Using the Variationist Comparative Method to Examine the Role of Language Contact in Synthetic and Periphrastic Verbs in Spanish

Language contact and linguistic change are thought to go hand in hand (e.g. Silva-Corvalán 1994), however there are methodological obstacles, such as collecting data at different points in time or the availability of monolingual data for comparison, that make claims about language change tenuous. The present study draws on two different corpora of spoken Spanish — bilingual New Mexican Spanish and monolingual Ecuadorian Spanish — in order to quantitatively assess the convergence hypothesis in which contact with English has produced a change to the Spanish verbal system, as reflected in an extension of the Present and Past Progressive forms at the expense of the synthetic Simple Present and Imperfect forms. The data do not show that the Spanish spoken by the bilinguals is changing to more closely resemble the analogous English progressive constructions, but instead suggest potential weakening of linguistic constraints on the conditioning of the variation between periphrastic and synthetic forms

Mental wellbeing in non-ambulant youth with neuromuscular disorders: What makes the difference?

The physical and social challenges associated with neuromuscular disorders may impact mental wellbeing in non-ambulant youth during the more vulnerable period of adolescence. This cross-sectional survey investigated non-ambulant youths’ mental wellbeing and relationships with physical health, participation and social factors. The conceptual model was the International Classification of Functioning, Disability and Health (ICF). Thirty-seven youth aged 13 – 22 years old (mean age 17.4 years; n = 30 male; n = 24 Duchenne Muscular Dystrophy) and their parents provided biopsychosocial data through a comprehensive self-report questionnaire. The primary outcome measure was the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS). Relationships between mental wellbeing and variables within and across each ICF domain were explored using linear regression models. Mean WEMWBS scores (55.3/70 [SD 8.1]) were higher than for typically developing youth and comparable to youth with other chronic conditions. Over half of youth reported severe co-morbidities across all body systems. Multivariable modelling indicated that mental wellbeing was independently associated with academic achievement and perceived family support but not with physical health variables. Beyond management of physical co-morbidities, enabling youths’ educational attainment and attending to social support likely optimises youth’s wellbeing

Evaluation of the mid Essex Recovery College, October – December 2013

Introduction: Recovery from mental health difficulties involves a process of making sense of what has happened, becoming an expert in self-care, building a new sense of purpose, discovering your own resourcefulness, and using resources in order to pursue goals. Recovery Colleges aim to assist people in the journey to recovery through education, bringing together both professional and lived experience of mental health challenges in a non-stigmatising college environment. Following promising evaluation results elsewhere in the UK, a decision was taken to pilot a Recovery College in Mid Essex for one year, beginning in the autumn of 2013. The North Essex Research Network (NERN), a group of current or former mental health service users, was commissioned to evaluate the pilot. Methods: Recovery College students completed measures of social inclusion and mental wellbeing at the beginning of their college attendance (baseline) and again three months later (follow-up). Demographic information was collected on the baseline questionnaire and further ratings of students’ experiences of the college were collected at follow-up. The measures were supplemented with qualitative data collected via two focus groups and an individual interview. Results: Scores on both measures improved from baseline to follow-up. At follow-up the majority of participants rated their experience of the college very positively. Additional comments on the questionnaires and the views of participants in the focus groups and interview support the quantitative results. Participants identified a wide range of ways in which their wellbeing and social inclusion had improved, and also put forward suggestions for further developing the Recovery College

Validation of the Social Inclusion Scale with Students

Interventions (such as participatory arts projects) aimed at increasing social inclusion are increasingly in operation, as social inclusion is proving to play a key role in recovery from mental ill health and the promotion of mental wellbeing. These interventions require evaluation with a systematically developed and validated measure of social inclusion; how-ever, a “gold-standard” measure does not yet exist. The Social Inclusion Scale (SIS) has three subscales measuring social isolation, relations and acceptance. This scale has been partially validated with arts and mental health project users, demonstrating good internal consistency. However, test-retest reliability and construct validity require assessment, along with validation in the general population. The present study aimed to validate the SIS in a sample of university students. Test-retest reliability, internal consistency, and convergent validity (one aspect of construct validity) were as-sessed by comparing SIS scores with scores on other measures of social inclusion and related concepts. Participants completed the measures at two time-points seven-to-14 days apart. The SIS demonstrated high internal consistency and test-retest reliability, although convergent validity was less well-established and possible reasons for this are dis-cussed. This systematic validation of the SIS represents a further step towards the establishment of a “gold-standard” measure of social inclusion

Arts participation, mental well-being and social inclusion: Mixed methods evaluation of an Open Arts studio for people with mental health needs

Participatory arts projects are thought to increase mental well-being and social inclusion for people with mental health difficulties. This article presents a one-year evaluation of the Open Arts studio at Hadleigh Old Fire Station (HOFS) in Essex, England, established to provide opportunities for mental health service users to carry out art-making independently with professional support. The evaluation was a mixed-methods design, with qualitative and quantitative strands. A total of 23 studio members completed measures of mental well-being and social inclusion at baseline and follow-up, and scores increased significantly over time. Members’ comments indicated increased social support, confidence, motivation and mental well-being, in addition to decreased social isolation. Despite small sample sizes, this evaluation provides promising evidence of gains in mental well-being and social inclusion. The question of longer-term benefits beyond the studio placement remains to be addressed, but results add further support to the use of participatory arts in promoting mental health and well-being

Arts participation, mental well-being and social inclusion: Mixed methods evaluation of an Open Arts studio for people with mental health needs

Participatory arts projects are thought to increase mental well-being and social inclusion for people with mental health difficulties. This article presents a one-year evaluation of the Open Arts studio at Hadleigh Old Fire Station (HOFS) in Essex, England, established to provide opportunities for mental health service users to carry out art-making independently with professional support. The evaluation was a mixed-methods design, with qualitative and quantitative strands. A total of 23 studio members completed measures of mental well-being and social inclusion at baseline and follow-up, and scores increased significantly over time. Members’ comments indicated increased social support, confidence, motivation and mental well-being, in addition to decreased social isolation. Despite small sample sizes, this evaluation provides promising evidence of gains in mental well-being and social inclusion. The question of longer-term benefits beyond the studio placement remains to be addressed, but results add further support to the use of participatory arts in promoting mental health and well-being

The effect of increasing conceptual challenge in primary science lessons on pupils' achievement and engagement

This paper reports research into the effect on 11 year old pupils of introducing more cognitively challenging, practical, and interactive science lessons. Our hypothesis was that such lessons would increase the children’s enthusiasm for science and their engagement with the scientific process, thereby improving educational performance. Schools in England are under pressure to raise achievement, as measured by the results of national tests. This has an impact on teaching, where revision of subject knowledge often dominates and can be particularly detrimental to more able pupils. The research was a controlled trial which took place in 32 English primary schools as part of a project 'Conceptual Challenge in Primary Science'. Teachers from 16 intervention schools participated in continuing professional development (CPD) and developed science lessons that had more practical work, more discussion, more thinking and less (but more focused) writing. The proportion of pupils achieving the highest level (level 5) in the national science tests at age 11 was compared in the matched-school pairs before and after the intervention. Focus group interviews were also held with a group of pupils in each intervention school. There was a 10% (95% Confidence Interval 2-17%) increase in the proportion of children achieving the top score in the intervention schools. The pupils and teachers reported greater engagement and motivation. These findings suggest that moving from rote revision to cognitively challenging, interactive science could help improve science education. They merit replication in other international settings to test their generalisability

Trainee therapists' experiences of supervision during training:a meta-synthesis

Purpose Supervision is typically mandatory for therapists in training and plays an important role in their professional development. A number of qualitative studies have considered specific aspects of supervision. This systematic review aimed to synthesize these studies' findings and explore the experience and impact of supervision for trainee therapists. Methods A systematic search of the literature was conducted, and inclusion/exclusion criteria were applied. This led to a sample of 15 qualitative studies, with which a meta-synthesis was conducted. Results The meta-synthesis led to four key concepts: supervision as a learning opportunity, the supervisory relationship, power in supervision and the impact of supervision. These themes explored helpful and unhelpful aspects of supervision, including some concerns regarding the evaluation of supervision. Conclusions Supervision can effectively support trainee therapists in their personal and professional development. However, it can also lead to feelings of distress and self-doubt. Supervisors need to consider the power differential within supervision and attend to different factors within the supervisory relationship.  Key Practitioner Message Supervision can encourage personal and professional development, but it can also have a detrimental impact on trainee therapists' well-being, and consequently their clinical work and clients' experiences. Supervisees may not disclose unhelpful events or impacts from supervision, for fear of negative evaluation. Evaluation of supervisors should be facilitated and encouraged, to maintain good practice