Needs, expectations and consequences for the child growing up in a family with a parent with mental illness

Parental mental illness is considered one of the strongest risk-factors for development of offspring psychopathology. The lack of pan-European guidelines for empowering children of parents with mental illness led to EU project CAMILLE - Empowerment of Children and Adolescents of Mentally Ill Parents through Training of Professionals working with children and adolescents. The first task in this project, was to analyse needs, expectations and consequences for children, with respect to living with a parent with mental illness. The aim this paper is to report results of these analyses. The qualitative research was conducted in England, Finland, Germany, Italy, Norway, Poland and Scotland (N=96). There were 3 types of focus groups: (1) professionals (doctors, nurses, psychologists, social workers), (2) adult children and partners of a person with mental illness, (3) parents who have experienced mental illness during their parenthood. Framework analysis method was used. Results of the study highlighted that the main consequences for children of parental mental illness were role reversal, emotional and behavioural problems, lack of parent’s attention and stigma. The main needs of these children were emotional support, security and multidisciplinary help. Implications for practice are: (1) professionals working with parents with mental illness should be aware of the specific consequences for the children; (2) to empower children they should focus on them, but not excluding parents from the parental roles; (3) the multi-agency collaboration is necessary; (4) schools should provide counselling and teach staff and students about mental health problems to reduce stigm

Side-emitting fibers: targeted light scattering in optical fibers

Light scattering in optical fibers can transform the fiber into a linear light source with customizable emission properties: a side-emitting fiber. Side-emitting fibers are light sources with special angular and longitudinal emission characteristics, not generally encountered in other light sources: they emit radiation in all directions like a diffuse light source, but the emission is preferentially directed forward. Also, the fiber’s surface emission may decrease exponentially or vary along the fiber. The contribution of this dissertation to the literature on side-emitting fibers is twofold; first, it will show how these fiber emission parameters will influence the generated light field in the proximity and the far field. Second, it will show how to customize the emission properties by using femtosecond laser-generated scattering centers: Arranging these building blocks can generate customized longitudinal emission profiles. Furthermore, it will derive an electromagnetic model of the scattering behavior of these modifications to show how their stochastic properties, shape, and volume affect the angular emission profile and their scattering power

“There’s No Big Book on How to Care”: Primary Pre-Service Teachers’ Experiences of Caring

This study investigated primary, pre-service teachers\u27 experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues

“A whole new language and a new world”: Seconded Teachers’ Experiences in a Faculty of Education

It is common practice in university faculties of education to second teachers for limited periods. However, few recent studies have examined how secondees perceive themselves in this role, particularly in relation to the increased demands to assume research as well as teaching duties. Three seconded school personnel were interviewed to explore their experiences of secondment in a faculty of education in Canada. One had previously been a teacher, one an educational consultant, and the third a principal. Qualitative data analysis revealed (a) the differences between schools and faculty; (b) the benefits of secondment for secondees and the institution; (c) secondees’ identity as teachers; (d) secondees’ mixed feelings about research; and finally (e) the drawbacks and issues in being seconded. Recommendations for future secondments and research directions conclude the article.Dans les facultés d'éducation à l'université, le détachement de personnel pour une période limitée constitue une pratique courante. Quelques études récentes portent sur la perception qu'ont les employés détachés de leur rôle, notamment en fonction de la hausse de demandes exigeant qu'ils accomplissent des tâches liées à la recherche en plus de celles relatives à l'enseignement. Nous avons interviewé trois membres du personnel scolaire détaché par rapport à leurs expériences de détachement dans une faculté de formation des enseignants au Canada. Parmi ces membres, il avait un ancien enseignant, un conseiller pédagogique et un directeur d'école. Une analyse qualitative des données a révélé: (a) les différences entre les écoles et le personnel; (b) les avantages du détachement pour les employés détachés et les institutions; (c) l'identité d'enseignant des employés détachés; (d) les sentiments ambivalents des employés détachés par rapport à la recherche; et finalement (e) les inconvénients et les enjeux liés au détachement. L'article conclut en présentant des recommandations qui visent les détachements et les orientations en recherche à l'avenir

First-year primary teachers’ classroom management strategies:perceptions of use, confidence, and effectiveness

As newly qualified teachers begin their teaching career, the first year can be a challenging one where they need to learn new skills and handle many stresses, including classroom management. Managing the class in order to teach is a challenging skill for newly qualified teachers. This study investigated 156 primary school teachers who are based in New South Wales, Australia, in their first year of teaching and their classroom management strategies. The results showed that newly qualified teachers frequently employ rewards, preventative strategies, differentiated strategies, and low-level corrective approaches. They were most confident using rewards and preventative strategies. Furthermore, they found that low-level correction strategies were not as effective as other strategies, such as rewards, prevention, and differentiated approaches. As new teachers transition from pre-service into in-service teachers, it is important to support them and provide appropriate professional development opportunities.</p

‘We Were All Green and Brand New’: Mentoring in Theories of Child Development for Australian Early Career Preschool Teachers

Three Australian Government commissioned reports from 2011-2017 convey a longstanding child development theory-practice gap in early childhood education. This study explores what informs mentors’ discussions of theories of child development with early career preschool teachers. Grounded in Interpretative Phenomenological Analysis, themes relate to the wide role of the early childhood teacher, variation in initial teacher education, developing teacher identity, emotional connections, and consolidation and extension of university learning of child development theories. Critical discussion of themes from a Freirean perspective illustrates how mentors conveyed experiences of oppression, marginalisation, and liberation. We offer that though the child development theory-practice gap is historically presented as problematic, those interviewed suggest it is a natural and necessary part of the journey for beginning teachers. Although implications for Australian initial teacher education policy and practice are presented, this study serves as a case example for future comparative international research in this field

Angular scattering pattern of femtosecond laser‐induced refractive index modifications in optical fibers

Abstract Focused femtosecond laser irradiation is used to induce light scattering modifications in the core of an optical fiber. This turns the fiber into a diffuse, line‐shaped light source. The scattering is investigated by imaging almost the full solid angle far‐field pattern for the first time. Additionally, an electromagnetic scattering model is developed to explain the observations. The findings herein change how the relationship between light scattering and the refractive index fluctuations is perceived by showing that the far‐field scattering pattern is the power spectral density of the polarization current inside the scattering center. Further, the authors contribute to a better estimation of the scattering process by showing that the total scattering power scales quadratically with the laser‐induced refractive index change and its volume

Australian teachers’ conceptualisations of wellbeing at work:a prototype analysis

Defining teacher wellbeing is a complex task, and the relative importance of its components remain unclear. Employing a three-phase prototype analysis, we investigated whether there was an ideal representation of wellbeing at work according to Australian teachers; and if so, which components were considered more important than others. Phase 1 (n = 138) generated wellbeing features. Phase 2 (n = 438) identified central and peripheral components while Phase 3 (n = 418) confirmed recognition of central components in a cognitive task. Analysing linguistic units and measures of reliability, findings revealed a prototypical organisation of the teacher wellbeing at work concept with central components including feeling safe, supported, valued, and trusted, and achieving work/life balance. The results of this study may help inform schools and policy makers design interventions and develop policies to foster thriving educational environments for all teachers.</p

What language should we use when talking about children with specific learning disorders? A study exploring the preference of australian parents, professionals and adults who have a specific learning disorder

In Australia, a broad range of terms are used when discussing children and young people with a specific learning disorder (SLD). However, little is known about how SLD-related terminology is perceived by adults with an SLD, parents of children with an SLD and the professionals who support them. The purpose of this study was to identify any SLD-related preferred terms and explore factors which may influence these preferences. Data were collected from 177 participants via an online survey which asked them to rate how much they liked each term from a provided list and why. Results showed that clear language preferences do exist amongst dyslexic adults, parents and professionals, with dyslexia/dysgraphia/dyscalculia, dyslexic/dysgraphic/dyscalculic, person with dyslexia/dysgraphia/ dyscalculia and challenges being the most liked terms whilst learning disability, learning disabled, impairment, deficit, weakness and person with a learning disability were amongst the least liked terms. A narrative synthesis revealed that participants' language preferences are largely dependent on the context and intent of communication, generating six key themes. This research offers clear implications on how society embraces strengths and diversity, including language use, and the impact this can have on individuals with SLDs.</p