Search

BACKGROUND: Sexual assault (SA) is a serious crime that is a prevalent mental and public health problem. AIMS: Addressing the needs of SA victims and providing appropriate treatment are essential to reduce potential adverse short- and long-term outcomes. METHODS: Our team undertook an extensive systematic literature review (published between January 2006 and July 2021) to provide evidence-based mental health intervention recommendations for adolescent and adult victims of SA. Where SA-specific research was limited, the literature and clinical practice guidelines on treatments for trauma-induced post-traumatic stress disorder (PTSD) were reviewed to provide additional information to formulate recommendations. RESULTS: Findings strongly support several primary psychotherapy treatments: cognitive behavioral therapy, cognitive processing therapy, eye movement desensitization and reprocessing, narrative exposure therapy, and prolonged exposure therapy. Complementary (aerobic exercise, art, drama, and music therapy) and pharmacological treatments were explored. CONCLUSIONS: Mental health nurses who provide services for victims of SA can utilize this overview to guide recommendations for treatment of SA trauma and related PTSD symptoms to mitigate the short- and long-term negative impacts after a traumatic event. When victims of SA receive optimal mental health treatments, our communities benefit as victims heal and recover. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to investigate the risk factors, complication profiles, and clinical outcomes of cleft and noncleft patients undergoing single jaw (mandibular or LeFort 1) and bimaxillary (BSSO + LeFort 1). Design: Retrospective Cross-sectional Study Setting: National Surgical Quality Improvement Program database 2018–2019 Patients: Pediatric patients Interventions: Outcomes for mandibular, LeFort 1, and bimaxillary osteotomy were retrospectively evaluated for cleft and noncleft patients. Main Outcome Measures: Multivariate logistic regression was used to determine the odds of complications and length of stay for cleft and noncleft patients undergoing single jaw and double jaw surgery. Results: 669 pediatric patient underwent orthognathic surgery in the study period; the majority received LF1 only (n = 385; 58.3%), followed by mandible only (n = 179; 27.1%), and bimaxillary (n = 105; 15.9%%). Cleft differences were present in 56% of LFI patients, 32% of mandibular patients, and 22% of bimaxillary patients. After multivariate adjustment, ASA class III was associated with nearly 400% increased odds of any complication including readmission and reoperation (OR = 5.99; CI [[1.54−23.32]], p < 0.01, and 65% increased LOS (β-coefficient = 1.65, CI [1.37−1.99], p < 0.01). Presence of cleft was not significantly associated with odds of any complication (p = 0.69) nor increased LOS (p = 0.46) in this population. Conclusion: Complications remained low between surgery types among cleft and noncleft patients. The most significant risk factor in pediatric orthognathic surgery was not the presence of cleft but rather increased ASA class. Though common in patients seeking orthognathic surgery, cleft differences did not cause additional risk after adjustment for other variables. [ABSTRACT FROM AUTHOR]

The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation-inspection) are considered, linked to findings and ideas reported in the literature. The study was undertaken using interviews (which included reflection on critical incidents during inspection) and incorporated the use of drawings as a research tool. Much of the data gathering and analysis were undertaken by five Third-Year undergraduate Education Studies students working under the direction and tutorage of the author (Hopkins). The findings validated those reported in the literature about the negative experiences of external evaluation (inspection) and point towards ways in which these might be reduced. The use of drawings alongside semistructured interviews proved to be a particularly powerful means of eliciting teachers' thinking and feeling. The involvement of undergraduates as co-researchers provided them with a rich and authentic opportunity to gain insights into the professional world of teachers which they were preparing to join.

The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the "voice" of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts.

This article argues that accessing and taking note of the voice of pupils is critical in working towards removing barriers to effective learning. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool and card sorting exercise. The data were collected from 132 pupils, from Years 7 to 9 (aged 11 to 14) in three UK secondary schools. The techniques proved to be successful ways to help pupils to articulate their views. There was an immediacy and authenticity in the process, which generated 13 "classroom conditions" that pupils felt were significant in securing effective learning. The 13 conditions potentially provide a grounded framework to engage teachers and student teachers in analysis, reflection and discussion regarding effective teaching skills and strategies. (Contains 3 figures and 4 tables.)

This paper argues that pupil voice and the active engagement of pupils in shaping their own educational experience are integral to the success of the "Enjoy and Achieve" strand of the "Every child matters: Change for children" programme. Through accessing the voice of Key Stage 2 pupils, insight was gained into what pupils believe to be the ideal "classroom conditions" which enable them to enjoy and achieve at school. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool. The data was collected from 180 pupils, from Years 3-6 (aged 7-11) in a UK Junior school. The findings identify eight "classroom conditions" which pupils see as being critical for them to be able to enjoy and achieve at school. Two of these "classroom conditions" do not appear to be supported by previous research. (Contains 2 figures.)

This paper argues that student voice and the active engagement of students in shaping their own educational experience are integral to the development of effective work-related learning (WRL) programmes. Through accessing the voice of disaffected and marginalised students, insight can be gained into what these students see as being the benefits of WRL programmes, and the features that act as key levers and barriers to successful WRL. Student voice was accessed using an innovative form of group interview incorporating an Ishikawa, or fishbone tool. The data was collected in four English school and college settings with a total of 50 students from Years 10 and 11 (aged 15 and 16). The findings identify 10 factors that students see as being critical if the benefits of WRL are to be secured. (Contains 5 figures.)