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Administrative burdens create costly experiences for citizens, especially disadvantaged groups. Research to date focuses on how burdens affect outcomes in specific policy contexts, thus little is known about cumulative experiences of burdens in everyday life and their distribution in society. This is the first study to document everyday administrative experiences, accounting for time and well‐being costs across 10 domains: tax, retirement, government benefits, bills, goods and services, savings, debt, health, child care, and adult care. Survey results from 2243 UK adults show that administrative tasks are a significant part of everyday life, with time and well‐being costs that vary by domain. Benefits‐related tasks are particularly costly. There is evidence of distributive effects. Those in poor health and financial insecurity are more likely to engage in salient tasks, such as benefits, but less likely to engage with longer‐term tasks including savings and retirement. They experience higher well‐being costs, especially during salient tasks. [ABSTRACT FROM AUTHOR]

Evidence about the effect of early intervention on childhood health is inconsistent. Using a randomized controlled trial, we examine the effect of an Irish early-intervention program on the development of health capital in the first 5 years of life. The treatment provides intensive parenting supports including home visits and parenting classes from pregnancy until school entry. Modest effects by age 4 are found and are mainly driven by reduced hospital attendance attributed to improved earlier health. In sum, the program has limited effects on children's health capital in the short run despite demonstrating large effects on other dimensions of human capital. [ABSTRACT FROM AUTHOR]

Children's use of the toilet at school, although rarely explored, is an important facet of school experience with consequences for physical and psychological health. A mixed methods study investigated views of 25 children (4-5 years) regarding potential stressors in the first school year, including views of toileting, in Dublin, Ireland. Despite very positive responses to school, most responses to toileting (15 of 25) were mixed or negative. Although some liked to go, or noted the toilets were clean, most indicated delayed toilet use ("bursting" to go) and ambivalent or negative experiences such as fear of not identifying the right toilet, fear of being alone, lack of privacy, and potential bullying. Many children did not expect to receive help from the teacher. As delaying toilet use can have lasting health consequences, teacher-nurse collaboration could be used to develop whole-school policies to support children's early adjustment in this sensitive area of functioning.

Research shows that children facing socioeconomic risk often have poorer skills at school entry, greater difficulty adjusting to school, more negative school experiences, and lower scholastic achievement, relative to their peers. However, the promotion of positive early school experiences is constrained by a lack of insight into disadvantaged children's own perspectives. To address this gap, this study interviewed 26 children living in a disadvantaged community in Ireland who had recently commenced formal schooling. Interviews included semi-structured questions and a draw-and-talk activity. Interview questions and drawings were analysed using the principles of thematic analysis and content analysis respectively, and the findings were integrated to identify four overarching themes. These included children's sense of self in school, what happens in school, the importance of peer relationships, and children's lives around school. The results provide reflection points for research and practice, such as the promotion of positive peer experiences and strong family--school connections.

Children from economically disadvantaged communities frequently lack the socio-emotional, cognitive and behavioural skills needed for successful early school adjustment. Assessments of early school experience often rely on parent and teacher perspectives, yet children's views are essential to design effective, resilience-promoting school ecologies. This mixed methods study explored children's appraisals of potential stressors in the first school year with 25 children from a disadvantaged suburban community in Ireland. School scenarios were presented pictorially (Pictorial Measure of School Stress and Wellbeing, or PMSSW), to elicit children's perspectives on social ecological factors that enable or constrain resilience. Salient positive factors included resource provision, such as food, toys and books; school activities and routines, including play; and relationships with teachers. Negative factors included bullying; difficulties engaging with peers; and using the toilet. Drawing on these factors, we indicate how school psychologists can develop resilience-fostering educational environments for children in vulnerable communities.

This study used a British cohort ("n" = [approximately]13,000) to investigate the association between child care during infancy and later cognition while controlling for social selection and missing data. It was found that attending child care (informal or center based) at 9 months was positively associated with cognitive outcomes at age 3 years, but only for children of mothers with low education. These effects did not persist to ages 5 or 7 years. Early center-based care was associated with better cognitive outcomes than informal care at ages 3 and 5 years, but not at 7 years. Effect sizes were larger among children whose mother had low education. Propensity score matching and multiple imputation revealed significant findings undetected using regression and complete-case approaches. (Contains 3 tables.)

Socioeconomic inequalities in children's skills and capabilities begin early in life and can have detrimental effects on future success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community in order to investigate the role of relative disadvantage on children's development. SES differences across multiple domains of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness domains. This implies that the neighbourhood may play a role in children's school readiness skills. These results suggest that school readiness interventions should target all children living in disadvantaged communities as each child may be at risk of poor school readiness.

Although differential ratings by multiple informants are an important issue in survey design, few studies test the degree of difference between informants. This study examined differences in caregiver and teacher ratings of school readiness of children from a disadvantaged urban community in Ireland. School readiness was assessed using the Short Early Development Instrument (S-EDI). Two hundred and twenty-three caregivers and 21 teachers completed a survey for 223 and 224 children, respectively. Caregiver ratings of school readiness were significantly higher than those of teachers across multiple domains and subdomains of school readiness. Most discrepancies remained when the sample was disaggregated according to child gender, teacher experience, and caregiver education. These findings may be due to different frames of reference held by caregivers and teachers or differential child behaviour in the home and school contexts. Thus, contributions of different informants may provide valuable information on the school readiness of children and highlight key areas of importance for early interventionists. (Contains 4 notes, 2 tables, and 1 figure.)

This study examined the factors associated with childcare staff members' readiness to implement quality standards in early childhood settings in Ireland. To coincide with a new government policy that provides every three-year-old child with access to a free preschool year, a framework designed to improve the quality of early childhood care and education centres (ECCECs) is being rolled out nationally. The new quality framework details the first national set of best practice standards for early childhood care and education in Ireland. This study measured support for this change in childcare practices in one pilot community, which introduced the framework prior to national roll-out. The study used the Organizational Change Recipients' Belief Scale to determine how readiness for change was associated with job satisfaction and the work environment in childcare settings. One hundred and twenty surveys were completed by childcare staff in nine pilot ECCECs. The surveys were distributed in 2009 and therefore capture staff attitudes towards the introduction of the new quality framework. The results show that individual staff characteristics had little association with support for the implementation of the quality framework, while factors related to group dynamics were significantly associated with readiness for change. Specifically, a positive work environment and greater job satisfaction were associated with a lower belief that there is a need for the national quality framework, but a higher belief that the childcare staff will be supported by management when the quality framework is introduced. (Contains 1 figure, 2 tables, and 4 notes.)

BACKGROUND. The disrupted in schizophrenia 1 (DISCI) gene locus was originally identified in a Scottish pedigree with a high incidence of psychiatric disorders that is associated with a balanced t(1;11)(q42.1;q14.3) chromosomal translocation. Here, we investigated whether members of this family carrying the t(1;11)(q42.1;q14.3) translocation have a common brainrelated phenotype and whether this phenotype is similar to that observed in schizophrenia (SCZ), using multivariate pattern recognition techniques. METHODS. We measured cortical thickness, cortical surface area, subcortical volumes, and regional cerebral blood flow (rCBF) in healthy controls (HC) (n = 24), patients diagnosed with SCZ (n = 24), patients diagnosed with bipolar disorder (BP) (n = 19), and members of the original Scottish family (n = 30) who were either carriers (T+) or noncarriers (T-) of the DISCI translocation. Binary classification models were developed to assess the differences and similarities across groups. RESULTS. Based on cortical thickness, 72% of the T- group were assigned to the HC group, 83% of the T+ group were assigned to the SCZ group, and 45% of the BP group were classified as belonging to the SCZ group, suggesting high specificity of this measurement in predicting brain-related phenotypes. Shared brain-related phenotypes between SCZ and T+ individuals were found for cortical thickness only. Finally, a classification accuracy of 73% was achieved when directly comparing the pattern of cortical thickness of T+ and T- individuals. CONCLUSION. Together, the results of this study suggest that the DISCI translocation may increase the risk of psychiatric disorders in this pedigree by affecting neurostructural phenotypes such as cortical thickness. FUNDING. This work was supported by the National Health Service Research Scotland, the Scottish Translational Medicine Research Collaboration, the Innovative Medicines Initiative (IMI), the Engineering and Physical Sciences Research Council (EPSRC), The Wellcome Trust, the National Institute of Health Research (NIHR), and Pfizer., Introduction Schizophrenia (SCZ) can be a chronic, debilitating psychiatric disorder; it affects approximately 1% of the adult population (1). Neuroimaging has consistently demonstrated widespread structural and functional brain abnormalities (2-5). [...]

Background: The objective of this paper was to identify predictors of a vaginal birth in individuals with singleton pregnancies and a Bishop Score <4, following Induction of Labor (IoL) using dinoprostone vaginal insert (DVI). Secondarily, we sought to understand the association between oxytocin use for labor augmentation and IoL outcomes. Methods: We developed and internally validated a multivariate prediction model using machine learning (ML) applied to data from two Phase‐III randomized controlled double‐blind trials (NCT01127581, NCT00308711). The model was internally validated using 10‐fold cross‐validation. Results: This study included 1107 participants. Despite unfavorable cervical status and inclusion of high‐risk pregnancies, 72% of participants had vaginal births. The model's area under receiver operating characteristic curve was 0.73. The following factors increased the chance of vaginal birth: being parous; being between 37 and 41 weeks of gestation; having a lower Body Mass Index; having a lower maternal age; having fewer maternal comorbidities; and having a higher Bishop score. Parity alone correctly predicted the outcome in ~50% of cases, at a ~10% false‐negative rate. Participants whose labors progressed without requiring oxytocin had a higher probability of vaginal birth than those requiring oxytocin for either induction or augmentation (81% vs 70% vs 77%, respectively). Discussion: Even in high‐risk pregnancies and with low Bishop scores, the use of DVI results in a high chance of vaginal birth. Parity is a critical predictor of success. The judicious use of oxytocin for labor induction or augmentation can increase the chance of vaginal birth. Our study validates the use of ML and predictive modeling for treatment response prediction when considering IoL. [ABSTRACT FROM AUTHOR]