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BACKGROUND: Younger children are increasingly using social networking sites (SNS; Ofcom, Children and Parents: Media Use and Attitudes Report, 2019, https://www.ofcom.org.uk/__data/assets/pdf_file/0020/108182/children-parents-media-use-attitudes-2017.pdf). In doing so, they may experience both benefits (e.g., enhanced social capital) and risks (e.g., cyberbullying). Parents and teachers play an important role in shaping children's perceptions via internet mediation behaviours (Livingstone et al., 2017, J. Commun., 67, 82). AIMS: An understanding of both children's and adults' perceptions of the risks and benefits of SNS use within the home and school contexts is limited within current literature. This study explored parents', teachers', and children's perceptions of the risks and benefits of SNS use and how adults mediate this. SAMPLE(S): A sample of 42 participants, including 13 parents (aged 28-48), 14 teachers (aged 26-54), and 15 children (aged 7-12), participated within this study. METHODS: Participants took part in one-to-one semi-structured interviews exploring SNS use and risk and benefit perceptions, as well as internet mediation behaviours with adult participants. RESULTS: Findings highlight bonding social capital as the main benefit. Children recognize stranger danger as a risk but fail to perceive the wider online risks (e.g., cyberbullying). Parents' and teachers' restrictive mediation behaviours are informed by perceptions of stranger danger, safeguarding, and children lacking online responsibility. CONCLUSIONS: Findings highlight the importance of shifting guidance from stranger danger to discussing the wider SNS risks, as well as the benefits; it is crucial for greater financial investment and policy to overcome barriers to e-safety education.

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BACKGROUND: The number of autistic students graduating is increasing; however, little is known regarding their transition out of university. Understanding this transition is particularly pertinent with regard to the employment of autistic graduates. It is vital that we understand autistic people's experiences of the transition and identify what support would be beneficial during this time. METHOD: Thirty-four autistic graduates from the United Kingdom took part in a mixed-methods study exploring their transition experience. Both quantitative and qualitative questions were used to obtain in-depth information concerning participants' experiences. Participants completed questions regarding their experiences and emotions in relation to the transition, the support they received for the transition, and their career and post-graduation plans. RESULTS: Participants reported high levels of fear and low preparedness for the transition. They did not feel well supported in preparing for the transition or for their future career. In the 6 months pre-graduation, 59% of participants had accessed emotion-related transition support and 70% accessed career-related support. Post-graduation, one-third accessed emotion-related or career-related support. Perspectives on this accessed support were mixed, as were transition experiences. Additional support desired included preparation for life changes, career planning, employment accessibility, and autism-specific support. Advice for future students centered on forward planning. CONCLUSION: These results highlight the importance of supporting autistic students with the transition out of university. Service provision should be tailored to autistic students' needs and support early planning for the transition.

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OBJECTIVE: To develop and evaluate Baby CHAT, a single-session psychoeducational intervention for expectant parents. Baby CHAT aims to improve parental reflective functioning (RF) and bonding. BACKGROUND: The early years of a child's life, including pregnancy, are vital for healthy physical and emotional development. Caregivers who provide responsive parenting, enhanced through strong bonds and good RF, can aid healthy development.. However, limited interventions exist to enhance RF and bonding in expectant parents. METHODS: Feasibility of Baby CHAT was assessed using a mixed methods randomised controlled trial design. It evaluated uptake and retention of participants, effect size calculations, and acceptability and satisfaction with Baby CHAT. RESULTS: Participants (N = 20) were aged 30-39 years (n = 17) in their third trimester of pregnancy (n = 12). Nine males and 11 females were recruited. Content analysis of qualitative feedback after the intervention resulted in four themes; positive group aspects, group improvements, 4D scan footage and relating content to my baby. CONCLUSIONS: Baby CHAT can help expectant parents think about their baby as a separate person and has potential to improve prenatal RF and bonding. However, further research is required to assess the effectiveness of Baby CHAT to improve bonding and RF.

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Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships.

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A 69-year old bed-bound woman presented with chest pain and diaphoresis. Diagnostic imaging led to the diagnosis of bilateral extensive pulmonary emboli extending into all segmental branches. Tissue plasminogen activator (tPA) was administered via 2 separate EKOS catheters. Repeat evaluation after 33 hours revealed improvement of right ventricular size and function. EKOS catheters are useful for administration of fibrinolytics in pulmonary embolism.

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OBJECTIVE: To develop and test the feasibility of a peer-led parenting intervention for parents of adolescent children. DESIGN: Formative evaluation using a mixed-method cohort design. SETTING: Socially deprived community sites in London, UK. PARTICIPANTS: Parents seeking help with managing behavioural difficulties of an index adolescent child (aged 11-17 years). INTERVENTION: A structured, group-based intervention ('Living with Teenagers') delivered by trained peer facilitators. MAIN OUTCOME MEASURES: We assessed feasibility in terms of uptake and completion rates (% parents completing ≥5 sessions); social validity (assessed by service satisfaction measure and participant interviews); and potential for impact (assessed by parent-reported measures of adolescent behaviour and mental health, parenting satisfaction, expressed emotion, and disciplinary practices). RESULTS: Participants (n=41) were predominately (79%) from minority ethnic backgrounds and nearly half were lone parents. Most had not previously accessed a structured parenting programme. The completion rate was 71%. Significant changes (p<0.05) were observed in reduced parental concern about adolescent problems, increased parenting satisfaction and less negative expressed emotion. There were non-significant changes in disciplinary practices and adolescent mental health. Participants were highly satisfied with their service experience and endorsed the acceptability of the intervention's content, materials and peer-led format, while suggesting an expanded number of sessions and more skills practice and demonstrations. CONCLUSIONS: Peer-led parenting groups are feasible and potentially effective for supporting parents of adolescents living in socially disadvantaged communities. These findings warrant more rigorous testing under controlled conditions.

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