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The subject of this paper is the question of the stem family, in the sociological literature and in anthropological studies of Ireland. The notion of the stem family is said to derive from the work of the nineteenth-century French sociologist Frederic Le Play (1806–82). Le Play divided the history of the family into three stages. Ancient societies were supposedly characterized by what he called the 'patriarchal' family, in which all the sons were retained within the household, over which the oldest member of the family ruled and in which any number of generations resided. Most of the world's population were said however to have experienced their primary socialization in the 'stem' family. The stem family was a threegenerational structure which functioned to retain its original location (land and/or house) by means of dispersing most younger members, while preserving the main family stem by a principle of single inheritance. Parents married off and kept within the group only those children nominated as successors. Finally, there was the modern, 'unstable' family which formed upon marriage and dissolved upon the death of the parents.

It has lately become commonplace to suspect that most household and family structures in history were much the same. Under the pugnacious influence of the Cambridge Group for the History of Population and Social Structure, historians have grown wary of drawing attention to apparently abnormal household structures, and perhaps weary of reiterating the predominance in northwestern European societies of the simple or nuclear family household. Ireland, however, was not easily squeezed into the Cambridge standard model as generated for preindustrial England. Not only were Irish households before the First World War uncomfortably large, but their bulges appeared in the wrong places. Admittedly these divergences were not great; yet to students following the path of Conrad M. Arensberg and Solon T. Kimball they betokened a more fundamental divergence between the underlying structures of English and Irish families.

Background. The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries. Methods. Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators. Results. Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations. Conclusion. The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.

peer-reviewed ; Background. The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries. Methods. Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators. Results. Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations. Conclusion. The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.

AbstractBackgroundYouth with intellectual disabilities experience disparities in physical activity and diet quality. Physical and food literacy are hypothesised to support adoption of healthy lifestyles; however, few such interventions have been developed for this population.MethodParticipants with intellectual disabilities ages 12–16 years were recruited for a 12‐week online sports skills and nutrition education intervention. Feasibility, acceptability, and preliminary efficacy were assessed by attendance, satisfaction, and pre‐post measures of motor skills, perceived competence and motivation for physical activity, classifying foods, making healthy choices, and food consumption.ResultsSix teens participated in the program and attended 87.5% of the sessions. Satisfaction data suggested that the program was well‐received by both teens and parents. Trends toward improvements on physical activity and nutrition outcome measures were observed.ConclusionsPreliminary data from this pilot study suggest that physical and food literacy in youth with intellectual disabilities can be improved, which in turn may contribute to the adoption of healthy lifestyles.