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To date, there is a lack of suitable assessment tools specifically for the looked after child population. Such assessments, often completed by foster carers, help to provide an overview of a child's presenting level of emotional and behavioural need, and are evidential in offering a pathway to further provision and services for young people in care. This study explores perspectives of foster carers working at one UK-based independent fostering agency, Five Rivers Child Care (FRCC). The twofold study, conducted in 2017, involved understanding foster carers' perceptions both of routine assessments and subsequent feedback procedures; activities which are mandatory to facilitate foster carers' understanding of the wellbeing needs of the young people within their care. In Study 1, an online quantitative survey established foster carers' (n = 42) experiences of assessment and intervention, over a six-month timeframe. Study 2, conducted with a subsample of carers (n = 6) used telephone interviews to provide additional qualitative insight. The findings of both studies were consistent, highlighting the need for enhanced relevance of assessments, active involvement in the assessment process, more knowledge of the process; greater support with assessments; and further opportunity to self-reflect. The paper reflects on how the findings resulted in developments within the FRCC assessment process in 2018, including adaptations and additions to its protocol, with the aims of improving outcomes for children in care services, increasing collaboration and support, and enhancing reflection and practice. These findings have allowed for assessments to be tailored or changed, with carers being far more involved and informed of the process, resulting in improved practice and enhanced learning about this population. Furthermore, this study has wider implications beyond FRCC: the extracted themes are likely to be highly pertinent and applicable across similar populations, with assessment protocols enhancing understanding about the expectations and challenges that might emerge within this population. [ABSTRACT FROM AUTHOR]

This paper discusses two interrelated questions about ontological commitment in the thought of Gregory of Rimini (d. 1358), questions having to do with both hylomorphic composites of matter and substantial form, and with complexe significabilia that typically obtain in cases of substance–accident composition. The first question is that of the existence of real relations: neither hylomorphic composites nor complexe significabilia require real relations tying their various co-located components together. The second is that of the reducibility of such wholes to the sum of their parts: neither hylomorphic composites nor complexe significabilia are anything other than their co-located parts. And all such items can be disunited merely by a divine volition, requiring nothing extramental added to the ontology, and no change in position. [ABSTRACT FROM AUTHOR]

This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools' PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = 0.001) and that the rate of change for students' academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools' "Foundations," may complement other efforts to improve academic outcomes.

Plastic litter is now pervasive in the aquatic environment. Several marine and terrestrial organisms can fragment plastic with their feeding appendages, facilitating its breakdown and generating microplastics. However, similar studies with freshwater organisms are extremely limited. We explored the interactions between the caddisfly larvae Agrypnia sp. and polylactic acid (PLA) film. The use of plastic by larvae to build their protective cases was investigated, along with their ability to fragment the plastic film as they do with leaf litter. Caddisfly consistently incorporated PLA into their cases alongside leaf material. They also used their feeding appendages to rapidly fragment PLA—forming hundreds of submillimeter‐sized microplastics. Although larvae showed a preference for leaf material when constructing cases, plastic use and fragmentation still occurred when leaf material was replete, indicating that this behavior is likely to occur in natural environments that are polluted with plastics. This is thought to be the first documented evidence of active plastic modification by a freshwater invertebrate and therefore reveals a previously unidentified mechanism of plastic fragmentation and microplastic formation in freshwater. Further work is now needed to determine the extent of this behavior across freshwater taxa and the potential implications for the wider ecosystem. Environ Toxicol Chem 2022;41:3058–3069. © 2022 The Authors. Environmental Toxicology and Chemistry published by Wiley Periodicals LLC on behalf of SETAC. [ABSTRACT FROM AUTHOR]

Provides results of an evaluation of a private education management company, Advantage Schools, which opened and operated public charter schools. Outlines Advantage's four-part approach, in which students learn at an accelerated rate. Suggests that this approach may offer an effective and replicable approach to urban schooling. (PM)

Children in care, whose early experiences have often involved significant discontinuity and adversity, are at risk of developing insecure attachments with negative internal representations. This study aimed to explore changes in their internal representations over a one-year period, as well as potential factors that could influence them. The Story Stem Assessment Profile (SSAP) was administered at two time points twelve months apart, to 19 children between five and ten years old (M= 7.55, SD= 1.84). Using the SSAP over two time points showed that security representations significantly increased, defensive-avoidance ones decreased, whilst children with fewer previous placements had lower increases in security. The SSAP demonstrates how secure representations can be developed in new situations with more reliable caregivers, but insecure and disorganised ones might be harder and slower to modify, pointing ultimately to the importance of placement stability. [ABSTRACT FROM AUTHOR]