Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia.

Seeking ethical approval and conducting research in an ethical manner are necessary components of research with human participants. Using the experiences of four individual studies undertaken separately into the same role, that of the Approved Mental Health Professional (AMHP), this article critically examines the challenges for multi-site research in health and social care settings. Issues arising are discussed: these are systemic and procedural, or barriers encountered using the integrated approach of the National Research Ethics Service. We discuss the lessons learned and argue that seeking ethical approval in multi-site research is currently a static construct involving the satisfying of what are in effect closed systemic and procedural requirements. We suggest that being a virtuous social work researcher, which we explore in the context of contemporary debates in social sciences, should instead afford open-ended integrity whereby the ‘permission’ granted is constantly revisited by the researcher or, in other words, that the integrated approach should allow being a virtuous researcher. We suggest that this cyclical activity has particular resonance for those researchers who are, simultaneously, health and social care practitioners. The article adds to the literature on ethics, conduct and integrity in health and social care.

This book examines the child on Shakespeare’s stage. As a life force, an impassioned plea for justice, a legacy, history, memory, or image of love or violence, children are everywhere in Shakespeare’s plays. Focusing on Shakespeare’s unique interest in the young body, the life stage, the parental and social dynamic, this book offers the first sustained account of the role and representation of the child in Shakespeare’s dramatic imagination. Drawing on a vast range of contemporary texts, including parenting manuals, household and pedagogic texts, as well as books on nursing and maternity, childbirth and child rearing, Shakespeare’s Children explores the contexts in which the idea of the child is mobilized as a body and image on the early modern stage. Understanding the child, not only as a specific life stage, but also as a role and an abstraction of feeling, this book examines why Shakespeare, who showed little interest in writing for children in the playing companies, wrote so powerfully about them on his stage.

Background : Acute exercise has been demonstrated to improve cognitive functioning among the general population. We provide the first review to establish the evidence for acute exercise to improve cognitive function among adults with cognitive impairment (CI). Methods : We conducted a systematic review with meta-analysis of randomized controlled trials that investigated the effects of a single exercise session on cognitive function. Data sources were PubMed, SportDiscus, PsychINFO, Cochrane Central, PEDro, and Embase. Eligibility criteria were randomized controlled trials of acute exercise with participants aged 18+ and physician diagnosed or self-reported CI. We used dual data abstraction, risk-of-bias assessment, and strength of evidence assessment. We pooled results using the inverse variance heterogeneity model or with narrative synthesis. Results : Fifteen studies (8 parallel group and 7 crossover) representing 500 participants were included, 10 in the meta-analysis. Acute exercise significantly improved executive function (moderate evidence, 9 studies, 330 participants, g = 0.33, small effect, 95% CI, 0.07–0.59, P = .01, I ² = 26.77%). However, this was only for high risk of bias/crossover studies. Acute exercise improved reaction time but not significantly (very low evidence, 7 studies, 271 participants, g = 0.17, small effect, 95% CI, −0.20–0.54, P = .36, I ² = 50.18%). Narratively, improvements were noted for memory, but there was mixed evidence for attention, information processing, and motor memory. Conclusions : Acute exercise provides a small improvement in executive function and may also improve reaction time and memory for adults with CI. Additional research is needed before reaching an evidence-based consensus on the promotion of acute exercise for adults with CI.