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Supplemental material, MSJ968814_supplemental_figure for An electronic, unsupervised patient-reported Expanded Disability Status Scale for multiple sclerosis by Andrew R Romeo, William M Rowles, Erica S Schleimer, Patrick Barba, Wan-Yu Hsu, Refujia Gomez, Adam Santaniello, Chao Zhao, Jennifer R Pearce, JB Jones, Bruce C Cree, Stephen L Hauser, Jeffrey M Gelfand, Walter F Stewart, Douglas S Goodin and Riley M Bove in Multiple Sclerosis Journal

This mixed-methods study explored the volunteer work of newly-certified, unemployed teachers in Ontario by asking the research question: How do newly-certified, unemployed teachers understand their volunteer work in schools? Quantitative data pertaining to unemployed volunteers and their volunteer behaviour from the National Survey of Learning and Work was analyzed using descriptive statistics in order to provide context for qualitative interviews. Six newly-certified, unemployed teachers completed a semi-structured interview that asked about volunteer tasks, learning, and access to teaching. Findings demonstrated that volunteer-teachers perform a wide range of tasks, engage in informal learning that is both volunteer-related and job-related; and perceive that volunteer work helps them gain access to teaching through growing a professional network and providing insight into the hiring process. Furthermore, how teachers understand their volunteer work is differentiated, seemingly dependent on having previously paid teaching work and pre-existing relationships in a school community. Recognition of a distinct type of volunteer work in the contemporary Canadian volunteer landscape is also presented. Policy and practice implications include disseminating this information for aspiring and unemployed teachers in Ontario, as well as recognizing the adult learning that takes place at the site of volunteer work.

Introduction:\ud The link between experiences of childhood trauma and youth offending behaviour is well documented. However, the relationship between trauma and offending is complex and few studies have examined the mechanisms that might account for this link. Youth Offending Team (YOT) staff work closely with many young people who have experienced traumas, which may allow them to gain a unique insight into these links. They also have the ability to significantly influence a young person’s future; therefore, an understanding of their perceptions of this cohort is critical. Consequently, this study aimed to obtain a detailed understanding of YOT staff’s knowledge and perceptions of the trauma-offending pathway.\ud \ud Methodology:\ud Ten YOT workers from three YOTs in South Wales engaged in semi-structured interviews. Data was collected and thematically analysed, drawing on Constructivist Grounded Theory principles. \ud \ud \ud Results:\ud Three key themes were identified; ‘Staff perceptions of the mechanisms linking trauma and offending’, ‘Exits from offending’ and ‘The role of YOS and other services’ in supporting these young people. \ud \ud Discussion:\ud This study helped bridge the gap between child welfare and juvenile justice research. It is argued that understanding the mechanisms that exacerbate or mitigate the link between trauma and offending can improve outcomes for young people and wider society. This study provides a detailed understanding of staff perceptions of the links between trauma and offending behaviour, which can help guide our understanding and inform future practice and research in the trauma-offending field.