Nurturing Relationships Research Articles

Building Resilience into Classrooms: A Participatory Action Approach

The ClassMaps strategy builds resilience into classrooms by translating the compelling results of developmental risk and resilience research into simple action plans that embed positive protective supports into classroom routines and practices. The refined routines reinforce students’ developing self-agency and foster their nurturing relationships with adults and peers. The strategy is carried out in four stages—administering the ClassMaps Survey to describe students’ experiences of classroom strengths and weaknesses, conducting a classroom meeting with students to scrutinize the results and brainstorm plans for change, implementing simple modifications to classroom routines and practices based on that plan, and evaluating the impact of the modifications a few weeks later. The ClassMaps Survey’s central role in the strategy is justified by the reliability of its subscales and their relation to the key protective supports identified in resilience research. The ClassMaps strategy is a useful example of ‘giving psychology away’.

Research on Social and Emotional Learning and Education Equity

Social and Emotional Learning (SEL) entails acquiring and applying fundamental knowledge and skills to comprehend and manage emotions, establish positive goals, demonstrate empathy, nurture relationships, and make responsible decisions. Recent advancements in SEL research propose different SEL approaches, drawing insights from social justice, anti-bias education, cultural responsiveness, and sustaining pedagogies. Varied SEL initiatives aim for impartial learning experiences, contributing to the growth of each student. In China, the commitment to equitable education stands as a crucial national policy. This paper consolidates global research on how SEL addresses educational equity, scrutinizes culturally responsive and transformative SEL to give the definition of equitable SEL, and offers recommendations for introducing equitable SEL in China. Integrating SEL into schools, families, communities, and society can cultivate comprehensive student development, fostering inclusivity and harmony in societal structures. Lastly, this paper advocates for increased scholarly focus on SEL development in China, encouraging more research and practical initiatives.

Moving From Adverse Childhood Experiences to Celebrating Supportive Nurturing Relationships.

The editors of the Section on Pediatric Trainees feature in Pediatrics are deeply pleased to share the winning submission from the feature's seventh annual essay competition. This year's competition was informed by the 2022-2023 Section on Pediatric Trainees Advocacy Campaign: "Races against ACEs," which encouraged trainees to understand, witness, and act upon the role of adverse childhood experiences (ACEs) in pediatric medicine, and youth welfare more broadly. In the essay competition, we asked writers to reflect not only on the effects of ACEs on the well-being of young people, but also on how pediatricians can address these issues in venues ranging from patient encounters to training programs to public policy. We were impressed by, and grateful for, the thoughtfulness and vulnerability of trainees in sharing their experiences related to this critically important topic. This winning essay, by Dr Chelemedos, weaves the author's lived experiences with childhood trauma alongside clinical experiences caring for patients facing similar, though distinct, challenges. In doing so, Chelemedos' work sheds light on the ubiquity, and long-term impacts, of ACEs across the life span in a deeply human way; simultaneously, it exemplifies the critical role physicians play in combatting social malaise, one full set of swings at a time. The runner-up essay, by Dr Alessandra Angelino, will appear in next month's issue.

Nursing ethics as a distinct entity within bioethics: Implications for clinical ethics practice

The question of whether nursing ethics is a distinct entity within bioethics is an important and thought-provoking one. Though fundamental bioethical principles are appreciated and applied within the practice of nursing ethics, there exist distinct considerations which make nursing ethics a unique subfield of bioethics. In this article, we focus on the importance of relationships as a distinguishing feature of the foundation of nursing ethics, evidenced in its education, practice, and science. Next, we consider two objections to our claim of distinctiveness: first, that nursing ethics is merely an application of bioethical principles; second, that many bioethical subfields emphasize relationships. We respond by highlighting that throughout nursing education and generally in every career path that follows, the creation and nurturing of relationships is emphasized. Compassion and respect for the dignity of every patient is the framework upon which these therapeutic relationships are built. Much of the focus of nursing science rests on creating meaningful interpersonal experiences and human connection. After responding to each objection, we turn to the implications of this distinctiveness on clinical ethics practice, arguing that the strengths of our approach outweigh the limitations. The deep emphasis on creating meaningful interpersonal experiences and human connection supports a greater integration of relationships and social contexts into the evaluation of whether an action is ethically permissible, which is an important benefit in addressing the challenging human situations that patients face. Moreover, this perspective allows nurse ethicists to account for diverse and complex social structures and their influence in making ethical determinations. These strengths outweigh the limitations of potential inconsistencies between nurse and non-nurse clinical ethicists on the same service, a result we attribute to nursing ethics—and, in turn, the practice of the nurse ethicist—being framed by relationships to a larger extent than other bioethical subfields.

Is Neighborhood Nature an Ecological Precursor of Parenting Practices, Infant-Parent Bonding, and Infant Socioemotional Function?

Nurturing relationships are crucial for adaptive child development. The objectives of the study were to investigate whether nature availability was associated with early nurturing parenting practices, mother-infant bonding, and infant socioemotional function. Data were from the Australian Temperament Project ( n = 809 infants to 515 parents residing in Victoria, Australia) and were linked cross-sectionally to residential greenness (i.e., Normalized Difference in Vegetation Index). There were no observable associations between residential greenness within a 1,600 m network radius and parenting practices, mother-infant bonding, or infant socioemotional function. The findings were largely corroborated by sensitivity analyses (i.e., NDVI within 100, 250, 500, and 1,000 m and distance to park). Shorter distances to a park were associated with less hostile parenting. More residential greenness (1,000 and 1,600 m) was associated with stronger father-infant bonding and more hostile parenting amongst the most stressed parents in exploratory analyses. Residential greenness might be a socioecological precursor for father-infant bonding.

Examining the intersection of culture and stewardship: Assessing how the most visited art museums promote their philanthropic missions

AbstractThis manuscript provides a foundation of information to provide a benchmark for further understanding how culture impacts the presentation of art museums' mission as well as cultivating relationship with its supporters. Using content analysis methodology, the research investigates how a random sampling of the globe's most visited art museums incorporate Kelly's (1998, 2001) stewardship dimensions into their homepages and membership webpages as well as Hofstede's six cultural dimensions into the museums' “About Us” pages. Results from this investigation found that art museums widely use the reporting and relationship nurturing strategies to reach out to a broad range of supporters, but they fail to recognize and thank specific individuals or groups of supporters to deepen the relationship with their most ardent supporters. The intersection of stewardship strategies with Hofstede's cultural dimensions are also explored qualitatively based on patterns identified within the results.

Profound Simplicity: Lessons Learned from Ed Schein on Rituals That Sustain and Nurture Relationships

As I attempt to digest Ed Schein's recent passing, I am present to the friendship I was honored to develop with him over the past 12 years and the voluminous lessons I learned. Like so many, my career was shaped by Ed Schein's scholarship. And yet, it was in our personal, unstructured conversations that I was most impacted by who he was, and the values and principles by which he lived. Our conversations centered on what creates, sustains and nurtures relationships all while we were doing so.

An intensive perinatal mentalisation‐based intervention for women at risk of child removal and the role of restorative relationships

AbstractPregnant women with a history of child removal are at greater risk of being found unsuitable to care for their new babies. Neglect, showing a lack of capacity to provide for the child's physical and/or emotional needs, is the most frequent reason why infants are removed from their parents' care. Parents with a history of child removal have often been themselves subject to maltreatment as children and suffer the sequelae of relational trauma which then becomes a barrier to establishing nurturing relationships with their own children. Attachment, and particularly mentalisation‐based, parenting interventions focus on restoring relationships by developing parents' capacity to reflect upon their own internal mental experiences as well as those of the child, helping them to better understand themselves and their children. The DAISY programme is an intensive perinatal attachment and mentalisation‐based intervention for pregnant women with a history of child removal, aiming to improve mothers' mentalising capacities and care proceeding outcomes. This article uses a case study to describe the programme's model and mechanisms of change. Additionally, we present preliminary observations about the programme's delivery and impact from the perspective of one of its practitioners.

Te Tapatoru: a model of whanaungatanga to support rangatahi wellbeing

ABSTRACT Whanaungatanga (nurturing of relationships) is at the heart of wellbeing for rangatahi (Māori youth), yet little research has considered how rangatahi understand and experience whanaungatanga. Furthermore, policy makers, organisations and practitioners have had limited guidance to reflect on whanaungatanga with young Māori in ways that support rangatahi wellbeing and aspirations. As part of a broader photo-elicitation project on whanaungatanga with young Māori, we describe Te Tapatoru, a model of whanaungatanga based on the experiences and insights of 51 rangatahi. Using a Māori critical realist approach, we demarcated rangatahi descriptions of whanaungatanga into three interconnected areas. The first component, ko wai, a reciprocal connection, emphasised the importance of a reciprocal connection with people (or more than people). The second component, he wā pai, a genuine time/place, spoke to how contexts, time and places provided the space for meaningful connections to take root and flourish. The final component, he kaupapa pai, a genuine kaupapa (activity, process) considered how rangatahi desired connection which responded to their desires and aspirations. This approach harnesses rangatahi potential by creating reciprocal and invigorating supportive environments based on rangatahi aspirations and insights. Policy and practice recommendations are made which centre this rangatahi informed approach to whanaungatanga.

Jazz Feminism is to Soul as Purple is to Lavender

Jazz Feminism is to <i>Soul</i> as Purple is to Lavender

Acknowledging the value of friendships and relationships in supporting personal and professional development

ABSTRACT Covid-19 has driven a move away from face-to-face learning and time spent on campus for all university students. This study explores social restrictions through the lens of friendships and creation of meaningful relationships for students from a widening participation (WP) background embarking upon a Medicine with Foundation Year programme. Previous studies highlight the importance of meaningful interactions in facilitating students’ personal and professional development and highlight how students from WP backgrounds often struggle forming advantageous relationships at university, missing opportunities to increase their social capital during the crucial first few years at medical school. An exploratory approach was adopted for this collaborative study to understand the impact of upon students’ lived experiences and the development of advantageous relationships. Although this is a small cohort study, and too limited for generalisations, it provides valuable insight into the negative impact of restrictions on friendships and relationship building. It highlights the value of embedding opportunities for informal interactions, networking and social activities into university programmes to enable the nurturing of relationships and friendships. As we move into a post-COVID-19 era it calls for further research into the impact of behavioural changes on communities of practice and learning through formal and social interactions.

A Grounded Theory Study of Major Gift Fundraising Relationships in U.S. Higher Education

Nurturing relationships with major donors is a priority for nonprofits, and “relationship fundraising” is the dominant paradigm. This grounded theory study addressed practical needs and a dearth of research by analyzing how fundraisers develop relationships. In a first-of-its-kind study, we interviewed 20 pairs of higher education fundraisers and major donors ( n = 40) from multiple U.S. institutions. We discovered five tiers of relationships from a basic connection, personalized association, confident relationship, purposeful partnership, to a consequential bond. Fundraisers initiated the progression until the final tier; the theoretical model shows their intentionality in the relationships’ development. Major gifts occurred in all tiers. The model illustrates how fundraisers build relationships, explores donors’ expectations, and affirms the relational nature of major gift fundraising. It provides some of the only empirical evidence regarding major donors, and the relationship fundraising philosophy touted in practitioner literature. The analysis reveals connections to theories from social psychology and relationship marketing.

Dah Dzāhge Nodesidē/We Are Speaking Our Language Again

As a member of the Tahltan Nation, I carried out research that centred on community experiences of language reclamation. The investigation focused on how language reclamation is connected to health and healing, as well as what has been done and what still needs to be done to revitalize and reclaim the Tahltan language. Language reclamation is the start of a process in which our people heal from the impacts of colonization and assimilation by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. From what was learned from community co-researchers, scholars who have worked with our communities, Indigenous community language revitalization experts, and international language revitalization scholars, I developed a Tāłtān Language Reclamation Framework focusing on governance; language programming; documentation; training and professional development; and resiliency, healing, and well-being. This report will discuss the ways in which this framework has been implemented in community over the last decade, highlighting examples such as the formation of a language governing body, Dah Dẕāhge Nodeside (Tahltan Language Reclamation Council); the implementation of language nests; the development of a Tāłtān language school K–8 curriculum; the creation of learning materials based on old and new recordings of first language speakers (e.g., digital apps and videos, websites, alphabet book, grammar resources); post-secondary fluency/proficiency community programming; and documentation training. Finally, we continue to focus on the relationship between language reclamation, intergenerational trauma, and healing, resiliency, and well-being. This will be done through community-based immersive programming that focuses on the nurturing of relationships with first language speakers in order to create not only learning resources, but safe and supportive environments for all speakersーlearners, second language speakers, silent speakers, and first language speakers.

Qualitative study: learning from recovery: what do people who have recovered from alcohol dependence have to teach those who are still struggling?

AimsThe aim is to tap into user experience in the UK and to analyse what lessons can be learnt from those who have recovered from alcohol dependence to help those who are struggling including to inform the delivery of alcohol services.MethodThe study was conducted in London, UK. 20 males in the age group 30–45 years were recruited. 10 of these participants had recovered from alcohol dependence and the other 10 were in treatment for alcohol dependency and diagnosed as dependent according to ICD-10 or DSM 5 criteria. In the former group, each participant had at least 2 years of complete sobriety. A semi structured questionnaire was developed and used to interview all the subjects.Males 30-45 years were eligible as alcohol dependence is more common in this age group and purposive sampling drove the selection (i.e. if early analysis suggests the importance of a particular factor, subjects likely not to show that factor would be sampled for comparison).Grounded analysis was the qualitative analysis method of choice and constant comparison was used, i.e., data were collected and analysed concurrently.ResultThe main “families” that arose grouped around relationships in both the recovered alcoholics (RA) and continued alcoholics (CA). A successful shift required a change in the relationship to self, from feeling empty or critical towards acceptance and this shift was facilitated by being accepted and respected by others.Relationship as motivator to stop drinking24% people had the insight to self-refer to voluntary organisations such as AA but 76% did so because of fear of losing either their relationship or their job.Although 80% of recovered alcoholics had been ambivalent about coming off alcohol, the shift happened when they had a nurturing relationship elsewhere such as a key worker at the Alcoholics Anonymous.Insight and PerceptionAwareness of alcohol as an obstacle rather than a solution was key for change to occur. Although 75% people with insight into their difficulties were more successful in maintaining sobriety, insight alone without action was insufficient. Moreover, action was possible without insight. Fear of death alone was a sufficient motivator.ConclusionDifference between support systemsAs a result of comparing those patients with alcohol dependence who responded well to treatment compared to those who were very recalcitrant to treatment important characteristics of an effective service have been identified. It was clear that the quality of services offered to those with alcohol dependence who attended A&amp;E departments could be improved by offering more time for the initial assessments and adopting a more individualistic approach for each patient.Training sessions to the A&amp;E staff about the differences required in management between those with alcohol dependence who are motivated to abstain compared to those who will only be able to reduce consumption should be offered rather than mere blanket exhortations to abstain from alcohol consumption. The importance of behavioural avoidance of situations where alcohol is excessively consumed is more helpful in terms of eventual outcome.The A&amp;E staff should be encouraged to employ individuals from Alcoholics Anonymous in their department as early involvement with AA improves engagement and outcome can greatly improve engagement with treatment programs subsequently and lead to significantly better outcomes.

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

ABSTRACT This paper explores the peer relationship experiences of 23 primary-school children who had been designated as “lower-attaining”. It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray’s principles of equality and freedom as underpinning positive personal relationships, it investigates how “lower-attaining” children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among “lower-attainers” in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson observations every term over six school terms, we carried out research in four sample primary-schools. Our findings illustrated the high value put on friendships by sample children, despite a strong emphasis in schooling on individual competition. The children described instances of feeling troubled by their relationships; and their “low-attainment” status appeared to be linked to some, if not many, of their troubles. They sometimes felt excluded from the main body of their classes due to emphasis on high-attainment. We conclude by proposing a greater emphasis on collaboration and the nurturing of relationships in schooling, which in turn could support these children’s creative learning and attainment.

Becoming a Warrior Monk

Becoming a Warrior Monk

Infant mental health in intensive care: Laying a foundation for social, emotional and mental health outcomes through regulation, relationships and reflection

Infants and their families who begin their lives in intensive care often experience short and long term behavioral, socioemotional and mental health challenges that often follow them into adulthood. Utilization of evidence-based infant mental health principles, approaches and strategies in the neonatal intensive care unit can contribute to the promotion of optimal outcomes for babies and their parents. In order to integrate mental health best practices into intensive care settings, an emphasis on infant and family regulation, optimal nurturing relationships and reflective practice is offered. Using a parallel process, similar strategies in support of intensive care professionals in their provision of appropriate mental health supports to babies and families is essential.

‘Mix it up and keep it lively!’: An exploratory study of perceived effects and implementation of The Daily Mile in the North of Scotland

Young people’s physical and mental health is an increasingly prominent issue in Scotland. An increasingly popular physical activity intervention, the Daily Mile (DM) aims to address these concerns. The DM involves pupils jogging or walking approximately one mile each day. This article describes an exploration into the implementation and perceived effects of the DM in a sample of primary schools across three local authorities in the North of Scotland. A mixed methods design was utilised, involving an online teacher survey, followed by pupil and teacher focus groups. The online survey completed by 64 teachers, found that 94 per cent of participants would recommend the DM to another school. Additionally, teachers reported numerous positive effects to pupils’ fitness, cognition and mood associated with participation in the DM. These findings were replicated in the focus groups, where teachers discussed the benefits of the DM to pupil health as well as cognition; teachers noted positive changes in pupils’ listening and focus with fitness benefits more apparent when done daily. Pupils also perceived health improvements and they valued the freedom of the Daily Mile. An unexpected finding was that the DM can have a markedly positive effect on relationships within the school community and this appeared to be more salient, at times, than physical fitness enhancements. Consequently, the DM may provide an effective way to rebuild social relationships when pupils return to school after the Covid-19 lockdown. Schools can adapt the DM to the current context by incorporating social distancing measures into the DM. This will provide pupils with the time and space to connect with their peers and teachers in a safe way, facilitating nurturing relationships within the school community.

Emotional wellbeing in youth: A concept analysis.

The aim of this concept analysis is to report a synthesis of the extant literature and define emotional wellbeing in youth as a concept of emerging importance. Emotional wellbeing is a national research priority in the United States. It is not well defined nor understood in the context of its ontology, mechanisms, biomarkers, or promotion. As a result, interventional research cannot be adequately informed. A comprehensive review of the literature was conducted to inform the sample. The scientific databases PubMed, Cochrane Library, Ovid Medline, PsycINFO, NCBI, Allied and Complementary Medicine, EMBASE, EBSCO, JAMAevidence, CINAHL, Joanna Briggs Institute, and Reporter were queried. The Walker and Avant method was utilized to analyze the resultant sample for common themes of antecedents, attributes, and consequences of emotional wellbeing. Seventeen scientific research studies were included in the final sample. Attributes of emotional wellbeing in youth include overall positive emotions, positive self-esteem, and resilience. Antecedents are safe and stable nurturing relationships; family and social connectedness, hope, and positive body-image. The consequences of emotional wellbeing in youth include self-efficacy, self-actualization, the presence of positive health behaviors, and the absence of high-risk behaviors.

An exploratory study of stewardship for Chinese nonprofit organizations

This study examined how Chinese nonprofits practice stewardship and how stewardship principles influence nonprofit–donor relationships and donor retention. Fifteen qualitative in‐depth interviews were conducted with experienced fundraisers in China. Results showed that Kelly's stewardship principles were applicable in China; Chinese fundraisers practiced stewardship principles of reciprocity, responsibility, reporting, and relationship nurturing to maintain relationships with major gift and annual donors. Besides, practitioners also utilized a variety of communication channels, ranging from face‐to‐face, telephones, emails, to digital shared media such as WeChat and Weibo, in communicating with individual and general public donors. Finally, interviewees also provided evidence on the positive role of quality nonprofit–donor relationships in retaining donors. This study illustrated the current status of nonprofit fundraising practice in China and expanded the explanatory power of the stewardship theory. The findings are implicative for Chinese nonprofits professionals on how to develop their unique stewardship practice in managing relationships with donors.