want to talk about anything too personal’. Drawing on data generated in a study focused on services and interventions to support the mental health and wellbeing of care-experienced children and young people, the paper considers privacy, confidentiality and surveillance in the home and reflects on how associated relational practices impact on care-experienced young people. While the data discussed in this paper was generated during the Covid-19 pandemic, its findings have implications for how care-experienced young people and their carers can be supported to engage with the digital world in the future