Search

In his paper "The Psychogenesis of a Case of Homosexuality in a Woman" (1920), Freud tried to outline a general psychoanalytic approach to homosexuality by recounting the case of an 18-year-old girl sent to him by her father. The case, as told by Freud, makes for awkward reading today. Loewald's theory of developmental narrative, differentiation, linking, and his notion of parricide as the individual giving voice to one's self, offers a different lens through which to view it. Although Loewald did not write directly about the issue of homosexuality, in boys or girls, in "The Waning of the Oedipus Complex" he gives voice to the inner processes of separation and linking from parents, leading to mourning, through which the adolescent has to go. In this paper, I offer a reading of the Freud case using Loewald's theory, which enables us to highlight homosexuality as a variation in the expression of human sexuality, rather than a pathological deviation as Freud implies, and presents the "unknown woman" as struggling with difficulties in mourning. [ABSTRACT FROM AUTHOR]

The authors recently developed an Internet version of the Diagnostic Interview Schedule for Children-Version 4 (DISC-IV), parent version (D. Shaffer, P. Fisher, C. P. Lucas, M. K. Dulcan, & M. E. Schwab-Stone, 2000), with the main purpose of using it at home without an interviewer. This offers many advantages (e.g., extended applicability, fast communication, reduction of costs) but requires thorough study of correspondence between diagnostic outcomes of the interview and self-administered Internet versions. This is the 1st study to report on Internet administration of the DISC-IV. Using the attention-deficit/hyperactivity disorder (ADHD) section, the authors investigated whether the 2 versions yielded the same diagnostic outcome. Parents (N = 120) of patients visiting a child and adolescent psychiatry outpatient clinic were randomly divided into 4 groups, each completing 1 test and about 2 weeks later another according to 1 of these patterns: Internet-interview, interview-Internet, interview-interview, and Internet-Internet. Correspondence between the Internet and interview versions at the level of symptom scores was excellent, and correspondence with respect to the presence/absence of ADHD was good. Although highly comparable diagnostic outcomes between self-administration through the Internet and interviewer administration were found, further study using other DISC-IV modules is required. (Contains 3 tables.)

Abstract Background In the European Union it is mandatory to include paper package leaflets (PPL) with all medicines, including vaccines, to inform the recipient. However, it is difficult to meet the necessity for localized PPLs in each of the 24 official European languages. Replacing PPLs with electronic versions offers many advantages including redistribution across nations, reduced storage space, accessibility by the visually impaired, easily updated information or the addition of video content. We wanted to assess the attitudes of patients (vaccine recipients or their parents) to the potential of replacing PPL with electronic versions. Methods We surveyed vaccinees or their parents in four European countries—Belgium, Italy, Bulgaria and France—for their actual use of vaccine PPLs and their opinions about switching to an electronic package leaflet. Our survey was conducted online because of the COVID-19 pandemic and resulted in 2518 responses to a questionnaire targeted at three specific groups with particular information needs: parents of young children, pregnant women and the elderly (≥ 60 years). Results Our main findings are that currently vaccine PPLs are rarely used and frequently unavailable for the vaccinee. Across the four countries surveyed 55–82% of vaccinees would accept an electronic version, as did 64% when there was an option to request a printout of the leaflet. Conclusions We found that switching to electronic versions of vaccine PPLs is an acceptable alternative for the public, potentially increasing the quality and amount of information reaching vaccinees while eliminating some barriers to redistribution of vaccines between countries.

Poor mental health is considered a major health challenge globally, not least for young people, who will form families within forthcoming years. Research related to childbirth and parenthood transition has focused on how to promote good mental health by preventing mental illness. We discuss how a salutogenetic approach to mental health in parenthood transition is beneficial, and specifically how the component of meaningfulness in Sense of Coherence (SoC), could be investigated to optimize good mental health during parenthood transition. In more recent understandings of meaningfulness , ideas from existential philosophy and psychology have been included. We discuss how, from an existential psychological perspective, open and explorative questioning of life conditions and dilemmas may help to regain one's footing and get in touch with one's driving force – meaningfulness. Such questioning implies that someone, a professional or a friend, actively and relationally helps explore existential aspects of life. We believe that investigating and asking research questions pointing at optimizing a salutogenetic perspective, specifically focusing on the component of meaningfulness and its embedded existential aspects of life, could lead to new knowledge on how to promote good mental health in maternity care. [ABSTRACT FROM AUTHOR]

Students have dreams and goals outside of school. School psychologists can play a vital role in helping students with disabilities reach their dreams, particularly when the dreams ask the question "What do I want to do after high school?" Often, the answer lies in postsecondary goals, which require transition planning while the student is still in school. This paper explores how families, teachers, and school psychologists can all play supportive and distinct roles in helping a student with disabilities reach their postsecondary goals. There have been several transition models proposed to help students with disabilities shift from PK-12 to postsecondary settings; however, there are gaps in application for the most important team members: student, family, teacher, and school psychologist. Lastly, this paper proposes a new transition framework, "Creating a Roadmap: Providing Opportunities for Optimal Living" (CAR:POOL), that focuses specifically on the concrete steps a transition team needs to complete postsecondary goals.

This paper provides insight into working-class parents' views of the structural and systemic injustices shaping post-school options and opportunities in contemporary Australia, drawing on interview data with a group of mothers living in growth corridor suburbs in the outer west of Melbourne. Illustrating aspects of Berlant's (2011) notion of "cruel optimism", the paper examines the concepts of diminished society and collective community afforded by success through education, an aspiration and achievement unequal among young Australians. As Reay (2017) argues, an ideological narrative that positions individuals as being responsible for their own achievement through education sets many up to fail. This paper gives voice to the lived experiences of this individual responsibilitisation. We draw on elements of Marxist analysis, a subset of critical theory, whereby economic circumstances are the basis upon which political and ideological realities are built, critiquing the ways in which neoliberal social and economic policy and ideology are normalised (Tyson, 2015).

This paper analyzes the risks to child development and school readiness among children under age 6 in Pakistan. Drawing on a nationally representative telephone survey conducted in the midst of a global pandemic, between December 2021 and February 2022, we present the first nationally representative estimates of child development for children under 3 years of age and school readiness for children 3-6 years of age, using internationally validated instruments. The paper examines how risk factors that were exacerbated due to the COVID-19 pandemic, such as parental distress, lack of psychosocial stimulation, food insecurity, low maternal education, no enrollment in early childhood education, and living in a rural area, are associated with children's outcomes. The data indicate that more than half (57 percent) of parents with children under age 3 were distressed and that 61 percent of households reported cutting down on the size of or skipping meals since the start of the pandemic. The data reveal that over half of parents fail to engage in adequate psychosocial stimulation with their child and enrollment in early childhood education is very low (39 percent). The paper finds that child development outcomes decline rapidly as the number of risks increase. Specifically, for children under 3 years, lack of psychosocial stimulation at home and higher levels of parental distress were most significantly associated with lower child development levels. For a child aged 3-6 years, early childhood education enrollment and the amount of psychosocial stimulation the child received at home had the strongest association with school readiness scores.

This paper examines the significance of parental involvement in early childhood education, with a specific focus on the cultural practices and values of Korean American parents and children in schools in the United States (US). It discusses the critical issue of the learning gap among different ethnic and racial groups and how, through the recognition and integration of various cultural beliefs and values, educators can help parents to close this gap. The paper focuses specifically on Korean American children and their parental involvement in the US through the lens of the "figured worlds" approach, in order to better understand differences in educational practices and to support the success of all diverse groups of children in the learning process in American schools.

Teachers' perspectives of their pupils' parents are a critical element of the relationship between schools, families, and communities. However, in various rural African communities, teachers' views of parents' perspectives and practices around schooling are primarily ones of deficit rather than strength. This paper deepens this literature by offering insight into teachers' perspectives in two rural communities in Nigeria. Using an ethnographic approach and applying concepts from the capability approach, this paper explores teachers' perceptions of parents' values in relation to their children's schooling (parental functionings) and their views of the extent to which parents are able to pursue these functionings. The findings resonate with the existing deficit perspectives in the literature. In addition, the findings expand the literature by revealing an empathetic dimension to these deficit perspectives, suggesting that current evidence around teachers' uniformly deficit perspectives of parents offers only a partial view. Illuminating the empathy that underpins teachers' perspectives offers the possibility of finding common ground between schools and families which may widen opportunities for forging or deepening positive parent-teacher relationships which support children's social, emotional, and academic development.

In this paper, we present research into how leaders in early childhood education and care (ECEC) in England conceptualise and respond to sudden and challenging circumstances at organisational and personal levels. A distinction is made in this paper between "critical incidents," such as a fire in the kitchen, and "crises" whereby leaders need to respond to unexpected, long term and evolving events. Although the impact of COVID-19 pandemic was uppermost in participants' minds, crises emerging from other issues were also investigated. The data informing this study were collected during the first half of 2021, nearly a year after the start of the COVID-19 pandemic, with ECEC leaders experiencing drastic changes which extended existing perceptions of crises. The research employed qualitative methodology using interviews with 16 accountable leaders in 13 different settings, with a further interview of a local authority officer with responsibility for advising and guiding multiple settings.

This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.

In this paper, we take an ecological view of children's development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A's theory of creativity, we draw upon our experiences of creative writing to explore how intergenerational spaces that facilitate co-creating creative writing between parents and carers and their children as actors develop reflective functioning, secure attachment and promote positive mental health. This original idea is explored further with experts from diverse landscapes of practice through a World Café and focus group discussion. Thematic analysis of these discussions conceptualises intergenerational spaces as complex, contradictory and dynamic: addressing potential barriers to actor participation caused by the microsystems of school and home; creating emotional and physical security; being underpinned by pedagogical freedom and structure; involving the writing of different artefacts for competing audiences. For those, including schools, looking beyond performativity and neoliberalism to promote positive mental health in more holistic ways, this paper offers a useful starting point for thinking about what intergenerational spaces that facilitate co-creating creative writing might look like.

The adult-centric concept of 'age-appropriateness' is an arbitrary signifier and yet it commands a powerful common-sense appeal in governing the shape of sexuality education. The visibility of LGBTQ+ lives in primary schools is deeply impacted by the cis-heteronormative ways in which age-appropriateness is commonly understood and mobilised; very often resulting in silence and delay. The concept of age-appropriateness also becomes entangled with moral panics about 'promoting' LGBTQ+ lives, or children being somehow 'recruited' to identify as LGBTQ+. This paper draws on findings from a study with the parents of eleven trans and gender diverse children (then aged between 5 and 13) conducted in 2017, as well as a follow-up study conducted with seven participants from the same group of parents and children in 2022. The paper explores how the politics of age and agency intersect and become intensified as trans and gender diverse children and their parents navigate and make decisions about their bodies, lives and everyday worlds in primary schools. These stories of trans and gender diverse children provide an arresting invitation to adults to attend closely to the rich stories of children themselves in (re)considering the potential of sexuality education across contexts.

Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this paper explores the ways in which the term allyship may be well placed to represent the complex primary adjacent and vicarious disability experiences parents of dyslexic children have within schools. Drawing on interviews with 10 Australian parents, this study found that parents of dyslexic children felt they took on additional responsibilities to support their children within the school context and externally. This paper contributes a conceptual lens for viewing these activities as a form of allyship, rather than traditional understandings of advocacy. Findings highlight the need for greater recognition and understanding of the extensive responsibilities assumed by parents of dyslexic children and the ways in which their allyship roles within school settings can impact them.

While the role parents play in supporting young people is well established, support from other caring adults also becomes important during adolescence, particularly when young people are facing problems in their lives. The goal of this paper is to reflect on youth support seeking when facing problems, exploring differences between youth who seek support from parents only and those who seek support from parents and other non-parental adults. This paper outlines the findings of a secondary analysis of data from the third wave of the Growing up in Ireland child cohort at 17/18 years, collected from primary caregivers and youth. From 6126 young people in the national sample, 91.3% answered the selective question about the type of adult support they seek. Of this cohort, 36% of young people seek support from a parent and 48% go to a parent and another adult. Comparing these groups, there are significant differences found in both their individual and contextual characteristics, with better outcomes for youth with additional non-parental adult support, including using active coping strategies, better self-esteem, and identity resolution. While the findings indicate that non-parental adults have a positive influence in different areas of youth well-being, further research is required to better understand the ways in which support from non-parental adults helps young people in their transition to adulthood.

Drawing on interview data with school staff and parents from seven primary schools across England, this paper explores how schools and homes worked together during the Covid-19 pandemic, and the impact this had on their relationships with one another. Given that research before the pandemic has indicated that much of the communication taking place between home and school tends to be "one way" -- from the school to home (Meier and Lemmer 2015; Leenders et al. 2019), this paper demonstrates how enforced school closure meant that schools had to find new, or modified ways of communicating and interacting with children and their families. Forty-nine interviews were conducted with participants including headteachers, classroom teachers, teaching assistants, school office workers and parents. Participants were asked to talk about their own experiences of the pandemic including how they communicated with one another. Findings revealed that the pandemic facilitated a great deal more collaboration and 'partnership' between teachers and parents. Participants reported that they had developed a better understanding of one another and that this had positive implications for the children's education. Given the lessons learned from this study, this has important implications for all schools about promoting effective communication practices.

This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of 'homeschooling' and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education.

School-age children constitute a significant portion of the Syrian refugee population in Türkiye. However, the number of studies examining the Syrian refugee children with disabilities (SRCwDs) is very limited. This paper examines intersections of race, disability, and refugee status by providing a systematic review of the available research focusing on SRCwDs residing in Türkiye. After giving contextual information regarding the status of Syrian refugees and presenting research on Syrian refugee children in Türkiye, this paper analyses existing studies on SRCwDs within the theoretical framework of DisCrit. This analysis reveals that research focusing on SRCwDs living in Türkiye is very limited and reliable and comprehensive data is necessary to identify their number in the country. There are also numerous problems regarding their access to services and schooling. Finally, this paper offers recommendations for practice and further research.

This paper draws upon evidence captured from a parent consultation exercise conducted by Helen Dunn (author) and Paula Keenan on behalf of Children in Northern Ireland (CiNI) for the Department of Health as part of the Review of Children's Social Care led by Professor Ray Jones during 2022-23. CiNI is the regional umbrella organisation for the children's sector in Northern Ireland. This paper will be of interest to those who are keen to hear parents and carers views and their experiences of Social Work and Social Care in Northern Ireland. The Review also engaged Voice of Young People in Care (VOYPIC) a charity for children and young people with a lived experience of care in Northern Ireland. They formed an Experts by Experience Reference Group of young people who were currently in or had experience of the care system.

This research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.

Background: This paper investigates multiple antecedents of literacy in children, such as demographics, child reading behaviour, parent reading behaviour and family context. Methods: The study included a Romanian sample of 924 primary schoolers (Grades 1-4) and their parents; children and parents were tested with a standardised measure of literacy, and parents answered a number of self-report questions about their and their child's literacy-related behaviours. Results: Regression analyses and relative predictor weights showed a significant positive association between child literacy and child behaviour (time currently spent by the child reading books), as well as with family context (especially parent literacy), followed by demographics and, to a lesser degree, with parent behaviour. Conclusions: The findings provide a first solid understanding of the children's literacy phenomenon in the less investigated educational and cultural environment of Romania and encourage further research on this important topic.

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges -- such as fragmentation, competition and the absence of social capital -- can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders.