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There is little evidence regarding how to best support the emotional well-being of children in foster care. This paper aims to present the evaluation of an adaptation of the reflective fostering programme, a group-based programme to support foster carers. This study aimed to explore whether a version of the programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness.

In total, 38 foster carers attended the programme and took part in this study. Data was collected regarding carer- and child-focused outcomes at pre-intervention, post-intervention and four-month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers.

Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers.

These results provide a unique contribution to limited understandings of what works for supporting foster carers and the children in their care. Promising evidence is provided for the acceptability and relevance of the revised version of this novel support programme and its effectiveness in terms of carer- and child-related outcome measures. This work paves the way for further necessary impact evaluation.

This paper argues that the capacity of individuals and of society as a whole to ‘contain’ experience, and to use this as a basis for thought, is central to good health. The paper first defines and describes ‘containing’ and thinking, with reference to a psychoanalytic model, and compares these definitions with similar concepts. The circumstances that promote or impede the development of the capacity for thought are then outlined, and a spectrum of this capacity is described and correlated with a spectrum of vulnerability‐resilience to ill health. A review of the associated literature indicates significant links to health‐related behaviours, health outcomes and inequalities; interventions at a population level could aim to shift people at the vulnerable end of the spectrum towards resilience. However such measures are unlikely to be effective on their own: what is needed is a containing and thinking society, characterised by a wish to know about reality, and to link together information about the state of its citizens and the wider world. The paper concludes with a discussion of the political and policy‐making implications.

This study examines the critical elements that contribute to the effective adoption of educational digital resources (EDRs) in schools, with a focus on school principals and their leadership, from a strategic pedagogical standpoint.

Using survey data from 200 school principals, measurement and structure models are tested through structural equation modeling to quantify the impact between constructs.

The findings indicate that the most important factor influencing how effectively schools are transforming digitally is how beneficial school principals believe EDRs to be. Other important elements include the environment of the school, the technical assistance and service provided for the EDRs, and the professional and personal background of the principal.

Principals should be a fundamental component of educational plans for digital transformation, considering things like their age, leadership and teaching experience. Other components include contextual elements like school size, complexity and digital culture. A school principal's ability to promote an open dialogue – that enables educational communities to view the integration of EDRs into pedagogical models as an opportunity to improve outcomes – can assist a digital culture transition, rather than via the principal's authority or bureaucratic influence.

This research is among the pioneer to study the role of school principals in the UAE towards understanding the direction for digital transformation.

The purpose of this paper is to explore ways in which learning and development (L&D) professionals use reflective practice to promote the function of L&D and their own professional growth. The claim that L&D practitioners need to develop their reflective ability to make sense of their own practice is well-argued in the literature, but few studies focus on an in-depth individual self-reflection and its impact on professional growth.

An autoethnography and reflective practice design was deployed. The data was collected by sending a semi-structured, pre-set question as a ‘reflective conversation’ to an L&D manager and a 10-hour tape recording of personal reflection over three months.[AQ1] Data was sanitised, transcribed and edited, and a narrative data analysis method was used to analyse the data developed into reflective narratives.

The authors find that reflective practice emerges through gradual reflective patterns that define the circumstances surrounding the reflection, the content, exploration and interpretation and confirming the fulfilling of the reflection.

This paper offers the journey of an L&D manager working in the hotel industry in India. Through a set of reflective practices, including introspection and reflexivity, the manager considers the changes she has experienced. The paper contributes to the literature on reflective practice based on promoting the L&D function as an essential part of the horizontal integration of human resource management in organisations. Theoretical and practical implications are discussed.

A finite element method dealing with an open boundary condition for the analysis of long wave problem is presented. The key feature of the method is that spurious reflective waves which occurred for the initial transient state on the open boundary can be eliminated by introducing a subdomain technique. For the numerical outflow boundary condition, the progressive wave condition, based on the shallow water long wave theory, is successfully employed. This method is quite suitable for practical analysis because of its adaptability for the arbitrary configuration of the open boundary and shape of elements adjacent to the open boundary. This method is numerically verified for flow in a one dimensional channel and the two dimensional tidal current in Tokyo Bay. The numerical results are compared with analytical solutions and observed data obtained by field measurements. These results are all in close agreement.

Few studies have examined the parenting of fathers with co‐occurring substance abuse (SA) and intimate partner violence (IPV) problems. None have specifically interviewed men with these co‐occurring issues using qualitative methods about their reflective functioning in relation to their children. This paper aims to provide evidence of the reflective capacity of fathers with co‐occurring SA and IPV.

To assess this, men were asked to describe examples of negative emotions they experienced as parents and how they perceived their children responded to those emotions. In total, 40 fathers with co‐occurring SA and IPV were interviewed using the Revised Parent Development Interview. Interviews were coded for reflective functioning and for themes that emerged related to angry and guilty feelings these fathers experienced as parents.

Overall, fathers in the sample had a very limited capacity to think about the thoughts and feelings of their children. The desire to spend more time with their child and an inability to provide financially were two common themes. Anger toward the child's mother for not providing adequate care and a focus on shielding the child from his anger were also reported frequently. Fathers did not report feelings of guilt related to their substance use or aggression in their relationships.

This paper is one of the first to explore reflective functioning of fathers with co‐occurring IPV and SA. These findings are discussed in relation to their implications for intervention with fathers with co‐occurring SA and IPV issues.

As main mode of modern service industry and future economy society, the research on crowd network can greatly facilitate governances of economy society and make it more efficient, humane, sustainable and at the same time avoid disorders. However, because most results cannot be observed in real world, the research of crowd network cannot follow a traditional way. Simulation is the main means to put forward related research studies. Compared with other large-scale interactive simulations, simulation for crowd network has challenges of dynamic, diversification and massive participants. Fortunately, known as the most famous and widely accepted standard, high level architecture (HLA) has been widely used in large-scale simulations. But when it comes to crowd network, HLA has shortcomings like fixed federation, limited scale and agreement outside the software system.

This paper proposes a novel reflective memory-based framework for crowd network simulations. The proposed framework adopts a two-level federation-based architecture, which separates simulation-related environments into physical and logical aspect to enhance the flexibility of simulations. Simulation definition is introduced in this architecture to resolve the problem of outside agreements and share resources pool (constructed by reflective memory) is used to address the systemic emergence and scale problem.

With reference to HLA, this paper proposes a novel reflective memory-based framework toward crowd network simulations. The proposed framework adopts a two-level federation-based architecture, system-level simulation (system federation) and application-level simulation (application federations), which separates simulation-related environments into physical and logical aspect to enhance the flexibility of simulations. Simulation definition is introduced in this architecture to resolve the problem of outside agreements and share resources pool (constructed by reflective memory) is used to address the systemic emergence and scale problem.

Simulation syntax and semantic are all settled under this framework by templates, especially interface templates, as simulations are separated by two-level federations, physical and logical simulation environment are considered separately; the definition of simulation execution is flexible. When developing new simulations, recompile is not necessary, which can acquire much more reusability, because reflective memory is adopted as share memory within given simulation execution in this framework; population can be perceived by all federates, which greatly enhances the scalability of this kind of simulations; communication efficiency and capability has greatly improved by this share memory-based framework.

Relational dynamics between patients and staff in forensic settings can be complicated and demanding for both sides. Reflective practice groups (RPGs) bring clinicians together to reflect on these dynamics. To date, evaluation of RPGs has lacked quantitative focus and a suitable quantitative tool. Therefore, a self-report tool was designed. This paper aims to pilot The Relational Aspects of CarE (TRACE) scale with clinicians in a high-secure hospital and investigate its psychometric properties.

A multi-professional sample of 80 clinicians were recruited, completing TRACE and attitudes to personality disorder questionnaire (APDQ). Exploratory factor analysis (EFA) determined factor structure and internal consistency of TRACE. A subset was selected to measure test–retest reliability. TRACE was cross-validated against the APDQ.

EFA found five factors underlying the 20 TRACE items: “awareness of common responses,” “discussing and normalising feelings;” “utilising feelings,” “wish to care” and “awareness of complicated affects.” This factor structure is complex, but items clustered logically to key areas originally used to generate items. Internal consistency (α = 0.66, 95% confidence interval (CI) = 0.55–0.76) demonstrated borderline acceptability. TRACE demonstrated good test–retest reliability (intra-class correlation = 0.94, 95% CI = 0.78–0.98) and face validity. TRACE indicated a slight negative correlation with APDQ. A larger data set is needed to substantiate these preliminary findings.

Early indications suggested TRACE was valid and reliable, suitable to measure the effectiveness of reflective practice.

The TRACE was a distinctive measure that filled a methodological gap in the literature.

The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children.

The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans.

The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses.

This is a conceptual paper.

The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families.

Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children.

This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

The purpose of this paper is to discuss a reflexive process that makes a distinction between reflection and reflexivity, two processes the authors define according to the mentalization construct. Next, it explores how the narrative mediation path (NMP), a novel multimodal counselling method addressed to underachieving college students, promotes reflection and reflexivity by enhancing student ability to mentalize their university experiences.

The authors conducted an idiographic case study on one of the ten groups of underachieving students who participated in the counselling sessions.

NMP narrative modes (metaphoric, iconographic, writing, and bodily) promoted reflection, and group-level inter-subjective steps were essential for the development of reflexivity. Furthermore, it was found that in each narrative mode, the students developed reflective and reflexive processes through the attainment of mentalization dimensions.

The adoption of the NMP has some implications for universities. Many underachieving students in higher education often have reflexive difficulties when examining their university experiences, so could be considered average mentalizers who tend to show bias in their university experience signification when under stress. Promoting mentalization development can enable students to use their resources strategically at university and improve their academic performance.

The NMP is innovative because of its multimodality: it employs different modes and media, makes use of both individual and group narrative levels, and is integrated in a single method, which enhances the development of reflexive meaning construction.