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There is evidence that engagement with the arts can engender transformative effects on young people’s views of themselves and their futures, this can be particularly useful for children and young people in care. This paper draws on a case study of an arts-based programme delivered in Wales, UK. Field observations of the arts-based sessions were conducted, and the participant sample included young people in foster care (n=8), foster carers (n=7) and project facilitators (n=3). The study employed interviews, observations, reflexive diaries, and metaphor work to explore the subjective accounts of these different stakeholders. This provided an insight into their experience of being involved with the arts-based programme, the impacts of this involvement, and what steps they felt could be taken to improve the model. The paper argues that arts and cultural engagement can be transformative in improving the confidence and social connectedness of young people in foster care, but that attention needs to be given to how programmes are delivered. The paper documents the often overlooked mundane, yet important, aspects of planning arts-based programmes, exploring the involvement of foster carers, interpersonal relationships, and the provision of refreshments. It calls for investment in developing carefully designed extracurricular opportunities for young people in care, where they can experience ‘becoming more confident in being themselves’.

Dendritic cells (DC) are key phagocytic cells that play crucial roles in both the innate and adaptive immune responses against the human immunodeficiency virus type 1 (HIV-1). By processing and presenting pathogen-derived antigens, dendritic cells initiate a directed response against infected cells. They activate the adaptive immune system upon recognition of pathogen-associated molecular patterns (PAMPs) on infected cells. During the course of HIV-1 infection, a successful adaptive (cytotoxic CD8+ T-cell) response is necessary for preventing the progression and spread of infection in a variety of cells. Dendritic cells have thus been recognized as a valuable tool in the development of immunotherapeutic approaches and vaccines effective against HIV-1. The advancements in dendritic cell vaccines in cancers have paved the way for applications of this form of immunotherapy to HIV-1 infection. Clinical trials with patients infected with HIV-1 who are well-suppressed by antiretroviral therapy (ART) were recently performed to assess the efficacy of DC vaccines, with the goal of mounting an HIV-1 antigen-specific T-cell response, ideally to clear infection and eliminate the need for long-term ART. This review summarizes and compares methods and efficacies of a number of DC vaccine trials utilizing autologous dendritic cells loaded with HIV-1 antigens. The potential for advancement and novel strategies of improving efficacy of this type of immunotherapy is also discussed.

Supplemental material, sj-pdf-1-ggm-10.1177_2333721420980313 for Rapid Transition to Telehealth Group Exercise and Functional Assessments in Response to COVID-19 by Stephen C. Jennings, Kenneth M. Manning, Janet Prvu Bettger, Katherine M. Hall, Megan Pearson, Catalin Mateas, Brandon C. Briggs, Krisann K. Oursler, Erin Blanchard, Cathy C. Lee, Steven Castle, Willy M. Valencia, Leslie I. Katzel, Jamie Giffuni, Teresa Kopp, Michelle McDonald, Rebekah Harris, Jonathan F. Bean, Katherine Althuis, Neil B. Alexander, Kalpana P. Padala, Lauren M. Abbate, Toby Wellington, James Kostra, Kelly Allsup, Daniel E. Forman, Arti S. Tayade, Alan D. Wesley, Alice Holder and Miriam C. Morey in Gerontology and Geriatric Medicine

Confidence in Care is a five-year funded programme by The Big Lottery. Led by The Fostering Network Wales, the programme will be delivered in partnership with Action for Children, Barnardo’s and The Adolescent and Children’s Trust. The programme will be independently evaluated by The Children’s Social Research and Development Centre at Cardiff University (CASCADE) and will work closely with Association of Directors of Social Services Cymru and Children in Wales. A strand of this programme aims to provide an experience for foster children that improves confidence, develops friendships, self-achievement, and trust and is engaging and fun; and involves their siblings and families in the process. In relation to this wider project, the Wales Millennium Centre ran an arts based programme which was funded and supported by the Confidence in Care Consortium led by The Fostering Network in Wales. The arts based programme was delivered between May and July 2018 and involved eight care-experienced young people and their foster families. The Wales Millennium Centre commissioned Cardiff University to conduct research with care-experienced young people and their foster carers, and facilitators involved with the delivery of the arts project. The research explored the views of facilitators, young people, and their carers about their experiences of being involved, the possible value and benefits of being engaged with the arts, and the potential barriers to participation with the arts and culture.

The motivations and outcomes of studying for part-time mature students in higher education (Swain and Hammond, 2011) is an interesting article because it lays out clearly and succinctly its background, aims, purposes and results in a clear and readable way. However, according to the judgement criteria contained in the Open University Course Educational Enquiry, it has failings both in laying out its stance toward the focus of its investigation and in the clarity of the way it treats the notion of ethical treatment of research participants. The purpose of this research is to give an example of how to critically appraise the quality of scholarly work in the field of educational enquiry with the further aim of giving the reader insight into the key terms of transparency, relevancy and validity. This research has two main parts. Part one contains a discussion of important terminology used in educational enquiry, while part two contains an appraisal of how well the research done by Swain and Hammond (2011) is transparent, relevant and valid.

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The American Counseling Association’s Code of Ethics (2014), states that Licensed Professional Counselors (LPCs) recognize that support networks hold various meanings in the lives of clients and consider enlisting their support. The purpose of this study was to assess how well LPCs understand relevant multicultural issues and how effectively they can encourage members of a client's social network to provide appropriate support. Researchers have shown that support networks are an integral part of a person’s life and are essential for mental wellness. Social relationships are hypothesized to be helpful in two ways: indirectly, by buffering stress in difficult times; and directly, by providing assistance, emotional support, and a sense of belonging that can alleviate or buffer stress as well as improve satisfaction with life, whether or not stress is present (Caplan & Caplan, 2000; Dalgard & Tambs, 1997). Enlisting the involvement of a client’s support network, while complex, becomes especially complicated when the counselor and the individuals with whom they consult come from different cultural backgrounds. The findings from this study indicate there are various barriers to consulting with a client's support network, such as language, socio economic status of the client, and the LPCs cultural awareness. The findings further indicated that while LPCs have developed the skills to consult and involve a client's support network in counseling, there is still a need for further training to enhance them.