"We want it to be a culture": children and young people's perceptions of what underpins and undermines education-based wellbeing provision.

BACKGROUND: Provision that aims to promote the social, emotional, and mental wellbeing of children and young people (including their mental health) is increasingly implemented in education settings. As researchers, policymakers, and practitioners explore the complexities of promotion and prevention provision in practice, it is critical that we include and amplify children and young people's perspectives. In the current study, we explore children and young people's perceptions of the values, conditions, and foundations that underpin effective social, emotional, and mental wellbeing provision. METHODS: We engaged in remote focus groups with 49 children and young people aged 6-17 years across diverse settings and backgrounds, using a storybook in which participants constructed wellbeing provision for a fictional setting. ANALYSIS: Using reflexive thematic analysis, we constructed six main themes presenting participants' perceptions: (1) recognising and facilitating the setting as a caring social community; (2) enabling wellbeing to be a central setting priority; (3) facilitating strong relationships with staff who understand and care about wellbeing; (4) engaging children and young people as active partners; (5) adapting to collective and individual needs; and (6) being discreet and sensitive to vulnerability. CONCLUSIONS: Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and change to address the current challenges faced by education settings, systems, and staff.

Complete Genome Sequences of Cluster F1 Mycobacteriophages Akhila and MilanaBonita.

Akhila and MilanaBonita are mycobacteriophages that were isolated from soil in New York using Mycobacterium smegmatis. Both phages have genomes that are 56,251 bp long and contain 99 genes; the genomes differ by only 1 nucleotide. Based on gene content similarity to phages in the Actinobacteriophage Database, both phages are assigned to cluster F1.

A Systematic Review of the Development and Psychometric Properties of Loneliness Measures for Children and Adolescents.

This paper reviews the three most commonly used measures of loneliness for children and adolescents (children: Loneliness and Aloneness Scale for Children and Adolescents [LACA] and Children's Loneliness and Social Dissatisfaction Scale [CLS]; adolescents: UCLA Loneliness Scale [UCLA] and LACA). Loneliness is a pertinent issue across populations and affects the mental health and academic achievement of children and adolescents. To date, there has been no thorough examination of the loneliness measures for this age group. We examine how each of the three measures was developed, and assess the psychometric properties of those measures, gaining insight into whether they are valid and reliable assessments of loneliness. Results suggest that the UCLA Loneliness Scale is the most popular measure of loneliness for use with adolescents, but it does not have robust psychometric properties for that group. For children, the CLS appears most suitable. Results of the review identify gaps in aspects of measure development, with no measure having been developed with children or adolescents. Implications for future loneliness measurement research are considered.

Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990-2010.

BACKGROUND AND SCOPE: Solution focused brief therapy (SFBT) is a strengths-based therapeutic approach, emphasizing the resources that people possess and how these can be applied to a positive change process. The current study provides a systematic review of the SFBT evidence base and a critical evaluation of the use and application of SFBT in clinical practice with children and families. METHODS: Between 21 December 2010 and 12 May 2011 forty-four database searches (including, PsychInfo, ISI Web of Knowledge, ASSIA, British Education Index, Medline and Scopus), web searches and consultation with experts in the field were used to identify reports of SFBT studies published between 1990 and 2010. Studies were then screened according to trialled qualitative and quantitative assessment frameworks and reported according to the PRISMA guidelines. RESULTS: A total of 38 studies were included in the review. Of these, 9 applied SFBT to internalizing child behaviour problems, 3 applied SFBT to both internalizing and externalizing child behaviour problems, 15 applied the approach to externalizing child behaviour problems and 9 evaluated the application of SFBT in relation to a range of other issues. CONCLUSIONS: Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research.

Education and a multi-agency approach are key to addressing elder abuse.

While nurses are able to identify abusive situations involving older people, they are reluctant to act on their fears. This is partly due to a lack of confidence in their ability to intervene effectively, arising from a lack of knowledge. This paper reviews the research on the subject and highlights approaches to overcoming these problems.