A study of male rape survivors

There appears to be appreciable literature on the sexual assault of boys, adult male survivors of childhood sexual assault and male rape in prison. However, where the victim is an adult male who has been raped in a community setting, there is little information. Study 1 investigated the nature and circumstances of such assaults and determined whether men who have been raped as adults differ significantly in their psychological adjustment from a well-matched control sample. Forty male rape victims were asked to complete a background questionnaire involving demographic and descriptive information such as the nature and circumstances of the assault and the long-term psychological effects on the victims. The long-term impact on the victim was assessed by comparing scores on established questionnaires (which researchers had previously used with other types of victims) with those from a well-matched control group. Study 1 indicated that the sexual assault of men by men has similarities to female rape in terms of assault characteristics and subsequent psychological sequalae. However, problems unique to male rape victims were a perceived loss of masculinity and confusion over sexual orientation. Most victims reported suffering from intrusive re-experiencing of the rape. Accordingly the majority consciously recognised avoidance of certain ideas, feelings and situations. Compared to the control group, victims displayed significantly more somatic and affective symptoms, significantly higher levels of anxiety and depression. Victims also displayed significantly lower levels of self-esteem and saw themselves as less positive and more unlucky than the control group. The impact of adult male rape can be explained by the conceptual models of Post-Traumatic Stress Disorder (Horowitz, 1979) and Assumptive Worlds (Janoff-Bulman, 1985). Results were discussed in relation to previous research and differences and similarities between male and female victims are identified. Study 2 explored the rape scripts of a sample of a 100 university students who were asked to write about a 'typical' rape where the perpetrator was male and the victim was either female or male. The scripts were coded on common dimensions and male rape and female rape scripts compared. Male rape scripts were also compared with the accounts from the male rape victims in Study 1. Study 2 found that male and female respondents' depictions of a male to female and a male to male rape did not dramatically differ. The majority of both male and female respondents depicted a 'typical' rape regardless of the gender of the victim, to be a stereotypical 'stranger' rape. The results further revealed that the respondents' scripts were not entirely realistic when compared to the first hand account from the victims. In contrast to the depicted 'stranger' rape, the vast majority of victims were raped by an acquaintance. Theoretical implications, limitations of the studies and future research were considered

4Bii. Improving undergraduate student attrition and experience through an innovative Restorative Supervision project.

Abstract: Principles of the PNA role and A-EQUIP model (NHS England, 2017) and specifically the Restorative Supervision (RS) element can also be applied to healthcare students during their training. RS can be defined “A model of supervision designed to support professionals working within roles where they have significant emotional demand” (Wallbank,2013). The concept of RS has been developed using evidence -based frameworks with strengths-based, reflective and restorative approaches. Our innovative project supports inclusion in healthcare education for UG student nurses. We best support under-represented and diverse groups of learners to succeed by providing safe spaces for students.Summary: Principles of the Professional Nurse Advocate (PNA) role and A-EQUIP model (NHS England, 2017) and specifically the Restorative Supervision (RS) element can also be applied to healthcare students during their training. The concept of RS has been developedusing evidence -based frameworks with strengths-based, reflective and restorative approaches. Our 12month project supports equality, diversity and inclusion in healthcare education for UG student nurses across all four fields. We best support under-represented and diverse groups of learners to succeed by providing safe spaces for the students to have access to RS

Conflicts of EU Courts on Child Abduction: Country Reports

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Parental responsibility and international child abduction in the proposed recast of Brussels IIa Regulation and the effect of Brexit on future child abduction proceedings

This article will ask why, given the discovery of vitamin C, Britain did not become a nation of domestic vegetable producers. It will explore how health concerns were central to domestic decision making regarding the sourcing of vegetables in mid-twentieth-century Britain and will trace the ways in which the representation of women, as discerning consumers and guardians of the hygienic home, mitigated against the use of the domestic space of the garden for vegetable production. By the 1960s, the cleanliness of the home had extended into the garden, which was filled with labour-saving features to enhance al-fresco family life

Conflicts of EU courts on child abduction: the reality of Article 11(6)-(8) Brussels IIa proceedings across the EU

This article contains the final findings from a research project funded by the Nuffield Foundation and conducted by the authors on “Conflicts of EU Courts on Child Abduction”. Such “conflicts” were deliberately created by the EU legislature when it created a power in Article 11(6)-(8) of the Brussels IIa Regulation for the courts of the habitual residence to insist on the return of a child that has been abducted after a court in the State where the child was abducted to has refused to return the child on the basis of one of the exceptions to the duty to return provided for in Article 13 of the Hague Child Abduction Convention 1980. It will reveal how infrequently used and largely ineffective the Article 11(6)-(8) system is and will make proposals for law reform in the current revision of the Brussels IIa Regulation

Can restorative supervision positively impact the emotional wellbeing of HEI lecturers in healthcare?

Staff wellbeing is crucial to providing a high standard of education for students. Restorative Supervision has been shown to have positive impacts on staff wellbeing including feeling 'valued', reductions in stress and burnout, increased job satisfaction and improved retention. It enables staff to reflect on the emotional and psychological impact of their work and explore and understand the challenges and rewards that are intrinsic to providing high quality teaching. Aim To explore whether restorative supervision can be used to support health care professionals working in a higher education setting. Methods 1. Monthly restorative supervision sessions over six months with 15 multidisciplinary health professional academic staff 2. Focus groups exploring the implications of restorative supervision on perceived and experienced stress and wellbeing Findings Participants identified numerous sources of compassion and emotional burden including self, colleagues, students, and families. Restorative supervision allowed participants to feel supported in their roles and able to reflect on the emotional and psychological impact of their multifaceted working. In particular, the challenges of moving from a clinician to an academic role were explored by several of the participants who felt that they had embarked on a second and completely different career with little support

Effect of an After School Education and Gardening Program on Nutrition and Physical Activity Behaviors in School Age Youth, Grades 3-8

The purpose of this study was to determine the impact of an after school education and gardening program on nutrition and physical activity behaviors among youth in 3rd through 8th grade who were participating in the Delaware County Oklahoma New Communities Project. Participants completed the pre questionnaire in the fall at the beginning of the school year and post questionnaire in the spring near the end of the school year. The pre/post questionnaire consisted of 12 questions using a three category response scale format; "yes," "sometimes," and "no." The McNemar non-parametric test was used to analyze the data and significance was set at p < 0.05. Thirty-nine children completed the pre and post evaluation questions, forty-seven percent were male and fifty-three percent were female. There was a significant increase in the proportion of children reporting "I drink milk or eat dairy foods every day," "I eat vegetables every day," and "I am physically active every day" (Table 2). There was a significant decrease in the proportion of children reporting "I drink pop every day" and "I eat candy desserts or chips everyday" The results of this study suggest that incorporating an after school garden along with nutrition education and food preparation can significantly improve youths reported vegetable intake and physical activity behaviors.Department of Nutritional Science

ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences.

Abstract ID 239:Introduction:Restorative Supervision (RS) is increasingly being delivered to post qualified healthcare staff, via the growth of the PNA role (NHS England,2023). The benefits of delivering this to pre-registration students in education have been previously documented. The potential of RS to support student personal and professional development has been demonstrated (Stacey et al, 2017: Stacey et al, 2020). The restorative function of supervision is most valued when facilitated in an environment where humanistic principles are present (Sheppard et al, 2018). This approach may be suitable for nursing students, who manage significant emotional demands in clinical practice, alongside additional challenges resulting from their academic studies.The aim of this project was to support student’s health and wellbeing skills and coping strategies. A dedicated ‘Nursing Student Advocate Support (NSAS) Lead’ was appointed to deliver different modes of RS to nursing students (including group sessions, individual 1-1’s and telephone contacts).To sustain the project in the long term, RS training was developed and offered to HEI staff.Methods:The impact of the service was evaluated over the timeline of the project. Qualitative feedback from student mentimeter surveys was used to collect anonymous data. This type of data collection can provide valuable insights into student experiences of educational programmes (Mohyn et al., 2022).Results:Qualitative data from students demonstrated that RS was a positive experience for all those who engaged in it. Five common themes emerged (anxiety, communication, competing priorities, employment, family commitments). Results suggest that RS supports a nurturing educational environment which develops student professional practice. Facilitating RS in a safe environment enables increased self-awareness and time out for student reflection.Conclusion:RS was found to support growth in students’ self-efficacy, self-esteem and problem-solving skills

Barriers and facilitators to deprescribing in primary care: a systematic review

Background Managing polypharmacy is a challenge for healthcare systems globally. It is also a health inequality concern as it can expose some of the most vulnerable in society to unnecessary medications and adverse drug-related events. Care for most patients with multimorbidity and polypharmacy occurs in primary care. Safe deprescribing interventions can reduce exposure to inappropriate polypharmacy. However, these are not fully accepted or routinely implemented. Aim To identify barriers and facilitators to safe deprescribing interventions for adults with multimorbidity and polypharmacy in primary care. Design and setting Systematic review of studies published from 2000, examining safe deprescribing interventions for adults with multimorbidity and polypharmacy (PROSPERO: CRD42019121848). Method A search of electronic databases: Medline, Embase, CINHAL, Cochrane and HMIC (26.02.19) using an agreed search strategy; supplemented by handsearching of relevant journals, and screening of reference lists and citations of included studies. Results Forty studies from 14 countries were identified. Cultural and organisational barriers included a culture of diagnosis and prescribing; evidence-based guidance focused on single diseases; a lack of evidence-based guidance for the care of older people with multimorbidities; and a lack of shared communication, decision-making systems, tools and resources. Interpersonal and individual-level barriers included professional etiquette; fragmented care; prescribers’ and patients’ uncertainties; and gaps in tailored support. Facilitators included prudent prescribing; greater availability and acceptability of non-pharmacological alternatives; resources; improved communication, collaboration, knowledge and understanding; patient-centred care; and shared decision-making. Conclusion A whole systems patient-centred approach to safe deprescribing interventions is required, involving key decision-makers, healthcare professionals, patients and carers