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In March 2023, the Department of Education published the 'Primary Curriculum Framework' for primary and special schools in Ireland. Reflecting trends in international curriculum reform centred on the needs and priorities of twenty-first century learning and life, the Framework proposes a set of seven key competencies which are presented to underpin children's learning and development during their time in primary school. In this paper, we focus on one such key competency, 'being an active learner.' We aspire to theoretically conceptualise this key competency in relation to the psychological constructs of 'learner identity' and 'learning to learn.' We argue that such a conceptualisation must not only reflect the cognitive and metacognitive 'how' of learning, but also the affective 'who' of the learner. Arising from this, we explore Irish primary school children's perceptions of themselves as learners, drawing on 188 children's open-ended descriptions of themselves as learners and 136 online survey responses to the 'Myself-As-Learner Scale' (MALS). Despite a majority of children describing themselves as learners in positive terms, findings indicate that Irish primary school children report lower mean MALS scores than standardisation data for the scale, with statistically significant differences revealed between genders and class levels. Implications for policy and practice are discussed, as well as opportunities associated with the key competency if meaningfully realised. [ABSTRACT FROM AUTHOR]

Cognitive cognitive load theory (CLT) has been conceived for improving instructional design practices. Although researched for many years, one open problem is a clear definition of its cognitive load types and their aggregation towards an index of overall cognitive load. In Ergonomics, the situation is different with plenty of research devoted to the development of robust constructs of mental workload (MWL). By drawing a parallel between CLT and MWL, as well as by integrating relevant theories and measurement techniques from these two fields, this paper is aimed at investigating the reliability, validity and sensitivity of three existing self-reporting mental workload measures when applied to long learning sessions, namely, the NASA Task Load index, the Workload Profile and the Rating Scale Mental Effort, in a typical university classroom. These measures were aimed at serving for the evaluation of two instructional conditions. Evidence suggests these selected measures are reliable and their moderate validity is in line with results obtained within Ergonomics. Additionally, an analysis of their sensitivity by employing the descriptive Harrell-Davis estimator suggests that the Workload Profile is more sensitive than the Nasa Task Load Index and the Rating Scale Mental Effort for long learning sessions. [ABSTRACT FROM AUTHOR]

Professionals working with families in difficulty require a structured space to consider their work. As organisations and the systems within and across them become more sophisticated it seems that less attention is being paid to the emotional and psychological aspects of working with families than to the paperwork and processes that surround the work. Systems psychodynamic theory and the methodical reflective practices it underpins offers a suitable framework in which to consider practicing and researching in this emotionally complex field. This paper describes one aspect of a small doctoral study designed to provide a sustained reflective space (Work Discussion Group) to Irish child protection social workers in order to closely explore the reality of their practice experience. This paper explores one worker's experience of bringing a written account of her work with a family to the WDG. Findings suggest that her work was undertaken in a climate concerned with efficiency, certainty and the reduction of risk. This climate evoked anxiety and reduced opportunities for reflective and considered practice. The work discussion group provided containment for this worker's anxiety and allowed her to make sense of this anxiety and its accompanying defences and to move closer to working with this family. [ABSTRACT FROM AUTHOR]

It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy-makers grapple with the dilemma as to precisely how school systems can best facilitate this agenda. This paper thus attempts to shed light upon the dilemma by exploring pupil identity and associated intergroup attitudes across various school types in Northern Ireland. Five schools were selected for the study with each one representing a particular sector within the Northern Irish education system (maintained grammar, maintained secondary, controlled grammar, controlled secondary, integrated). This led to a total sample size of 265 pupils. The main findings show that children across separate Catholic, separate Protestant and mixed Catholic and Protestant educational contexts construct and interpret identity differently. At the same time, our data suggest that no one school setting has supremacy in promoting social cohesion. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

This paper reflects on the adaptation of the World Café concept to engage with members of the public in Compassionate Communities Café Conversation, focussing on enabling people to understand the importance of thinking and talking about the end of life. The approach enables people to come together to share their experience and ideas, wisdom, worries, and wishes. The seven design principles of the World Café are central to the process, together with the sharing of resources developed to engage people in discussion as well as practical activity. This paper outlines the preparation, presentation, and pilot evaluation of the Compassionate Communities Café Conversation experience in two towns in the Mid-West of Ireland. The experience and findings suggest that this approach offers a potentially very useful framework for use by others as part of a health promoting approach to palliative care. [ABSTRACT FROM AUTHOR]

Scholars of emotion and the law have sought to demonstrate the significant role emotion plays in shaping the operation of courtrooms, the development of legal theory and practice, and the possibilities for justice. This paper contributes to the discussion by exploring what happens when emotion is ignored or underplayed in trial narratives, seeking to demonstrate that whose emotion is considered to be important can shed light on power dynamics, law and the cultures in which law operates. It does so through a case study of women on trial for murdering their husbands in early nineteenth-century Ireland. It argues that emotion is not simply another species of evidence that can be used in criminal processes, but itself a type of narrative – emotion is constructed and performed by actors in legal dramas and forms a competing story to others in the courtroom space. [ABSTRACT FROM PUBLISHER]

This paper introduces the concept of “double estrangement”. Drawing on a large qualitative dataset it will argue that young migrant group boys in Dublin’s north inner city suffer from a break with their embodied selves as they are pushed between habitual and reflective action. The dual elements of “double estrangement” will be outlined, firstly, through the contention that visible difference and dispositions of the body mark minority boys out as not belonging within peer exchanges in three primary schools. Secondly, by arguing this has the effect of heightening a boy’s self-consciousness of their body as an object of value estranging them from their habitual embodied being. [ABSTRACT FROM PUBLISHER]

Universities invest significant resources in the provision of mathematics tuition to first year students, through both traditional and non-traditional means. Research has shown that a significant minority of students do not engage with these resources appropriately. This paper presents findings from a study of two groups of students at Maynooth University. Both groups had similar mathematical backgrounds on entry to university. The first group consisted of seven students who had failed first year mathematics and had very low levels of engagement with available supports. The second group consisted of nine students who had passed first year mathematics and had engaged with the supports to a significant extent. It emerged that while both groups initially displayed similar tactics and encountered similar difficulties, their levels of reaction to a number of critical events in their mathematical education were key to their engagement levels and their subsequent progression. Further analysis revealed aspects of the students' behaviour which caused them to approach or avoid difficulties. The reasons behind the different student behaviours were investigated, and the main categories of influence on student behaviour which emerged from the interview data were fear, social factors, and motivation. [ABSTRACT FROM PUBLISHER]

Primary objective: This paper reports on a client-driven therapy group designed to help clients actively process changes and equip them with the psychological skills necessary to facilitate rehabilitation. Research design: This is an exploratory mixed methods research design based in clinical practice. Methods and procedures: This study documents results from five therapy groups, each group consisting of 2-hour sessions over an average of 6 weeks with a review session 6 weeks later. Forty-five clients (13 female, 32 male, average age = 40.54, SD = 11.87) with brain injury attended the group with Headway psychological services, Cork. Clients’ pre- and post-measures of functioning were gathered to assess the potential therapeutic benefits. Thematic analysis was used to evaluate the qualitative data. Main outcomes and results: Results illustrate a number of benefits to the participants, including normalizing effects, helping with acceptance, finding a new identity and positive mental health changes. Conclusions: Findings are encouraging and help to validate the effectiveness of group therapy as an intervention tool. [ABSTRACT FROM AUTHOR]

There has been a significant, well-established if somewhat invisible Muslim population in Ireland since the 1950s. An increase in immigration during the Celtic tiger years along with the hysteria of 9/11 caused a rapid visibilization of this population. Muslims became synonymous with extremism and terrorism, but also fell victim to racist constructions emerging from the economic decline. The experience of Muslim youth since 9/11 has been well researched in the UK and Europe, however there has been little empirical work conducted with Ireland’s Muslim communities. In the literature, it is assumed that the British experience is replicated for Muslim youth in Ireland – this is not the case. This paper examines the lived experience of Irish Muslim youth given the visibilization of Islam after 9/11 and their ensuing experiences of Irishness. An analysis of ethnographic data reveals the idiosyncratic experiences of these youth growing up in the shadow of a discriminatory and Islamophobic narrative on extremism and terrorism and an evolving immigrant landscape. [ABSTRACT FROM PUBLISHER]

This paper examines young women's initiation to heroin use in the context of an intimate relationship based on data from a small-scale ethno-epidemiology of heroin use in Ireland, 2007-2009. The epidemiological sample included 120 young people, and life history interviews were conducted with a sub-sample of 40 youth aged 16-25 years. A detailed analysis of the 'risk environment' of young women's heroin initiation highlights a complex interplay between women's agency and intimate partner influence. It is argued that dichotomous representations of women as victims or emancipated consumers do not adequately capture the complexity of women's initiation journeys. The study's limitations are noted and implications for drug use prevention and harm reduction strategies are discussed. [ABSTRACT FROM AUTHOR]

Objectives: This paper reports the findings of two studies that examined factors predicting infertility distress in male partners within couples with an infertility diagnosis and where the couple was receiving fertility treatment. Design: A cross-sectional design was implemented using a questionnaire battery (The questionnaire battery comprised an inventory of four different standardised questionnaires compiled together into one booklet) compiled from earlier theory-building qualitative research conducted by the authors. Methods: Infertility related distress was examined in relation to a number of psychosocial variables including relationship dynamics, self-esteem, current mental health and attitudes towards idealised masculinity. The questionnaire battery was completed by 167 men undergoing or consulting for fertility treatment. Participants were recruited through Irish fertility clinics (Study 1, n = 111) and through an online survey (Study 2, n = 55). Results: Regression analyses identified four variables that predicted variance in infertility distress in both studies: 'Attitude towards idealised masculinity', 'Mental health', 'Relationship satisfaction' and 'Self-esteem'. This finding was found to be robust having controlled for age, time since diagnosis, number of attempts at treatment and diagnostic category (male factor, female factor or mixed factor infertility). Conclusion: Recommendations for fertility clinics and mental health professionals should be made in relation to managing infertility distress and supporting couples during fertility treatment. [ABSTRACT FROM AUTHOR]