Now showing items 1-5 of 5

    • Factors associated with young children being overweight on entry to primary school

      Hall, Joanne; Wee, Christine; Harries, Anthony D (Mark Allen Group, 2024-03-02)
      Childhood obesity is a serious public health challenge, and there is limited evidence to show which pre-school interventions may prevent its occurrence. This study assessed whether selected factors, including contact with the Starting Well 0–19 service for children aged 1–3 years in north-west England, influenced children's risk of being overweight at primary school entry. It found that families with the most contact with the service (an integrated health visitor and children's centre offer) were more at risk. The findings show that the focus of these contacts does not positively influence risk factors for later overweight prevalence. The study findings replicate a known association between deprivation and children being overweight. Families having the highest contact levels with the Starting Well service had a significant association with their children being overweight at entry to primary school. This provides an opportunity to target these families with healthy lifestyle interventions and reduce the potential risk of childhood obesity.
    • Anxiety and depression among adults with haemophilia A: Patient and physician reported symptoms from the real‐world European CHESS II study

      Ferri Grazzi, Enrico; orcid: 0000-0002-0567-0260; Blenkiron, Thomas; orcid: 0000-0002-5716-0748; Hawes, Charles; Camp, Charlotte; O'Hara, Jamie; Burke, Tom; O'Brien, Gráinne (Wiley, 2024-03-20)
      AbstractIntroductionThe physical pain and disability affecting many people with haemophilia A (PwHA) are known detractors from psychological wellbeing. While psychosocial support is considered a core tenet of the haemophilia comprehensive care structure, the extent to which mental health challenges are detected and monitored by the individuals treating haematologist remains relatively unexplored.AimTo describe prevalence of anxiety and depression in a real‐world cohort of adult PwHA and evaluate the congruence in reporting of anxiety or depression (A/D) between PwHA and their treating physicians.MethodsData for PwHA without inhibitors was drawn from the European ‘Cost of Haemophilia: A Socioeconomic Survey II’ (CHESS II) study. Haematologist‐indicated comorbidities of anxiety and depression were unified into a single A/D indicator. The EQ‐5D‐5L health status measure was used to characterise self‐reported A/D, with individuals stratified into two non‐mutually exclusive subgroups based on level of A/D reported (Subgroup A: ‘some’ or above; Subgroup B: ‘moderate’ or above).ResultOf 381 PwHA with evaluable EQ‐5D‐5L responses, 54% (n = 206) self‐reported at least some A/D (Subgroup A) and 17% (n = 66) reported at least moderate A/D (Subgroup B). Patient‐physician congruence in A/D reporting was 53% and 76% for Subgroups A and B, respectively. Descriptive analysis suggested that individuals with physician‐ and/or self‐reported A/D experienced worse clinical outcomes (bleeding events, joint disease, chronic pain).ConclusionWhile adverse clinical outcomes appear to correlate with A/D, self‐reports of moderate–severe symptoms occasionally lacked formal recognition from treating physicians. Cross‐disciplinary surveillance of mental health issues could improve both psychological and clinical outcomes among PwHA.
    • Children’s participation in research: tensions and dilemmas around ethical practice

      Devarakonda, Chandrika (Index Copernicus, 2024-03-20)
      Are young children respected and cared for or overlooked by the practitioner or researcher’s personal goals in research? Are issues, related to ethics in relation to children’s consent and participation in research lost in translation especially in terms of expectations and interpretation in different cultural contexts. This paper explores the diverse perspectives of issues around ethics related to research with young children in early years settings.. It questions the perceived tensions around adults’ decisions about children’s participation in research. The issues related to children’s voice, gatekeepers of consent, participation, power and children’s rights will be discussed and the extent to which they influence the decisions which adults make about children’s participation in any research.
    • Enabling collaborative lesson research

      Bamber, Sally; orcid: 0000-0002-4671-4565; Blears‐Chalmers, Sarah; Egan‐Simon, Daryn; Packer, Christine; Guest, Sarah; Hall, Joanna (Wiley, 2024-03-18)
      AbstractIn this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49).
    • Urban poverty and the role of UK food aid organisations in enabling segregating and transitioning spaces of food access

      McEachern, Morven G.; orcid: 0000-0002-2538-494X; Moraes, Caroline; orcid: 0000-0002-9654-3725; Scullion, Lisa; orcid: 0000-0001-5766-3241; Gibbons, Andrea; orcid: 0000-0003-4600-806X (SAGE Publications, 2024-03-19)
      This research examines the role of food aid providers, including their spatial engagement, in seeking to alleviate urban food poverty. Current levels of urban poverty across the UK have resulted in an unprecedented demand for food aid. Yet, urban poverty responsibility increasingly shifts away from policymakers to the third sector. Building on Castilhos and Dolbec’s notion of segregating space and original qualitative research with food aid organisations, we show how social supermarkets emerge as offering a type of transitional space between the segregating spaces of foodbanks and the market spaces of mainstream food retailers. This research contributes to existing literature by establishing the concept of transitional space, an additional type of space that facilitates movement between types of spaces and particularly transitions from the segregating spaces of emergency food aid to more secure spaces of food access. In so doing, this research extends Castilhos and Dolbec’s typology of spaces, enabling a more nuanced depiction of the spatiality of urban food poverty.