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Convictions: (1)strongly held beliefs, firmly felt and enacted(2)consequence of being criminalized [...]

Over a third of pregnant women (around 250,000) each year in the United Kingdom have experienced trauma such as domestic abuse, childhood trauma or sexual assault. These experiences can have a long-term impact on women's mental and physical health. This global qualitative evidence synthesis explores the views of women and maternity care professionals on routine discussion of previous trauma in the perinatal period. Systematic database searches (MEDLINE, EMBASE, CINAHL Plus, APA PsycINFO and Global Index Medicus) were conducted in July 2021 and updated in April 2022. The quality of each study was assessed using the Critical Appraisal Skills Programme. We thematically synthesised the data and assessed confidence in findings using GRADE-CERQual. We included 25 papers, from five countries, published between 2001 and 2022. All the studies were conducted in high-income countries; therefore findings cannot be applied to low- or middle-income countries. Confidence in most of the review findings was moderate or high. The findings are presented in six themes. These themes described how women and clinicians felt trauma discussions were valuable and worthwhile, provided there was adequate time and appropriate referral pathways. However, women often found being asked about previous trauma to be unexpected and intrusive, and women with limited English faced additional challenges. Many pregnant women were unaware of the extent of the trauma they have suffered, or its impact on their lives. Before disclosing trauma, women needed to have a trusting relationship with a clinician; even so, some women chose not to share their histories. Hearing trauma disclosures could be distressing for clinicians. Discussions of previous trauma should be undertaken when women want to have the discussion, when there is time to understand and respond to the needs and concerns of each individual, and when there are effective resources available for follow up if needed. Continuity of carer should be considered a key feature of routine trauma discussion, as many women will not disclose their histories to a stranger. All women should be provided with information about the impact of trauma and how to independently access support in the event of non-disclosures. Care providers need support to carry out these discussions.

Through a feminist and critical race analytic, this paper theorizes the disruptions evoked by leaky women—actually doubly leaky women—those whose nipples, peri-menopausal uterus’ and mouths have “leaked” in ways that rupture/stain/expose the white-patriarchal-capitalist enclosure of work, home and the streets and then dared to leak again by suing for justice in court. In a closing coda, I address the race/class policing dynamics between she who leaks and the “respectable” [usually white] women recruited to plaster up the hole and cauterize the leaker.

BackgroundMany pregnant women have a history of trauma, such as abuse or violence, which can significantly impact their mental and physical health. Discussing these experiences in maternity care presents an opportunity to support women, reduce stigma and connect them with resources. However, concerns persist about stigmatisation, re-traumatisation and unwarranted safeguarding referrals.The objective of this study was to explore how trauma discussions should be approached in maternity care, drawing on the perspectives of women with lived experience, voluntary sector representatives and healthcare providers in the UK. Findings aim to inform the development of a future intervention.MethodsSemistructured interviews were conducted with women with trauma histories (experts by experience; n=4), representatives of voluntary sector organisations (n=7) and healthcare providers (n=12). Reflexive thematic analysis was used to analyse the data. A qualitative content analysis approach was employed, supported by a Patient and Public Involvement and Engagement group (named as the ‘Research Collective’ for this study) comprising experts by experience, maternity care professionals and voluntary sector practitioners. The group contributed to both study design and data analysis.FindingsFive descriptive categories emerged: (1) Rationale for discussions—whether and why trauma should be addressed; (2) Professionals and settings—who should lead discussions and in what environment; (3) Timing considerations—when discussions should occur; (4) Communicating about trauma—strategies to sensitively explore prior trauma; and (5) Supporting care providers—training and emotional support needs. Participants highlighted both the benefits of trauma discussions and the practical, emotional and systemic challenges involved.ConclusionTrauma discussions in maternity care are complex but essential. Findings provide practical, UK-specific insights into timing, communication and staff support considerations, highlighting the need for culturally sensitive, co-designed approaches to facilitate safe and effective trauma-informed care.

Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education. 1. Intro: Participatory Action Research: A Pedagogy for Transformational Resistance Julio Cammarota and Michelle Fine 2. Collective Radical Imagination: Youth Participatory Action Research and the Art of Emancipatory Knowledge Shawn Ginwright 3. Participatory Action Research in the Contact Zone María Elena Torre and Michelle Fine with Natasha Alexander, Amir Bilal Billups, Yasmine Blanding, Emily Genao, Elinor Marboe, Tahani Salah, and Kendra Urdang. Response to Chapter 3 Maxine Greene 4. PAR Praxes for Now and Future Change: The Collective of Researchers on Educational Disappointment and Desire Eve Tuck, Jovanne Allen, Maria Bacha, Alexis Morales, Sarah Quinter, Jamila Thompson, Melody Tuck. Response to Chapter 4 Sandy Grande 5. Different Eyes/Open Eyes: Community-Based Participatory Action Research Caitlin Cahill, Indra Rios-Moore, and Tiffany Threatts. Response to Chapter 5 Pauline Lipman 6. 'The Opportunity if Not the Right to See': The Social Justice Education Project Augustine Romero, Julio Cammarota, Kim Dominguez, Luis Valdez, Grecia Ramirez, and Liz Hernandez. Response to Chapter 6 Luis C. Moll 7. Six Summers of YPAR: Learning, Action, and Change in Urban Education Ernest Morrell. Response to Chapter 7 John Rogers 8. Faith in Process, Faith in People: Confronting Policies of Social Disinvestment With PAR as Pedagogy for Expansion Chiara M. Cannella 9. An Epilogue, of Sorts Michelle Fine Julio Cammarota is Assistant Professor in the Bureau of Applied Research in Anthropology and the Mexican-American Studies and Research Center at the University of Arizona. Michelle Fine is Distinguished Professor of Social Psychology, Urban Education, and Women’s Studies at the Graduate School and University Center, City University of New York. \"In Revolutionizing Education: Youth Participatory Action Research in Motion , editors Julio Cammarota and Michelle Fine offer a compelling and complex vision of urban youth engaged in social justice research and action. In chapters that interweave theory, research, description, images, case study, narrative and reflection, readers are invited into the world of participatory action research (PAR), and specifically youth PAR (YPAR).\" -- Paula Echeverri and Kathy Hytten, Educational Researcher , Vol. 37, No. 8, November 2008

Since the terrorist attacks of September 11, 2001, and the subsequent \"war on terror,\" growing up Muslim in the U.S. has become a far more challenging task for young people. They must contend with popular cultural representations of Muslim-men-as-terrorists and Muslim-women-as-oppressed, the suspicious gaze of peers, teachers, and strangers, and police, and the fierce embodiment of fears in their homes.With great attention to quantitative and qualitative detail, the authors provide heartbreaking and funny stories of discrimination and resistance, delivering hard to ignore statistical evidence of moral exclusion for young people whose lives have been situated on the intimate fault lines of global conflict, and who carry international crises in their backpacks and in their souls.The volume offers a critical conceptual framework to aid in understanding Muslim American identity formation processes, a framework which can also be applied to other groups of marginalized and immigrant youth. In addition, through their innovative data analytic methods that creatively mix youth drawings, intensive individual interviews, focused group discussions, and culturally sensitive survey items, the authors provide an antidote to \"qualitative vs. quantitative\" arguments that have unnecessarily captured much time and energy in psychology and other behavioral sciences.Muslim American Youth provides a much-needed road map for those seeking to understand how Muslim youth and other groups of immigrant youth negotiate their identities as Americans.

At least one in four women in the UK has experienced trauma, such as sexual abuse or violence, with profound implications for mental and physical health, particularly during the perinatal period. Despite the potential benefits of addressing trauma in maternity care, many women are reluctant to disclose their experiences due to stigma, fear of judgment, or lack of trust in healthcare systems. This paper presents the development and evaluation of the EMPATHY framework, a novel, evidence-based approach to routine trauma discussions in maternity care, designed to address these challenges and promote emotionally-centred care. The EMPATHY framework was developed through a critical participatory action research approach, integrating findings from a systematic review, qualitative interviews, and stakeholder input, including experts by experience, healthcare professionals, and voluntary sector practitioners. The framework was refined through iterative workshops and a public consultation (  = 52), ensuring its relevance and applicability. The development and evaluation of the EMPATHY framework were guided by the Appraisal of Guidelines for Research and Evaluation II (AGREE II) tool, ensuring methodological rigor, transparency, and adherence to established standards in guideline development. The framework is structured around six core principles: system-wide change, promote trauma awareness, trust and relationships, training and support, local tailoring, and continuous improvement. A key innovation is the recommendation that all women, regardless of disclosure, should have access to information and support. Feedback from the public consultation highlighted the framework's value and its potential to transform perinatal experiences. Challenges such as resource constraints and implementation barriers were acknowledged, but respondents emphasised the importance of the framework in improving care for women who have experienced trauma. The EMPATHY framework addresses a critical gap in existing guidance by offering a structured yet flexible approach to routine trauma discussions. Its implementation has the potential to empower women, strengthen therapeutic relationships, and reduce re-traumatisation. The framework represents a significant step forward in trauma-informed perinatal care.

In this article, Lois Weis and Michelle Fine introduce critical bifocality as a way to render visible the relations between groups to structures of power, to social policies, to history, and to large sociopolitical formations. In this collaboration, the authors draw upon ethnographic examples highlighting the macro-level structural dynamics related to globalization and neoliberalism. The authors focus on the ways in which broad-based economic and social contexts set the stage for day-to-day actions and decisions among privileged and nonprivileged parents and students in relation to schooling. Weis and Fine suggest that critical bifocality enables us to consider how researchers might account empirically for global, national, and local transformations as insinuated, embodied, and resisted by youth and adults trying to make sense of current educational and economic possibilities in massively shifting contexts. (Contains 5 notes.)