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This chapter shows how professional athlete-motherhood is presented by the mainstream media and challenged by self-representation on social media, using arguably one of the most successful professional athletes of all time, Serena Williams, as a case study. We suggest that Williams' use of social media has allowed motherhood to be a part of her entrepreneurial self, accessing sponsorship and endorsements while also normalising struggles and using her platform to raise awareness of what it means to be a ‘working mother’. In comparison, mainstream media presents athlete-motherhood as either the athlete-mother as a transgressor or as the ‘super mum’, a theme where the athlete manages the demands of motherhood with sport and does it all ‘perfectly’. While mainstream media may present these two tensions and speculate on what women's bodies should be able to do, Williams reminds us through her social media that her professional status does not disappear, she is not ‘coming back’ from becoming a mother, it's a part of who she is, thus, showing that motherhood can be part of being a professional athlete and can be celebrated via online self-presentations. We conclude with a call for future work to explore the understanding of the pregnant athlete beyond a case study of a global celebrity athlete to look at the experiences of athlete-mother at other levels of sport and society.

The aim of this paper is to investigate reasons for treatment non‐attendance for dual diagnosis women in secure psychiatric settings.

A semi structured interview was used to investigate patients' reasons for session non attendance on the day of non participation across four wards. Reasons for non attendance were grouped using the mulifactorial offender readiness model (MORM) categories of affective, volitional, behavioural, cognitive and external. Assignment of responses to categories was undertaken by a two person team and inter rater reliability was assessed.

Patients' rates of attendance varied by ward and level of security (low vs medium); and diagnosis. Systematic enquiry about the reasons for non attendance led to increased session attendance. Reasons for non attendance were cognitive reflecting negative evaluations of treatment and treatment outcomes. Psychological therapies and educational sessions were deemed the most important along with one‐to‐one clinician appointments.

Issues of treatment engagement and the timing of treatment interventions are major issues in the care of secure psychiatric patients, particularly those with a primary diagnosis of personality disorder. Findings highlight the importance of systematic enquiry about reasons for non attendance and suggest potential interventions designed to improve engagement.

We explore how K-8 student scholars experience culturally relevant texts provided during Freedom Schools summer camps, discuss ways Freedom Schools can be a vehicle for youth to become advocates for social change, and consider opportunities created by Freedom Schools for community engagement and partnerships. Mixed methods were used to investigate the experiences of 38 scholars at two different Freedom Schools sites (one rural and one mid-sized urban) in the southeastern U.S. The majority of scholars identified as African American and lived in low-income households. Primary data sources included scholar surveys and reading assessments, camp observations, and interviews with scholars, as well as our own personal reflections as the Research Director (Alysia Roehrig) and Co-Executive Directors (Kristal M. Clemons and Keely Norris) for the sites. We triangulated descriptive statistics from surveys with qualitative data, primarily from interviews, which we analyzed using open coding and axial coding to develop themes (Strauss & Corbin, 1998). The majority of scholars, who participated in the 2016 North Florida Freedom Schools, reported being able to identify with specific characters and situations in the books included in the culturally relevant reading summer program, and they expressed positive thoughts and feelings about the books. Most scholars (74%) maintained or gained in instructional reading levels and did not experience summer learning loss. Children’s confidence that they could act prosocially also increased significantly during the summer camps, which children characterized as different from regular school. Freedom Schools can offer a valuable forum for diverse community members to learn about one another, focus on their strengths, and become agents for social change. We provide suggestions for how other communities can implement the Freedom Schools model.

To evaluate the effectiveness of an adaptation of Interpersonal Group Psychotherapy (IPT-G), in facilitating short- and longer-term improvements in eating disorder symptomology, psychosocial impairment, anxiety, depression and attachment difficulties among adults living with overweight and diagnosed with binge eating disorder (BED).

In total, 24 participants completed measures at the start of IPT-G, mid-treatment, discharge and six-month follow-up. Quantitative outcomes were analysed utilising one-way repeated measures analysis of variance.

Treatment retention was 100%. Significant improvements in binge-eating frequency, psychosocial impairment and depression were achieved at mid-treatment and maintained at post-treatment and six-month follow-up, and with large effect sizes. Attachment anxiety had reduced significantly at post-treatment and was maintained at six-month review. Body mass index (BMI) had stabilised by mid-treatment and was maintained at post-treatment and six-month follow-up. All hypotheses were supported, with the exception that attachment avoidance did not improve significantly and following a post-treatment reduction, anxiety symptoms deteriorated slightly by six-month follow-up, such that they were no longer significantly different from pre-treatment levels.

Despite being the most prevalent of the eating disorders (compared to anorexia nervosa and bulimia nervosa), BED is under-recognised and under-treated in clinical settings. Results indicate the sustained effectiveness of IPT-G in improving eating disorder and comorbid symptomology associated with BED.

This is the first UK study to investigate the effectiveness of IPT-G at treating BED. Unlike previous studies in the field, this study did not exclude participants based on age, BMI or psychiatric comorbidity.

The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession.

In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview.

Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands.

English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners.

Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.

Did you hear the story about the successful entrepreneur who got her start on a college campus? With women making up the majority of students on university campuses in the United States, but the minority of entrepreneurship students, it is certainly exciting to hear these success stories. In attempting to grow the number of women in such programs, it is important to understand the factors in the college experience that contribute to the success of such students. Told through the lens of three successful recent alumnae, this chapter explores the experiences of women entrepreneurship students. The factors attributed to their success include classroom and extracurricular programs, community resources, and inspirational mentoring from faculty and peers.

Despite the apparent philanthropic concerns of the new imperialism and the rhetoric of the civilising mission, the Second Boer War (1899–1902) revealed British irrational ambition, military reverses, scandals and evidence of inadequate administration. In this context, the South African concentration camps where the Boers, mostly women and children whose houses and farms had been destroyed by the British forces, were concentrated, stand out as examples of a seemingly arbitrary power. The controversies over such camps, and over the War itself, were heightened after Emily Hobhouse's Report was made public. Emily Hobhouse, an active humanitarian, obtained permission to visit the camps in order to write a report on the living conditions there. Upon returning to England, she had a meeting with Campbell-Bannerman, the leader of the Liberal Party, who eventually denounced the methods of barbarism carried out in such places. The Report appeared soon after the meeting and waves of protest ensued. Both Emily Hobhouse and Campbell-Bannerman were under crossfire.

My intention in this paper is, firstly, to briefly address the social, political and economic context underlying British imperial expansion and struggle for space at the turn of the nineteenth century, as far as controversies over the Boer War are concerned; secondly, to study the characteristics and living conditions in South African ‘concentration camps’ relying, to a great extent, on Emily Hobhouse's account; and thirdly, to analyse the social and political impact of the denunciation of such camps as places of wholesale cruelty in Hobhouse's (in) famous Report.

This paper aims to examine tensions around play, performance and artmaking as becoming in the mix of expected and taken-for-granted discourses implicit in an after-school ceramics makerspace (Perry and Medina, 2011). The authors look closely at one adolescent girl’s embodied performance to see how it ruptures the scripts for compliant bodies in the after-school program. While these performances take place out-of-school and in an arts studio, the tensions and explorations also resonate with broader issues around student embodied, performative and becomings that run counter to normalized school expectations.

A contemporary approach to nexus analysis (Medina and Wohlwend, 2014; Wohlwend, 2021) unpacked two critical performative encounters (Medina and Perry, 2011) using concepts of historical bodies (Scollon and Scollon, 2004) informed by sociomaterial thing-power (Bennett, 2010).

Playing while painting pottery collides and converges with the tacitly desired and expected ways of embodying student in this after-school artspace. Emily’s outer-space alien persona ruptured expected discourses when her historical body and embodied performances threatened other children. While her embodied performances facilitated her becoming a fully present participant in the studio, she fractured the line between play and reality in violent ways.

As literacy researchers, the authors are in a moment of reckoning where student embodied performances and historical bodies can collide with all-too-real violent threats in daily lives and community locations. Situating these performances in the nexus of embodied literacies, unsanctioned play and thing-power can help educators respond to these moments as ruptures of tacit expectations for girlhoods in school-like spaces.

The purpose of this paper is to describe experiences of transition from medical school to new doctor in the UK and to examine the development and evaluation of initiatives designed to lessen anxiety and assist transition.

The evaluations of two recent interventions for new doctors are reported, one at organisational and one at the individual level: first, a longer induction programme; and second, provision of a library of medical textbooks on smartphones (the “iDoc” project). The paper also reports on mindfulness training designed to help trainees' well‐being.

These initiatives address different aspects of transition challenges (related to roles and responsibilities, cognitive and environmental factors). Benefit can be gained from multiple approaches to supporting this time of uncertainty.

Given the link between transition, doctor stress and patient safety, there is a need to review existing strategies to ameliorate the stress associated with transition and seek novel ways to support new doctors. The authors argue that diverse approaches, targeted at both the organisational and individual level, can support new trainees, both practically and emotionally.

The paper reports initiatives that support transition, of value to medical schools, deaneries, researchers and trainees themselves.

This paper aims to analyse the extent to which the government’s recent proposals to end no-fault evictions will result in “family-friendly” tenancies.

It applies the theoretical scholarship on the meaning of family and home to the current law relating to private rented tenancies and the government’s proposals to increase security of tenure in the private rented sector.

Security of tenure is important to a number of the key aspects of home. However, feelings of home are better protected by security of occupancy, which requires more than de jure security of tenure. For families to feel at home in the private rented sector, they must be permitted to personalise their home and to keep pets. Further legislative changes could achieve these changes. However, for families to really make a home in the private rented sector, they need to exercise some choice over where they live and for low-income families; this will only be possible with broader policy changes.

This paper contributes to the important scholarship on the meaning of home and applies this to the very current debate on the rights of tenants in the private rented sector.