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Background A joint statement from two federal agencies in the United States calls for coordination and collaboration between programs serving families of infants and toddlers who are at risk or developmentally delayed or disabled U.S. Department of Education and U.S. Department of Health and Human Services. Policy guidance: Joint statement on collaboration and coordination of the MIECHV and IDEA Part C programs. (2017). Individuals with Disabilities Education Act. ED/HHS Joint Guidance Document: Collaboration and Coordination of the Maternal, Infant, and Early Childhood Home Visiting Program and the Individuals with Disabilities Education Act Part C Programs. Young Native American children living on tribal lands in this country are currently eligible for two federal programs associated with these agencies which overlap in mission and implementation. Purpose This paper outlines potential strategies for creating a more seamless system of services for tribal families involving more centralized intake processes and procedures, cross training of staff to work across programs, and adopting more unifying approaches to program implementation. Conclusion A streamlined system of services will result in interventions that better support family and child outcomes while reducing duplication of services, consolidating the limited number of qualified professionals available to provide services, and increasing convenience and cultural attunement of services to Native American families currently participating in both programs., Author(s): Sandra L. Stewart [sup.1] , Karen L. Applequist [sup.2] , Paula Seanez [sup.3] Author Affiliations: (1) https://ror.org/0272j5188, grid.261120.6, 0000 0004 1936 8040, Department of Communication Sciences and Disorders, Northern [...]

Artistic creativity has long been associated with physical and psychological suffering. This phenomenon has also been the subject of empirical research. The anguished "artistic genius" stereotype is ubiquitous, and there is evidence to suggest that artists may have heightened susceptibility to psychopathology. The present qualitative study utilized in-depth semi-structured interviews, in accordance with the methodology of Interpretive Phenomenological Analysis to explore inter-relationships between artistic creativity, and physical and mental health among 10 eminent Australian female visual artists. Results revealed complex, reciprocal interactions whereby physical and mental health impacted creativity and vice versa. Physical and psychological illnesses were found to either diminish or stimulate creativity due to the interplay of biological predispositions, personal vulnerabilities, and environmental factors. It was also revealed that immersive creative engagement could have therapeutic, cathartic effects and facilitate post-traumatic growth. The stressors and demands of professional creative practice could, however, also have a detrimental impact upon artists physically and psychologically. These findings contribute to existing understandings regarding the intricacy of the relationship between creativity, physical and psychological health. They highlight the need to challenge romantic societal mythologies regarding the impact of suffering on creativity in the visual arts and explore these issues in a nuanced manner to best support those in creative industries.

In this paper the authors report on a literacy development intervention in a state, primary farm school in Kwa-Zulu Natal (KZN), South Africa. Volunteers, who named themselves the "Reading Grannies" were invited by the principal and teachers to model reading in English to learners and teachers who were non-primary speakers of English. The learners were to develop an ear for the language by listening to first language (L1) speakers' pronunciation, tone and expression and the teachers had to improve their teaching from the modelling. The main finding of the study is that the explicit teaching and modelling enabled the learners to understand English better and the teachers appreciated how teaching actively encouraged learners to read and facilitated their understanding of English.

The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7-9) school-teachers of English as a second or additional language, together with two researchers/the authors, reflected and identified factors that needed to be engaged with to improve teaching and make learning English meaningful to the Bafokeng children's language, community values and ways of living. In developing the partnerships that were crucial for PAR, first, we acknowledged and affirmed how the teachers described and accounted for their teaching and, second, how together with the researchers, individually and collectively co-produced knowledge democratically about the teaching that was studied and how it could be improved. The argument is that without the partnerships that were developed and continuously constructed during field-work, the collaborative ways of identifying how to improve the teaching of English while recognizing language, values and ways of living they brought into lessons would have been impossible. Finally, the article reflects on the conditions that made the partnerships and roles played by all eleven participants in the study crucial in laying the foundations for meaningful professional development for the teachers.

Objective: There is a growing popularity in the worldwide use of schema therapy (ST) to address a variety of psychological disorders. Yet, research into the cultural suitability of ST is scarce. This study aimed to explore ST clinicians' experiences of the cultural suitability of ST. Method: Eleven clinicians from nine countries were interviewed about their experiences of practising ST. Interviews were analysed using reflexive thematic analysis. Results: Two main themes, each with subthemes, were identified. The first theme was considerations for Cultural Context and Content: (i) Incongruence with Cultural Norms of Emotional Expression, (ii) "Maladaptive" or "Adaptive", But in What Context?, and (iii) Issues Related to Familism when Addressing Parent/Critic Modes. The second theme focused on clinicians' Cultural Competence: (i) Perceptions of Reduced Confidence and Competence in Providing Culturally Responsive Practice, and (ii) Clinicians' Cultural Values Impacting ST Delivery. Participants discussed strategies to improve the cultural-responsiveness of ST, suggesting areas for further development. Conclusion: Present findings suggest that ST is not a one-size-fits-all approach, underscoring the need to improve the cultural responsiveness of ST, while better supporting clinicians to develop their cultural competence. Future research is needed to establish evidence-based cultural adaptations for ST. Key Points: What is already known about this topic: Schema therapy (ST) is an evidence-based intervention gaining worldwide popularity with currently limited research investigating the cultural suitability of ST. Mao et al. (2022) were the first to explore the acceptability of ST in a non-Western context. They found that although core concepts were generally accepted among schema therapists in Hong Kong and Singapore, substantial adaptations were required when implementing ST in Asian cultural contexts. The 4-Domain Cultural Adaptation Model (CAM4; Sorenson & Harrell, 2021) outlines four domains that can be used to guide adaptation efforts for psychological interventions: (i) development and equivalence processes, (ii) cultural context and content, (iii) engagement efforts, and (iv) cultural competence. What this topic adds: ST clinicians endorsed the benefits of ST but reported that adaptations were required to improve the cultural suitability of ST. Participants reported incongruence between standard ST and some cultural values including: (i) Incongruence with Cultural Norms of Emotional Expression, (ii) "Maladaptive" or "Adaptive", But in What Context?, and (iii) Issues Related to Familism when Addressing Parent/Critic Modes. Participants also reflected on their own cultural competence in ST including: (i) Perceptions of Reduced Confidence and Competence in Providing Culturally Responsive Practice, and (ii) Clinicians' Cultural Values Impacting ST Delivery. ST is not a one-size-fits-all approach and may require adaptations to techniques (e.g. Imagery Rescripting and Limited Reparenting) and the therapeutic approach when applied with diverse clients to improve its cultural suitability. Clinicians must also be better supported to practice culturally responsive ST through access to appropriate professional development opportunities (e.g. supervision and training). [ABSTRACT FROM AUTHOR]

Parent–child co‐sleeping is a common practice in many cultures, although in Western countries, families who engage in parent–child co‐sleeping can encounter attitudes about co‐sleeping that feel critical from the people around them, as it is not commonly accepted and often stigmatized. This systematic scoping review examined and synthesized the available literature on the attitudes about parent–child co‐sleeping that people encounter, their origins, and their effect on parents' own attitudes and behaviors. A total of 9796 abstracts were screened, and 33 studies were included. While the scope of the literature on this topic was narrow, this review demonstrated that parents/caregivers mostly encounter encouraging attitudes about co‐sleeping from their extended family members and within their culture and discouraging attitudes from healthcare professionals. Findings suggest that encouraging attitudes enhance the likelihood of parents engaging and continuing with co‐sleeping behavior, while discouraging attitudes can lead to the avoidance of parents discussing sleep with their healthcare professionals and can cause conflicts with other family members, including partners. Based on these findings, we conclude that further research is needed in several areas related to co‐sleeping in Western culture, most specifically in how external attitudes influence the decision to co‐sleep, as well as other behaviors and cognitions such as engagement with healthcare professionals, family satisfaction, parental self‐efficacy, and overall mental health. [ABSTRACT FROM AUTHOR]

Smartphone ownership estimates indicate the vast majority of young people are engaging with smartphone devices. The medium offers a promising opportunity for psychologists to connect with young people seeking help to traverse challenges with mental health, behaviour, learning and wellbeing. However, the views of young people using apps alongside face-to-face therapy remain largely unexplored. Given that clients make the single strongest contribution to therapeutic outcomes it is important to consider the perspectives of adolescents in clinical settings. Using semistructured qualitative interviews, the experiences of seven Australian secondary school-aged adolescents (12-18 years) involved in app-integrated therapy were explored. Thematic analysis resulted in the identification of eight key themes: Between-sessions, Introduction, Responsive, Age, Mindfulness-Meditation, Connection, Knowledge, and App features. Recommending apps appears to encourage young people to take ownership of their therapy, affording opportunities for self-reflection and rehearsal of valuable skills. Further research focused on understanding the views of young people utilising apps with therapy is needed to maximise potential therapeutic benefits. Preliminary practice recommendations and future research directions are proposed.

Psychologists play an important role in the provision of mental health support to young people. Some psychologists are incorporating apps into therapy with young people; however, little is understood about why such incorporation is taking place. Ten semi-structured qualitative interviews exploring why psychologists augment therapy by recommending or using apps alongside therapy were undertaken. Findings suggest that psychologists were prompted to update their therapeutic approach in response to client-initiated discussion of apps. Personal use of apps, higher engagement in therapy, increased access to therapeutic strategies between sessions, and a reduction of the stigma associated with externalising therapeutic strategies were also facilitating factors. Implications for practice such as apps currently complementing structured therapy over unstructured talk therapy, and further research are explored.

This study examined the perceptions of family coaching and culturally and linguistically diverse (CLD) families participating in early intervention (EI) in a southwestern state in the United States. The transition of the EI program from a multiple service provider model utilizing direct services to a primary service provider model utilizing family coaching afforded a unique opportunity to directly compare and contrast the two models. Twenty-two service providers experienced in both forms of service delivery from one geographical region in the state participated. Three major themes emerged from the interviews: (1) coaching can be an effective and empowering form of service provision; (2) although ideal for many families, coaching was not viewed as appropriate for all families; and (3) to be successful, coaching, as a newly implemented model, requires greater state support including substantive preservice and inservice training for team members.

For this study we analyzed the content of school board improvement plans in relation to the Achievement-Indicators-Policy (AIP) model of educational accountability (Nagy, Demeris, & van Barneveld, 2000). We identified areas of congruence and incongruence between the plans and the model. Results suggested that the content of the improvement plans, which contained a heavy emphasis on large-scale, standardized assessments as a measure of student achievement, were incongruent with some key elements of the educational accountability model, especially as it related to the use of indicator data or policy information. (Contains 1 table.)

To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a "new field" could contribute to the public good and teachers' development of a "new habitus". In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching.

In this paper we draw on theories of teaching English as a second language (L2) to examine ways in which a teacher taught a novel to Grade 9 students whose home language is not English. How this second language English-speaker engaged with and spoke about her teaching highlighted her understanding of the challenges students seemed to experience with the text as related to her "kind-making" of them. We reflect on how viewing the students' lived experiences and language as impeding academic proficiency aligned them with "academic deficiency" as English speakers and informed the strategies that the teacher used to address this deficiency. Finally, drawing on Cummins (1988) and others, the paper outlines how a conversation with her seemed to have promoted her understanding of teaching that could enhance students' learning of L2 and, specifically the novel they were taught.

The Dr. Martin Luther King, Jr. Library is a joint co-managed library of the San Jose Public Library and the San Jose State University Library, located in San Jose, California, the capital of Silicon Valley. Working in this merged public and academic environment, the authors find that the uses of technology transcend the differences and enhance the collaboration and exchange of new concepts. One innovation that has impacted libraries and society in general has been the introduction of cell phones with expanded capabilities--the BlackBerry, the iPhone, the Nexus, the Palm Pre, and the Droid, to name a few. Several employees have adopted the iPhone in particular and are examining ways to adapt its capabilities for the library environment. Indeed, cell phones are playing a more important role in society in general. One of the most exciting innovations from Silicon Valley has been the introduction of Apple's iPhone and the burgeoning applications store available through iTunes. Apple introduced the iPhone and the iPod touch (a touchscreen iPod with wireless access) in 2007. In less than 2 years, more than 3 billion applications (apps) have been either downloaded for free or sold via the iTunes store. While it has the conventional features of a personal digital assistant (PDA), i.e., calendars, contact management, and a notes feature, the iPhone brings a new dynamic to a PDA environment. It functions more as a portable personal computer with Apple's sleek, intuitive interface. The iPhone and the iPod touch with their wireless/3G network capabilities can be used in the office, in public services areas, and in the stacks. Library service models changed dramatically with the proliferation of online resources. The rise of the mobile web and the ease of access afforded by smartphones, particularly the iPhone, have the potential to transform reference and customer service once again. Librarians as information professionals are in a unique position to use this technology not only to increase personal productivity, but also, and more importantly, to provide meaningful services and resources for their customers. In this article, the authors explore the different iPhone apps that can be adapted for use in library settings.

Used focus groups and individual interviews to explore the experiences of physical therapy students undergoing several assessments of their reflection and whether faculty have similar perceptions of those assessments. Found that students had a number of concerns about the assessment of reflection, some of which were shared by faculty. Concluded that reflection is better left unassessed. (EV)