The emotional literacy support assistant intervention :an exploration from the perspectives of pupils and parents

DAppEdPsy ThesisEmotional literacy is a process concerned with developing pupils’ skills in recognising, understanding, expressing and managing their own and others’ emotions. This is considered to be essential for pupils’ academic achievement, mental health and relationships. The first part of this thesis is a systematic literature review. The findings of the review indicate that adult facilitated small group and one-to-one emotional literacy interventions have some significant effects on improving pupils’ emotional literacy skills, for example, improvements in pupils’ social skills, well-being, self-esteem and coping mechanisms and reductions in anxiety and bullying behaviours. The studies in the review adopted quantitative methodologies in which researchers measured emotional literacy skills using questionnaires. It is argued that this approach may not capture the complexity of emotional literacy development or give insight into the process of how emotional literacy skills are developed. In addition, the studies did not take account of the perspectives of the pupils involved with the interventions. The Emotional Literacy Support Assistant (ELSA) intervention is a type of emotional literacy intervention employed within UK schools. The second part of this thesis is an empirical study that aimed to understand the experiences of individuals directly involved with the ELSA intervention as well as enquiring into aspects of the intervention process. To do this, Interpretative Phenomenological Analysis (IPA) and semi-structured interviews were used to explore two primary school pupils’ and their parents’ experiences and views of participating in the ELSA intervention. The findings of the empirical research suggest the participants felt the intervention impacted positively on aspects of pupils’ emotional literacy development including, improved confidence, coping strategies and skills in managing and expressing their emotions. Important elements of the intervention process included: a need for informed consent, sessions being fun, making the child feel special, space to talk problem-solve and the therapeutic nature of the ELSA-child relationship. The findings contribute to the small evidence-base that promotes the use of the ELSA intervention within schools to develop pupils’ emotional literacy skills. It also highlights a need for an increased awareness of the factors and practices that promote emotional literacy at the individual and at a whole-school level

Egyptian and Italian Merchants in the Black Sea Slave Trade, 1260-1500

The present study examines the merchant networks which exported slaves from the Black Sea to Genoa, Venice, and Cairo from the late thirteenth to the late fifteenth century on the basis of both Arabic and Latin sources. It begins with an explanation of features distinctive to slavery in the medieval Mediterranean, the most important of which was its ideological basis in religious rather than racial difference, as well as a comparison between the Christian and Islamic laws governing slavery. In subsequent chapters it covers the variety of roles played by slaves in Mediterranean society, how the use of individual slaves was shaped by their gender and origin, and the processes which led to the enslavement of people within the Black Sea region. The heart of the project is the fourth chapter, an analysis of the commercial networks which conveyed slaves from the ports of the Black Sea to those of the Mediterranean. This chapter profiles individual merchants who dealt in slaves, traces the routes and identifies the logistical challenges of the slave trade, and analyzes the relative importance of various groups of merchants in supplying the Mediterranean demand for slaves. The next chapter explains the process of finding, inspecting, and buying a slave in the marketplace and how it differed from the purchase of other commodities. The final chapter addresses the place of the Black Sea slave trade in the political and religious context of the late medieval crusade movement. Proponents of the crusades argued that Christian merchants, especially the Genoese, were strengthening the sultan of Egypt to the detriment of the crusaders by supplying him with slaves for military service. The validity of these accusations is examined in light of the sources informing the rest of the study

Less-structured time in children's daily lives predicts self-directed executive functioning.

Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6-7 year-old children's daily, annual, and typical schedules. We categorized children's activities as "structured" or "less-structured" based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up

Contrasting roles for DNA methyltransferases and histone deacetylases in single-item and associative recognition memory

Recognition memory enables us to judge whether we have encountered a stimulus before and to recall associated information, including where the stimulus was encountered. The perirhinal cortex (PRh) is required for judgment of stimulus familiarity, while hippocampus (HPC) and medial prefrontal cortex (mPFC) are additionally involved when spatial information associated with a stimulus needs to be remembered. While gene expression is known to be essential for the consolidation of long-term recognition memory, the underlying regulatory mechanisms are not fully understood. Here we investigated the roles of two epigenetic mechanisms, DNA methylation and histone deacetylation, in recognition memory. Infusion of DNA methyltransferase inhibitors into PRh impaired performance in novel object recognition and object-in-place tasks while infusions into HPC or mPFC impaired object-in-place performance only. In contrast, inhibition of histone deacetylases in PRh, but not mPFC, enhanced recognition memory. These results support the emerging role of epigenetic processes in learning and memory

Quantity and quality of interaction between staff and older patients in UK hospital wards: A descriptive study

AbstractBackgroundThe quality of staff-patient interactions underpins the overall quality of patient experience and can affect other important outcomes. However no studies have been identified that comprehensively explore both the quality and quantity of interactions in general hospital settings.Aims & objectivesTo quantify and characterise the quality of staff-patient interactions and to identify factors associated with negative interaction ratings.SettingData were gathered at two acute English NHS hospitals between March and April 2015. Six wards for adult patients participated including medicine for older people (n=4), urology (n=1) and orthopaedics (n=1).MethodsEligible patients on participating wards were randomly selected for observation. Staff-patient interactions were observed using the Quality of Interactions Schedule. 120h of care were observed with each 2h observation session determined from a balanced random schedule (Monday-Friday, 08:00-22:00h). Multilevel logistic regression models were used to determine factors associated with negative interactions.Results1554 interactions involving 133 patients were observed. The median length of interaction was 36s with a mean of 6 interactions per patient per hour. Seventy three percent of interactions were categorized as positive, 17% neutral and 10% negative. Forty percent of patients had at least one negative interaction (95% confidence interval 32% to 49%). Interactions initiated by the patient (adjusted Odds Ratio [OR] 5.30), one way communication (adjusted OR 10.70), involving two or more staff (adjusted OR 5.86 for 2 staff, 6.46 for 3+ staff), having a higher total number of interactions (adjusted OR 1.09 per unit increase), and specific types of interaction content were associated with increased odds of negative interaction (p<0.05). In the full multivariable model there was no significant association with staff characteristics, skill mix or staffing levels. Patient agitation at the outset of interaction was associated with increased odds of negative interaction in a reduced model. There was no significant association with gender, age or cognitive impairment. There was substantially more variation at ward level (variance component 1.76) and observation session level (3.49) than at patient level (0.09).ConclusionThese findings present a unique insight into the quality and quantity of staff-patient interactions in acute care. While a high proportion of interactions were positive, findings indicate that there is scope for improvement. Future research should focus on further exploring factors associated with negative interactions, such as workload and ward culture

Amplifying Quiet Voices: Challenges and Opportunities for Participatory Design at an Urban Scale

Many Smart City projects are beginning to consider the role of citizens. However, current methods for engaging urban populations in participatory design activities are somewhat limited. In this paper, we describe an approach taken to empower socially disadvantaged citizens, using a variety of both social and technological tools, in a smart city project. Through analysing the nature of citizens’ concerns and proposed solutions, we explore the benefits of our approach, arguing that engaging citizens can uncover hyper-local concerns that provide a foundation for finding solutions to address citizen concerns. By reflecting on our approach, we identify four key challenges to utilising participatory design at an urban scale; balancing scale with the personal, who has control of the process, who is participating and integrating citizen-led work with local authorities. By addressing these challenges, we will be able to truly engage citizens as collaborators in co-designing their city

Meeting school food standards – students’ food choice and free school meals

Objective To examine students’ school food choice in relation to school food standards and entitlement to free school meals (FSM). Design Cross-sectional analysis of students’ school food choices. Setting Two large secondary schools in Yorkshire, England. Subjects Students (n 2660) aged 11–18 years. Results Sandwiches and pizza were the most popular main food items: 40·4 % and 31·2 %, respectively, in School A; 48·3 % and 27·3 %, respectively, in School B. More nutritionally valuable ‘dishes of the day’ accounted for 8·7 % and 8·3 % of main foods for School A and School B, respectively. FSM students were more likely (P < 0·0 0 1) to choose main foods (School A: FSM 87·04 %, non-FSM 70·28 %; School B: FSM 75·43 %, non-FSM 56·13 %). Dishes of the day were chosen on a significantly greater (P < 0·0 0 1) percentage of days by FSM v. non-FSM students (School A: FSM 15·67 %, non-FSM 7·11 %; School B: FSM 19·42 %, non-FSM 5·17 %). Conclusions Despite the availability of nutritionally valuable dishes of the day, the most popular food items were sandwiches, pizza and desserts. FSM students were more likely to choose the more nutritionally valuable dish of the day. School food standards should be reassessed in light of students’ preferences