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A recent focus on attachment and trauma awareness (ATA) in schools has led to whole-school training programmes and evaluations. The outcomes have been positive; however, the dominant focus of research is on the implementation of whole-school ATA in mainstream settings. This project adopted a case study to explore how the training and approaches had been implemented in a school community, including a special school and pupil referral units. Data were collected from three semi-structured interviews with staff in varying roles, and the views of 11 pupils were obtained via a classroom activity as supplementary data. Thematic analysis highlighted five key themes which directly answered the three research questions, namely: strategies and approaches used; pupil outcomes; facilitators to implementation; barriers to implementation; and training and improvements. It is hoped that this study will help further professional understanding and implementation of ATA in non-mainstream settings. The implications and limitations of the study are discussed.

The wellbeing of students in higher education generally, and law students, in particular, has become an area of increasing concern in recent years. Despite the growing interest in the area, empirical work on the wellbeing of distance learning law students remains sparse. This paper builds on previous studies around wellbeing in higher education, especially in relation to law schools, by reporting on the findings of a series of focus groups conducted with distance learning law students at The Open University. Its aim was to explore participants' perceptions of how studying law had impacted their wellbeing. Its findings indicate that participants viewed the online distance-learning nature of their studies as having the most significant impact on their wellbeing, generating a range of practical and psycho-social implications. Although issues specific to the law as a discipline were raised, it appeared to be the mode of delivery, not the subject content, that was of primary relevance. This exploratory study is particularly salient at this time when law schools across the globe have been forced to perform an 'online pivot', with many now also considering expanding their long-term online offerings. The paper concludes by considering the ways in which the results of this study could usefully inform future wellbeing initiatives within online legal education.

This hermeneutic phenomenological study illustrates the value of key aspects of interpretative hermeneutics for illuminating the time shared between patients and students in forensic unit for men carrying a personality disorder diagnosis through interviews. The participants were being-with in their own time and space, sharing ordinary activities and common interests, and having a laugh, ultimately making enduring connections. This was despite experiences of thrownness into the world, ward landscapes, or the bearing of diagnostic labels. Students experienced a balance between therapeuticness (leaping-ahead) and professionalism (leaping-in). They were immune to the relational vacuum of the ward office and were viewed as 'sponges', reflecting their availability to patients, as opposed to other staff occupying more distant, identity defining set roles. On transition to fully fledged staff roles, students can become holders of keys, but can weather the ride by treasuring the everyday mundane, being-with and connecting with patients. This temporality of student-patient's relationships encompasses mutual recognition of shared humanness. This hermeneutic phenomenological study uniquely explores the time shared between patients and students in forensic settings. Learnings from their experiences as illuminated using philosophical notions aid our understanding of this time to ensure focus on human connection., Author(s): Emma S. Jones (corresponding author) [1]; Karen M. Wright [1]; Mick McKeown [1] 1. Background Across the globe, individuals studying to become registered mental health nurses across a variety [...]

The spike protein of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is critical for virus infection through the engagement of the human ACE2 protein1 and is a major antibody target. Here we show that chronic infection with SARS-CoV-2 leads to viral evolution and reduced sensitivity to neutralizing antibodies in an immunosuppressed individual treated with convalescent plasma, by generating whole-genome ultra-deep sequences for 23 time points that span 101 days and using in vitro techniques to characterize the mutations revealed by sequencing. There was little change in the overall structure of the viral population after two courses of remdesivir during the first 57 days. However, after convalescent plasma therapy, we observed large, dynamic shifts in the viral population, with the emergence of a dominant viral strain that contained a substitution (D796H) in the S2 subunit and a deletion (ΔH69/ΔV70) in the S1 N-terminal domain of the spike protein. As passively transferred serum antibodies diminished, viruses with the escape genotype were reduced in frequency, before returning during a final, unsuccessful course of convalescent plasma treatment. In vitro, the spike double mutant bearing both ΔH69/ΔV70 and D796H conferred modestly decreased sensitivity to convalescent plasma, while maintaining infectivity levels that were similar to the wild-type virus.The spike substitution mutant D796H appeared to be the main contributor to the decreased susceptibility to neutralizing antibodies, but this mutation resulted in an infectivity defect. The spike deletion mutant ΔH69/ΔV70 had a twofold higher level of infectivity than wild-type SARS-CoV-2, possibly compensating for the reduced infectivity of the D796H mutation. These data reveal strong selection on SARS-CoV-2 during convalescent plasma therapy, which is associated with the emergence of viral variants that show evidence of reduced susceptibility to neutralizing antibodies in immunosuppressed individuals.

Computational chemistry techniques are used along with spectroscopy to characterize acetaminophen synthesized in an undergraduate chemistry laboratory experiment. The inclusion of electronic structure calculations to provide infrared and Raman spectra in the synthesis and characterization of acetaminophen connects over-the-counter medications with which students are familiar to the experience of producing and characterizing a compound, and the growing role of computational chemistry in the chemical enterprise. The visualization of molecular motions associate with the absorption frequencies enhanced the understanding of the spectroscopic techniques.

University student wellbeing is increasingly seen as a concern, and as demands on university staff time for research, teaching, leadership and pastoral support also increase, this is mirrored in concerns about staff wellbeing. Dominant sectoral narratives frame student and staff wellbeing as oppositional, with initiatives to support student wellbeing positioned as creating additional practical and emotional demands on staff time and resources. Using a large qualitative dataset collected in the UK, including staff and students, this paper argues that that this does not have to be the case. Instead, there is a need to look beyond the provision of reactive services or isolated individual interventions, to proactively and cohesively embed cultural and structural change across the whole institution to support positive wellbeing outcomes for the whole university community. We report on the intrinsic interconnection between staff and student wellbeing; the importance of formal institutional policies in supporting or impeding staff and student wellbeing; access to training interventions to support staff and student wellbeing as a practical manifestation of these policies; and the impact of workplace culture and the centrality of compassion and community. The paper finds that it is important that institutions within higher education acknowledge and respond proactively to both staff and student wellbeing issues. To do so, institutions should seek to foster a sustainable and effective academic environment with a whole university approach.