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Background: Evidence-based parenting programs delivered using online technology are an important way to enhance programuptake. To date, programs that address emotion socialization processes, such as Tuning in to Kids, have always been delivered in person, via group or one-to-one delivery. This study used a randomized control design to examine the effcacy of the self-paced Tuning in to Kids OnLine (TIKOL). Method: Participants were 150 parents of children aged 4-10 years old with challenging behaviors, randomized into intervention or 10-month waitlist control. Parents and teachers completed questionnaires at baseline and 6 months after the intervention (equivalent time points for controls) measuring parent wellbeing, parent emotion socialization, parent effcacy, child behavior, and anxiety. Results: Analyses, using mixed methods multilevel modeling, showed that intervention parents reported significantly reduced emotion dismissiveness and increased emotion coaching, empathy and effcacy compared to controls who did not. Parents participating in TIKOL also reported that their children's behavior problems and anxiety were significantly improved. Greater engagement (modules watched and duration of support calls) was associated with more significant improvements. Conclusion: Findings provide preliminary support for the effcacy of TIKOL in improving parents' emotion socialization and reducing child behavior problems and anxiety, especially when efforts to support online engagement are utilized. Further evaluation using independent observations and a sample representing a wider demographic would strengthen these findings. [ABSTRACT FROM AUTHOR]

Background: Despite positive attitudes amongst support staff towards sexuality, adults with learning disabilities report being dissatisfied with the support they receive. This research aimed to explore support workers' understanding of their role supporting the sexuality of adults with learning disabilities. Method: Six support workers from supported living services were interviewed about their role. Data were analysed using interpretative phenomenological analysis. Results: Three themes emerged which were understood as suggesting that support workers held conflicting beliefs and emotions about their role supporting sexuality. This was interpreted as creating an ambivalence that could result in support workers distancing themselves from an active role in supporting sexuality. Conclusion: This study concluded that support workers may inadvertently express an understanding of their role that may be consistent with negative and limiting discourses about the sexuality of adults with learning disabilities. The findings suggest a continuing need for sexuality training with a focus on reflective practice.

Evidence that interpersonal interactions and self-appraisal in social context are crucial in developing self-understanding raises concerns about how pupils with autism spectrum disorder make sense of themselves in school settings where many experience social marginalisation. Metasynthesis was used to systematically extract and integrate findings from qualitative studies examining the mainstream school experiences of these students. Synthesised findings identified three, intermeshing, aspects of experience which contribute to many pupils with autism spectrum disorder making sense of themselves as 'different' to typical peers in a negative way: difficulties linked to autism spectrum disorder; interpersonal relationships, particularly with peers; and accessibility of the school environment. Typical pupils' attitudes and responses towards peers with autism spectrum disorder, unusual sensory reactions to the physical school environment and individual sense-making about the self are highlighted as key areas requiring further research and intervention to improve the experiences, self-esteem and well-being of pupils with autism spectrum disorder in inclusive settings and to inform educational policy and practice.

Background: Research evidence suggests that self-understanding is likely to be limited in individuals with autism. Method: Photo-elicitation interview was used to explore self-understanding in five adolescent boys diagnosed with an autism spectrum condition. Results: An interpretative phenomenological analysis yielded three superordinate themes--self in action, self extended in time and self in relation to others. These themes captured how participants understood themselves in terms of their actions and abilities, in the context of their past and future and in relation to others. Implications: The findings suggested that self-understanding is informed by relationships with parents, self-other comparisons and by reflecting on past and future selves, as well as on activities engaged in. Photo-elicitation was effective in engaging participants with the research process.

Staff beliefs about self-harm can influence staff responses to the behaviour. Existing research into staff beliefs about self-harm by people with learning disabilities is limited, with qualitative research restricted to forensic services. The aim of this study was to use Q-methodology to explore staff beliefs about why people with learning disabilities self-harm. Five distinct viewpoints were identified: self-harm is individual, complex and emotionally meaningful; self-harm is a means to communicate distress, whether or not you have learning disabilities; self-harm is difficult to understand but seems to be a way to modify emotional states; self-harm is a result of having learning disabilities and being different; and self-harm is meaningful within relationships. These viewpoints represent the variety of theories and discussions in the literature. It is proposed that some of these viewpoints may result in more helpful responses to self-harm than others. Therefore, further staff training that promotes skills in developing a comprehensive and individual understanding of self-harm is recommended.

The Sixth Earl Winterton was an eccentric who is too easily dismissed as a homophobe and bigoted critic of the reforms proposed in the Wolfenden Report. But his outbursts in the Parliament against homosexuality point to his personal concerns for British masculinity and to an alternative understanding of masculinity that has received scant attention in the assessment of gay law reforms initiated by Wolfenden. Sociologists insist that the main function of homophobia is the maintenance of heterosexuality and patriarchal homo-society. In this article I examine Winterton's arguments in their historical context, not to understand 'homosexualism' which affronted him, but for what they say between the lines about British manliness, identity, intimacy and friendship. Winterton's is one version of a masculine self that experienced being cut adrift and betrayed by the cultural and political shifts which the Wolfenden Report both signified and embodied. I think now, after studying the history of sex, we should try to understand the history of friendship, or friendships. That history is very, very important (Michel Foucault, 1982). (1)