Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium

The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them. (DIPF/Orig.)

The first year: the support needs of parents caring for a child with an intellectual disability

AIM: To describe the support needs of parents caring for a child with an intellectual disability in the first year of life. BACKGROUND: Parents of children with intellectual disabilities face significant challenges during the first year of their child's life which is an important developmental period not previously addressed in the literature. The provision of support by health professionals, particularly nurses and midwives, during this crucial period can impact on parental well-being and on the health and developmental outcomes of their children. However, parents often feel unsupported. DESIGN: The study used a qualitative descriptive methodology. METHODS: Semi-structured interviews were conducted with parents of eleven children with an intellectual disability in Victoria, Australia, during 2014. Interviews were digitally recorded, transcribed verbatim and analysed using thematic data analysis. FINDINGS: Three key areas of support need were identified to assist parents to provide effective care for their child with an intellectual disability in the first year of life: (1) emotional support as parents adjusted to their role of caring for a child with an intellectual disability; (2) information support as they embarked on a quest for knowledge; and (3) support to facilitate their connection to peer networks. The findings highlighted inconsistent provision of support for parents. CONCLUSION: This study informs health professionals about how to provide holistic, timely support to parents of children with intellectual disabilities in the first year of life. There is an urgent need to review how nurses and midwives can provide relevant support that is responsive to parents' needs.

MUVE-ing pre-service teachers into the future

This paper discusses our experiences of integrating a Multi-User Virtual Environment (MUVE) called Quest Atlantis into a pre-service secondary science education unit. The use of educational MUVEs as teaching tools is accelerating, so it is crucial that pre-service teachers develop some expertise with these and related technologies. We outline the processes we followed in embedding Quest Atlantis into the content and assessment of the unit, the results of this initiative and its implications for integrating MUVEs and other ICTs into teacher education programs. Challenges such as limited time and expertise, demands of a busy teaching program, and the need for continuous specialist support need to be overcome for sustainable integration of MUVEs and related technologies into preservice teacher education. This is particularly important given the potential of preservice teachers as change agents in schools, and the imperatives of the ICT-related National Professional Standards for Teachers and the Australian Curriculum.

Inclusive education policy, the general allocation model and dilemmas of practice in primary schools

Background: Inclusive education is central to contemporary discourse internationally reflecting societies’ wider commitment to social inclusion. Education has witnessed transforming approaches that have created differing distributions of power, resource allocation and accountability. Multiple actors are being forced to consider changes to how key services and supports are organised. This research constitutes a case study situated within this broader social service dilemma of how to distribute finite resources equitably to meet individual need, while advancing inclusion. It focuses on the national directive with regard to inclusive educational practice for primary schools, Department of Education and Science Special Education Circular 02/05, which introduced the General Allocation Model (GAM) within the legislative context of the Education of Persons with Special Educational Needs (EPSEN) Act (Government of Ireland, 2004). This research could help to inform policy with ‘facts about what is happening on the ground’ (Quinn, 2013). Research Aims: The research set out to unearth the assumptions and definitions embedded within the policy document, to analyse how those who are at the coalface of policy, and who interface with multiple interests in primary schools, understand the GAM and respond to it, and to investigate its effects on students and their education. It examines student outcomes in the primary schools where the GAM was investigated. Methods and Sample The post-structural study acknowledges the importance of policy analysis which explicitly links the ‘bigger worlds’ of global and national policy contexts to the ‘smaller worlds’ of policies and practices within schools and classrooms. This study insists upon taking the detail seriously (Ozga, 1990). A mixed methods approach to data collection and analysis is applied. In order to secure the perspectives of key stakeholders, semi-structured interviews were conducted with primary school principals, class teachers and learning support/resource teachers (n=14) in three distinct mainstream, non-DEIS schools. Data from the schools and their environs provided a profile of students. The researcher then used the Pobal Maps Facility (available at www.pobal.ie) to identify the Small Area (SA) in which each student resides, and to assign values to each address based on the Pobal HP Deprivation Index (Haase and Pratschke, 2012). Analysis of the datasets, guided by the conceptual framework of the policy cycle (Ball, 1994), revealed a number of significant themes. Results: Data illustrate that the main model to support student need is withdrawal from the classroom under policy that espouses inclusion. Quantitative data, in particular, highlighted an association between segregated practice and lower socioeconomic status (LSES) backgrounds of students. Up to 83% of the students in special education programmes are from lower socio-economic status (LSES) backgrounds. In some schools 94% of students from LSES backgrounds are withdrawn from classrooms daily for special education. While the internal processes of schooling are not solely to blame for class inequalities, this study reveals the power of professionals to order children in school, which has implications for segregated special education practice. Such agency on the part of key actors in the context of practice relates to ‘local constructions of dis/ability’, which is influenced by teacher habitus (Bourdieu, 1984). The researcher contends that inclusive education has not resulted in positive outcomes for students from LSES backgrounds because it is built on faulty assumptions that focus on a psycho-medical perspective of dis/ability, that is, placement decisions do not consider the intersectionality of dis/ability with class or culture. This study argues that the student need for support is better understood as ‘home/school discontinuity’ not ‘disability’. Moreover, the study unearths the power of some parents to use social and cultural capital to ensure eligibility to enhanced resources. Therefore, a hierarchical system has developed in mainstream schools as a result of funding models to support need in inclusive settings. Furthermore, all schools in the study are ‘ordinary’ schools yet participants acknowledged that some schools are more ‘advantaged’, which may suggest that ‘ordinary’ schools serve to ‘bury class’ (Reay, 2010) as a key marker in allocating resources. The research suggests that general allocation models of funding to meet the needs of students demands a systematic approach grounded in reallocating funds from where they have less benefit to where they have more. The calculation of the composite Haase Value in respect of the student cohort in receipt of special education support adopted for this study could be usefully applied at a national level to ensure that the greatest level of support is targeted at greatest need. Conclusion: In summary, the study reveals that existing structures constrain and enable agents, whose interactions produce intended and unintended consequences. The study suggests that policy should be viewed as a continuous and evolving cycle (Ball, 1994) where actors in each of the social contexts have a shared responsibility in the evolution of education that is equitable, excellent and inclusive.

Famílias de filhos com incapacidades: desafios e redes de suporte

A satisfação das necessidades de apoio dos pais com filhos com incapacidades, cujo nascimento implica alterações no equilíbrio da estrutura familiar, é essencial não só para o bem-estar dos pais, mas para o desenvolvimento dos filhos. Foi sob este argumento que surgiu o interesse pelo estudo das redes de suporte, como estratégia de coping, no apoio às necessidades das famílias. O objetivo deste estudo consistiu em avaliar as necessidades de apoio de 226 pais de crianças, jovens e adultos com incapacidade que participaram no 1º nível das Oficinas de Pais – Grupo de Apoio Emocional (GAE), designadamente: (1) os tipos de apoio identificados pelos pais como alvo de maior necessidade; (2) as redes de suporte; (3) a relação entre as necessidades de apoio e as características dos pais/família e filhos com incapacidades. Pretendíamos também avaliar em que medida a oficina produziu mudanças nas suas necessidades de apoio. Para tal, administrámos, antes e após o GAE, a Escala de Funções de Apoio e a Escala de Apoio Social, (Dunst, Trivette, & Deal, 1988). Os resultados mostraram que as necessidades parecem relacionar-se com: (i) apoios nos aspetos práticos do quotidiano; (ii) apoio emocional; (iii) apoio dos serviços e dos profissionais de saúde e de educação. É ao nível do apoio emocional que os pais revelam maiores necessidades de ajuda. Os pais de crianças mais novas reportam maior necessidade de ajuda, nos aspetos práticos do quotidiano e dos serviços/profissionais de saúde e de educação. Adicionalmente, o grau de necessidade aumentou no final da formação.

Falhas e complicações com o uso de prótese parcial removível inferior de extremidade livre bilateral

Aim: To determine the frequency and type of complications related to removable partial denture (RPD) less, Kennedy Class I, over time . Materials and Methods: This observational study consisted of a sample of 65 users PPR lower arches in Kennedy Class I and dentures, rehabilitated in the Department of Dentistry, Federal University of Rio Grande do Norte (UFRN). Patients were followed through periodic controls during periods of 60 days, 6 months and 1 year from installation. After the first year of control had other returns annually. The occurrence of complications or prosthetic failure was observed and recorded in a specific clinical record over 39 months. The patterns of failures observed were classified in the following situations: occurrence of traumatic ulcers after 2 months of installation, lack of retention, fracture or caries in the rest, fracture or dislocation of the artificial teeth, the larger connector fracture, fracture clip fracture support, poor support (need to reline the denture) and prosthesis fracture. Results: The incidence of complications was low frequency, being higher in the second year of use of the prosthesis. Among the complications that occurred more is the loss of retention (31.57%). Failures more severe and difficult to solve as the fracture elements of the metal structure of the PPR had low occurrence and were represented by only one case of the larger connector (5.3%) fractures. Conclusion: Removable partial dentures mandibular free end opposing of the conventional dentures have a low complication rate after 39 months of use when subjected to periodic controls

Caracterização do índice de biofilme oral em doentes internados no serviço de cuidados intensivos 1 do Centro Hospitalar do Porto

Introdução: A cavidade oral de um doente que esteja internado num serviço hospitalar apresenta uma flora diferente das pessoas saudáveis. Ao fim de 48 horas de internamento, a flora apresenta um maior número de microrganismos que rapidamente podem ser responsáveis por aparecimento de infeções secundárias, tais como pneumonias, resultante à proliferação bactérias que lhe está associada. Este risco é ainda superior em doentes críticos. Nesta população torna-se fundamental a implementação de um efetivo protocolo de higiene oral, procurando controlar ao máximo o desenvolvimento do biofilme oral. Objetivo: Avaliar o índice de biofilme oral dos doentes na admissão a um serviço de Cuidados Intensivos, procedendo á sua reavaliação após 7 dias de internamento e, procurando deste modo avaliar a eficácia de higienização oral efetuada no Serviço. Materiais e Métodos: Estudo prospetivo, institucional, descritivo, analítico e observacional realizado no Serviço de Cuidados Intensivos do CHP. Foram envolvidos no estudo doentes com mais de 18 anos, e com um tempo de internamento igual ou superior a 7 dias. Procedeu-se à colheita de dados demográficos, motivo de admissão, tempo de internamento, medicação prescrita, tipo de alimentação efetuada no serviço, necessidade ou não de suporte respiratório e qual o tipo de higiene realizada no serviço. Foi avaliado o índice de higiene oral simplificado de Greene & Vermillion (IHO-S) nas primeiras 24h e 7 dias após a 1ª avaliação. O IHO-S é um indicador composto que avalia 2 componentes, a componente de resíduos e a componente de cálculo, sendo cada componente avaliada numa escala de 0 a 3. São avaliadas 6 faces dentárias que são divididas em 3 porções clínicas (porção gengival, terço médio e porção oclusal). No final de cada avaliação é calculado o somatório do valor encontrado para cada face, sendo este total dividido pelo nº de faces analisadas. O cálculo do IHO-S por indivíduo corresponde à soma das componentes. Resultados: Foram avaliados 74 doentes, tendo-se excluído 42 por não terem a dentição mínima exigida. Os 32 doentes que completaram o estudo apresentaram uma idade média de 60,53 ± 14,44 anos, 53,1% eram do género masculino, e na sua maioria pertenciam a pacientes do foro médico e cirúrgico (37,5,5%). Os doentes envolvidos no estudo tiveram uma demora média de 15,69±6,69 dias de internamento, tendo-se verificado que 17 dos pacientes (53,1%) estiveram internados mais de 14 dias no Serviço de Cuidados Intensivos 1. Relativamente às características particulares da amostra verificou-se que durante o período de avaliação a maioria dos doentes estiveram sedados (75%), sob suporte ventilatório (81,3%) e a fazer suporte nutricional por via entérica por sonda nasogástrica (62,6%). O IHO-S inicial foi de 0,67±0,45tendo-se verificado um agravamento significativo ao fim de sete dias de internamento 1,04±0.51 (p<0,05).Este agravamento parece estar fundamentalmente dependente dos maus cuidados orais prestados aos doentes, não se tendo observado qualquer diferença significativa resultante dos aspetos particulares avaliados, com exceção para a nutrição entérica versus a soroterapia. Discussão e Conclusão: Apesar de vários estudos evidenciarem a necessidade de um boa higiene oral para evitar a proliferação bacteriana e o risco de infeção nosocomial, muitas das instituições de saúde continuam a não valorizar esta prática. Neste estudo observa-se que os doentes na admissão apresentam um bom índice de higiene oral tendo-se contudo observado um agravamento significativo ao fim de uma semana de internamento. Embora este agravamento possa não ser importante para o doente com uma semana de internamento ele poderá ser indicativo de um risco acrescido para infeções nosocomiais em doentes com internamentos mais prolongados, necessitando estes doentes de uma higiene oral mais eficaz.

Examples of individual supported living for adults with intellectual disability

BACKGROUND: This article provides a qualitative account of four models of support for adults with intellectual disability in individual supported living (ISL) arrangements. MATERIALS AND METHODS: Completion of the first 50 evaluations of 150 arrangements for the third phase of the ISL project provided the examples. RESULTS: Four approaches are described: living alone, co-residency, relationship and host family. Within each type, wide variations occur particularly based on security of tenure, formal and informal support and management variations. CONCLUSION: Fifty evaluations so far illustrated a wide range of approaches to ISL, providing evidence of the critical importance of the formal and informal support environment and reinforcing the contention that ISL is appropriate for people with high support needs.

We need to support paedophiles to prevent child sex offending

The sexual abuse of children is, understandably, a key concern for the public. Child sexual abuse can cause long-lasting harms for victims, ranging from relationship difficulties to eating disorders. But misperceptions about those who perpetrate it abound in public debate. Although the terms “paedophile” and “child sex offender” are often used interchangeably, the two are distinct. Paedophiles are sexually attracted to young children. They have either acted on this attraction or fear they might. But not all paedophiles act on their attraction – and this is where support services can help reducing offending. Conversely, not everyone who offends sexually against a child is a paedophile. Some may have a sexual interest in and/or offend against both children and adults. Others do not have a sexual attraction to children but instead act opportunistically...

Assessment matters-mentors need support in their role

BACKGROUND:
In the UK the Nursing and Midwifery Council (NMC) standards to support learning and assessment in practice state that mentors are responsible and accountable for the assessment of pre-registration nursing students in practice. This study was undertaken to explore mentors' experience of assessing nursing students in practice post implementation of the NMC standards.
METHOD:
Five focus groups were conducted with mentors (N=35) who had assessed adult pre-registration nursing students in the previous 12 months. The focus groups were recorded, transcribed and analysed to generate categories.
RESULTS:
Five categories were identified from the data: Changing roles and responsibilities; Exploring the past to understand the present; Just knowing; The odds; Time to mentor. The findings highlighted that mentors were aware of their role and responsibility for the assessment of students in practice. However, many felt this was a new responsibility and role in which they lacked experience. Some existing mentors felt that they may not have had the necessary preparation to effectively assess students in practice and identified their need for support.
CONCLUSION:
Given that mentors are expected to be competent assessors of students in practice and protect the public through gate-keeping professional registration, this study suggests that serious consideration should be given to how mentors are prepared and the ongoing support and education they receive in assessment.

Parents living with HIV in a high-income country: do patients need specific support?

The number of HIV-infected persons with children and caregiving duties is likely to increase. From this statement, the present study was designed to establish how HIV infected caregivers organise their parenting routines and to determine their support needs. A further aim was to ascertain caregivers' perception of conspicuous behaviours displayed by their children. Finally, it sought to determine the extent to which the caregivers' assessment of their parenting activity is influenced by the required support and their children's perceived conspicuous behaviours. The study design was observational and cross-sectional. Sampling was based on the 7 HIV Outpatient Clinics associated with the national population-based Swiss HIV Cohort Study. It focused on persons living with HIV who are responsible for raising children below the age of 18. A total of 520 caregivers were approached and 261 participated. An anonymous, standardised, self-administered questionnaire was used for data collection. The data were analysed using descriptive statistical procedures and backward elimination multiple regression analysis. The 261 respondents cared for 406 children and adolescents under 18 years of age; the median age was 10 years. The caregivers' material resources were low. 70% had a net family income in a range below the median of Swiss net family income and 30% were dependent on welfare assistance. 73% were undergoing treatment with 86% reporting no physical impairments. The proportion of single caregivers was 34%. 92% of the children were living with their HIV infected caregivers. 80% of the children attended an institution such as a school or kindergarten during the day. 89% of the caregivers had access to social networks providing support. Nevertheless, caregivers required additional support in performing their parenting duties and indicated a need for assistance on the material level, in connection with legal problems and with participation in the labour market. 46% of the caregivers had observed one or more conspicuous behaviours displayed by their children, which indicates a challenging situation. However, most of these caregivers assessed their parenting activity very favourably. Backward elimination multiple regression analysis indicated that a smaller number of support needs, younger age of the eldest child and fewer physical impairments on the part of the caregiver enhance the caregivers' assessment of their parenting activity. Physicians should speak to caregivers living with HIV about their parenting responsibilities and provide the necessary scope for this subject in their consultation sessions. Physicians are in a position to draw their patients' attention to the services available to them.

Academic and social adjustment of teenagers in social rehabilitation : the role of intrinsic need satisfaction and autonomy support

Les études antérieures ont démontré les bénéfices de la satisfaction des besoins intrinsèques et du soutien à l’autonomie dans le domaine de l’éducation. Or, l’applicabilité des tenants principaux de la Théorie de l’Auto-Détermination (TAD; Deci & Ryan, 2000) n’a pas été investiguée auprès d’une population clinique d’adolescents. L’objectif de cette thèse doctorale est de faire la lumière sur la façon dont l'adaptation scolaire et sociale peut être favorisée par les agents de socialisation dans le contexte de la réadaptation sociale. Cette thèse est composée de deux études s’intéressant à l’application des tenants clés de la TAD auprès de deux échantillons d’adolescents vivant des problèmes d’adaptation et recevant des services d’éducation spécialisée et de réadaptation sociale. Les relations entre les concepts motivationnels de base sont étudiés afin de déterminer si, comme la TAD le propose, la satisfaction des besoins intrinsèques des jeunes peut être soutenue par le style interpersonnel des agents de socialisation (c.-à-d., le soutien à l’autonomie, l’implication et la structure). Il est aussi vérifié si ces concepts motivationnels améliorent la motivation ainsi que d’autres conséquences qui résultent de leur expérience, proposées par la TAD. La première étude a évalué si le style interpersonnel des enseignants peut favoriser la satisfaction des besoins des élèves, leur style de motivationl, tout comme leur ajustement scolaire. Les élèves en difficulté d’adaptation (N = 115) inscrits aux écoles internes des Centres de Réadaptation en raison de leurs problématiques émotionnelles et comportementales ont rempli les questionnaires à deux reprises, au début et à la fin de l’année scolaire. Les analyses de modèles d’équations structurelles révèlent que l’augmentation du soutien à l’autonomie et de l’implication (mais pas de la structure) des enseignants pendant l’année est associée à une augmentation de la satisfaction des besoins des élèves qui, conséquemment, conduit à une motivation scolaire plus auto-déterminée et à une diminution d’intentions de décrochage à la fin de l’année scolaire. De plus, l’amélioration de la satisfaction des besoins mène directement à une meilleure expérience affective à l’école. La deuxième étude consiste en une recherche expérimentale conduite auprès d’adolescentes en difficulté d’adaptation (N = 29). Le devis expérimental a permis de comparer l’impact de la présence (c. absence) du soutien à l’autonomie sur l’internalisation d’une tâche et sur les conséquences motivationnelles et expérientielles des jeunes. La tâche, fastidieuse mais importante, consistait à de la résolution de problèmes interpersonnels (activité clinique). Les résultats suggèrent qu’un style interpersonnel soutenant l’autonomie a augmenté la motivation auto-déterminée, la perception de la valeur de la tâche et son appréciation, ainsi que diminué les affects négatifs comparativement à la condition sans soutien à l’autonomie. Les résultats sont discutés en lien avec les implications théoriques et pratiques d’étendre la portée de la TAD à une population clinique d’adolescents aux prises avec des difficultés d’adaptation.

Canadian Bioethics Research and Scholarship: A Need for Explicit Leadership and Support by Research Funders

La tribune de l'éditeur / Editor's Soapbox

Assessing the users’ need for a spatial decision support system of smallholder farming in Kenya

Accurate data of the natural conditions and agricultural systems with a good spatial resolution are a key factor to tackle food insecurity in developing countries. A broad variety of approaches exists to achieve precise data and information about agriculture. One system, especially developed for smallholder agriculture in East Africa, is the Farm Management Handbook of Kenya. It was first published in 1982/83 and fully revised in 2012, now containing 7 volumes. The handbooks contain detailed information on climate, soils, suitable crops and soil care based on scientific research results of the last 30 years. The density of facts leads to time consuming extraction of all necessary information. In this study we analyse the user needs and necessary components of a system for decision support for smallholder farming in Kenya based on a geographical information system (GIS). Required data sources were identified, as well as essential functions of the system. We analysed the results of our survey conducted in 2012 and early 2013 among agricultural officers. The monitoring of user needs and the problem of non-adaptability of an agricultural information system on the level of extension officers in Kenya are the central objectives. The outcomes of the survey suggest the establishment of a decision support tool based on already available open source GIS components. The system should include functionalities to show general information for a specific location and should provide precise recommendations about suitable crops and management options to support agricultural guidance on farm level.