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BackgroundAlthough the risk factors associated with young people entering and becoming entrenched in street life have been thoroughly investigated, peer-reviewed evidence is scarce to nonexistent for rigorous interventions targeting social integration outcomes for young people who have experienced homelessness. From the limited research that has been done, emerging evidence signals that, although structural supports such as subsidized housing and social service providers are important, these resources alone are insufficient to help young people integrate into the mainstream society. ObjectiveThe overarching aim of this study is to assess whether and how rent subsidies and mentorship influence social integration outcomes for formerly homeless young people living in market rent housing in 3 Canadian cities. The primary outcome measures for this study are community integration (psychological and physical) and self-esteem at 18 months. Secondary outcomes include social connectedness, hope, and academic and vocational participation at 18 months. Exploratory outcomes include income, perceived housing quality, engulfment, psychiatric symptoms, and participant perspectives of intervention barriers and facilitators. MethodsThis is a convergent mixed methods, open-label, 2-arm parallel randomized controlled trial (RCT) with 1:1 allocation embedded within a community-based participatory action research (CBPAR) framework. The intervention will provide 24 young people (aged 16-26 years), who have transitioned out of homelessness and into market rent housing within the past year, with rent subsidies for 24 months. Half of the young people will also be randomly assigned an adult mentor who has been recruited and screened by 1 of our 3 community partners. Data collection will occur every 6 months, and participants will be followed for 30 months. ResultsEthical approval for this study has been obtained from the Providence, St Joseph’s, and St Michael’s Healthcare Research Ethics Board (number 18-251). Enrollment took place from April 2019 to September 2019. Preliminary analysis of the baseline quantitative and qualitative data is underway. ConclusionsThis pilot RCT will be the first to test the impact of economic and social support on meaningful social integration for formerly homeless young people living in market rent housing. We believe that the mixed methods design will illuminate important contextual factors that must be considered if the intervention is to be scaled up and replicated elsewhere. Importantly, the CBPAR framework will incorporate the perspectives of the community, including formerly homeless young people, who are in the best position to determine what might work best in the context of their lives. Trial RegistrationClinicaltrials.gov NCT03779204; https://clinicaltrials.gov/ct2/show/NCT03779204. International Registered Report Identifier (IRRID)DERR1-10.2196/15557

Teaching-learning approaches of university faculty increasingly include supporting their own wellbeing, as well as that of their students. Engaging in mindful practices has the potential to increase faculty capacity for reflexivity and compassion, which they can incorporate into their teaching-learning. However, few faculty have knowledge and skill of such practices. The aim of this mixed-method study was to pilot-test a mindfulness intervention designed to build faculty capacity for mindful practices. Faculty from an urban university in Canada participated in a three-workshop series on mindful practices, which they were then encouraged to practice and bring into their classrooms. Data collection included pre and post-test measures of mindfulness, wellbeing and self-compassion. Qualitative focus-group interviews were conducted at the end of the study. Mindfulness scores significantly increased. While wellbeing and self-compassion scores also improved, the change was not statistically significant. Faculty described potential benefits and barriers to applying mindful approaches in the classroom. Mindful practices were well received by faculty and show promise in supporting their wellbeing and the quality of their teaching-learning. Further research is required to address how best to position faculty to engage in mindful practices in a sustainable way to also enhance the quality of students' teaching-learning experience.

Offers principals advice in two broad areas when it comes to hiring school counselors: understanding the changing role of the school counselor, and employing up-to-date selection criteria and methods. (RS)

Teaching-learning approaches of university faculty increasingly include supporting their own wellbeing, as well as that of their students. Engaging in mindful practices has the potential to increase faculty capacity for reflexivity and compassion, which they can incorporate into their teaching-learning. However, few faculty have knowledge and skill of such practices. The aim of this mixed-method study was to pilot-test a mindfulness intervention designed to build faculty capacity for mindful practices. Faculty from an urban university in Canada participated in a three-workshop series on mindful practices, which they were then encouraged to practice and bring into their classrooms. Data collection included pre and post-test measures of mindfulness, wellbeing and self-compassion. Qualitative focus-group interviews were conducted at the end of the study. Mindfulness scores significantly increased. While wellbeing and self-compassion scores also improved, the change was not statistically significant. Faculty described potential benefits and barriers to applying mindful approaches in the classroom. Mindful practices were well received by faculty and show promise in supporting their wellbeing and the quality of their teaching-learning. Further research is required to address how best to position faculty to engage in mindful practices in a sustainable way to also enhance the quality of students' teaching-learning experience. [ABSTRACT FROM AUTHOR]

Discusses several conditions needed to support principal learning needs based on a qualitative study of six elementary-school principals: Information that challenges their thinking, feedback, time for reflection, access to resources, hands-on learning experience, and opportunities to teach others. Recommends an integrated approach to principals' professional development. (PKP)