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This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices. [ABSTRACT FROM AUTHOR]

Background: Children with Down syndrome have speech and language difficulties that are disproportionate to their overall intellectual ability and relative strengths in the use of gesture. Shared book reading between parents and their children provides an effective context in which language development can be facilitated. However, children with Down syndrome often take a passive role in shared book reading and the use of key word signing (KWS) as a shared book reading technique has never been investigated. Aims: This study aimed to compare children with Down syndrome's participation and use of KWS across two methods of shared book reading – one in which a book had key‐word sign prompts embedded (signed condition) and the other in which a book was read as normal (unsigned condition). Measures of child and parent communicative behaviour were taken in each condition to establish if differences emerged. Methods & Procedures: A total of 36 children with Down syndrome (aged between 18 and 61 months) and their mothers took part in the study. Parent–child dyads were videoed at home reading two books, one in a signed and one in an unsigned condition. Child measures included total number of signs produced in each condition and levels of attention and initiation as measured by the Pivotal Behaviour Rating Scale. Parent measures included total number of utterances, mean length of utterance (MLU) in morphemes and vocabulary diversity (VOCD). Parental measures were transcribed using the Codes for Human Analysis Transcripts (CHAT) software and analysed by the Computerised Language Analysis software (CLAN). Contrasts in outcomes between the signed and unsigned conditions were estimated using Poisson and linear mixed‐effects models, determined by the type of data. Outcomes & Results: Results showed that children attempted to sign significantly more in the signed than unsigned condition, as well as showing significant increases in their levels of attention and initiation. There was also a significant increase in the total number of utterances used by parents in the signed versus unsigned condition and a decrease in MLU. VOCD was similar in both conditions. Conclusions & Implications: This study shows that the simple act of embedding key word signs into commercially available books, during shared book reading between parents and young children with Down syndrome, positively affects children's participation (initiation and attention) and use of KWS. The use of KWS as a core shared book reading technique may therefore be a fruitful avenue to facilitate growth in the language abilities of young children with Down syndrome. What this paper adds: What is already known on this subject: Most children with Down syndrome have significant speech and language difficulties, with relative strengths in the use of gesture. Shared book reading is an activity reported to positively affect language. However, children with Down syndrome are reported to take a passive role in shared book reading and are therefore more dependent on their parents to use techniques that facilitate their levels of participation, in order to maximise potential benefits. To the best of our knowledge, the communicative effects of embedding key word signing (KWS) in shared book reading have never been examined with children with Down syndrome. What this paper adds to existing knowledge: This is the first study to investigate the communicative impact of parents embedding KWS in a shared book reading activity with their young children with Down syndrome. Our findings show that this relatively simple manipulation resulted in Increase in children's sign attempts.Increase in children's overall participation in shared book reading (indicated by levels of attention and initiation).Increase in the number of utterances produced by parents (primarily as a result of repetitions).Decrease in parental mean length of utterance. These findings suggest that embedding KWS in shared book reading is likely to facilitate increased language abilities in this cohort. What are the potential or actual clinical implications of this work?: Shared book reading is part of the daily routine for many parents and their children with Down syndrome. Integrating KWS is a relatively simple adaptation to this activity which is likely to enhance children's language skills. Therapists can encourage parents to do this at home to support work carried out at school and in a clinical setting. [ABSTRACT FROM AUTHOR]

Children learn through interaction with their surroundings, meaning that their experiences of place directly contribute to their personal development. Despite this, the needs of the youth are rarely factored into development plans. This is a major obstacle to the sustainable and inclusive development of places. Examining potential pathways to correct this issue, this paper presents the findings of research conducted with young people from the Market area of Belfast. The research engaged with two groups (n = 11) in a participatory investigation of how young people engage with the built environment. Using several participatory methods, including narrative walkabouts, mapping exercises and semi‐structured group interviews, the children engaged as co‐researchers. We link to idea of 'third places' to frame our analysis, demonstrating how children in the Market community have strong opinions of how space is, and should be, designed and managed. We reveal interesting dynamics regarding the children's perceived exclusion from the city centre and concerns about how poor planning is harming their community's public health. We conclude by reflecting upon some of the children's proposed solutions, as well as by presenting two outcomes of our study that hint at the potential future role of young people in co‐designing the built environment. [ABSTRACT FROM AUTHOR]

The core argument of this paper is that intersectionality provides a constructive conceptual lens for the convergence of ethnic minority status and childhood disability in Irish child protection and welfare. The utility of intersectionality in this paper lies in broadening the scope of reflection on the complex intersections of ethnic minority status and childhood disability. Within this, intersectionality is implicitly situated within an overarching critical disability studies perspective. Theoretically informed commentary on the literature attends to three aspects of practice. These are respectively novel intersections of ethnic minority status and childhood disability, as a consequence of intensifying globalization; compounded levels of risk; and the importance of nonconflation of potential sites of oppression, such as race and disability. Overall, the intention of the paper is to be illustrative. Specifically, analysis is presented as an aid to students and practitioners, moving forward, in negotiating a complex and dynamic field of practice. [ABSTRACT FROM AUTHOR]

By June 2021, children and young people had experienced two periods of lockdown and home learning in Northern Ireland. The detrimental impact of these periods of indefinite confinement is wider reaching than reported educational stagnation, with the fundamental rights of childhood: play; rest; and leisure; all adversely implicated. Autistic children's experiences of Covid‐19 have been largely absent from current crisis and recovery discourse. This is the first published study to directly and specifically involve autistic children both as research advisors and as research participants in a rights‐based participatory study relating to the pandemic. Drawing on concepts of ableist childism and epistemic injustice, this article presents, through Photovoice, the emotional, social and educational experiences of post‐ primary aged autistic young people in Northern Ireland during the first 2020 lockdown of the Covid‐19 pandemic. The project was grounded in a child rights‐based approach and was guided by a group of four autistic young advisors aged 11–15. The paper concludes by arguing that government responses to the pandemic, as experienced by autistic young people, act as forms of oppression that prioritises and further embeds normative non‐autistic structures and responses under the guise of public health necessity. [ABSTRACT FROM AUTHOR]

While development of a range of cognitive skills and strategies is integral to the literacy process and strong attainment, students' motivation, engagement and self‐confidence also exert a powerful influence on academic achievement. In recent times in the field of literacy there has been renewed interest in motivation, engagement and sense of self‐efficacy as it relates to literacy achievement. This paper reports on findings from Write to Read, a longitudinal collaborative university and school literacy intervention project in disadvantaged schools. Drawing on questionnaire data from teachers, interview data from children, teachers and principals and data from audio and video recordings of literature discussions, this paper presents findings in relation to developments in children's motivation and engagement in literacy in a subset of classrooms and schools involved in the intervention. Practices associated with increasing engagement included time, choice, dialogic mixed‐ability reading groups, building self‐efficacy and explicit teaching of vocabulary and comprehension skills. Highlights: What is already known about this topicMany definitions of motivation and engagement are found in the literature; the terms are often used interchangeably, and research has not yet empirically established the directionality of the constructs (linear, bidirectional or multidirectional). What this paper addsFindings in the current study suggest that engagement is a multidirectional construct: as children's engagement in the mixed‐ability groupings within a socially stimulating dialogic environment motivated children to read and participate in the group. Motivation did not precede engagement.A dual emphasis on motivation/engagement and cognitive skills for literacy development within a balanced literacy framework are effective in building children's motivation and engagement and are particularly important for children in high‐poverty contexts. Implications for theory, policy or practiceA dual emphasis on affective dimensions of literacy and on developmentally appropriate cognitive skills and strategies is required to address the literacy achievement gap between children in high‐poverty contexts and their more advantaged peers. [ABSTRACT FROM AUTHOR]

Background The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists' (SLTs) practice with multilingual children. Aims To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice. Methods & Procedures Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs' practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6-h discussion were analysed using Cultural-Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs' practice with multilingual children. Outcomes & Results Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF-CY). Conclusions & Implications The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one 'gold standard' method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak. [ABSTRACT FROM AUTHOR]

Background: The involvement of speech and language therapists (SLTs) within paediatric palliative care (PPC) settings has been recognized within the extant literature. However, there is little understanding of SLT's specific roles and practices when working with this vulnerable cohort of children and their families. As part of a larger body of work to develop consensus‐based recommendations for SLTs working in PPC, it is important to investigate demographic and caseload characteristics. Aims: This exploratory study aimed to gather previously undocumented international demographic data pertaining to SLT service provision, caseload and training in PPC. Additionally, it sought to ascertain the current treatment and assessment approaches of SLTs, and if variations exist in beliefs and practices. Methods & Procedures: An anonymous cross‐sectional survey was designed and reported according to the Checklist for Reporting Results of Internet E‐Surveys (CHERRIES). The online survey consisted of 40 items spanning four domains: (1) demographic information, (2) caseload information, (3) service provision and (4) training and education. SLTs from Australia, Canada, New Zealand, the UK, Ireland and the United States were recruited using a purposive snowball sampling approach. Descriptive analysis of closed‐ended survey responses and content analysis of open‐ended responses are presented. Outcomes & Results: A total of 52 respondents completed the survey. SLTs worked in a variety of PPC settings, with patients of varying age and disease groups. Over 50% of participants reported working in PPC for ≤ 4 years. Genetic disorders (34%), oncology (27%) and neurological conditions (21%) made up a significant portion of respondents' caseloads. Reported treatments and assessment approaches used by SLTs are not unique to a PPC population. Barriers and enablers for practice were identified. A portion of participants did not feel trained and prepared to assess (19.2%) or treat (15.4%) PPC clients. Conclusions & Implications: This study confirms that SLTs internationally have a role in the management of communication and swallowing impairments in a PPC context. However, whether current training and resources adequately support SLTs in this role remains questionable. This paper helps to provide SLTs, administrators, professional associations and tertiary institutions with foundational data to help inform workforce planning, advocacy efforts and training priorities. What this paper addsWhat is already known on the subjectThe published multidisciplinary literature has identified that SLTs have a role in PPC. However, there has been no targeted research investigating the professional characteristics of clinicians in this context, nor any detailed information regarding associated clinician beliefs or management approaches.What this paper adds to existing knowledgeThis study is a snapshot of attributes, practice patterns and beliefs of SLTs who work with a PPC population. It highlights SLT perspectives of education and training, as well as meta‐perceptions of themselves within the multidisciplinary team.What are the potential or actual clinical implications of this work?Data presented in this paper will help to enable SLTs, organizations and associations to augment service provision and determine future professional development priorities within the field of PPC. [ABSTRACT FROM AUTHOR]

This paper explores the methodological advantages and challenges of participatory tools used in research with young children in Ireland. Taking a child‐centred approach, hand puppets and 'draw and tell' helped elicit children's expressions and meanings. Both techniques assisted in shifting the power balance between children and researchers, encouraged dialogue, created a fun atmosphere and promoted children's participation. When children are given the space, opportunity and means, and with skilled facilitation, they can clearly share their perspectives and meanings. It is important that researchers and practitioners use techniques that will facilitate and maximise young children's competencies, agency and preferences. [ABSTRACT FROM AUTHOR]

Large‐scale international migration continues apace. From a health‐care services perspective, it is important to understand the influence of migrant heritage on utilization, to allocate resources appropriately and facilitate equity. However, the differences in utilization across different migrant groups remain poorly understood, particularly so for paediatric populations. This paper contributes to filling this gap in knowledge, examining the health‐care contact of children for whom their primary caregiver is foreign‐born, using longitudinal data from two nationally representative surveys. The study setting is Ireland, which provides an interesting case as a small, open European country, which for the first‐time experienced net inward migration in the past two decades. For both cohorts, panel regression models, adjusting for socioeconomic and health indicators, demonstrated lower utilization of general practitioner (GP) services for children of caregivers from 'less‐advanced, non‐Anglosphere, non‐European Union (EU)' nations, relative to native‐born counterparts. Relatively lower attendances at Emergency Departments and hospital nights were also observed for this group, as well as for children born to EU (non‐UK) caregivers. The insights provided are instructive for policymakers for which immigration is a substantial phenomenon in current and future population demographics. [ABSTRACT FROM AUTHOR]

In this paper we explore the ways in which the methodological and analytical complexities that are encountered when researching with children have stimulated particular approaches that are useful to consider in the context of research with both adults and children who are refugees or seeking asylum. We draw upon ideas related to performativity to argue that the methods and activities we employ in research encounters 'in-the-field' play a key role in facilitating research participants' efforts to express their subjectivities and identities. Drawing on fieldwork with children in an accommodation centre for asylum-seeking families in Ireland, we argue that using child-centred research methods can be understood as specific moments within which materials become available for research participants (children) to develop and enhance their social and cultural identities in many different ways. The use of multiple and participatory methods that children engaged with, adapted or ignored (as they chose), enabled and resulted in children representing themselves as individuals in families seeking asylum, rather than as 'asylum-seeker children'. This paper supports work that suggests that ways of approaching participatory research with children may be useful when researching other populations, but it goes beyond this point to assert that research encounters may provide participants with exceptional resources for explaining their lives. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Previous research identifies the increased exposure of birth children of foster carers to experiences of separation, grief, and loss due to the transient nature of foster care, but little is known about how birth children manage this loss. This paper reports findings from a qualitative study that examined the retrospective experiences of 15 adult birth children of foster carers (aged between 18 and 28 years) in Ireland. Findings suggest that birth children experience grief and loss when foster children leave their families. They report experiencing a range of emotional responses such as guilt, blame, and sadness. A reluctance to discuss their emotional responses with either their parents or foster care professionals was also reported. Instead, birth children developed strategies to manage the loss, such as distancing themselves from the foster care process. The study highlights the importance of social workers and foster carers explaining to birth children why foster children are leaving and, where possible, maintaining contact between birth children and foster children. Additionally, findings indicate the need for birth children to have safe nonjudgmental spaces to discuss their emotional reactions to loss. [ABSTRACT FROM AUTHOR]

This paper reports on a study undertaken in the Republic of Ireland during 2005 and is based on the experiences of children and young people who have lived with domestic violence. The objectives of the study were to explore the impact of domestic violence on children, identify their needs and recommend appropriate interventions to be brokered through a centrally based women's support service. Data were gathered from 70 participants, including 37 service providers/volunteers, 11 mothers and 22 children and young people who had lived in violent environments. The data indicated that children respond in unique ways to living with domestic violence, and that services to meet their needs must be tailored to suit their individual situations. The impact of domestic violence on their lives manifested itself with regard to their sense of fear and anxiety in relation to themselves, their siblings and their mothers; their self-esteem and sense of being ‘different’, their relationships (including ambivalent relationships with their fathers); their experiences of education and their sense of a lost childhood. The final report for the study was based on the total data collection, but this paper will concentrate primarily on the material elicited from the children and young people. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The Separated Children in Europe Programme's Statement of Good Practice (Save the Children and UNHCR, 2004) advises that every separated child should be allocated an independent guardian or adviser. However, there is wide variation in how this advice has been interpreted across Europe, with some guardians being professional and others volunteers, with some focusing primarily on the legal status of separated children and others on the children's general care and wellbeing. In Ireland, there is no guardianship system designed specifically for separated children. This paper analyses the legal and policy context of guardianship for separated children in Ireland and draws on research undertaken with 16 professionals who provide services for separated children. The research findings highlight a number of key themes including: 'cracks' in the asylum process through which separated children and young people fall; conflicts between legalistic and holistic interpretations of guardianship; variations of informal and formal advocacy for separated children in practice; and the potential of guardians to facilitate children's 'voices' and 'best interests'. The article points to the fundamental tension between migration and child care policy that potentially undermines the development of a guardianship service for separated children. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Abstract This paper presents qualitative data from Irish children and adolescents on their experiences in relation to alcohol consumption. A sample of 78 participants (average age 11.5 years) was selected. A proportion of this initial sample were interviewed at intervals over a period of 3 years. The participants’ consumption patterns were analyzed and four categories were generated: covert unsanctioned, overt unsanctioned, overt sanctioned, and peer unsanctioned. As the children got older, peer drinking became a stronger feature of the data; however, it mediated other patterns of behavior. Although the children displayed agency in circumventing adult rules relating to alcohol consumption, the participants were subjected to structural constraints by virtue of their status as children. Moreover, the agentic powers of the participants were procured through their social network rather than arising from an essentialist agency possessed by each individual child. The impact of childhood as a structural dimension weakened to some extent as the participants got older and had more freedom to circumvent adult-defined barriers to alcohol consumption. [ABSTRACT FROM AUTHOR]

Exploring children's awareness of social categories could uncover the foundation of intergroup attitudes and behaviours. Indigenous to Ireland, Travellers are an ethnic minority marked by a tradition of nomadism, only formally recognised as a distinct ethnic group in 2017. This brief report analyses data from 148 children aged 6–12 (55% female) in the Republic of Ireland. A quantitative task was adapted and applied to assess children's awareness of symbols associated with the Traveller community. We found that primary school children could accurately categorise the symbols which relied on perceptually obvious markers of Traveller identity, and that this remained stable across middle childhood. However, children did not correctly categorise symbols related to less observable elements (e.g., language, trade, religion). To the best of our knowledge, these findings are the first to identify specific symbols which are salient in children's awareness about this marginalised group. Implications for school‐based interventions are discussed. [ABSTRACT FROM AUTHOR]

Recent unprecedented levels of migration, while adding cultural and linguistic diversity, places increased pressure on host countries to develop strategies for effectively integrating new arrivals into society. This article draws on data from IMMERSE which uses participatory and co‐creation methodologies with children, parents, educators and policy‐makers to examine and develop key indicators of migrant children's socio‐educational integration. It discusses Irish findings related to language and migrant children's participation and belonging in school, highlighting children's concerns over the lack of a diverse language culture and low value placed on preserving heritage language in Ireland and across all six EU partner countries. [ABSTRACT FROM AUTHOR]

Gender inequality in housework divisions is persistent. This study examined early‐emerging patterns in gender roles via children's gendered housework time in the Irish context using time‐use diary and questionnaire data, controlling for key demographic variables. This study utilized longitudinal "Growing up in Ireland" data, comparing the same children's behaviour at age 9 and 13. Participants were a nationally representative, weighted sample of school going children living in Ireland, including 4,135 girls, 3,831 boys and their caregivers. The results highlight that inequalities in domestic chores occur at nine and are even greater at 13: girls do more housework and children tend to do "gender typical" chores. Consequences are discussed in relation to gender inequality and policy implications. [ABSTRACT FROM AUTHOR]

Background: Transitioning from Child and Adolescent Mental Health Services (CAMHS) to Adult Mental Health Services (AMHS) raises novel ethical aspects for healthcare professionals, as well as for young people, their parents and carers. Method: Focus groups were conducted in Croatia, Ireland and the United Kingdom with youth mental health groups and youth representatives with no mental health (MH) remit. One hundred and eleven participants, aged from 16 to 60 years, contributed to discussions. Results: Perpetuation of stigma, autonomy and decision‐making were central themes as both enablers and deterrents of successful transition. The tension between professional (and at times parental) paternalism and young persons' growing autonomy was well captured in the themes; (a) desired practice, (b) who should decide, (c) the process of decision‐making and (d) potential harm(s). Conclusions: This study provides insight into the ethical values, particularly autonomy and collaboratively working, which people expect to underpin the transition between CAMHS and AMHS. Key Practitioner Message: Engaging young people early in making decisions about their future care can enhance trust between practitioner and the young person.In addition to diagnosis, a number of factors (such as moving home; waiting lists and stigma) may need to be taken into account when considering the direction of future health care.When possible, alternatives to AMHS should be considered if considered by the young person to be a less‐stigmatising treatment option. [ABSTRACT FROM AUTHOR]

Aims: To evaluate diabetes management at school in a large cohort of adolescents with type 1 diabetes and to compare the level of support provided to adolescents with that provided to younger children. Methods: Questionnaires were distributed to adolescents with type 1 diabetes attending nine regional and tertiary paediatric diabetes services in the Republic of Ireland. The data collected included patient demographics, treatment regimen and support provided for self‐care management. Results were compared with a similar cohort of primary school children with type 1 diabetes, studied using similar methodology. Results: The study cohort comprised 405 adolescents with a median age of 15 years, of whom 215 (54%) were on multiple daily injections and 128 (32%) were on pump therapy. Eighty‐five percent of pump users administered their bolus insulin in classrooms, whereas 76% of those on a multiple daily injection regimen injected outside the classroom. Girls were less likely to administer bolus insulin in an office (10% vs 19%) and more likely to administer it in the bathroom (50% vs 34%; P=0.01). Twenty‐five adolescents (12%) on multiple daily injection regimens did not administer bolus insulin at school. Compared to primary school children with type 1 diabetes, adolescents were less likely to use pump therapy, have an emergency treatment plan and have a designated staff member responsible for care needs. Conclusions: Support provided to adolescents with type 1 diabetes is diminished compared with that provided to younger schoolchildren. What's new?: In the Republic of Ireland, only a quarter of adolescents with type 1 diabetes have an emergency management plan at school.The majority of adolescents on pump therapy administer bolus insulin in the classroom, while the majority of those on multiple daily injections administer it in offices or school bathrooms.One in eight adolescents on multiple daily injections do not administer bolus insulin at school.Girls are more likely to administer bolus insulin in school bathrooms than boys.Support provided to adolescents with type 1 diabetes is lower compared to that provided to their primary school counterparts. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to explore the incidence, use, and scope of patient diaries in paediatric intensive care units (PICUs) in the United Kingdom and Ireland. Design: This was an electronic survey sent to 30 PICUs in the United Kingdom and Ireland. Results: All PICUs (n = 30) responded, and 43% (n = 13) offered diaries. For those units that did not supply diaries, the reasons given were concerns around the legal and professional implication of using diaries. Parental/carer consent to use a diary was obtained informally (79%, n = 11), and once there was agreement to provide a diary to parents, diaries were usually started immediately (72%, n = 12). Parents were the main contributors to the diaries (94%, n = 17), and the diaries were populated with photographs (94%, n = 15), drawings (100%, n = 16), and stickers (94%, n = 15). The reasons for offering diaries were to fill gaps in memories, to engage with families, and to explain what has happened in lay language. The owner of the diary was reported to be the family (82%, n = 14) and the child (12%, n = 2). Conclusions: The use of patient diaries is an evolving intervention in paediatric intensive care settings in the United Kingdom and Ireland. This national survey has provided a clearer picture of how this intervention is used in the United Kingdom and Ireland. PICU patient diaries are used in a significant number of units, and how these are used is relatively standardized, although in some different ways from general ICUs. Relevance to clinical practice: This survey provides a baseline for future exploration, understanding, and promotion of patient diaries, as a well evaluated tool for the critically ill child and his or her family. [ABSTRACT FROM AUTHOR]

Background Although a widespread issue, research on victimisation among primary school children in high-poverty regions is limited. The aim of this research was to explore victimisation incidence and associated mental health correlates from first-wave data of the 'Healthy Schools' programme in a high-poverty urban region. Method The study explored victimisation incidences among 458 Irish primary school children and associations with depression, health-related quality of life ( HRQoL) and social support. Results Victimisation (33.8%) was consistent with recent literature. On the stand-alone victimisation question, victims scored lower on all HRQoL subscales compared with nonvictims. Further categorisation revealed that frequent victims scored lower on four of these subscales, compared with nonvictims. Furthermore, over half of children felt that their school was not doing enough to combat school aggression. Conclusions Although from a high-poverty area, rates were consistent with data from more affluent areas. Results stress an importance on specific school aggression behaviours when measuring victimisation rates, along with corresponding health consequences. Future research should continue to adopt the behaviour-based assessment of victimisation to provide an overall picture of the problem. [ABSTRACT FROM AUTHOR]

We investigate the role of parents and family in driving children's understanding of their own national identity and their attitudes to other national groups in an increasingly diverse nation. Given the ethical and practical difficulties of sourcing children and their parents, we conducted our study with families visiting the National Museum of Ireland where displays about the Irish state's history facilitated the study of banal issues of Irishness and nationality. Our study included 34 families: 76 children and 46 parents. Parents completed self-report measures of national identity continuity, national identity strength, and their family's Irishness. Children completed self-report measures on their family's Irishness, their exploration of national identity, and attitudes to other national groups. National identity continuity and strength drove parents' sense of their family's Irishness. Amongst children, perceiving one's family as Irish, together with higher reported exploration of national identity, impacted on children's attitudes to other national groups. Children with the strongest sense of Irish national identity were most interested in identity exploration and other national practises. We add to the literature findings on the interconnection between parent and child identity and the role of the family in driving interest in national identity and other national groups. [ABSTRACT FROM AUTHOR]

Background Inadequate intakes of vitamin D and iron have been reported in young children in Ireland. The present study aimed to identify the main foods determining vitamin D and iron intakes and to model the impact of dietary strategies to improve adequacy of these micronutrients in young children. Methods The present study is based on the Irish National Pre-School Nutrition Survey ( NPNS), which estimated food and nutrient intakes in a representative sample ( n = 500) of children (aged 1-4 years) using a 4-day weighed food record. Dietary strategies were modelled using DaDiet© software (Dazult Ltd, Co. Kildare, Republic of Ireland) and the usual intake distribution, prevalence of inadequate intakes and risk of excessive intakes were estimated using the National Cancer Institute method. Results Fortified foods and nutritional supplements were the key foods influencing the intakes of vitamin D and iron. Adding a 5 μg day−1 vitamin D supplement, fortifying cow's milk ( CM) with vitamin D or replacing CM with growing-up milk ( GUM) would modestly increase intakes of vitamin D. A combined strategy of fortifying CM with vitamin D or replacing CM with GUM plus a 5 μg day−1 vitamin D supplement would increase mean intakes of vitamin D (from 3.5 μg day−1 at baseline to ≥11 μg day−1) and substantially reduce the prevalence of inadequate intakes (from >95% to 12-36%). Fortifying CM with iron or replacing CM with GUM would increase mean intakes of iron (from 7.3 mg day−1 to >10 mg day−1), achieving adequate intakes across all ages. Conclusions Based on real food consumption data in a representative sample of Irish children, we have shown that through targeted dietary strategies adequate intakes of iron are achievable and intakes of vitamin D could be greatly improved. [ABSTRACT FROM AUTHOR]

Accessible Summary This research looked at young children's attitudes towards the use of a signing system by children with Down syndrome, in mainstream school., These attitudes can help to reveal factors which support the successful use of signing as well as those that make it difficult to use signs effectively in a mainstream setting., The results show that although children expressed a number of difficulties in relation to signing, overall they have a positive attitude towards signing on which we should capitalise, to enhance the communicative experiences of both the children with Down syndrome and their peers in mainstream school., Abstract Background: Lámh is a key word signing approach used in Ireland, which can support the communication needs of children with Down syndrome. However, the success of this approach in mainstream schools relies heavily on the attitudes of those within the school environment. To date, two studies have explored the attitudes of teaching staff towards the use of keyword signing in schools; however, no previous research has investigated peer attitudes towards this method of communication. This study aimed to explore the attitudes of peers towards the use of Lámh by children with Down syndrome in mainstream schools. Materials and Methods: The study was qualitative, using interpretative phenomenological analysis procedures to analyse eight interviews with children, ranging in age from 6 to 8 years. Results and Conclusion: Overall, mainstream school peers demonstrated an understanding and an appreciation of the use of key word signing. However, the success of this approach within the school was limited by a number of challenges evinced by the school peers, including making the signs accurately and remembering their meanings. Given the important interactive role of the peers of a child with Down syndrome in a mainstream school setting, these challenges need to be addressed to optimise the use of key word signing and increase the likelihood of successful communication between children with Down syndrome and their peers. [ABSTRACT FROM AUTHOR]

Background The effect of speaker accent on listeners' comprehension has become a key focus of research given the increasing cultural diversity of society and the increased likelihood of an individual encountering a clinician with an unfamiliar accent. Aims To review the studies exploring the effect of an unfamiliar accent on language comprehension in typically developing (TD) children and in children with speech and language difficulties. This review provides a methodological analysis of the relevant studies by exploring the challenges facing this field of research and highlighting the current gaps in the literature. Methods & Procedures A total of nine studies were identified using a systematic search and organized under studies investigating the effect of speaker accent on language comprehension in (1) TD children and (2) children with speech and/or language difficulties. Main Contribution This review synthesizes the evidence that an unfamiliar speaker accent may lead to a breakdown in language comprehension in TD children and in children with speech difficulties. Moreover, it exposes the inconsistencies found in this field of research and highlights the lack of studies investigating the effect of speaker accent in children with language deficits. Conclusions & Implications Overall, research points towards a developmental trend in children's ability to comprehend accent-related variations in speech. Vocabulary size, language exposure, exposure to different accents and adequate processing resources (e.g. attention) seem to play a key role in children's ability to understand unfamiliar accents. This review uncovered some inconsistencies in the literature that highlight the methodological issues that must be considered when conducting research in this field. It explores how such issues may be controlled in order to increase the validity and reliability of future research. Key clinical implications are also discussed. [ABSTRACT FROM AUTHOR]

Background: Respite in children's palliative care aims to provide a break for family's from the routine of caring. Parental decision-making regarding the utilisation of out-of-home respite is dependent on many interlinking factors including the child's age, diagnosis, geographical location and the family's capacity to meet their child's care needs. A proposed model for out-of-home respite has been developed based on the findings of qualitative case study research. Methods: Utilising multiple, longitudinal, qualitative case study design, the respite needs and experiences of parents caring for a child with a life-limiting condition were explored. Multiple, indepth interviews were undertaken with the parents identified by a hospital-based children's palliative care team. Data were analysed using thematic analysis. Each individual case consists of a whole study. Cross-case comparison was also conducted. Results: Nine families were recruited and followed for two years. A total of 19 in-depth interviews were conducted with mothers and fathers (one or both) caring for a child with a life-limiting condition in Ireland. Each family reported vastly different needs and experiences of respite from their own unique perspective. Cross-case comparison showed that for all parents utilising respite care, regardless of their child's age and condition, home was the location of choice. Many interlinking factors influencing these decisions included: past experience of in-patient care, and trust and confidence in care providers. Issues were raised regarding the impact of care provision in the home on family life, siblings and the concept of home. Conclusion: Respite is an essential element of children's palliative care. Utilisation of out-of-home respite is heavily dependent on a number of interlinked and intertwined factors. The proposed model of care offers an opportunity to identify how these decisions are made and may ultimately assist in identifying the elements of responsive and family-focused respite that are important to families of children with life-limiting conditions. [ABSTRACT FROM AUTHOR]

Background A number of neurogenetic syndromes have a high association with special educational needs including fragile X syndrome (FXS), Prader-Willi syndrome (PWS), Williams syndrome (WS) and Velo-Cardio-Facial syndrome (VCFS). There is a paucity of research on educational provision for children affected by these syndromes. Method Parents (n =381) and teachers (n= 204) of school-aged children with one of the four syndromes in the UK and Ireland were surveyed in a range of areas concerning the child's educational provision. Areas surveyed included school placement, views on the needs of children with the syndromes, desired changes to current provision and perceived teacher knowledge. Results School placement in mainstream settings decreased with age in all of the syndromes. Males with the syndromes were more likely to be in specialised educational settings with the exception of WS. Teachers reported limited input on initial or subsequent training for all of the syndromes. The majority of teachers did not view the needs of children with syndromes as different from other children with intellectual disability (ID) although there were significant differences between the syndromes. Changes deemed necessary to provision by parents and teachers differed between the syndromes indicating the existence of perceptions of syndrome specific needs. The lowest perceived level of teacher knowledge was in the VCFS group. Conclusion The majority of teachers of children with neurogenetic syndromes report limited knowledge of the syndromes, but also a lack of belief that the children's needs are different from the majority of children with ID. Differences between the syndromes in some areas of provision suggest that a child's syndrome does impact on educational provision in some areas. [ABSTRACT FROM AUTHOR]

Background The Home Observation Measurement of the Environment (HOME) is a 59-item observation and interview tool used to measure how suitable a child's home is for a child of his or her developmental age and has been used extensively in research. The HOME is usually performed in the child's home, which has cost implications. We wished to develop a telephone version of the HOME. Methods We developed a 54-item telephone interview version of the HOME and used it to measure the home environment in 77 children aged 6-10 years inclusive attending a child and adolescent mental health clinic, followed by a home visit and HOME assessment. The results of the telephone home assessment were then compared with the results of the original HOME. Results Our sample had a mean HOME score of 47.6, standard deviation (SD) = 5.5 and a mean telephone home score of 42.6, SD = 5.1. No difference was found in comparison of the subscale mean scores of the HOME with the telephone home assessment. The agreement of 54 items in common between the HOME and telephone home assessment ranged from 73% agreement to 100% agreement. Forty-three of 50 items had moderate to almost perfect agreement using kappa analysis (kappa = 0.41-0.99); three had 100% agreement. Conclusions The telephone version of the HOME compares favourably with the HOME. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post-primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/ Diploma in SEN ( ASD) in Ireland who were working in primary and post-primary schools. Findings included strong oral communication between schools, transition programmes in many post-primary schools, a variety of generic and ASD specific strategies in both primary and post-primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community. [ABSTRACT FROM AUTHOR]

Background The nature of stigmatizing attitudes towards children and adolescents with mental health problems has received little empirical attention, despite consensus that such attitudes are widespread. As a consequence, much less is known about stigma in childhood and adolescence and methods of stigma measurement are frequently borrowed from the adult literature. For research on this topic to develop, a theoretically based and developmentally appropriate measure is needed. This study aimed to develop a theory-based peer stigma questionnaire suitable for children and adolescents. Method Participants were 562 children and adolescents aged 9-16 years (M = 12.99 years; SD = 1.6 years) in the Republic of Ireland, 316 female, all were White. The Peer Mental Health Stigmatization Scale ( PMHSS) contains 24 statements (negative and positive) about peers with mental health problems that are rated on a 5-point scale. Participants also completed the Strengths and Difficulties Questionnaire. Re-test data was collected after 2 weeks from 109 participants. Results Principal Components Analysis on the negative statements indicate the presence of two components: Stigma Agreement, personal endorsement of stigmatising statements and Stigma Awareness: awareness of prevailing societal stigma towards youth with mental health problems. The positive statements include three components: Intellectual Ability, Recovery and Friendship. Conclusions The PMHSS is a psychometrically sound instrument with good retest reliability suitable for use with older children and teenagers. Initial use of the scale suggests that personal endorsement of stigma is lower than perceptions of public stigma. [ABSTRACT FROM AUTHOR]

Background Historically, there has been higher and earlier mortality among people with intellectual disability as compared to the general population, but there have also been methodological problems and differences in the available studies. Method Data were drawn from the 2012 National Intellectual Disability Database and the Census in Ireland. A standardized mortality ratio ( SMR) was calculated, as well as average age at death. Ratios and differences were further examined for the influence of age, gender and level of intellectual disability. Results Mortality in persons with intellectual disability was four times higher and they were, on average, dying 19 years earlier than peers in the general population. Women with intellectual disability were living longer than males with intellectual disability, but differences in survival as compared to the general population were greater for these women. There was little change in average age at death over 10 years, and death was earlier the more severe the level of intellectual disability. Discussion The use of mortality ratios rather than average age at death alone is recommended, as well as greater standardization in use of data sets including the whole population, given high levels of earlier deaths in people with intellectual disability. [ABSTRACT FROM AUTHOR]

Background The present study was undertaken to review how much time paediatric dietitians spend in direct contact with patients and to determine what levels of staffing are available throughout paediatric dietetic departments in Ireland and the UK. Methods A work sampling tool was devised to capture paediatric dietetic activity for a period of 1 day. A semi-structured questionnaire was sent to paediatric dietitian managers to provide demographic information on their facility. Results Fourteen questionnaires were returned by paediatric dietitian managers and 86 work sampling tools were returned for analysis by dietitians working in the various departments. Paediatric dietitians spend 23% of the working day in direct patient contact, although up to 58% of the day in direct patient-related activities, of which communication comprised 25.2%. Staffing levels are below clinical recommendations in four out of five specialties. National activity reports focus on the number of patient contacts but do not include information on the complexity of patient care. Conclusions Work sampling is a useful tool in the assessment of activity in healthcare. Inadequate staff levels and limitations in activity reporting in paediatric dietetics will affect estimations for future service developments. Information obtained from the present study could contribute to the supply analysis of a workforce planning exercise in paediatric services in the future. [ABSTRACT FROM AUTHOR]

It is now 15 years since the signing of the 1998 Belfast (or 'Good Friday') Peace Agreement which committed all participants to exclusively democratic and peaceful means of resolving differences, and towards a shared and inclusive society defined by the principles of respect for diversity, equality and the interdependence of people. In particular, it committed participants to the protection and vindication of the human rights of all. This is, therefore, a precipitous time to undertake a probing analysis of educational reforms in Northern Ireland associated with provision in the areas of inclusion and special needs education. Consequently, by drawing upon analytical tools and perspectives derived from critical policy analysis, this article, by Ron Smith from the School of Education, Queen's University Belfast, discusses the policy cycle associated with the proposed legislation entitled Every School a Good School: the way forward for special educational needs and inclusion. It examines how this policy text structures key concepts such as 'inclusion', 'additional educational needs' and 'barriers to learning', and how the proposals attempt to resolve the dilemma of commonality and difference. Conceived under direct rule from Westminster ( April 2006), issued for consultation when devolved powers to a Northern Ireland Assembly had been restored, and with the final proposals yet to be made public, this targeted educational strategy tells a fascinating story of the past, present and likely future of special needs education in Northern Ireland. Before offering an account of this work, it is placed within some broader ecological frameworks. [ABSTRACT FROM AUTHOR]

Objectives The ability to sustain single leg stance and tandem stance is often used to determine the balance abilities of children, particularly after ankle or foot injury. The aim of this study was to assess performance norms on timed static balance tests in children aged 4 to 15 years. Design Cross-sectional study Methods Children from schools across the Republic of Ireland ( n = 534) were tested on six balance tests as well as a standing broad jump. Results Interquartile ranges for the tests are presented for each age group (4-5, 6-7, 8-9, 10-11 and 12+ years). The results confirm the improvement in balance performance as children age especially after the 7 to 8th year. Girls tend to outperform boys across all balance tests. There is a ceiling effect for some single leg stance and tandem stance tests after the age of 7 years. Conclusions Results can be used for comparative purposes against age appropriate normative balance test scores. This removes the estimation from balance testing and the risk of applying an insufficient cut-off time. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Aim To explore the association between weight and bullying; considering victims and perpetrators as two aspects of bullying, and subjective perception and objective measurement as two aspects of weight. Methods This study is based on the first wave of data collection from Growing Up in Ireland - the National Longitudinal Study of Children. The two-stage sample design included a sample of 910 primary schools in Ireland, from which a sample of 8568 nine-year-old children and their families was randomly selected. Analysis is based on statistically reweighted data to ensure that it is representative of all 9-year-olds in Ireland. Results Significantly ( P < 0.001) more girls were overweight or obese (33.1%: 23.1% overweight and 10% obese) than boys (25.2%: 18.3% and 6.9%). Children who were body mass index ( BMI) classified as overweight or obese were significantly ( P < 0.001) more likely to be victimised when compared with children whose BMI was not classified as overweight or obese. BMI-classified thinness was not significantly associated with victimisation; however, the body image of being skinny or very skinny was significantly ( P = 0.015) associated with being victimised. Bullying perpetration was not associated with BMI-derived weight classification but was significantly ( P < 0.001) associated with the child's own self-description of weight. Conclusions Overall body image was found to have a stronger association with victimisation and bullying perpetration than objective BMI-derived weight classification. Further research investigating the mediating role of body image in the relationship between weight, victimisation and bullying is necessary to better understand this association. [ABSTRACT FROM AUTHOR]

Objective We wished to ascertain if there is an association between symptoms of attention-deficit/hyperactivity disorder (ADHD) and home environment in children with ADHD and non-ADHD siblings, controlling for other environmental measures. Methods 96 children with ADHD combined type (ADHD-CT) and their siblings participated in the study. Parent and teacher Conners' rating scales were completed and home environment was assessed using the middle childhood and early adolescent Home Observation for Measurement of the Environment (HOME). ADHD symptoms were assessed for correlation with HOME in children with ADHD-CT and non-ADHD siblings and multiple regression analysis was used to control for gender, socio-economic status, exposure to nicotine, exposure to alcohol in utero, birth weight, gestational age, pregnancy and perinatal risk factors. The presence of oppositional disorders was assessed for association with HOME score in those with ADHD-CT. The multiple regression analysis was repeated controlling for environmental factors and for oppositional disorders in those with ADHD-CT. Oppositional symptoms were assessed for correlation with HOME score in non-ADHD siblings. Results Teacher-rated hyperactive/impulsive scores correlated with HOME ( r=−0.27, P < 0.01) in children with ADHD-CT. This association remained significant when other environmental factors and oppositional disorders were controlled for. Environmental factors and gender contributed to 30% of the variance of ADHD symptoms in ADHD-CT. Parent-rated hyperactive/impulsive scores also correlated with HOME ( r=−0.28, P < 0.05) for non-ADHD siblings. An association between HOME and diagnosis of oppositional defiant disorder or conduct disorder was found for children with ADHD-CT and between HOME and oppositional symptoms in non-ADHD siblings. Conclusions The home environment has a small but significant association with hyperactive/impulsive symptoms in children with ADHD-CT and non-ADHD siblings. This association remained when other environmental factors were taken into account. Oppositional symptoms are associated with home environment in ADHD-CT and in non-ADHD siblings. [ABSTRACT FROM AUTHOR]

Background: Children and adolescents with mental health problems are widely reported to have problems with peer relationships; however, few studies have explored the way in which these children are regarded by their peers. For example, little is known about the nature of peer stigmatisation, and no published research has investigated implicit attitudes thus ensuring that stigma is not well understood. To address this issue, the current study explored patterns of explicit and implicit stigmatisation of peers with depression and attention deficit hyperactivity disorder (ADHD). Methods: The sample was 385 children ( M = 10.21 years) and adolescents ( M = 15.36 years). Participants completed a questionnaire assessing explicit stigma towards an age- and gender-matched peer with ADHD or depression and another peer with 'normal issues' who were described in vignettes. They also completed a modified version of the Implicit Association Test (IAT) that explored implicit attitudes towards the target peers. Results: Questionnaire data indicated that the peer with ADHD was perceived more negatively than the peer with depression on all dimensions of stigma, except perceived dangerousness and fear. In contrast, the IAT findings suggest that some participants had more negative views of the peer with depression than the peer with ADHD. Specifically, the findings demonstrate that adolescent males demonstrated significantly stronger negative implicit evaluations of depression compared with younger males and adolescent females. Conclusions: Children and adolescents demonstrate stigmatising responses to peers with common mental health problems. The nature and extent of these responses depends on the type of problem and the type of measurement used. The findings highlight the importance of using both explicit and implicit measures of stigma. [ABSTRACT FROM AUTHOR]

Background: Research suggests that children's reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, children's perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. Methods: A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. Results: The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. Conclusions: The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems. [ABSTRACT FROM AUTHOR]

Little is documented about contemporary management of speech and swallowing disorders associated with paediatric acquired brain injury (ABI). It is therefore challenging for clinicians in this field to benchmark their clinical management against current evidence or practices undertaken in other centres. To address this issue, we aimed to provide much-needed baseline data on speech and language pathology management of speech and swallowing disorders associated with childhood ABI. Key objectives were to: (i) determine whether clinicians use formalized referral criteria, clinical guidelines, protocols or care pathways; and (ii) to document the specific assessment and treatment approaches used. Speech and language pathology managers and clinicians at 31 major paediatric rehabilitation centres across Australia, New Zealand, the UK and Ireland were invited to participate in an online survey. Fifty-one speech and language pathologists responded representing 26 centres (84% response rate). Routine referrals of ABI patients to speech and language pathology occurred relatively infrequently in these centres (12%). Centres utilized assessment protocols (23%) and guidelines (35%) more frequently than treatment guidelines (8%). Multidisciplinary care pathways were applied by 31%. Most centres used adult-based motor speech assessments and informal ('in-house developed') swallowing assessment tools. The limited use of referral criteria, protocols, care pathways and guidelines invites the possibility of unequal care, and less than optimal outcomes. Reliance on adult-based or in-house assessments is inappropriate, yet frequently a necessity due to an absence of paediatric-specific tools in this field. Further research is required in parallel with the formation of consensus groups to support the development of: (i) paediatric-specific assessment tools and management approaches; and (ii) clinical protocols and guidelines. [ABSTRACT FROM AUTHOR]

Jennings A, Duggan E, Perry IJ, Hourihane JO'B. Epidemiology of allergic reactions to hymenoptera stings in Irish school children. Pediatr Allergy Immunol 2010: 21: 1166-1170. © 2010 John Wiley & Sons A/S The aim of this was to study generate the first epidemiological data regarding the prevalence of hymenoptera allergy among school children in Ireland. Questionnaires, including six sting-specific questions (), were distributed to the parents of primary school children aged 6-8 and 11-13, divided equally between rural and urban backgrounds. From 110 schools, 4112 questionnaires were returned. A total of 1544 (37.5%) children had been stung in their lifetime. Among the total, 5.8% of children stung experienced a large local reaction, 3.4% had a mild (cutaneous) systemic reaction (MSR) and 0.8% experienced a moderate/severe systemic reaction (SSR); these figures respectively represent 2.2%, 1.3% and 0.2% of the total study group. On logistic regression analysis, older children and rural children were at a higher risk of being stung (OR 1.7; 95% CI 1.4-2.; OR 1.6; 95% CI 1.4-1.8 respectively). Rural dwellers and asthma sufferers were more likely to experience an SSR (OR 4.3; 95% CI 1.4-13.5 and OR 2.8; 95% CI 1.8-4.3, respectively). Hymenoptera stings are more common in rural than urban dwelling Irish children. Asthma imparted a greater risk of SSR in this study population. Severe reactions are unusual overall, occurring in <1% of those stung, a lower prevalence than in Israeli teenagers but in keeping with other European reports relating to young children. [ABSTRACT FROM AUTHOR]

Integrated working for outcomes is complex and challenging in theory and practice. Yet, outcomes and integrated working are central to the policy goals for children and families in Ireland. In this article, the authors present two main arguments: first, that reflective practice offers a useful general methodology for engaging with the theoretical and practical challenges of integrated working for outcomes; and second, reflective practice as a specific approach can help achieve the balance between policy and services blueprints and the realities of practice, a necessity in achieving better outcomes for children. The authors’ recent involvement in policy development work in Ireland is drawn on to illustrate the arguments. [ABSTRACT FROM AUTHOR]

Children aged 8–12 years took 723 photographs representing well-being. Another group of children categorised the photographs, identified what was missing and discussed their inter-relationships. The largest categories were ‘people I love the most (friends)’ (23.2%), ‘activities’ (18%), ‘food and drink’ (17.2%) and ‘animals/pets’ (12.8%). Children reported that the categories were all related and could be subsumed into the general category ‘the way I live’, reflecting their holistic integrationist perspective on well-being which in turn mirrors the whole child perspective of the Irish National Children’s Strategy. The usefulness and limitations of this approach to working with children are discussed. Copyright ) 2005 National Children’s Bureau. [ABSTRACT FROM AUTHOR]

Aim: Medical and lay concerns about food allergy are increasing. Whilst food allergy may be becoming more common, fatal reactions to food in childhood are very rare and their rate is not changing. We sought to establish how common severe reactions are.Methods: Prospective survey, 1998 to 2000, of hospital admissions for food-allergic reactions-conducted primarily through the British Paediatric Surveillance Unit, covering the 13 million children in the United Kingdom and Ireland.Results: 229 cases reported by 176 physicians in 133 departments, yielding a rate of 0.89 hospital admissions per 100,000 children per year. Sixty-five per cent were male, 41% were under 4 y and 60% started at home. Main allergens were peanut (21%), tree nuts (16%), cow's milk (10%) and egg (7%). Main symptoms were facial swelling (76%), urticaria (69%), respiratory (66%), shock (13%), gastrointestinal (4%). Fifty-eight cases were severe. Three were fatal, six near fatal, and 8 of these 9 had asthma with wheeze being the life-threatening symptom. Three near-fatal cases received excess intravenous epinephrine. None of the non-fatal reactions resulted in mental or physical impairment. Seven of 171 non-severe and 6/58 severe cases might have had a worse outcome if epinephrine auto-injectors had been unavailable. Six of the severe cases might have benefited if auto-injectors had been more widely prescribed.Conclusion: In the United Kingdom and Ireland, the incidence of severe reactions is low. The study highlights that: asthma is a strongly significant risk factor for a severe reaction and therefore warrants optimal management; severe wheeze is a prominent feature of severe reactions and warrants optimal management; intravenous epinephrine should be used with great care if needed. Epinephrine auto-injectors do not always prevent death, but our study design and data do not allow a definite statement about whether overall they are beneficial. [ABSTRACT FROM AUTHOR]

Examines the decrements in intrinsic motivation among rewarded and observer subjects in Dublin, Ireland. Use of tangible rewards in educational setting; Management of children misbehavior; Assessment of the theoretical analysis.

The article provides an introduction to BHIVA guidelines for the management of HIV infection in pregnant women 2012. The aim of the Writing Group was to make these guidelines as clinically relevant and as practical as possible. The guidelines are intended to inform and aid healthcare workers in the management of pregnant women with HIV. A major area of focus of the guidelines is on obstetric management and the proposed starting gestation for women temporarily taking HAART in pregnancy.