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Background: Despite representing the highest level of total population mental health burden, young people are the least likely to seek help from mental health services. It has been suggested that service design can influence the likelihood that young people will look for help, but little is known about how young people would like a service to be designed. This study addresses a gap in research regarding how mental health services can be designed to facilitate access for young people. Methods: A collective intelligence, scenario-based design methodology was used to facilitate stakeholders to identify and prioritise ways to improve youth mental health services. In total, 74 15–17-year-olds from three geographically diverse schools in Ireland worked to identify barriers to help-seeking and to generate and prioritise options in response to barriers. Nine practitioners with experience of working in youth mental health services rated all options in terms of both potential impact on help-seeking and feasibility for service implementation. Results: A total of 326 barriers across 15 themes were generated by youth stakeholders, along with 133 options in response to barriers. Through a process of voting, young people identified 30 options as the most impactful for improving access to mental health services. Of these options, 12 were also rated by practitioners as having both high potential impact and high feasibility. These 12 options focused on four areas: making services more familiar and welcoming; providing specialist mental health input in schools; improving parental understanding; and improving the visibility of appropriate supports. Conclusions: The results of the current study inform mental health service innovation and development, in particular, by highlighting potentially impactful and feasible ways to adapt existing mental health services to improve young people’s help-seeking behaviour.

Protocol for a systematic review of literature identifying the role of the public health nurse in relation to child protection and child welfare for infants and young children.

Taste and smell's development in young children, and advice on supporting those with sensory problems. By Anne O'Connor and Dr Kath Dickinson in the final part in this series

Additional file 1:. Appendix 1: Sample of output of learners’ top skills and areas of improvement. Appendix 2 Information on Module Design for Phase 2.

Additional file 2. Interview guide for semi-structured interviews and tables 2–5 themes of variability, causality, decision making and impact.

Additional file 1. Data extraction form for case note review.

Mastering prosodic features is deemed as one of the most important objectives in language learning. The Council of Europe has recently published the New Companion Volume to the Common European Framework of Reference for Languages that promotes the acquisition of prosodic structure in a L2. However, researchers have not yet reached a consensus on how prosody can be effectively taught, and there is still a need to fully understand if and how L2 learners develop phonological competence. This is particularly evident when considering the limited literature devoted to studies on Italian-L2 prosodic training. On the other hand, studies based on a contrastive phonological analysis have proved that the investigation of differences and similarities across languages is crucial in the teaching of prosody, for the establishment of intonation models, for the formulation of hypotheses on the process of L2 acquisition, and for the identification of the difficulties learners may encounter in language learning. This research project stems from a cross-linguistic comparison of the two phonological systems of the L1 of the learners (Galway Hiberno-English) and the target language (La Spezia Italian, the mother tongue of the teacher) and aims to investigate the effectiveness of explicit prosodic training embedded in a didactic environment, looking specifically at lexical stress position and intonation patterns in L2 speech production. The Autosegmental-Metrical (AM) theory and the Tone and Break Indices (ToBI) system, used to prosodically describe a wide range of languages and varieties, underpin the present study. Data analysis has yielded experimental evidence that promotes the teachability of prosody, shows how learners improved phonological proficiency thus demonstrating the potential of the research design. This thesis may be considered a crucial step in the field of L2 prosody, while also offering a first insight into the prosodic features of the abovementioned varieties and providing a pioneering overview of L2-Italian intonational deviations. 2024-02-25

The thesis investigates translingual writing – that is, writing in a language which is not the native one – at the intersection between culture, identity, and translation. The focus is here on Italian American writer Emanuel Carnevali (1897-1942), who worked as both translator and translingual author. Carnevali's relationship with language is analysed in his various texts (poetry, criticism, fiction, memoir, translations), as he used English to represent and challenge cultural constraints relating to both Italian and American cultures. The first part of the thesis discusses Carnevali's relation to Italian and American cultural constraints, in the attempt to build his artistic identity. The focus is on his emigration to New York in 1914, and his subsequent decision to write in English. Building his individuality as an artist in America, he also discussed various aspects of Italian culture through fiction, criticism and translation into English. The second part of the thesis deals with Carnevali's use of the English language. He built his style in relation to the language of Anglophone modernism, as well as the language of the American tradition. The notion of linguistic assimilation is on the other hand reductive in Carnevali's case, as he continued handling the English language in a constant dialectic between the familiar and the unfamiliar. The third part considers Carnevali's works written after his 1922 return to Italy. Ill and hospitalised, he nevertheless continued to write in English. Yet, Italian subject matter and linguistic influences increasingly found their way into his English texts. This phenomenon offers the chance to shed light on the development of translingual writing under changing conditions. By analysing translingualism as an ongoing process, influenced by different cultural constraints and linked with the multiple dimensions of translation, this dissertation intends to provide a systematic reading of translingual writing. 2020-02-08