LGBTQ Persons’ Use of Online Spaces to Navigate Conception, Pregnancy, and Pregnancy Loss: An Intersectional Approach

Navigating conception, pregnancy, and loss is challenging for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people, who experience stigma due to LGBTQ identity, other identities (e.g., loss), and intersections thereof. We conducted interviews with 17 LGBTQ people with recent pregnancy loss experiences. Taking LGBTQ identity and loss as a starting point, we used an intracategorical intersectional lens to uncover the benefits and challenges of LGBTQ-specific and non-LGBTQ-specific pregnancy and loss-related online spaces. Participants used LGBTQ-specific online spaces to enact individual, interpersonal, and collective resilience. However, those with multiple marginalized identities (e.g., people of color and non-partnered individuals), faced barriers in finding support within LGBTQ-specific spaces compared to those holding privileged identities (e.g., White and married). Non-LGBTQ spaces were beneficial for some informational needs, but not community and emotional needs due to pervasive heteronormativity, cisnormativity, and a perceived need to educate. We conceptualize experiences of exclusion as symbolic annihilation and intersectional invisibility, and discuss clinical implications and design directions.

Look who’s (not) talking: The use of mediation in medical negligence claims in Ireland

This paper looks at why mediation is not more widely used in medical negligence claims in Ireland. It is based on research, undertaken in connection with an MA in Mediation and Conflict Intervention at Maynooth University, during which eight solicitors working in the field of medical negligence shared their experience and perspectives on the use of mediation in this area. The research finds that mediation is in use but only as part of the convoluted litigation system and the style used is focused on the legal interests of the parties rather than any emotional needs. The Irish State has introduced some measures to facilitate the use of mediation but there is no coherent strategy and low public awareness. Legislative changes to streamline the litigation system are on the way, but if the parties’ needs and interests are to be served, a more facilitative, people-centred mediation style should be adopted, supported by a coherent, government sponsored, restorative justice strategy.

Overcoming adversity: Insights into an acute hospital service of supported viewing for families bereaved during the Covid-19 pandemic

The number of people bereaved due to the Covid-19 pandemic is a major health and social care concern. At a time of unprecedented demand on acute and critical care services, restricted family presence to reduce transmission of the disease had a profound impact on the way bereavement support could be provided in the hospital setting. In response, relatively rapid adaptions to practices were required. This paper provides inspiration and guidance on an acute hospital initiative designed to address the emotional needs of the immediately bereaved. The core features of a supported viewing service are presented through the lens of key employees who played a central role in its development and delivery, and with reference to the prevailing literature. Formal evaluation of the service through qualitative inquiry is recommended, complementary to anecdotal evidence of appreciative uptake of the service during the pandemic.

Cognitive-behavioral intervention for the management of symptoms associated with divorce in children

The family is the basis of human development, it is the social context that provides the necessary conditions for children to acquire their autonomy at all levels; in addition to the necessary physical care to guarantee their survival. The family is the one that provides the essential affective climate so that there is a process that changes the biological being that is a baby, in a person, in a biopsychosocial being. Marriage arguments emotionally deplete parents and diminish their interest in the emotional needs of their children, who may understand it as rejection or absence of affection, very detrimental to their personal growth. Additionally, marital conflict decreases the parents ability to integrate and participate socially. The provision of affective and emotional stability that child development requires can be seriously threatened by the separation or divorce of the parents, it affects children in the form of coping they use in stressful situations, in the formation of the attachment process, the affective and emotional stability required for child development and how they respond to changes in the family.

Reflections of Health Coaching Narratives

This narrative focuses on a health coach collaborating with a physical therapist and working with the emotional needs of physical therapy patients, but anyone looking to improve health can use the strategies presented. Integrative health coaching incorporates vision and values into a person's goal-setting process. Health coaches provide resources such as journal writing to assist the healing journeys of patients as well as strategies for healthy people who want to make wellness behavior changes.

The Need for Multidimensional and Longitudinal Teacher Training

This chapter focuses on the need for multidimensional and longitudinal teacher preparation that begins in the educator preparation program (EPP) and continues into and throughout the school district level for all teachers. Discussion of topics that are foundational for teachers include continuous improvement, assessment, use of evidence-based and high leverage practices, collaboration, feedback, and self-reflection. Additionally, specific strategies and resources that can support teachers in planning for the academic and social-emotional needs and success of students will also be shared.

Improving Education for African American Gifted Students Through African American Intellectualism

Researchers have consistently advocated for more culturally relevant and responsive practices in gifted education to better meet the academic and social-emotional needs of Black gifted students. This chapter provides overviews of contemporary views of culturally relevant practices but also provides alternative perspectives of the elements that comprise culturally relevant experiences for Black gifted students by exploring the lives and work of early Black gifted scholars. Recommendations for designing culturally relevant and responsive learning experiences by utilizing elements of African American intellectualism along with curricular models from gifted education will be discussed and shared.

PBIS in Schools

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

Communicating Social and Emotional Needs

Around March of 2020, the deadly virus of COVID-19 had sprung its way to various areas of the globe. It was not too long after the rise of this coronavirus that the magnitude of COVID-19 had reached so far as to have it be recognized as a global pandemic. As a result of the virus's rapid spread, numerous education institutions across the world were met with the obligation to promptly shift to virtual learning. While virtual learning has allowed students to continue their education amidst a tense atmosphere, students had and continue to face various disruptions towards their learning process and track. With a barrier towards thorough communication, students have been unable to obtain the social and emotional needs they require which has and progresses in adversely affecting their educational needs.