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This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This study aimed to explore the association between personal interpretations of social media, self-perception, and well-being. Previous literature indicated increased social media use resulting in lower self-esteem (see Vogel, Rose, Roberts and Eckles, 2014; Murphy, 2013) while also highlighting the benefits that connection-promoting (see Clark, Algoe and Green, 2017) and the power of ‘likes’ (see Burrow and Rainone, 2017) have on self-esteem and overall well-being. Quantitative methods dominate this research area without providing richly detailed subjective accounts from participants. As such, this study employed semi-structured interviews in order to gain an understanding of user experiences and how these impact upon self-perception and well-being. The participants in this study were six undergraduate students, aged 18-25, with 2 males and 4 females. Using Interpretative Phenomenological Analyses, two superordinate themes emerged from the transcripts. The first centred around self-perception and self-presentation, whereas the second focussed on the uses of social media. There was an overall consensus that social media is useful in the modern world for staying connected with peers and the wider world, but negatively affected well-being and self-esteem when engaging in activities such as social comparison as it causes users to evaluate the perceived deficiencies in their own lives against idealised others. This study presents an opportunity for further research to explore why people continue to use social media given its detrimental effects on well-being.

This study aimed to explore the association between personal interpretations of social media, self-perception, and well-being. Previous literature indicated increased social media use resulting in lower self-esteem (see Vogel, Rose, Roberts and Eckles, 2014; Murphy, 2013) while also highlighting the benefits that connection-promoting (see Clark, Algoe and Green, 2017) and the power of ‘likes’ (see Burrow and Rainone, 2017) have on self-esteem and overall well-being. Quantitative methods dominate this research area without providing richly detailed subjective accounts from participants. As such, this study employed semi-structured interviews in order to gain an understanding of user experiences and how these impact upon self-perception and well-being. The participants in this study were six undergraduate students, aged 18-25, with 2 males and 4 females. Using Interpretative Phenomenological Analyses, two superordinate themes emerged from the transcripts. The first centred around self-perception and self-presentation, whereas the second focussed on the uses of social media. There was an overall consensus that social media is useful in the modern world for staying connected with peers and the wider world, but negatively affected well-being and self-esteem when engaging in activities such as social comparison as it causes users to evaluate the perceived deficiencies in their own lives against idealised others. This study presents an opportunity for further research to explore why people continue to use social media given its detrimental effects on well-being.

A potential for harm exists whenever a child is separated from his or her parents through an apprehension and placement into foster care. Child welfare has the responsibility to support those children it places into care and their alternative care givers through the experiences of separation and loss. For many children, placement into care is a traumatizing experience. The children entering care present with behavioural and emotional needs which challenge and stress their care givers. The care giver's ability to support a child's needs during placement has a significant impact upon the trauma experienced by the child. The following practicum reports on a 10 week group intervention for children in care of a rural child welfare agency, which provided participants with the opportunity to talk about their separation experiences and feelings of being in care. Extensive reviews of attachment, separation and loss theories are examined to consider their implications for working with children in care. A group intervention with children at a latency-early adolescent development level is thoroughly presented. The challenges in working with the care givers of these children through a parallel group process are also explored. Four measures are used to evaluate the effectiveness of the group, and several recommendations are considered for further group interventions.

A potential for harm exists whenever a child is separated from his or her parents through an apprehension and placement into foster care. Child welfare has the responsibility to support those children it places into care and their alternative care givers through the experiences of separation and loss. For many children, placement into care is a traumatizing experience. The children entering care present with behavioural and emotional needs which challenge and stress their care givers. The care giver's ability to support a child's needs during placement has a significant impact upon the trauma experienced by the child. The following practicum reports on a 10 week group intervention for children in care of a rural child welfare agency, which provided participants with the opportunity to talk about their separation experiences and feelings of being in care. Extensive reviews of attachment, separation and loss theories are examined to consider their implications for working with children in care. A group intervention with children at a latency-early adolescent development level is thoroughly presented. The challenges in working with the care givers of these children through a parallel group process are also explored. Four measures are used to evaluate the effectiveness of the group, and several recommendations are considered for further group interventions.