Solution-focused approaches in the context of people with intellectual disabilities:a critical review

Introduction: Solution-focused brief therapy (SFBT) has a growing evidence base and several authors have recognized the advantages of applying this approach with people with intellectual disabilities (ID). The purpose of this review is to summarize and critique the literature that has used solution-focused (SF) approaches in ID, and consider future directions. Methods: A literature review was carried out, identifying 12 studies; six with individuals, and six with staff and families. Results: There is preliminary evidence for the effectiveness of SFBT for individuals with mild ID and Solution-Focused Coaching or Consultation (SFC) for staff working with individuals with moderate and severe ID. However, the current evidence base consists primarily of case studies. Recommended adaptations include shortened scales and more concrete approaches to eliciting exception-seeking. Conclusions: Solution-focused techniques should be modified to accommodate the cognitive abilities of people with ID and carers should be involved in sessions where possible. There is a need for further controlled studies, with valid and reliable outcome measures, larger samples, and longitudinal data.</p

Solution-focused approaches in the context of people with intellectual disabilities:a critical review

Introduction: Solution-focused brief therapy (SFBT) has a growing evidence base and several authors have recognized the advantages of applying this approach with people with intellectual disabilities (ID). The purpose of this review is to summarize and critique the literature that has used solution-focused (SF) approaches in ID, and consider future directions. Methods: A literature review was carried out, identifying 12 studies; six with individuals, and six with staff and families. Results: There is preliminary evidence for the effectiveness of SFBT for individuals with mild ID and Solution-Focused Coaching or Consultation (SFC) for staff working with individuals with moderate and severe ID. However, the current evidence base consists primarily of case studies. Recommended adaptations include shortened scales and more concrete approaches to eliciting exception-seeking. Conclusions: Solution-focused techniques should be modified to accommodate the cognitive abilities of people with ID and carers should be involved in sessions where possible. There is a need for further controlled studies, with valid and reliable outcome measures, larger samples, and longitudinal data.</p

How is social housing best delivered to disadvantaged Indigenous people living in urban areas?

AN INTERCULTURAL APPROACH TO THE PROVISION OF SOCIAL HOUSINGFOR INDIGENOUS PEOPLE LIVING IN URBAN AREAS WOULD MAXIMISEOPPORTUNITIES TO STRENGTHEN PARTNERSHIPS AND WORK WITHINDIGENOUS ORGANISATIONS. THIS APPROACH HAS THE POTENTIAL TODELIVER MORE DIVERSE HOUSING CHOICES AND ADAPT SERVICES TO LOCALCULTURAL NORMS

FVCOM Modelling for Particle Tracking in eastern Irish Sea using current sea level (2014) and future sea level scenarios for 2050, 2100, 2500 (ARCoES project)

The FVCOM model has been run for 3D baroclinic hydrodynamics only. The total current fields have been used to carry out particle tracking for the eastern Irish Sea. The outputs are 3D water level and current fields, salinity and temperature under 3 SLR scenarios for the WCSM model. ARCoES project modelling. 2014: represents present-day sea level 2050: 0.259m above present 2100: 1.9m above present 2500: 5.49m above presen

Microbial gardening in the ocean's twilight zone : Detritivorous metazoans benefit from fragmenting, rather than ingesting, sinking detritus

Funded by NERC NE/K001833/1 ‘Oceans 2025’Peer reviewedPublisher PD

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum. Keywords: animal ethics; animal welfare; online curriculum resources; learning and teaching; scenarios; quality of life assessmentALT gran

The importance of animal welfare science and ethics to veterinary students in Australia and New Zealand

The study of animal welfare and ethics (AWE) as part of veterinary education is important due to increasing community concerns and expectations about this topic, global pressures regarding food security, and the requirements of veterinary accreditation, especially with respect to Day One Competences. To address several key questions regarding the attitudes to AWE of veterinary students in Australia and New Zealand (NZ), the authors surveyed the 2014 cohort of these students. The survey aimed (1) to reveal what AWE topics veterinary students in Australia and NZ consider important as Day One Competences, and (2) to ascertain how these priorities align with existing research on how concern for AWE relates to gender and stage of study. Students identified triage and professional ethics as the most important Day One Competences in AWE. Students ranked an understanding of triage as increasingly important as they progressed through their program. Professional ethics was rated more important by early and mid-stage students than by senior students. Understanding the development of animal welfare science and perspectives on animal welfare were rated as being of little importance to veterinary graduates as Day One Competences, and an understanding of “why animal welfare matters” declined as the students progressed through the program. Combined, these findings suggest that veterinary students consider it more important to have the necessary practical skills and knowledge to function as a veterinarian on their first day in practic

Bushfires and Mothers’ Mental Health in Pregnancy and Recent Post-Partum

Background: The compounding effects of climate change catastrophes such as bushfires and pandemics impose significant burden on individuals, societies, and their economies. The enduring effects of such syndemics on mental health remain poorly understood, particularly for at-risk populations (e.g., pregnant women and newborns). The aim of this study was to investigate the impact of direct and indirect exposure to the 2019/20 Australian Capital Territory and South-Eastern New South Wales bushfires followed by COVID-19 on the mental health and wellbeing of pregnant women and mothers with newborn babies. Methods: All women who were pregnant, had given birth, or were within three months of conceiving during the 2019/2020 bushfires, lived within the catchment area, and provided consent were invited to participate. Those who consented were asked to complete three online surveys. Mental health was assessed with the DASS-21 and the WHO-5. Bushfire, smoke, and COVID-19 exposures were assessed by self-report. Cross-sectional associations between exposures and mental health measures were tested with hierarchical regression models. Results: Of the women who participated, and had minimum data (n = 919), most (&gt;75%) reported at least one acute bushfire exposure and 63% reported severe smoke exposure. Compared to Australian norms, participants had higher depression (+12%), anxiety (+35%), and stress (+43%) scores. Women with greater exposure to bushfires/smoke but not COVID-19 had poorer scores on all mental health measures. Conclusions: These findings provide novel evidence that the mental health of pregnant women and mothers of newborn babies is vulnerable to major climate catastrophes such as bushfires.</p