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This article focuses on a relatively unexplored aspect of youth mobility and transitions: the impact of urban middle-class family migration from the city to the countryside. In a context in which the material experiences and the symbolic currency of the urban and the rural are becoming ever more mixed, the article explores the role of the 'push/pull' effects of the urban and the rural as both material and symbolic resources in the construction of such young people's identities, their structural transitions and their orientations. It does this from a particular perspective - rather than defining the 'ideal typical' aspects of such young people's life course, it draws on biographical data from an ongoing qualitative longitudinal study of young people's transitions to adulthood, primarily focusing on the biographies of two young women sharing notable consistencies in their backgrounds but stark contrasts in their trajectories and outcomes.

Research indicates that young people with Learning Disabilities ( LD ) can suffer academic and social difficulties, lower levels of self - esteem, and social isolation. However, several research studies indicated that some children with LD were able to overcome these challenges through self - advocacy, peer support, and self - acceptance. Seeking to build on those results, the research question guiding this study was: What is the lived experience of adolescents with LD in regards to peer support, self - advocacy, and self - acceptance of LD? Interview data from a small purposive sample of four adolescent participants reportedly thriving with LD were analyzed using techniques inspired by Interpretive Phenomenological Analysis. Results suggested protective factors consistent with the prior studies (e.g., self - advocacy) and also raised hypotheses about additional protective factors: multiple forms of social support (peer, family, and mentoring) and the importance of developing a personal understanding of LD/ADHD. It is hoped that these hypotheses on protective factors derived from the voices of a few adolescents thriving with LD will spark larger scale research that continues to place the authentic lived experience of young people central in research findings.

Examines the circumstances, experiences and needs of HIV-positive people in Britain and Ireland, and particularly focuses on female drug-users and ex drug-users. It seeks to fill a gap in the literature available, focusing on women and identifying a number of gender specfic issues

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers' confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the 'framing' of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of 'symbolic violence' and of being 'labelled'.

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers' confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the 'framing' of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of 'symbolic violence' and of being 'labelled'.

Building a sustainable system that goes beyond myopic interests and short-term policies is an arduous task for any school leader. In the U.S., our education system has been criticized for being too shallow in curriculum and unsustainable in the long run. In fact, a 2007 report by UNICEF concerning children's well-being in 22 countries ranked the U.K. and the U.S. at the bottom of the industrialized nations in the survey. Hargreaves (2007) laments that these two countries, in their single-minded pursuit of economic competitiveness and development at all costs, are destroying the planet, while "eating their young."

We suggest here that the analysis, interpretation and representation of qualitative longitudinal (QL) data requires methodological innovation leading to new forms of representation that elude the usual temporality of writing research. To illustrate this argument, we outline a case history method-in-process developed to condense intensive volumes of biographical data generated over 12 years, and deal with the intersection of different timescapes through which individuals move (biographical, generational, historical). We describe changing strategies for managing, analysing and representing data employed by the Inventing Adulthoods team, examining our practice in the light of key methodological issues raised by qualitative longitudinal research (QLR) and making that reflexive and collective research practice explicit.

The `Inventing Adulthoods' study seeks to document transitions to adulthood reported by over 100 young people living in five contrasting communities in the UK over a five-year period. A principal aim of the study is to identify `critical moments' in young people's biographies and to explore how these moments are implicated in processes of social inclusion and exclusion. This article reports on an analysis of the first of three rounds of one-to-one interviews. We begin by mapping young people's critical moments, exploring the relationship between the social and geographical location in which they live and the kinds of events that they report as having particular biographical significance. We suggest that the character of these `critical moments' is socially structured, as are young people's responses to them. The argument is illustrated by case studies that show the interaction of choice, chance and opportunity in three young people's lives.

Researchers have discovered that the mental health workforce lacks adequate training and sufficient number of staff to meet the needs of a growing multicultural population. Building Multicultural Competency addresses this problem, and provides a workable solution relevant to today. Using a Multiracial/Multiethnic/Multicultural Competency Building model, individuals who are dedicated to the study of psychology will learn how to provide mental health services, education, and training to the growing multicultural population.