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It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.

Reaction of complex [(ArN)Mo(H)(Cl)([PMe.sub.3]).sub.3] (1) with [BPh.sub.3] and silane [H.sub.3]SiPh affords a new silyl complex [(ArN)Mo([SiH.sub.2]Ph)(Cl)([PMe.sub.3]).sub.2] (3) that catalyses facile H-H/Si-H exchange. EXSY experiments suggest that this exchange does not involve the classical pathways such as oxidative addition of hydrogen or silane to the complex or [sigma]-bond metathesis. It is suggested that the exchange may occur in an FLP cage comprised by the complex and the silane. Key words: hydrogen, silane, imido, molybdenum, EXSY. La reaction du complexe [(ArN)Mo(H)(Cl)([PMe.sub.3]).sub.3] (1) avec le [BPH.sub.3] et le silane [H.sub.3]SiPh permet d'obtenir un nouveau complexe silyle, le [(ArN)Mo([SiH.sub.2]Ph)(Cl)([PMe.sub.3]).sub.2] (3), qui catalyse en douceur l'echange H-H/Si-H. Des experiences EXSY laissent supposer que cet echange ne procederait pas par les voies classiques comme l'addition oxydante d'hydrogene ou de silane au complexe ou la metathese de la liaison [sigma]. Nous posons l'hypothese selon laquelle l'echange s'effectuerait dans une cage dite de <>(PLF) formee par le complexe et le silane. [Traduit par la Redaction] Mots-cles: hydrogene, silane, imido, molybdene, EXSY., Introduction Dihydrogen is the simplest and yet one of the most important molecules, being the integral part of industrial hydrogenation reactions. (1) Activation of its strong and nonpolar H-H bond [...]

Background: Regenerating island-derived proteins (REG) are upregulated in people with sepsis, pancreatitis, and gastrointestinal diseases. One member of the REG family, namely REG3E, was recently identified in pancreatic tissue and plasma of dogs, with high expression in pancreatitis and sepsis. Objectives: We aimed to develop and validate an ELISA to measure REG3E concentrations in canine blood. Methods: An indirect sandwich ELISA was developed using recombinant canine REG3E protein and polyclonal anti-canine REG3E antibodies raised in guinea pigs and rabbits. Antibody specificity was assessed using western blot and mass spectrometric analysis of protein purified from canine plasma. Assay validation included evaluation of dilutional linearity, parallelism, spiking recovery, repeatability and reproducibility, stability, interferences, and comparison of serum and heparinized plasma. Results: Antibodies bound specifically to REG3E with no evidence of cross-reactivity with other proteins. The limit of detection of the ELISA was 15 ng/mL, and the lower limit of quantification was 30 ng/mL. The assay demonstrated good to excellent linearity, dilutional and mixing parallelism, and recovery, with mean observed-to-expected ratios of 104%, 107%, 102%, and 92%, respectively, and no evidence of a hook effect. Coefficients of variation were ≤8.5% for repeatability and ≤14.3% for reproducibility at three different levels. Measurements of REG3E in plasma were not significantly influenced by different storage conditions, freeze-thawing cycles, hemolysis, lipemia, or icterus. There was no significant difference between REG3E concentrations in heparinized plasma and serum samples. Conclusions: The canine REG3E ELISA has acceptable precision, accuracy, linearity, and reproducibility for the measurement of REG3E in canine plasma and serum. [ABSTRACT FROM AUTHOR]

In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers' backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children's experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers' professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees.

Children and adolescents who have survived complex trauma have suffered the type of ongoing and repeated traumatic experience that includes factors such as physical, sexual, and/or emotional abuse, significant neglect, and/or family violence. Complex childhood trauma (sometimes referred to as paediatric or child maltreatment-related post traumatic stress disorder) (De Bellis and Kuchibhatla, 2006) can have a significant impact on the developing nervous system, which can lead to impairment in the capacity to relate and to emotionally self-regulate. During the schooling years, this can lead to the presentation of concerning school behaviours, to which schools tend to respond with equally concerning punitive consequences, often involving practices of exclusion. This article will emphasize the importance of schools accessing learnings from neuroscience and then encompassing them into their behaviour management policies and practices. Neuroscience has provided an extra explanatory framework to complement understandings of student behaviour drawn from the clinical sciences. It is not only explaining why and how some of these student behaviours occur but is also providing a different template of possibility for enhancing the educational and life outcomes for this vulnerable group of young people through more effective and more inclusive school practices.