An Exploration of Foster Parents' Continuing Education Requirements, Experiences, and Perceptions

This poster proposal summarizes research regarding foster parents' perceptions of their post-licensing continuing education.

Foster Hall, 1922 View

Foster Hall was named for Richard B. Foster who was the founder and first principal of Lincoln Institute. Foster Hall is a three story building. For several years it was the only dormitory for men on campus. It was renovated in phases from 1991 to 1994. It now houses the offices and laboratory facilities for Cooperative Research.

Can a Common Currency Foster a Shared Social Identity across Different Nations? The Case of the Euro

Fostering the emergence of a "European identity" was one of the declared goals of the euro adoption. Now, years after the physical introduction of the common currency, we assess whether there has been an effect on a shared European identity. We use two different datasets in order to assess the impact of the euro adoption on the fostering of a self-declared "European Identity". We find that the effect of the euro is statistically insignificant although it is precisely estimated. This result holds important implications for European policy makers. It also sheds new light on the formation of social identities.

Progressive changes in the Western English Channel foster a reorganization in the plankton food web

Growing evidence has shown a profound modification of plankton communities of the North East Atlantic and adjacent seas over the past decades. This drastic change has been attributed to a modification of the environmental conditions that regulate the dynamics and the spatial distribution of ectothermic species in the ocean. Recently, several studies have highlighted modifications of the regional climate station L4 (50° 15.00′N, 4° 13.02′W) in the Western English Channel. We here focus on the modification of the plankton community by studying the long-term, annual and seasonal changes of five zooplankton groups and eight copepod genera. We detail the main composition and the phenology of the plankton communities during four climatic periods identified at the L4 station: 1988–1994, 1995–2000, 2001–2007 and 2008–2012. Our results show that long-term environmental changes underlined by Molinero et al. (2013) drive a profound restructuration of the plankton community modifying the phenology and the dominance of key planktonic groups including fish larvae. Consequently, the slow but deep modifications detected in the plankton community highlight a climate driven ecosystem shift in the Western English Channel.

Progressive changes in the Western English Channel foster a reorganization in the plankton food web

Growing evidence has shown a profound modification of plankton communities of the North East Atlantic and adjacent seas over the past decades. This drastic change has been attributed to a modification of the environmental conditions that regulate the dynamics and the spatial distribution of ectothermic species in the ocean. Recently, several studies have highlighted modifications of the regional climate station L4 (50° 15.00′N, 4° 13.02′W) in the Western English Channel. We here focus on the modification of the plankton community by studying the long-term, annual and seasonal changes of five zooplankton groups and eight copepod genera. We detail the main composition and the phenology of the plankton communities during four climatic periods identified at the L4 station: 1988–1994, 1995–2000, 2001–2007 and 2008–2012. Our results show that long-term environmental changes underlined by Molinero et al. (2013) drive a profound restructuration of the plankton community modifying the phenology and the dominance of key planktonic groups including fish larvae. Consequently, the slow but deep modifications detected in the plankton community highlight a climate driven ecosystem shift in the Western English Channel.

Identity Text: an educational intervention to foster cultural interaction

Background: Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultural interaction using ‘Identity Text’.
Methods: Identity texts are sociocultural artifacts produced by participants, which can be written, spoken, visual, musical, or multimodal. In 2013, participants of an international medical education fellowship program were asked to create their own Identity Texts to promote discussion about participants’ cultural backgrounds. Thematic analysis was used to make the analysis relevant to studying the pedagogical utility of the intervention.
Result: The Identity Text intervention created two spaces: a ‘reflective space’ helped
participants reflect on sensitive topics like institutional environments, roles in
interdisciplinary teams, and gender discrimination. A ‘narrative space’ allowed
participants to tell powerful stories that provided cultural insights and challenged cultural hegemony; they described the conscious and subconscious transformation in identity that evolved secondary to struggles with local power dynamics and social demands involving the impact of family, peers and country of origin.
Conclusion: Whilst the impact of providing pedagogical space using Identity Text on
cognitive engagement and enhanced learning requires further research, the findings of
this study suggest that it is a useful pedagogical strategy to support cross-cultural
education.

Challenges Facing Long Term Foster Carers: Exploration of the Nature of Psychoanalytic Parent/Carer Support

This research study investigates the role and impact of psychoanalytically-informed short-term parent work with long-term foster carers of looked-after children, in support of the foster placement. The study reflects on the data gathered from four child assessments and five foster families seen by a psychoanalytic child psychotherapist for four sessions each. It draws on psychoanalytic ideas from a range of theoretical traditions, exploring such concepts as trauma, defences, compulsion to repeat, psychological-mindedness, ‘container/contained’ (Bion) and ‘holding environment’ (Winnicott). One distinctive contribution of this research is what it adds to our already existing understanding of the defences (or responses) aroused in the carer when faced with the intense and distressing affect associated with the child’s early trauma; and the impact of this legacy of trauma on the child, on the carer and on the wider Social Services system. Applying Grounded Theory and psychoanalytically-informed clinical case study methodology to the research material, the study breaks down the data analysis into seven stages of coding, from the initial reading of the data to the eventual development of two key hypotheses. One of the predominant themes that emerged from the analysis was the carer’s capacity to remain focused on the child’s emotional needs and how this in turn was linked to the direction of the therapist’s focus. The successive analyses of the data culminated in the hypothesis that the more the therapist focused on the carer and the carer’s emotional states in the course of the parent work, the more the carer was enabled to focus on the child’s emotional needs. As the system of categories emerged according to the themes exemplified in the sessions, a particular focus of analysis became the concept of psychologicalmindedness, considered under several sub-categories: displaying insightful comments; awareness of the child’s bodily states; awareness of the child’s affect; the carer’s ability to recognize the child’s defences; and the carer’s ability to make links between the child’s current difficulties and the child’s past experiences. Through this analysis it became apparent that degree of psychological-mindedness was closely linked to the individual carer’s capacity to metabolize the child’s distressed and distressing communication. This in turn led to a deeper exploration of the situations that were particularly challenging for the carers: i.e., instances when the child was compelled to repeat past traumatic emotional states and as a result was communicating intense distress. This exploration eventually generated the second hypothesis: that in reaction to the child’s distress, the response of each carer could be plotted somewhere along a spectrum, from either distancing themselves from the child’s emotional state to seeking excessive closeness with the child (merging). The next stage of the analysis developed four new categories of carer responses to the distressed child: identification and distancing from the child; identification and merging with the child; the category that describes the carer’s psychologicalmindedness as being ‘impaired’; and ‘good enough’ caring. This then led to an exploration of the carer’s own defences at these most challenging times. This research demonstrates clearly that even within the short space of four sessions of weekly psychoanalytic parent work, it is possible to achieve significant improvement in a carer’s capacity to bear the child’s compulsion to repeat early traumas, and to help the carers become more emotionally available to provide the child with effective psychological parenting at such difficult and challenging times. Key words: looked-after children; long-term foster carers; psychoanalytic short-term parent work; trauma; compulsion to repeat; psychological-mindedness; empathy; defences; psychoanalytically-informed clinical case study research methodology; Grounded Theory research methodology.

Project-Based learning approach to foster strategic competences of adult students at Cafam Santa Lucia School

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014