Phase One: Effects of loss on the emotional health and well-being of children are wide-ranging and increase the risk of longer term impact on educational success and mental health (McLanahan 1999; Abdelnoor & Hollins 2004a). As frontline workers, school staff hold a role in identifying and supporting pupils at a universal level. How staff view the issue of loss and their role in supporting this is therefore pivotal. A survey design using two devised online questionnaires and semi-structured interviews identifies the experiences and perceptions of school based staff on the issue of loss for schools in one local authority. Using interactive analysis, qualitative and quantitative data from senior leaders in 20 schools, 25 additional school staff members and 9 multi-agency professionals is triangulated to determine perceptions. A range of effects across social, emotional, behaviour and learning are well recognised by staff although behaviour is used as the most frequent indicator of those at longer term ‘risk’. A more structured and rigorous school response exists for loss through death compared to family breakdown despite some specific staff concerns for pupils experiencing loss through multiple changes in the family. Whilst staff members indicate a high expectation to support pupils with loss, they report lower confidence in doing so. A series of influencing factors on staff perceptions are identified at a contextual, situational and individual level. Factors that could be targeted by Educational Psychology Service to help schools build capacity are highlighted, with future considerations for support with identification, training and supervision. Abstract: Phase Two: This second phase of a two part research design investigates how an Educational Psychology Service can increase the capacity of schools to support pupils who have experienced loss. Following a survey design identifying staff attitudes on the issue of loss for schools, a multi-method case study approach is used to research the implementation of a 6-week ‘Loss and Change’ intervention programme. Seven secondary age students participated in the group intervention for pupils who have experienced loss, facilitated by two Educational Psychologists working alongside a member of school staff. A grounded theory approach analysed data from observation, semi-structured interviews and self-report measures. Eight key processes that impact on the effectiveness of the programme are identified and the positive effects spanning social, emotional and behavioural mechanisms are reported for six of the participants. Potential implications of this model of practice for Educational Psychology Services seeking to develop the capacity of schools to support loss are discussed.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Ahlgren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students’ perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: 1. What are African American eighth grade female students’ perceptions and experiences as learners of science literacy? 2. In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between Feburary and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher’s log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as learners of science literacy: 1) the influence of family members, especially mothers and grandmothers, 2) the personal connections made to science concepts and real life, 3) the creative student-researched and designed projects, labs, and experiments.Trustworthiness and rigor were established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985).

no / City Park opened in early 2012 and despite some on-going criticism, during the summer the site drew thousands of people to the heart of Bradford and was the scene of much relaxed and good natured conviviality amongst socially diverse groups. As a new and unique public space in Bradford and a focal point for the city, a number of staff from the Centre for Applied Social Research believed researching City Park to be a fruitful endeavour to help promote a dialogue with the public and other sectors about living together in Bradford.

Bakgrund: Personer med substansbrukssyndrom (SUD) är en stigmatiserad och marginaliserad population i samhället som har ett stort vårdbehov. Tidigare forskning visar på att hälso- och sjukvårdspersonal har stigmatiserade fördomar och attityder gentemot denna patientgrupp. Denna studies syfte var att undersöka och belysa hur personer med SUD upplever hälso- och sjukvårdens bemötande vid vårdkontakter. Metod: Med hjälp av en deskriptiv litteraturöversikt, har material samlats in från tre databaser, PubMed, PsycInfo och CINAHL. Elva artiklar valdes ut och analyserades för att identifiera individer med SUD och deras upplevelse av bemötande inom hälso- och sjukvården. Resultat: Både positiva och negativa upplevelser rapporterades av deltagarna. Av resultatet framkom det att upplevd stigmatisering, en sämre kommunikation mellan patient och personal, en upplevd misstro och en negativ relation med personalen bidrog till ett sämre uppfattat bemötande. Det kunde bidra till att deltagarna var mindre angelägna att uppsöka vård. Ett gott bemötandet beskrevs som öppet och empatiskt, icke-dömande, en god kommunikation och en relation med vårdpersonalen som grundades på tillit. Det kunde resultera i att deltagarna var mer angelägna att uppsöka vård. Åtta teman och fyra subteman framkom när materialet studerades och resultatet presenteras utifrån dessa teman. Slutsats: Hälso- och sjukvården har en betydande roll i sitt inflytande på denna patientgrupp och har en stor möjlighet att lindra lidandet samt främja en god omvårdnad genom sitt bemötande. / Background: People with substance use disorders (SUD) are stigmatized and marginalized in society with a great need for care. Previous research shows that healthcare professionals have stigmatized prejudices and attitudes towards this patient group. This study aimed to investigate and shed light on how people with SUD experience the health service’s treatment at care contacts. Method: Using a descriptive literature review, the material has been collected from three databases, PubMed, PsycInfo and CINAHL. Eleven articles were selected and analyzed to identify individuals' with SUD experience of treatment in healthcare. Results: The results showed that perceived stigma, poorer communication between patient and staff, perceived mistrust and a negative relationship with the staff contributed to a more negative experience of the encounter. This could contribute to the participants being less likely to seek care. The better encounter was described as open and empathetic, non-judgmental, good communication and a relationship with the care staff that was based on trust. This could result in the participants being more likely to seek care. Eight themes and four sub-themes emerged when the material for this study was reviewed, and the results are presented based on these themes. Conclusion: Healthcare has a significant role in its influence on this patient group and has a great opportunity to alleviate suffering and to promote good care through its treatment.