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There is increasing pressure within universities to address student mental health. From a whole university or settings-based perspective, this could include curriculum-embedded approaches. There is little research about how this should work or what approaches might be most effective. Semi-structured interviews were conducted with fifty-seven undergraduate students from five disciplines (Psychology, English studies, Nursing, International Politics, and War Studies) to understand students' perspectives. Students reflected on wellbeing module content and, more broadly, on curriculum processes (teaching, pedagogy, assessment) within their degree. Reflexive thematic analysis was applied to transcripts, generating three themes: embedding wellbeing in the curriculum; assessment, challenge, and academic support; and social connection and interaction. The findings provide evidence for teaching, pedagogy, and assessment practices supporting higher education student wellbeing. These align with recommended good teaching practices, such as considering appropriate assessment methods followed by effective feedback. Students saw the benefits of being academically challenged if scaffolded appropriately. Strong peer connection, teacher-student interaction, and communication were crucial to learning and wellbeing. These findings provide implications for future curriculum design that can support learning and wellbeing.

Ethel Smyth. Serenade in D Major for Orchestra. Edited by John L. Snyder. Middleton, WI: A-R Editions, 2021. (Recent Researches in the Music of the Nineteenth and Early Twentieth Centuries, [...]

The goal of this study was to evaluate immediate and delayed effects of a caregiver-implemented picture book intervention to support children's mathematical language and numeracy skills. Eighty-four 3- to 5-year-olds (M[subscript age] = 4.14) were randomly assigned to intervention (n = 40) or active control (n = 44) conditions. Participants in the intervention condition received three researcher-designed picture books with embedded mathematical language content. The active control group received similar books without mathematical language content. All families were asked to read each book a total of four times over 4 weeks (a total of 12 reading sessions). Children were pretested, posttested, and delayed (8 weeks) posttested on mathematical language and numeracy. The intervention resulted in significant positive effects on mathematical language and numeracy at the posttest. At delayed posttest, the mathematical language effects were not statistically significant, but the numeracy effects persisted. However, when only examining the quantitative language items that aligned with the intervention, the effects of the intervention were significant at both immediate and delayed posttests. Findings suggest picture book interventions can have positive impacts on children's early skills.

Purpose: The aim of the study was to examine associations between speaking fundamental frequency (f[subscript os]), vowel formant frequencies (F), listener perceptions of speaker gender, and vocal femininity-masculinity. Method: An exploratory study was undertaken to examine associations between f[subscript os], F[subscript 1]-F[subscript 3], listener perceptions of speaker gender (nominal scale), and vocal femininity-masculinity (visual analog scale). For 379 speakers of Australian English aged 18-60 years, f[subscript os] mode and F[subscript 1]-F[subscript 3] (12 monophthongs; total of 36 F[subscript s]) were analyzed on a standard reading passage. Seventeen listeners rated speaker gender and vocal femininity-masculinity on randomized audio recordings of these speakers. Results: Model building using principal component analysis suggested the 36 F[subscript s] could be succinctly reduced to seven principal components (PCs). Generalized structural equation modeling (with the seven PCs of F and f[subscript os] as predictors) suggested that only F[subscript 2] and f[subscript os] predicted listener perceptions of speaker gender (male, female, unable to decide). However, listener perceptions of vocal femininity-masculinity behaved differently and were predicted by F[subscript 1], F[subscript 3], and the contrast between monophthongs at the extremities of the F[subscript 1] acoustic vowel space, in addition to F[subscript 2] and f[subscript os]. Furthermore, listeners' perceptions of speaker gender also influenced ratings of vocal femininity-masculinity substantially. Conclusion: Adjusted odds ratios highlighted the substantially larger contribution of F to listener perceptions of speaker gender and vocal femininity-masculinity relative to f[subscript os] than has previously been reported.

In this paper, we share the results of a cross-institutional study considering the impact serving as a peer mentor has on upper-level undergraduate students. Using a focus group methodology, we interviewed students in peer mentoring programs at two universities with the goal of identifying commonalities between the two sites regarding the benefits and challenges associated with serving in a peer mentoring capacity. Findings indicate that students acquired benefits in three broad categories: relational knowledge, self-awareness, and career development. Students faced challenges in three broad categories: learning the mentor role, relating to students, and student engagement. While differences in results can be attributed to programmatic variations, similarities suggest outcomes that could be generalizable to multiple programs and universities.

Objectives: This study explored healthcare professionals' accounts of being practitioner trainers in a mental health Recovery College, where they worked with peer trainers, who were people with lived experience of mental illness, to co-produce workshops for mental health service users and staff. The aim of this study was to understand the process of co-production in the Recovery College from the perspective of practitioner trainers. Design: Single-site case study. Setting: A Recovery College in the South of England, open to staff and service users from one mental health care provider organisation. Methods: Semi-structured interviews with eight mental healthcare professionals. Transcripts were thematically analysed. Results: A central image of 'the workshop as crucible' emerged from the three themes derived from the analysis. Co-facilitating the workshop was a 'structured' encounter, within which health professionals experienced 'dynamism' and change. For them, this involved experiences of 'challenge and discomfort'. Conclusion: Findings from this study contribute to the evidence base for the evaluation of Recovery Colleges by focusing on the training impact on staff. Findings suggest that taking on a trainer role in Recovery College co-production is beneficial for healthcare professionals as well as mental health service users, especially if healthcare professionals are open to the dynamism and possible discomfort of these workshop encounters. Future research, however, should expand beyond single-site case studies to test the extent to which this metaphor and themes are appropriate to describing the 'transformative' element of co-production.

Purpose: The aim of the study was to examine associations between speaking fundamental frequency ([f.sub.os]), vowel formant frequencies (F), listener perceptions of speaker gender, and vocal femininity-masculinity. Method: An exploratory study was undertaken to examine associations between [f.sub.os], [F.sub.1]-[F.sub.3], listener perceptions of speaker gender (nominal scale), and vocal femininity-masculinity (visual analog scale). For 379 speakers of Australian English aged 18-60 years, [f.sub.os] mode and [F.sub.1]-[F.sub.3] (12 monophthongs; total of 36 Fs) were analyzed on a standard reading passage. Seventeen listeners rated speaker gender and vocal femininity-masculinity on randomized audio recordings of these speakers. Results: Model building using principal component analysis suggested the 36 Fs could be succinctly reduced to seven principal components (PCs). Generalized structural equation modeling (with the seven PCs of F and [f.sub.os] as predictors) suggested that only [F.sub.2] and [f.sub.os] predicted listener perceptions of speaker gender (male, female, unable to decide). However, listener perceptions of vocal femininity-masculinity behaved differently and were predicted by [F.sub.1], [F.sub.3], and the contrast between monophthongs at the extremities of the [F.sub.1] acoustic vowel space, in addition to [F.sub.2] and [f.sub.os]. Furthermore, listeners' perceptions of speaker gender also influenced ratings of vocal femininity-masculinity substantially. Conclusion: Adjusted odds ratios highlighted the substantially larger contribution of F to listener perceptions of speaker gender and vocal femininity-masculinity relative to [f.sub.os] than has previously been reported., Gender is one of the first pieces of social information accessible from a speaker's voice (Kreiman & Sidtis, 2011; Schweinberger et al., 2014). Findings of studies examining event-related potentials of [...]

Background: Speech-language therapists use counselling to address the psychological well-being of people affected by post-stroke aphasia. Speech-language therapists report low counselling knowledge, skill and confidence for working in post-stroke aphasia which may be related to a lack of counselling training specific to the needs of this client group. Aims: To identify current training in counselling for speech-language therapists to address psychological well-being in people affected by post-stroke aphasia. Specifically, the intent was to establish the objectives, content, amount, teaching methods and outcomes of counselling training provided to speech-language therapists working with people affected by post-stroke aphasia. Methods & Procedures: Eleven databases were searched from inception to January 2018 using terms relating to counselling, psychological well-being, speech-language therapy, stroke, aphasia and training. Studies using any research methodology and design were included. Nine studies were critically appraised and synthesized as a systematic review using the Search, AppraisaL, Synthesis and Analysis (SALSA) framework. Main Contribution: Information on counselling training came from the UK, United States and Australia. Student speech-language therapists received training in goal-setting and generic counselling skills. After qualification, speech-language therapists received counselling training from mental health professionals within stroke workplaces, from external providers and further education. A range of teaching techniques and counselling approaches were described. Self-report and themes from qualitative data were the primary measures of counselling training outcomes. Moderate correlations were reported between counselling training and levels of speech-language therapists' knowledge, comfort, confidence and preparedness to counsel people affected by post-stroke aphasia. Conclusions: Research in counselling training for speech-language therapists working in post-stroke aphasia is limited, with a small number of primarily low-quality studies available. Training in generic counselling skills and brief psychological approaches with support from mental health professionals in the stroke workplace enabled speech-language therapists to feel knowledgeable, skilled and confident to address the psychological well-being of people affected by post-stroke aphasia. Evidence about the effectiveness of counselling training on speech-language therapists' confidence and competence in practice and on client outcomes in psychological well-being in post-stroke aphasia is required.

Internships and other work-based learning experiences provide significant learning and professional development opportunities for students at both high school and college levels. Work-based learning has been shown to have positive effects on retention and graduation rates as well as career development and motivation (Davis & Snyder, 2009). Employers report valuing internship experiences highly when filling entry-level positions, and surveys indicate that students find internships to be valuable and satisfying experiences (Brooks & Simpson, 2014).

This study used data from Early Childhood Longitudinal Study -- Birth Cohort (ECLS-B) and examined the relations between children's Head Start exposure and their early academic skills (i.e., language, literacy, and math skills) in the United States. Two groups of children who shared similar socio-economic status and disability status but received different types of early child care services (i.e., Head Start programs vs. any other arrangement) were identified from the ECLS-B dataset. Multiple regression analyses identified unique relations between the length of time that children experienced Head Start programs and their early academic skills after controlling for child and family characteristics. The results showed that children's Head Start enrollment duration was a significant, positive predictor of their early receptive language, literacy, and math skills. No significant relation was found between Head Start enrollment and children's expressive language skills. Limitations of the study and suggestions for future research were discussed.

Exploratory learning is recognized as a developmentally appropriate practice in early childhood education. During exploration, exposure to new things guides children in the acquisition of knowledge, while interactions with a range of familiar and unfamiliar artifacts can support developmental integration. Exploratory activity may occur spontaneously at any time, but it can also be structured and guided to achieve specific curricular and developmental goals. This paper explores preschool children's interactions during semi-structured exploratory activities in three different conditions. Thirty-five 4- to 5-year-old children, from six preschool classrooms, were randomly assigned to three different conditions. Each condition included the same set of 13 different artifacts that were either artistically rendered in black ink on white paper ("sketch condition"), included in a children's story book ("book condition"), or had the real artifact itself ("tangible object condition"). Children's exploration and interactions were videotaped and analyzed to see which, if any, of the three conditions would appear to stimulate and encourage early "engineering thinking" the most. Initial hypothesis was that the "tangible object" condition would appear to be the most beneficial. Findings showed that this condition elicited the longest discussions and interactions with the artifacts, and it was also the condition during which children were demonstrating more knowledge and ideas with regard to possible functions of the artifacts. Regarding whether there was a condition that stimulated more interest toward specific artifacts, no clear pattern among the three conditions appeared. Implications are discussed in terms of preschool Science, Technology, Engineering, and Mathematics (STEM) and child development. (Contains 4 tables and 3 figures.)

Purpose: The aim of this study was to provide a systematic review of the aspects of verbal communication contributing to listener perceptions of speaker gender with a view to providing clinicians with guidance for the selection of the training goals when working with transsexual individuals. Method: Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) guidelines were adopted in this systematic review. Studies evaluating the contribution of aspects of verbal communication to listener perceptions of speaker gender were rated against a new risk of bias assessment tool. Relevant data were extracted, and narrative synthesis was then conducted. Meta-analyses were conducted when appropriate data were available. Results: Thirty-eight articles met the eligibility criteria. Meta-analysis showed speaking fundamental frequency contributing to 41.6% of the variance in gender perception. Auditory-perceptual and acoustic measures of pitch, resonance, loudness, articulation, and intonation were found to be associated with listeners' perceptions of speaker gender. Tempo and stress were not significantly associated. Mixed findings were found as to the contribution of a breathy voice quality to gender perception. Nonetheless, there exists significant risk of bias in this body of research. Conclusions: Speech and language clinicians working with transsexual individuals may use the results of this review for goal setting. Further research is required to redress the significant risk of bias.

This study explored the experiences of university students who identified as always having had reading difficulties. Thirty-three participants, all from one Australian university, were surveyed and 10 were also interviewed. Findings revealed that many shared academic challenges related to studying, along with a belief that their difficulties were not well understood by staff or peers. While participants disclosed many similar personal struggles related to completing their studies, positive attributes such as determination and time management strategies were frequently mentioned as instrumental in allowing them to reach university. Experiences were more variable regarding awareness of, access to, and satisfaction with university-based support and academic adjustments. To facilitate optimal inclusive educational practices, this study supports the need for greater awareness among staff about challenges faced by these university students along with a more individualised and targeted approach to providing them with academic supports and accommodations.

Background: The Transsexual Voice Questionnaire (TVQ[Superscript MtF]) was designed to capture the voice-related perceptions of individuals whose gender identity as female is the opposite of their birth-assigned gender (MtF women). Evaluation of the psychometric properties of the TVQ[Superscript MtF]is ongoing. Aims: To investigate associations between TVQ[Superscript MtF] scores and (1) self-perceptions of voice femininity and (2) acoustic parameters of voice pitch and voice quality in order to evaluate further the validity of the TVQ[Superscript MtF]. A strong correlation between TVQ[Superscript MtF] scores and self-ratings of voice femininity was predicted, but no association between TVQ[Superscript MtF] scores and acoustic measures of voice pitch and quality was proposed. Methods & Procedures: Participants were 148 MtF women (mean age 48.14 years) recruited from the La Trobe Communication Clinic and the clinics of three doctors specializing in transgender health. All participants completed the TVQ[Superscript MtF] and 34 of these participants also provided a voice sample for acoustic analysis. Pearson product-moment correlation analysis was conducted to examine the associations between TVQ[Superscript MtF] scores and (1) self-perceptions of voice femininity and (2) acoustic measures of F0, jitter (%), shimmer (dB) and harmonic-to-noise ratio (HNR). Outcomes & Results: Strong negative correlations between the participants' perceptions of their voice femininity and the TVQ[Superscript MtF] scores demonstrated that for this group of MtF women a low self-rating of voice femininity was associated with more frequent negative voice-related experiences. This association was strongest with the vocal-functioning component of the TVQ[Superscript MtF]. These strong correlations and high levels of shared variance between the TVQ[Superscript MtF] and a measure of a related construct provides evidence for the convergent validity of the TVQ[Superscript MtF]. The absence of significant correlations between the TVQ[Superscript MtF] and the acoustic data is consistent with the equivocal findings of earlier research. This finding indicates that these two measures assess different aspects of the voice-related experience. Conclusions & Implications: Evidence supporting the validity of the TVQ[Superscript MtF] is strong and indicates that it is a sound measure for capturing the MtF woman's self-perceptions of her vocal functioning and how her voice impacts on her everyday life.

Students minoritised because of their race and/or ethnicity have a different university experience from their peers, which is reflected in degree completion statistics, awarding gaps, and graduate outcomes. One factor influencing these outcomes is students' sense of inclusion and belonging with the university, which is lower in minoritised students. We aimed to identify whether barriers to inclusion were present across students and alumni in one university, and whether this varied according to ethnic and/or racial backgrounds. Three-hundred and twenty-three students and alumni completed an online questionnaire measuring students' belonging, experience of the curriculum and microaggressions, and 14 students and alumni attended focus groups to further explore the barriers to inclusion and belonging, and proposed recommended actions to reduce these barriers. From the questionnaire, ethnicity and/or race did not influence students' sense of belonging, experience of the curriculum or microaggressions, though having a long-term health condition was consistently associated with these outcomes. However, students' culture and ethnicity/race were consistently reported as factors associated with experiencing obstacles in academia and microaggressions. From the focus groups, three key themes emerged: 1) Hidden racism at the university, which included a prevailing nature of microaggressions and 2) Eurocentric curriculum; that representation is valued in the community and curriculum; and 3) The role of diversity and inclusion initiatives for building community. These findings are discussed in terms of their impact for Higher Education institutions. [ABSTRACT FROM AUTHOR]

Speech-language pathologists (SLPs) utilize counseling to support the psychological wellbeing of people with post-stroke aphasia, however, SLPs receive variable, usually limited, counseling education. Counseling education may be effective in improving SLPs' knowledge, skills, and confidence in counseling in post-stroke aphasia. We aimed to evaluate the feasibility and preliminary efficacy of a novel online counseling education program for SLPs working with people with post-stroke aphasia. Our study was a Phase II, two-arm pilot randomized controlled trial with a waitlist control. Participants (n = 49) were stratified by previous counseling training (≥1 day) and co-work with psychologists when addressing psychological wellbeing in post-stroke aphasia, and randomized to either the education program or waitlist control arm. We developed an education program (7-hours self-directed learning; 3-hour online workshop) for the trial. Feasibility outcomes included SLP recruitment, workshop attendance, and participant attrition at follow-up. Participants' counseling self-efficacy and self-rated competency were assessed pre- and post-program (primary endpoint) and at 5-week follow-up. Forty-four (90%) participants attended the workshop with forty-one (84%) participants completing the trial. There was a significant interaction (large effect size) between time and group supporting a positive effect of the program on counseling self-efficacy, F(1,44) = 39.402, p <. 0005, ηp2 =. 472 and self-rated competency for counseling, F(1,44) = 31.824, p <. 0005, ηp2 =. 420. The effects were maintained at follow-up with self-rated competency scores demonstrating further significant improvement. The demonstrated feasibility and preliminary efficacy of this online counseling program warrant a future definitive trial. [ABSTRACT FROM AUTHOR]

Purpose: Although speech-language pathologists have provided genderaffirming voice training for trans women since the 1970s, evidence for this training’s effectiveness remains weak. Our study aimed to redress limitations of earlier studies and evaluate voice training effects on outcomes important to trans women. Method: Seventy-four trans women (19–54 years old) who wanted a more female-sounding voice were recruited through two health facilities and provided with an eight- to 12-session voice training program based on contemporary literature, usual clinical practice, and client-centered care principles. Self-reported outcomes and an audio-recorded reading sample were collected 3 months before, immediately before and after, and 3 months after training. Forty cisgender speakers were audio-recorded reading the same sample material as comparison voices. Seventy-nine naive listeners made gender-related voice ratings of an extract from these audio recordings. Training effectiveness was evaluated using group-level analyses (linear mixed-effects models) and individual-level analyses to establish what proportion of participants improved to a predetermined relevant degree. Results: Group-level analyses demonstrated positive training effects, maintained 3 months posttraining, for trans women’s vocal satisfaction, perceptions of voice-related social participation, and self- and listener perceptions of their voices. Individual-level analyses also demonstrated positive effects. Two thirds of trans women increased vocal satisfaction to a relevant degree, one third who reported restricted social participation before training reduced this restriction to a relevant degree, and all were rated more female-sounding after training (although not all to a relevant degree). Conclusions: All trans women participants made progress toward their voice goals and maintained those gains at follow-up. These findings provide evidence that gender-affirming speech-language pathology services warrant prioritization. Further research is warranted to investigate factors predicting outcomes of voice training for trans women. [ABSTRACT FROM AUTHOR]

In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education.

This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or teacher-child ethnic match. The participants of this study were 159 preschoolers and their 34 teachers in 20 preschools located in a suburban area in Indiana, USA. Due to the nested structure of the data, hierarchical linear modeling (HLM) was employed. The results showed that teacher-child closeness was explained by teacher- and child-level variables, whereas teacher-child conflict was explained mostly by child-level variables. Additionally, boys were found to establish less close relationships with their teachers compared to girls. On average, teachers having a bachelor's degree (BA) showed lower teacher-child closeness compared to teachers without a BA. However, teachers with a BA were more likely to report equitable relationships among children regardless of child gender. Teacher-child ethnic match was not significantly related to either teacher-child closeness or conflict. The article also offers a discussion on the implications of these findings.

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students' attainment of qualifications and subsequent workforce participation need further investigation.

Purpose: The aim of this study was to provide a systematic review of the aspects of verbal communication contributing to listener perceptions of speaker gender with a view to providing clinicians with guidance for the selection of the training goals when working with transsexual individuals. Method: Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) guidelines were adopted in this systematic review. Studies evaluating the contribution of aspects of verbal communication to listener perceptions of speaker gender were rated against a new risk of bias assessment tool. Relevant data were extracted, and narrative synthesis was then conducted. Meta-analyses were conducted when appropriate data were available. Results: Thirty-eight articles met the eligibility criteria. Meta-analysis showed speaking fundamental frequency contributing to 41.6% of the variance in gender perception. Auditory-perceptual and acoustic measures of pitch, resonance, loudness, articulation, and intonation were found to be associated with listeners' perceptions of speaker gender. Tempo and stress were not significantly associated. Mixed findings were found as to the contribution of a breathy voice quality to gender perception. Nonetheless, there exists significant risk of bias in this body of research. Conclusions: Speech and language clinicians working with transsexual individuals may use the results of this review for goal setting. Further research is required to redress the significant risk of bias., The number of individuals with gender dysphoria requesting support from health professionals has increased substantially over the last 50 years (Arcelus et al., 2015). Gender dysphoria is experienced by individuals [...]

The present study investigates the role of attitudinal variables, such as children's literacy interest and parents' reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print-concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low-income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print-concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities.