Infographic: World Teachers’ Day 2023 – Stories of inspirational educators

On this World Teachers\u27 Day, we shine a spotlight on the profession by sharing some quotes from recent release Teacher, Teacher: Stories of Inspirational Educators, published by Affirm Press and edited by Megan Daley.https://research.acer.edu.au/teacher_graphics/1203/thumbnail.jp

Dissociative Identities in Childhood: An Exploration of the Relationship between Adopting these Identities and Painful States of mind in Three Young People. Are there Implication for Psychoanalytic Technique?

Children who have experienced early relational trauma in the realms of neglect and abuse may go on to develop a range of dissociative states of being as a consequence or as a defence. Child psychotherapists are frequently referred children struggling with such a legacy, yet for historical reasons dissociation is notably absent from the psychoanalytic literature and not a formal part of our professional training. This thesis aims to illuminate how dissociative children may present in psychotherapy sessions and to assess whether there are indications that traditional psychoanalytic child psychotherapy technique may need adjusting if treatment is to be most effective. Current theory regarding the aetiology of dissociative pathology is presented including the significant contributions from attachment and neuroscience research, and the slender view offered by psychoanalytic theory is elucidated. Case histories of two of the three participant children are presented with specific reference to attachment and trauma. Process recording notes from the psychotherapy of all three dissociative children are subjected to thematic analysis to arrive at two sets of patient and therapist related themes which are then recursively discussed in fine detail to determine what evidence the material provides. The conclusion is drawn that whilst dissociative children present with some distinct difficulties, these do not dominate the therapeutic endeavour and are largely similar to the presentation of traumatised and attachment disordered patients with whom child psychotherapists are very familiar. Furthermore it is suggested that whilst child psychotherapists treating dissociative children should consider psychoeducuative, organising and validating interventions, their core psychoanalytic skills of withstanding and analysing hostile and perverse transference material, together with their experience in creatively bringing all parts of the self to the child‟s conscious awareness are central to helping dissociative children recover

Are the Health of the Nation's targets attainable? Postal survey of general practitioners' views

The Health of the Nation's targets were introduced by the government in 1992 as part of a strategic approach to health.1 We aimed, in 1996, to elicit the views of general practitioners on the attainability of these targets

Our podcast highlights for 2019

In this special episode, we take a look back over our favourite moments from the podcasts we published throughout 2019. With dozens of episodes to choose from, this highlights reel takes you through some of our fascinating guests and thought-provoking conversations

RT137 ITAP: SysML Building Blocks for Cost Modeling

SERC Sponsor Research Review, December 3, 201

Dissociative identities in childhood: An exploration of how children with dissociative identities may present in psychotherapy. Are there implications for psychoanalytic technique?

Children who have experienced early relational trauma in the realms of neglect and abuse may go on to develop a range of dissociative states of being as a consequence or as a defence. Child psychotherapists are frequently referred children struggling with such a legacy, yet for historical reasons dissociation is notably absent from the psychoanalytic literature and not a formal part of our professional training. This thesis aims to illuminate how dissociative children may present in psychotherapy session s and to assess whether there are indications that traditional psychoanalytic child psychotherapy technique may need adjusting if treatment is to be most effective. Current theory regarding the aetiology of dissociative pathology is presented including the significant contributions from attachment and neuroscience research, and the slender view offered by psychoanalytic theory is elucidated. Case histories of two of the three participant children are presented with specific reference to attachment and trauma. Process recording notes from the psychotherapy of all three dissociative children are subjected to thematic analysis to arrive at two sets of patient and therapist related themes which are then recursively discussed in fine detail to determine what evidence the material provides. The conclusion is drawn that whilst dissociative children present with so me distinct difficulties, these do not dominate the therapeutic endeavour and are largely similar to the presentation of traumatised and attachment disordered patients with whom child psychotherapists are very familiar. Furthermore it is suggested that whilst child psychotherapists treating dissociative children should consider psychoeducuative, organising and validating interventions, their core psychoanalytic skills of withstanding and analysing hostile and perverse transference material, together with their experience in creatively bringing all parts of the self to the child's conscious awareness are central to helping dissociative children recover

SenseBelt:a belt-worn sensor to support cross-device interaction

Mobile interaction is shifting from a single device to simultaneous interaction with ensembles of devices such as phones, tablets, or watches. Spatially-aware cross-device interaction between mobile devices typically requires a fixed tracking infrastructure, which lim- its mobility. In this paper, we present SenseBelt – a sensing belt that enhances existing mobile interactions and enables low-cost, ad hoc sensing of cross-device gestures and interactions. SenseBelt enables proxemic interactions between people and their personal devices. SenseBelt also supports cross-device interaction be- tween personal devices and stationary devices, such as public displays. We discuss the design and implementation of SenseBelt together with possible applications. With an initial evaluation, we provide insights into the benefits and drawbacks of a belt-worn mediating sensor to support cross-device interactions

Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: Restorying Students with Negative Reputations

In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or “story” that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an exemplary teacher, and the cases of two students who began second grade with negative behavioral, emotional, and academic reputations from previous years in school. We describe how Mae “restoried” the students through personalized instruction and attention, classroom structure and curriculum, and social interactions in the classroom. We base restorying on theory and research in social identification, effective teaching, culturally responsive/relevant pedagogy, and the ethic of care