No abstract

Live bacterial therapeutics (LBT) could reverse disease by engrafting in the gut and providing persistent beneficial functions in the host. However, attempts to functionally manipulate the gut microbiome of conventionally-raised (CR) hosts have been unsuccessful, because engineered microbial organisms (i.e., chassis) cannot colonize the hostile luminal environment. In this proof-of-concept study, we use native bacteria as chassis for transgene delivery to impact CR host physiology. Native Escherichia coli isolated from stool cultures of CR mice were modified to express functional bacterial (bile salt hydrolase) and eukaryotic (Interleukin-10) genes. Reintroduction of these strains induces perpetual engraftment in the intestine. In addition, engineered native E. coli can induce functional changes that affect host physiology and reverse pathology in CR hosts months after administration. Thus, using native bacteria as chassis to “knock-in” specific functions allows mechanistic studies of specific microbial activities in the microbiome of CR hosts, and enables LBT with curative intent.

In this article, we report on the innovative research design and results of a coursebased qualitative inquiry into child and youth care (CYC) students' experiences of maintaining a relational-centered practice stance while in a power-over position of authority. Qualitative data from two semi-structured focus groups as well as an artsbased data collection technique were analyzed using the thematic analysis method. The following four major themes were identified from the analyses: (a) "self-awareness is key," (b) "the mediating power of a positive trusting relationship," (c) "the vital importance of emotional safety," and (d) "it's a two-way street." The results of this course-based study revealed that, although CYC students are committed to practicing relationally, the dynamics of being in a position of power-over authority are complex and challenging to navigate. 21process of relatedness or, as Bellefeuille and Jamieson explain, it is not so much a personal possession but rather a reflection of one's lifelong relational experiences. As CYC students who practice from a relational-centered perspective, we are constantly encouraged to challenge many of the assumptions that we have built up over time about what professional caring looks like. Most importantly, relational-centered practice dismisses the notion that "caring" can be separated from emotion. It further characterizes authenticity as having no separation of the self from the professional self (Bellefeuille, Ricks, & Jamieson, 2012). Vincent (2016) exemplifies this by contending that the fundamental ethos of CYC caring is the expression of love, which he considers being the highest concept in human care because love originates from one's heart. He goes on to state that:…expressing love has more to do with how a task is done, how the practitioner imbues love in the task than what the task is...expressing love involves more than the verbal communication of a practitioner's feelings. It involves translating feelings into actions (p. 16).Vincent also points out that "love cannot grow in interactions where one party is intent on maintaining power over the other" (p. 17). Nevertheless, as CYC professionals, we are often in positions of authority or have authoritative responsibilities in our roles as residential staff, family support workers, and school aides, to mention a few, in which power is often used to manage behavior. Although we may not consider ourselves to be authority figures, we are in positions of authority, and, as such, maintaining a relational bearing is not always easy. The purpose of this course-based research project is therefore to ascertain what relational caring looks like when operating from a position of authority.