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There's an increase in mental health concerns with youth, making it imperative to address developing educators' capacity for identifying and delivering mental health supports. Youth Mental Health First Aid (Y-MHFA) aims to provide the tools for adults to offer aid to youth in need or in crisis. This review examined outcomes associated with Y-MHFA when implemented in school settings. Eight relevant studies were identified through a comprehensive systematic review of online databases, such as PsychINFO and ERIC, and related references. Published studies specifically about Y-MHFA written in English that report educator and/or college student outcomes were included. Overall, findings from the review illustrate promising gains in youth mental health literacy in educators and college students. However, there was a lack of control groups, long-term follow-ups, and cultural and diverse considerations to fully support Y-MHFA. Mental health awareness, strategies, and skills gained after Y-MHFA have implications for educators providing mental health supports to adolescent students and, therefore, increasing future student success. Further implications and areas for future research are discussed.

Researchers and practitioners continue to call for professional learning (PL) for multi-tiered systems of support (MTSS) to promote implementation with fidelity. Different PL interventions and MTSS frameworks raise questions about what types of PL support educators to engage in key practices. Questions also remain regarding educators' perspectives and experiences with PL for MTSS and factors that facilitate or hinder educators' learning. In this paper, we report findings from a qualitative research synthesis on PL for MTSS in the United States. We found 46 studies that explored educators' perspectives and experiences with PL. Findings illuminated educators' positive experiences with ongoing, job-embedded PL, particularly PL communities and coaching. Studies also illustrated the importance of collaboration and trust within learning communities as well as leaders who empower and trust educators. We discuss the implications of these findings in K–12 school settings. [ABSTRACT FROM AUTHOR]

The article reports on the history of legal aid in south London, England. The late Henry Brooke’s contribution to the 2010 Bach Commission on Access to Justice considers communities as active participants in the expansion of law and advice centres. The history of legal aid is said to have begun with radical resistance.

This study investigates the effects of social comparison and social loafing on virtual team performance when teams engage in asynchronous ideation process. The results of the study suggest that the effects of social comparison and social loafing co-exist in virtual teams. Team members may choose to engage in different behaviors (social loafing vs. social comparison) in different team interactions. Furthermore, team members tend to elaborate on the ideas generated by co-workers. As a result, teams with less social loafing will produce richer elaboration on ideas generated. [ABSTRACT FROM AUTHOR]

The article presents a brief note on late Michael Seifert, a left-wing lawyer. Speaking to the Haldane Society before its annual general meeting on November 16, 2017, Haldane president Michael Mansfield said that Seifert's generosity, strength and conviction radiated the warmth of solidarity. The Seifert family has firm roots in internationalist left-wing politics and he started his political life with the Young Conservatives.