Nonlinear Dirac Equations

We construct nonlinear extensions of Dirac's relativistic electron equation that preserve its other desirable properties such as locality, separability, conservation of probability and Poincar\'e invariance. We determine the constraints that the nonlinear term must obey and classify the resultant non-polynomial nonlinearities in a double expansion in the degree of nonlinearity and number of derivatives. We give explicit examples of such nonlinear equations, studying their discrete symmetries and other properties. Motivated by some previously suggested applications we then consider nonlinear terms that simultaneously violate Lorentz covariance and again study various explicit examples. We contrast our equations and construction procedure with others in the literature and also show that our equations are not gauge equivalent to the linear Dirac equation. Finally we outline various physical applications for these equations

Developing Therapeutic Interventions in EP Practice: Reflections on Unconscious Processes and Promoting the Child’s Voice

This paper draws on the personal experiences of developing and carrying out an individual and group therapeutic intervention. It will reflect on the factors that impacted psychological formulation throughout the intervention process. The paper will draw on how psychological theories such as Bion’s (1961) theory of group processes and systemic thinking, can be used to understand unconscious processes in groups and the complexity of formulation. The aim is to provide insight into unconscious processes within groups and reflect on how the voice of the child can be promoted through therapeutic interventions. As the paper reflects on personal experience, it will conclude with some implications for educational psychology practice

"Autism doesn't come with a manual, it comes with a parent who never gives up": A Family Resilience Perspective to Exploring the Views of Black and Minority Ethnic Parents of Children with Autism

This research sought to adopt a family resilience perspective to exploring the views of Black and Ethnic Minority (BME) parents of children with autism. Semi-structured interviews were carried out with ten parents with the aim to elicit what was meaningful to parents. The purpose of this research was to adopt a strength-based approach to investigate the views of BME parents of children with autism as they negotiate their way through the education system. The existing literature concentrates principally on a largely problemfocussed narrative around parents’ experiences of raising a child with autism. Therefore, the purpose of the study was to emphasise a family’s strengths and resources, using a family resilience framework to explore processes that enable families to thrive. The data was analysed using thematic analysis with themes emerging around family and relationships, values and beliefs and response to diagnosis. Overall, the findings illustrated a diverse range of experiences, values and beliefs that contributed to the resilience demonstrated by all the families. The main findings indicate overwhelming support for the positive aspects of raising a child with autism that are embedded with values and beliefs across individual, family and cultural contexts. The qualities of resilience demonstrated by families enabled them to function and remain optimistic in challenging situations. The research reflects implications for Educational Psychologists with respect to adopting culturally sensitive and strength-based approaches to working with families from diverse backgrounds. The qualitative paradigm has provided insight into understanding parents’ views and values on raising a child with autism, and their hopes for the future