No abstract

BackgroundCarceral facilities are high-risk settings for COVID-19 transmission. Understanding of factors associated with COVID-19 vaccine acceptance and hesitancy among incarcerated individuals is incomplete, especially for people living in jails.MethodsWe conducted a retrospective review of COVID-19 vaccination data from the electronic health record (EHR) of residents in two Northern California county jails to examine factors associated with vaccine uptake in this population. We additionally administered a survey in four jails to assess reasons for vaccine hesitancy, sources of COVID-19 information, and medical mistrust. We performed multivariate logistic regression to determine associations with vaccine uptake or hesitancy.ResultsOf 2,584 jail residents offered a COVID-19 vaccine between March 19, 2021 and June 30, 2021, 1,464 (56.7%) accepted at least one dose. Among vaccinated residents, 538 (36.7%) initially refused the vaccine. Vaccine uptake was higher among older individuals, women, those with recent flu vaccination, and those living in shared cells or open dorms. Leading reasons for vaccine hesitancy included concerns around side effects and suboptimal efficacy. Television and friends/family were the most commonly cited and the most trusted sources of COVID-19 information, respectively. Vaccine acceptance was associated with increased trust in COVID-19 information sources and in medical personnel both in and out of jail.ConclusionOngoing evidence-based COVID-19 vaccination efforts are needed in high-risk carceral settings. Effective interventions to improve vaccination rates in this population should utilize accessible and trusted sources of information to address concerns about vaccine side effects and efficacy and foster medical trust.

No abstract

Purpose of reviewPeople seeking reproductive care experience trauma on many levels including personal, structural, in medical care, and in barriers to care. This article reviews key aspects of a Trauma-Informed Care approach in abortion and reproductive healthcare. Recent findingsExperiences of trauma are common and compounding, including systemic trauma, such as racism, sexism, and transphobia. Reproductive healthcare itself traumatizes and re-traumatizes. Trauma Informed Care (TIC) approach to individual abortion care includes maximize patient safety, choice, and privacy. TIC approach to systemic abortion care includes dismantling barriers to care and stigma.

No abstract

Colourful Semantics, a method of developing a child's spoken and written language using colour, symbols and Makaton signs, was originally devised by Alison Bryant, who writes a useful foreword and explains the thinking behind the approach. The resource pack was created by Forth Valley NHS Speech and Language Therapy Service in conjunction with education professionals for use by Speech and Language Therapists, Teachers and other professionals supporting children's language development.The resource pack was written for children aged 4-8 years but can be adapted for older children, and can be used with individuals, small groups, and whole classes. The pack contains ready-made session plans which can be easily differentiated to suit a range of ages and abilities meaning it is a very flexible resource.The first chapter provides comprehensive instructions about how to introduce and use Colourful Semantics with individual children. It gives clear guidance of how to introduce the concept of a verb and step-by-step instructions of how to introduce 'Who', 'What', 'Where', 'To Who', 'When', 'Why', and 'How' using the materials provided. Instructions of how to use the approach to integrate adjectives into sentences, further developing sentence structure, are also provided. The instructions are written in such a style that a beginner to the Colourful Semantics approach would easily understand.The main section of the pack is dedicated to using the approach with a whole class and/or small groups, supported by detailed session plans. These provide session-by session aims, clear instructions, suggestions for differentiation by giving ideas for 'step up' and 'step down', as well as signposting the reader to the cue cards, worksheets, and story planners etc. needed for each part of the session, contained in the Appendices. Chapter 2 consists of three sections; whole class session plans for 4-6 year olds, and 5-8 year olds, followed by a section containing small group session plans.All the resources needed to implement the Colourful Semantics approach are provided in very clearly organised Appendices in the back of the pack. These include cue cards and sentence templates, story planner grids, sentence building resources, and A5 and smaller sized vocabulary cards. The cue cards and vocabulary cards are printed in black and white to enable the user to prepare them according to the colour code used in their area, as this can differ slightly. The silly sentence and picture description worksheets which are also in the Appendices are a great way of scaffolding children's written skills using the approach. Finally, the printable board games provided are a useful resource to support children to consolidate their knowledge and understanding of 'wh' questions

No abstract

No abstract