Educational transition outcomes of children and adolescents with clinically relevant emotional or behavioural disorders: results of a systematic review

Educational transitions are associated with significant changes. If students cannot overcome these challenges, their well‐being and motivation may be impaired. Students with clinically relevant emotional or behavioural disorders (EBDs) are at risk for negative transitional experiences. We conducted a systematic review summarising transitional outcomes of students with EBDs. After an electronic search in eight scientific databases, 4,930 publications were screened against six inclusion criteria. Two coders assessed the eligibility of 181 full‐texts. We included k = 22 studies published in English or German (1988–2017). Students with autism (k = 15) and transitions out of school (k = 13) were examined most frequently. Well‐being, achievements, social participation, support and expectations were observed. Poor well‐being and social difficulties were prevalent, but often adjusted over time. The results are limited by the inclusion criteria and search procedures. Nevertheless, the review closes a research gap and has implications for the implementation of interventions and a supportive transition environment for students with clinically relevant EBDs. Further research on individual changes and supportive approaches during transitions is needed.     

Myosin heavy chain isoform composition in the deltoid and vastus lateralis muscles of elite handball players

ABSTRACT

The purpose of the present study was to compare the myosin heavy chain (MHC) isoform composition of the deltoid and vastus lateralis muscles of the dominant and non-dominant limbs in handball players. Eleven male Greek elite handball players (age 22.6 ± 1.9 yrs, training experience 10.6 ± 2.1 yrs, height 184.1 ± 4.1 cm, and weight 81.0 ± 12.5 kg) participated in the study. Four muscle biopsies were obtained from the dominant and non-dominant deltoid and vastus lateralis muscles during the in-season period. The MHC composition was determined using SDS-PAGE. No significant difference was found between the dominant and non-dominant muscles; Deltoid muscle: MHC I [(95%CI = ?1.22, 0.33), P = 0.228], MHC ΙΙa [(95%CI = ?0.32, 1.59), P = 0.168] and MHC IIx [(95%CI = ?1.49, 1.10), P = 0.749]; Vastus lateralis muscle: MHC I [(95%CI = ?0.38, 0.63), P = 0.586], MHC ΙΙa [(95%CI = ?0.50, 0.65), P = 0.783] and MHC IIx [(95%CI = ?1.08, 0.42), P = 0.355]. The findings of the present study indicate that the greater use of the dominant limbs for throwing actions and body movements in handball do not lead to altered MHC isoform composition compared to the non-dominant limbs.     

A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers

This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment.     

Gender,Gender Role Identity,and Type of Relationship as Predictors of Relationship Behavior and Beliefs in College Students

The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses.