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Background: Caring for parents continuing pregnancy after learning about a severe life-limiting condition in their unborn is challenging. Most existing studies focus on affected families, whereas research on the subjective experience of care professionals is scarce. Aim: We aimed to (1) explore experiences and needs of involved care professionals, (2) obtain information about existing care structures, and (3) identify requirements for a structured perinatal palliative care program. Design: Grounded Theory study using theoretical sampling. Data was collected by semi-structured interviews and analyzed following the principles of grounded theory coding and situational analysis. Setting: A total of 18 professionals from 12 different services in Munich and surroundings participated in the study: 8 physicians, 3 midwives, 2 nurses, 1 each pregnancy counselor, grief counselor, chaplain, clinical psychologist, and undertaker. Results: Several organizations provide support for affected parents, but inter-institutional communication is scarce. Due to the lack of a dedicated perinatal palliative care program, professionals make immense and partly unpaid efforts to support concerned parents. Providers experience "collateral beauty" in their work despite all the suffering and grief. This includes the development of a humble attitude and feelings of gratitude toward life, the feeling of having a meaningful task and professional as well as personal growth. Requirements for a structured perinatal palliative care program include: fostering peer support, ensuring regular supervision, and enhancing interdisciplinary exchange. Conclusions: Perinatal palliative care demands a high level of personal engagement but is experienced as highly rewarding by care professionals. [ABSTRACT FROM AUTHOR]

Logical structures count as critical learning content for learning to prove. They are often not sufficiently explicated, and students struggle to use and articulate them in their proofs. In this design research study, we adopt a scaffolding approach to engage high school students in using and articulating logical structures. The qualitative analysis of the design experiments reveals the potentials and limitations of graphical scaffolds, showing how graphical scaffolds must and can be complemented by linguistic scaffolds to enable students to select and combine arguments in a deductive chain and write a proof text. Implications for language-responsive proof teaching and learning are discussed. • Logical structures count as critical learning content for learning to prove. • A scaffolding approach to engage high school students is adopted. • Qualitative analysis reveals the potentials and limitations of graphical scaffolds. • Empirical findings show the requirement of linguistic scaffolds. • Discussion of implications for language-responsive proof teaching and learning. [ABSTRACT FROM AUTHOR]