Shiver Me Tinders and Ring a Ding for a Fling—Sex Tech Use during COVID-19: Findings from a UK Study

Existing research surrounding dating apps has primarily focused on younger people with few studies exploring usage of such apps by middle aged and older adults. The worldwide COVID-19 pandemic challenged social behaviours and forced people to adapt intimacy and wider relationship conduct. The objective of this study was to examine how older adults utilized dating apps during the lockdowns of the UK pandemic (December 2020–May 2021). Findings presented here focus on qualitative data collected from an online survey and eight online, one-to-one interviews with adults aged 40–54 years. The online survey targeted adults across the UK while interviewees were located across England. Employing interpretative phenomenological analysis, findings identified three key themes: 1. Morality, health, and law breaking and COVID-19; 2. Self-surveillance and moral signalling; 3. Loneliness and social isolation. Qualitative findings show engaging with apps was a proxy which alleviated feelings of loneliness and social isolation. Some users used the premise of their social bubble as a way of meeting other people. Using the same premise, others justified breaking the law to engage in physical and sexual intimacy to mitigate their loneliness. The work presented here contributes to the fields of social sciences, gerontology, and human computer interaction. The inter- and multi-disciplinary impact of this study intersects across those fields and offers a cross-sectional insight into behaviours and engagement with technology during one of the most extraordinary global events

Progress towards enhanced access and use of technology during the COVID-19 pandemic: A need to be mindful of the continued digital divide for many rural and northern communities

The COVID-19 pandemic produced unprecedented adoption and deployment of technology in rural and northern areas; however, this expansion widened the digital divide for many. Evidence shows that older adults’ use of technology has increased. Coupled with an increasing number of available technologies to enhance healthcare delivery, social engagement, meaningful activities, and support to carers, we are at a crossroads for change. Emerging strategies used by organizations to promote technology and support efforts to bridge and close the digital divide are discussed. In a post-pandemic society, policy-makers can play a critical role to ensure that improvements, efficiency gains, and lessons learned are fully leveraged to reap the benefits of technology use by older adults, care partners, and the healthcare system. Recommendations are given for policy-makers to capitalize on this opportunity to narrow the digital divide for those in rural and northern communities

Developing Primary Teachers' Mathematics Subject Knowledge: A Practitioner Research Study that Explores the Developed Nature of Primary Teachers' Subject Knowledge in Mathematics; the Factors Which Influenced its Development and its Interrelationship with and Influence on Changes in Professional Practice, Within the Context a Mathematics Specialist Teacher Programme (MaST)

The study is set within the context of the Mathematics Specialist Teacher Programme (MaST) at a University in England. This programme was a two year Masters' level professional development for primary teachers. The research questions explore the nature of the subject knowledge developed by the teachers; the factors which influenced its development and how the developed subject knowledge interacts with and influences classroom practice. A practitioner research approach was adopted, influenced by the concept of phenomenography. Grounded theory was applied to analyse the data in order to develop theory. A mixed methods strategy was used, involving mainly qualitative data with some quantitative data collected through both questionnaires and group interviews. The main findings were that: - The development of teacher subject knowledge is dynamic and continuous and has the potential to develop within the context of practice. - A connected structure applied to the programme design had significant impact on teacher development. - The particular constructs used within the programme acted as vehicles for transference of developed subject knowledge into practice. My recommendations for policy and future research are: - The development of a national framework for primary teacher subject knowledge in mathematics, which outlines the required knowledge and recommendations for development. This would require research, agreement and evaluation. - Further research into effective strategies for the development of teacher subject knowledge in mathematics, including the application of a big ideas framework

Transitions in loneliness in later life: the role of social comparisons and coping strategies

This study explored the coping strategies and social comparisons used by older adults on different loneliness trajectories (decreased loneliness, stable loneliness and degenerating loneliness). The adaptive consequences of social comparison in later life are recognised as an important strategy for preserving life satisfaction regardless of age-related losses. Coping strategies are also important in managing loneliness. Narrative interviews were conducted with lonely older adults (N = 11) who had participated in Wave One of the Maintaining Function and Well-being in Later Life Study Wales (CFAS Wales). The study found key differences in the coping strategies employed by older adults on different loneliness trajectories. Differences in coping styles between those who reported decreased loneliness and those who were chronically lonely stemmed from perceptions as to whether loneliness was modifiable or not. Different types of social comparison were also found to modulate the loneliness experience. The findings indicate that higher-order strategies (problem, emotional and meaning focused) are not distinct entities but are part of a dynamic process. The management of loneliness in later life may be dependent on several factors, including older adults’ interpretations of the cause of loneliness. These interpretations will have implications for interventions aimed at alleviating chronic loneliness, where the focus may have to be on changing older adult's perceptions of unmodifiable loneliness

Technology & Social Media during COVID-19 Pandemic

Society has witnessed a phenomenal and unprecedented change to its daily life, since March 2020. COVID-19 striking at the heart of the world bringing business, education, lifestyle, tourism, and citizen behaviour to a standstill. This change in various societal, business, education and individual ecosystems is likely to result in a myriad of consequences, some of which will be short-lived, while for others long-lasting. For many citizen​s,​ the new change in behaviour and identifying a new routine has and will continue to be difficult, this too is compounded with additional variables and activities such as home schooling, grocery shopping for vulnerable relatives, friends, and members of the community. For other citizens, categorized as keyworkers, from health practitioners, public sector (e.g. emergency service responders), stakeholders/charity workers who are answering the telephone to those citizens who are the most vulnerable in society; and are offering guidance and advice relating to their concerns will be witnessing at first hand the impact that this pandemic is having on our society. The aim of this position piece is to discuss the impact of COVID-19 in relation to isolation, social connectedness, and how technology can facilitate positive distractions from the day-to-day routines for citizens during this pandemic

A social justice perspective on strengths-based approaches: Exploring educators’ perceptions and practices

What does it mean to engage in strengths-based (SB) approaches from a social justice perspective? In this paper we explore the accounts of educators who work with youth experiencing social and educational barriers to describe what it might mean to engage in SB practices from a social justice perspective. Using data generated from interviews, we draw on educators’ perspectives and reported practices to inform our conceptual understanding of a SB social justice approach. We propose that a social justice perspective of SB educational work involves at least four interconnecting sets of practices: recognizing students-in-context, critically engaging strengths and positivity, nurturing democratic relations, and enacting creative and flexible pedagogies. We contend that these interrelated sets of practices are necessary for youth to engage more fully in schooling.Key words: Social justice; strengths, youth, students deemed to be ‘at risk’, educator perspectivesQue cela signifie-t-il de s'engager dans des approches basées sur les points forts du point de vue de la justice sociale ? Dans cet article, nous étudions les récits d'éducateurs qui travaillent avec des jeunes et qui se confrontent à des barrières sociales et éducatives, pour décrire ce que pourrait signifier de s'engager dans des pratiques basées sur les point forts dans une perspective de justice sociale. En utilisant les données générées à partir d'entrevues, nous nous appuyons sur les perspectives de ces éducateurs et faisons état des pratiques pour renseigner notre compréhension conceptuelle d'une approche basée sur les points forts du point de vue de la justice sociale. Nous proposons que dans une perspective de justice sociale tout travail éducatif basé sur les points forts implique au moins quatre ensembles de pratiques interconnectés : la reconnaissance des élèves en contexte, l'engagement critique du potentiel et de la positivité, le maintien de relations démocratiques, et la promulgation de pédagogies créatives et flexibles. Nous soutenons que ces ensembles interdépendants de pratiques sont nécessaires pour que les jeunes s'engagent pleinement dans leur scolarité.Mots-clés : La justice sociale, les points forts, les jeunes, les élèves considérés comme «à risque», les perspectives des éducateurs

A Social Model of Loneliness: The Roles of Disability, Social Resources, and Cognitive Impairment

Purpose of the study: We consider the points at which cognitive impairment may impact on the pathway to loneliness for older people, through impeding social interaction with family and friends, or by interfering with judgments concerning satisfaction with relationships.Design and methods: We conceptualize a mediation model anticipating that social resources (LSNS-6) will mediate the pathway between disability (Townsend Disability Scale) and loneliness (De Jong Gierveld 6 item scale) and a moderated-mediation model in which we hypothesize that cognitive impairment (MMSE) will moderate the association between disability and social resources and between social resources and loneliness. To validate the hypothesized pathways, we draw on the CFAS Wales data set (N=3,593) which is a nationally representative study of community-dwelling people aged 65 and over in Wales Results: Disability had a significant indirect effect on loneliness through the mediating variable social resources. Cognitive impairment was significantly associated with social resources, but did not moderate the relationship between disability and social resources. Cognitive impairment had a significant impact on loneliness, and moderated the effect of social resources on loneliness. Implications: Social structures can (dis)empower people with cognitive impairment and lead to exclusion from social resources or impact on the social construction of ageing, cognitive impairment and dementia. The sense of self for an older person with cognitive impairment may be influenced by social norms and stereotypes, or through a temporal social comparison with an ‘earlier’ sense of self. We conclude that loneliness interventions should be theoretically-informed to identify key areas for modification