Inviting Discomfort in Workshops with Educators on Supporting LGBTQ+ Students in Rural Schools.

Research shows the critical value of teacher affirmation of LGBTQIA+ identities in improving social and academic outcomes for youth, and in rural areas this need is significant as students often experience discrimination with limited community resources. When provided, professional development is often concerned with safety and bullying with less focus on disrupting heteronormative and transphobic belief systems. Educators experience difficulty discussing these topics, however drawing upon a theory of a pedagogy of discomfort can help facilitators to foster critical thinking and engage learners in emotional labor leading to positive transformation. This article uses survey data to examine the impacts of pedagogical approaches of facilitators that invite and navigate discomfort in a workshop for educators on supporting LGBTQIA+ students in a rural district. Findings show that participants engage in challenging discussions, leading to deeper understandings, compassion, and the potential for positive action in school settings.

Swedish outcomes of the Overall Assessment of the Speaker's Experience of Stuttering in an international perspective.

Aim: The purpose of the present project was to translate the Overall Assessment of the Speaker's Experience of Stuttering (OASES) to Swedish, and to compare the results with available international data.Method: The Swedish versions of OASES-A, OASES-T and OASES-S were administered to 80 adults, 27 teenagers and 32 children who stutter, respectively. The overall impact scores and the impact scores for each of the four sections of the instrument were analyzed in relation to other studies involving the OASES.Results: The results revealed that all three Swedish versions of OASES had normally distributed outcomes and that they were reliable and valid. The overall impact scores for adults (2.33), teenagers (2.60) and children (2.28) all fell within Impact Rating Moderate. The mean overall impact score for OASES-A-S was significantly lower than corresponding data from USA, Australia and Japan (p < .01). There was no difference between Swedish and American teenagers, or between Swedish and American or Dutch schoolchildren.Conclusion: There seems to be cultural differences in the experience of negative consequences associated with stuttering. This suggests that cultural aspects should be carefully considered in assessment, treatment, and research involving individuals who stutter.

Quality of molar root canal fillings performed with the lateral compaction and the single-cone technique.

The aim was to compare the quality of root canal fillings performed with the single-cone and lateral compaction technique. Thirty-six canals in extracted molars were filled with ISO-standardized gutta-percha points, .02 taper, by using the lateral compaction technique; 38 were filled with one gutta-percha point, .04 taper, by using the single-cone technique. Each root canal was radiographed in the bucco-oral (BO) and the mesiodistal projection (MD). A root was sufficiently filled when three of four observers had assessed it so. There was no significant impact of the filling technique on the quality (logistic regression analysis, p > 0.4). There was a significant impact of the canal type, the mandibular distal canal having a higher chance for a sufficient root filling than the mandibular mesial canal in projection BO (p = .003), but both the mandibular distal (p = 0.001) and the maxillary palatal canals (p = 0.014) had a lower chance for a sufficient filling in projection MD.