A Spatio‐Temporal Exposure‐Hazard Model for Assessing Biological Risk and Impact

We developed a simulation model for quantifying the spatio‐temporal distribution of contaminants (e.g., xenobiotics) and assessing the risk of exposed populations at the landscape level. The model is a spatio‐temporal exposure‐hazard model based on (i) tools of stochastic geometry (marked polygon and point processes) for structuring the landscape and describing the exposed individuals, (ii) a dispersal kernel describing the dissemination of contaminants from polygon sources, and (iii) an (eco)toxicological equation describing the toxicokinetics and dynamics of contaminants in affected individuals. The model was implemented in the briskaR package (b iological risk a ssessment with R ) of the R software. This article presents the model background, the use of the package in an illustrative example, namely, the effect of genetically modified maize pollen on nontarget Lepidoptera, and typical comparisons of landscape configurations that can be carried out with our model (different configurations lead to different mortality rates in the treated example). In real case studies, parameters and parametric functions encountered in the model will have to be precisely specified to obtain realistic measures of risk and impact and accurate comparisons of landscape configurations. Our modeling framework could be applied to study other risks related to agriculture, for instance, pathogen spread in crops or livestock, and could be adapted to cope with other hazards such as toxic emissions from industrial areas having health effects on surrounding populations. Moreover, the R package has the potential to help risk managers in running quantitative risk assessments and testing management strategies.     

An Empirical Agent‐Based Model to Simulate the Adoption of Water Reuse Using the Social Amplification of Risk Framework

Water reuse can serve as a sustainable alternative water source for urban areas. However, the successful implementation of large‐scale water reuse projects depends on community acceptance. Because of the negative perceptions that are traditionally associated with reclaimed water, water reuse is often not considered in the development of urban water management plans. This study develops a simulation model for understanding community opinion dynamics surrounding the issue of water reuse, and how individual perceptions evolve within that context, which can help in the planning and decision‐making process. Based on the social amplification of risk framework, our agent‐based model simulates consumer perceptions, discussion patterns, and their adoption or rejection of water reuse. The model is based on the “risk publics” model, an empirical approach that uses the concept of belief clusters to explain the adoption of new technology. Each household is represented as an agent, and parameters that define their behavior and attributes are defined from survey data. Community‐level parameters—including social groups, relationships, and communication variables, also from survey data—are encoded to simulate the social processes that influence community opinion. The model demonstrates its capabilities to simulate opinion dynamics and consumer adoption of water reuse. In addition, based on empirical data, the model is applied to investigate water reuse behavior in different regions of the United States. Importantly, our results reveal that public opinion dynamics emerge differently based on membership in opinion clusters, frequency of discussion, and the structure of social networks.     

Students in out-of-home care: Their experiences of Transforming Educational Achievement for Children at Risk,an Australian education programme

Children living in out-of-home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi-structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID-19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out-of-home care conclude this paper.     

Building good knowledge or blaming bad parents? Examining the construction of parents and parenting in a corpus of parent focussed cochlear implant research articles

Parents of deaf children with a cochlear implant (CI) report feeling pressure to adhere to a very prescribed conceptualisation of ‘good parenting’, and in some cases report feeling judged or blamed, for example, if the child's progress post-CI is slower than expected. Previous investigations of the discourses of parenting science suggest that, while parent blame is rarely expressed explicitly, that normative, moral assumptions about how ‘good parents of a disabled child’ should feel, think and act are embedded within prevalent concepts and terminology. A disproportionate focus on evaluating individual parents' personal characteristics at the expense of more external, socially located issues has also been noted. Existing critiques, together with the author's lived experience provide the impetus for this study; in which corpus linguistics methods have been used to document the types of parents and parenting attributes constructed in a 420,982 corpus of research articles. The results indicate the prevalence of many highly evaluative parenting noun-collocates within the field; successful adaptation, a positive appraisal of the situation, realistic expectations, rational decisions, high involvement and full-time use of the CI are conflated with good parenting, whilst parents who present in alternate ways are construed as problematic. Implications for future research are discussed.     

Characterizing Emotional Support Development: From Adolescent Best Friendships to Young Adult Romantic Relationships

This study examined development of emotional support competence within close friendships across adolescence. A sample of 184 adolescents (53% girls, 47% boys; 58% White, 29% Black, 14% other identity groups) participated in seven waves of multimethod assessments with their best friends and romantic partners from age 13 to 24. Latent change score models identified coupled predictions over time from emotional support competence to increasing friendship quality and decreasing support received from friends. Friend-rated emotional support competence in adolescence predicted supportiveness in adult romantic relationships, over and above supportiveness in adolescent romantic relationships. Teen friendships may set the stage for developing emotional support capacities that progress across time and relationships into adulthood.     

Assessing the language of 2 year-olds: From theory to practice

Early screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2-year-olds that relies on language comprehension. Developmental literature guided selection of age-appropriate markers of language disorder risk that are culturally and dialectally neutral and could be reliably assessed. Items extend beyond products of linguistic knowledge (vocabulary and syntax) and tap the process by which children learn language, also known as fast mapping. After piloting an extensive set of items (139), two phases of testing with over 500 children aged 2; 0–2; 11 were conducted to choose the final 40-item set. Rasch analysis was used to select the best fitting and least redundant items. Norms were created based on 270 children. Sufficient test-retest reliability, Cronbach's alpha, and convergent validity with the MB-CDI and PPVT are reported. This quick behavioral measure of language capabilities could support research studies and facilitate the early detection of language problems.     

Predicting the development of dependency on the teacher in late childhood: The role of peer victimization and peer beliefs

Evidence indicates that being overly dependent on the teacher places children's academic and socioemotional development at risk. However, little is known about what predicts dependency on the teacher or how the quality of interactions occurring within the classroom peer system may impact how children relate to their teacher the following school year. The current study tested the proposition that peer victimization may result in negative perceptions of classmates (i.e., peer beliefs), leading to overreliance on teachers. Data were collected from 365 children in the fall and spring of their third/fourth grade year and the fall of their fourth/fifth grade year (195 girls; M_age = 8.92 years; 86.8% white). Peer-reports of peer victimization and self-reports of peer beliefs were collected at each wave of the study. Teacher-reports of dependency were collected in the fall of the first and second years of the study. Path analyses showed that for boys peer victimization directly predicted higher levels of dependency on the next year's teacher, and, for boys and girls, peer victimization indirectly predicted dependency through lower levels of prosocial peer beliefs. Supplemental analyses assessing teacher-child conflict and closeness confirmed that findings were unique to dependency. These results underscore how children's perceptions of their classmates may contribute to dependency in their relationships with teachers and highlight the need for further research into the transactional and cumulative impact of difficulties within peer and teacher relationships.     

Moving from ‘what we know works’ to ‘what we do in practice’: An evidence overview of implementation and diffusion of innovation in transition to adulthood for care experienced young people

Global research has shown that most young people who are care experienced are not prepared to transition to independent living at 18 years of age and require support into early adulthood. We used rigorous systematic methods to identify English-based peer reviewed and grey literature describing innovations relevant to care experienced young people as they transition into adulthood, with a focus upon lessons for their implementation and diffusion. We synthesised the evidence narratively and organise data linked to seven key areas important to the transition to adulthood: (1) Health and well-being; (2) relationships; (3) education and training; (4) employment; (5) participation in society; (6) accommodation; (7) other. Twenty-five papers met our inclusion criteria. This review has found that, whilst there are a broad spectrum of innovations taking place within the social care environment for care experienced young people to support their transition into adulthood, there exists limited insight into how best to support implementation and diffusion of evidence-based innovation. We drew upon the ‘Consolidated Framework for Implementation Research’, developed in the setting of clinical service delivery, to highlight challenges in implementing and diffusing evidence-based innovation for care experienced young people transitioning into adulthood.     

Connection,connectivity and choice: Learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.