Young People with Intellectual Disability and Their Experiences with Intimate Relationships: a Follow-up Analysis of Parents’ and Caregivers’ Perspectives

Background Research shows that people with intellectual disability both want and benefit from relationships. Caregivers play an important role in the development and maintenance of these relationships. Barriers to relationships include lack of privacy, inadequate sex education, and lack of public transportation. Method The sample included 42 primary caregivers of young people with intellectual disability aged 14 to 25. Interviews were evaluated with the qualitative content analysis. Results Two-thirds of the caregivers reported the young people having had at least one relationship. The caregivers tended to minimize the importance of the young people’s relationships and reported, in equal measure, both positive and negative relationship skills. Caregivers described limited choice in terms of partner selection, lack of social opportunities, and low quality couple time. Parents face the detachment process with ambivalence and wish for a stable partnership for their children in the future. Discussion Young people with intellectual disability face barriers and limitations regarding intimate relationships. Some young people may keep their partnerships secret to avoid possible restrictions from their caregivers. Their time together is quantitatively high, but qualitatively poor due to a lack of transportation and inclusive services. Caregivers need to support the young people’s autonomy and take their relationships more seriously.

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Războiul transnistrean reflectat în manualele de istorie din România / The Transnistrian war reflected in the history textbooks in Romania

The creation of history textbooks in the post-December period took into account the increase of quality in pre-university education by developing communication and relationship skills, different historical contents being studied depending on the interests of students. In our analysis, we tried to find out to what extent the authors of the history textbooks were interested in presenting the Transnistrian conflict to the young generation.

Strategies for Implementing Social-Emotional Learning in Adapted Physical Education

Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the five SEL competencies of: (a) self-awareness, (b) social-awareness, (c) self-management, (d) relationship skills, and (e) responsible decision-making. We offer that SEL is important for all students and can support students with special needs, including those not in general education classrooms, when implemented with appropriate modifications. The purpose of this article is to provide adapted physical educators with two strategies for developing and implementing SEL within APE programs: Restorative Justice Circles (Anfara et al., 2013; Suvall, 2009) and TPSR (Hellison, 2003).

542 Rethinking/reexamining Grand Challenges Within Teaching for Workforce Readiness – a Scorecard and Recalibration

The ASAS Public Policy Committee (PPC) provides updates of Grand Challenges (GCs; www.asas.org/about/public-policy/asas-grand-challenges) which clearly articulate research priorities while providing science-based information for shaping public policy, and to enhance future funding for research and education programs in animal sciences (AS). In this nexus symposium for 2021, PPC examines previous stated priorities and provides a progress report card and offers additional perspectives and recommendations for research needed to address some of the GCs continuing to face animal agriculture. Among the GCs is teaching for workforce readiness (WR) as the preparation of graduates for diverse roles in the modern workforce has provoked substantial research in recent years. Ensuring new and returning workplace entrants are prepared to enter the workforce with requisite knowledge, skills, abilities, and experiential attributes required in a diverse array of occupations is a GC. Through an examination of the past, present and future instructional landscape, we will examine a gap which exists between WR and expectations of future employers. Expected employee competencies will include critical thinking and problem solving, mastery of human relationship skills and leadership mindsets, diverse and effective communication abilities, influence skills and workplace emotional intelligence. Instructive to meeting the GC are principles identified in ASAS Accreditation Standards for Animal Science Programs. Those standards strive to ensure graduates can communicate the importance of animal agriculture and STEM biology to an increasingly non-ag world. Among the GC of providing experiences are increased emphasis on high-impact programming around internships, externships and apprenticeships layered onto a knowledge, scaffolded curriculum. Use of research methodology to develop and incorporate into practice varied instructional modalities, technologies and practices within a dynamic higher education landscape requires intentional, systematic, and iterative scholarly approaches; which will enable creation of adaptive learning experiences and learning outcomes needed for an ever-changing workplace with its unique challenges and opportunities.

Reasons for Premature Closure of a Mentoring Relationship: A Qualitative Study of Mentoring Youth With a Visual Impairment

Preventing mentor-mentee relationships from ending prematurely is important because an early or unanticipated closure could lead to negative youth outcomes. In this study, the reasons for premature closure of a community-based mentoring program for youth with a visual impairment (VI) are studied. Data from 44 prematurely ended mentor-mentee pairs were analyzed; all mentees (mean age = 18.5, SD = 1.92) and 23 of the mentors had VI. Logbook data with two types of transcribed semi-structured interviews were thematically coded line-by-line. Frequencies of coded responses provided insight into the most frequently reported reasons and the most frequently reported problems. Chi-square analyses were conducted to study differences between matches in the two conditions (i.e., matches containing mentors with or without VI). Regardless of the condition, premature closure was primarily initiated by mentees, and the most common cause was reported to be due to deficiencies in mentors’ relationship skills. Matches with a mentor with VI experienced more problems within one domain of the International Classification of Functioning (ICF) model. These results show that additional pre-match mentor and supplementary mentee training are needed to increase relationship success in mentoring programs serving youth with VI.

The relationship sabotage scale: an evaluation of factor analyses and constructive validity

Background Some individuals are no longer entering romantic relationships, others move through relationships too quickly searching for “the one” and making quick assessments of their romantic partners, while others stay in their relationships but “check out” or do not work on their issues. These are conclusions from two studies: (1) an interview with psychologists who specialise in relationship therapy, and (2) an analysis of individuals’ lived experiences of relationships. The concept of relationship sabotage can explain these phenomena. However, presently, there is no instrument to conceptualise and empirically measure how people continue to employ self-defeating attitudes and behaviors in (and out) of relationships to impede success, or withdraw effort, and justify failure. Methods and Results A series of three studies (involving a total of 1365 English speaking individuals of diverse gender orientation, sexual orientation, and cultural background, with relationship sabotage experience) were conceptualized for the current project to fill the need for scale development and to build empirical evidence on the topic of self-sabotage in romantic relationships. The scale was developed over two studies using exploratory factor analysis and one-congeneric model analyses. The third study, using confirmatory factor analysis, confirmed the final structure for the Relationship Sabotage Scale (RSS), which contains 12 items and three factors: defensiveness, trust difficulty, and lack of relationship skills. Constructive validity analyses were also conducted. Conclusion The RSS is a brief scale that provides conclusive information about individual patterns in relationships. Findings using this scale can offer explanations regarding the reasons that individuals engage in destructive behaviours from one relationship to the next. Investigations should continue to test a model for sabotage in romantic relationships using the developed scale and other factors such as relationship diferences and insecure attachment. More specifically, this measure can be used to understand mediator constructs of relational outcomes within the attachment framework to explain relationship dissolution and work towards relationship maintenance.