Adopting a reflexive approach to researching sensitive subjects: parental experiences of stillbirth and neonatal death

In this article I am going to discuss the challenge in researching sensitive subjects and some of the ways this can be overcome by adopting a reflexive approach to conducting qualitative research. These particular challenges are detailed in relation to data collected from in-depth interviews from men and women bereaved by the death of their child following stillbirth and neonatal death. I discuss how a reflexive approach when combined with a voice centred relational method to analyse data, can be used to manage both the breadth and depth of the data as well as unearthing some of the ways in which men and women contextualised their experiences in relation to aspects of their lived biography. I propose that these combined approaches permit an explicit account of how the analysis was conducted and critically, how the researcher impacts upon the research process and product

Relationship Between a 700-MB Dry/Wind Index and Springtime Precipitation and Streamflow Within Four Snowmelt-Dominated Basins in Northern New Mexico and Southern Colorado

Climatic anomaly relationships that could potentially improve seasonal streamflow forecasts in southern Colorado and northern New Mexico were investigated through consideration of meteorological anomalies during the snow ablation season from 1980-2006. Historical relationships between (i) humidity and wind from March-June defined by an index developed for this study, denoted DWND; (ii) springtime precipitation; (iii) departures from expected seasonal streamflow; and (iv) El Niño-Southern Oscillation (ENSO) were examined within four sub-basins in southern Colorado and northern New Mexico: Upper San Juan above Pagosa Springs, Upper Rio Chama above El Vado Reservoir, and Embudo Creek/Rio Pueblo above Dixon. Potentially important links emerged between the DWND index and springtime precipitation. Namely, years that had well-above average DWND index values during April and May recorded below average precipitation if any at all, while years that had a lower average DWND index recorded near normal to much above normal precipitation. Furthermore, the relationship between the DWND index and Niño 3.4 anomalies is better defined than is the relationship between springtime precipitation and ENSO anomalies. This finding may increase confidence that cold (warm) phase ENSO extrema result in a greater (fewer) number of days characterized by low humidity and moderate to strong winds at high elevations in the San Juan and Sangre de Cristo mountains, thereby affecting snowpack and subsequent streamflow

Stable isotope studies into the kinetics and bioavailablity of vitamin K₁ in humans

In Britain, vitamin K1 (phylloquinone) is the primary form of vitamin K in the human diet and blood. Evidence is accumulating for roles of vitamin K1 beyond established functions in blood coagulation, particularly in bone metabolism. To aid the determination of recommended intakes vitamin K1 kinetics and bioavailability were investigated in adult volunteers using stable isotopes. Methods to measure reliably and accurately the isotopic enrichment of plasma vitamin K1 using gas chromatography mass spectrometry (GCMS) were developed. Two stable isotope labelled forms of vitamin K1 (13C and ring-D4) measured simultaneously disposal kinetics of intravenous doses and absolute absorption of 4 μg oral doses in ten lean, healthy volunteers (1 male and 9 female), aged 22 - 31 y. Isotopic data were fitted to a 2-compartment model with input and output from the sampled (blood plasma) pool, and exchange between it and a remote compartment. Mean half-times for vitamin K1 disappearance were 0.2 and 2.7 h and mean absolute absorption of oral doses was 13%. A three-way crossover measured vitamin K1 bioavailability in twelve lean, healthy volunteers (7 male and 5 female) aged 22 - 49 y. Each volunteer consumed 20 μg of capsulated 13C-labelled vitamin K1 with one of three test-meals representing convenience, cosmopolitan or animal-oriented diets and balanced for fat, protein and carbohydrate but containing vitamin K1 in different components. Blood was sampled over 8 h. Relative bioavailability was greater from the convenience meal (relative bioavaiiability = 1.00), in which most vitamin K1 was in oils and fats not intact vegetables, compared to either the cosmopolitan (0.46) or animal-oriented (0.29) meals. These studies demonstrate that stable isotope-based methods successfully measure vitamin K1 bioavaiiability and metabolism and their potential for use in establishing recommended dietary intakes

A Review of Black Psychology Courses across United States’ Colleges and Universities: An Update of Hicks and Ridley (1979)

More than 40 years ago, Hicks and Ridley (1979) asserted the need for Black Studies in psychology across American colleges and universities. Their study is one of few, if not the only, that has examined the frequency and types of course offerings in Black Psychology. Thus, the purpose of this study is to evaluate the current state of Black Psychology course offerings and course types in United States’ colleges and universities. Participants were recruited from 121 United States’ four-year colleges and universities, which included 63 Historically Black Colleges and Universities (HBCUs) and 58 U.S. News 2023 Best Psychology schools. Participants included 52 undergraduate teachers of record (i.e., instructors or professors) or their direct university supervisors (including department heads or chairs) who reported on course offerings in Black Psychology for the fall 2022 semester or the past two academic years. Overall, 15 respondents (28% of respondents, from 12% of the departments recruited) reported that their institution offers a course in Black Psychology. A total of 14 respondents (93%) held faculty positions at HBCUs, whereas only 1 respondent (6%) held a faculty position at a predominantly white Institution. Findings suggest that Black Psychology courses are more likely to be offered at HBCUs than other institution types, and much work continues to be necessary for research to help transcend the message of the importance of Black Psychology courses across higher education institution types

Ecological Model in School Psychology: What are the Historical Trends in School Psychology Research?

More than 25 years ago, Conoley and Gutkin (1995) asserted the need for more adult-focused research and related practices in school psychology. In commemorating the 25-year anniversity of Conoley and Gutkin in a special issue in School Psychology (SP), Conoley et al. (2020) revisited some of their prior assertions, such school psychology practitioners and researchers would benefit from adopting an ecological or public health approach (p.329). They have preserved their position on the importance of adult-focused research and related practices in order to develop and maintain health-promoting systems for students. Conoley et al. concluded that school psychology has not moved from individual-focused practices and has continued to miss the mark in providing optimal services to students from a systems perspective. The current study aims to determine the prevalence of research focused on the ecological model (advocated by Conoley et al., 2020) in school psychology journal articles

Bereavement care: parents and professionals

This paper is in two parts and is based on research conducted with bereaved parents following perinatal death. For me, this is meeting a different need as the focus is not so much on palliative care later on in life but at the beginning of life. Second it is based on student nurses and nurses experiences of caring for the dying, the corpse and bereaved families following perinatal death. I am doing it this way, because in teaching our own nursing students, working with colleagues in the NHS and hospices and previous experience of teaching medical students, death, dying and bereavement is not always talked about and relatively little is known about professional experiences or of the impact of this work, and how this affects the care provided

Advanced Care Planning at the End of Life for People with Dementia

In the UK is estimated at around 800,000 people, with 90, 000 people with dementia in Scotland. It’s forecast that by 2025, one in three people over the age of 60 will have dementia when they die. It is not always recognised that dementia is a progressive and life-limiting illness – perhaps because you can die of other things for example cardiovascular disease. However, as a result dementia hasn’t received the same level of attention or professional support as other life-limiting illnesses e.g. cancer. In response, a lot of policies – like the Scottish palliative care strategy want to get us talking about death and dying – but we need to get dementia included in those conversations. Dementia involves complex physical and psychological needs. Symptoms, rate of progression, and longevity are all specific to the individual, and can be unpredictable. People in the more advanced stages typically lose mobility, speech, and the ability to chew and swallow safely. One of the things which can characterise the end of life for people with dementia is that things can end up happening to them which they would not have wanted. We can call this treatment undignified – not the kind of ending they would have wanted involving unnecessary interventions. This is what people are seeking to avoid

Developing and Maintaining an Effective Learning Environment

Developing and maintaining an effective learning environment in your lessons supports other aspects of your teaching by providing the best possible conditions to promote and support each pupil’s learning, progress and achievement and to prevent misbehaviour. This chapter is designed to help you develop and maintain an effective learning environment for effective pupil learning. Developing and maintaining an effective learning environment which promotes positive behaviour does not happen by chance. There are a multitude of factors to consider; in this chapter these are organised around the A.R.T. of positive behaviour management. Awareness of: yourself (self-awareness) in the way you present yourself; the lesson climate; why pupils misbehave. Relationships: knowing pupils as individuals; communicating effectively; promoting positive interpersonal relationships between teacher and pupils, and between pupils; and understanding the impact of praise and rewards on behaviour and the learning environment. Thoughtful planning to use time effectively, ensuring all pupils are challenged and can achieve the intended learning, and the management of the working space. The chapter is structured using the A.R.T. model