Various conceptualisations of identity development emphasise the internal world of adolescents while others place more emphasis on the social world. Previous findings highlight the impact of stigmatisation and how this may hinder positive identity development in adolescents in foster care; the significance of peer interactions has also been underlined. Anecdotal evidence suggests that young people in care do not want to be made to feel different from others but there appears to be an absence of empirical research confirming this. Interviews were carried out with nine 12-16-year-olds currently residing in foster care to explore their representations of 'feeling the same or feeling different'. Interpretative Phenomenological Analysis (IPA) guided how data were analysed and super-ordinate themes were identified. This article reports on one of these themes: difference. This is explored through four subordinate themes that relate to participants not wanting others to know they were in care, feeling alienated due to their foster care status, perceiving that others viewed them differently and, at times, noticing differences themselves. The dynamic nature of these experiences is emphasised and the findings are considered in relation to the extant literature. Practice and research implications are discussed.

“Physical inactivity” and “sedentary lifestyles” are phrases often used when describing lifestyles of people with chronic obstructive pulmonary disease (COPD). Evidence suggests activity types, independent of energy expenditure, influence health outcomes, so understanding patterns of time use is important, particularly in chronic disease. We aimed to identify reports of time use in people with COPD. Predefined search strategies were used with six electronic databases to identify individual activity reports (including frequencies and/or durations) in which community-dwelling people with COPD engaged. Eligible studies were assessed independently against predefined criteria and data were extracted by two reviewers. Data synthesis was achieved by aggregating activity reports into activity domains (sports/exercise, screen time, transport, quiet time, self-care, sociocultural, work/study, chores, and sleep). Twenty-six publications reported 37 specific daily activities. People with COPD were found to spend extended periods in sedentary behaviors (eg, standing [194 min/day]; sitting [359 min/day]; lying [88 min/day]), have limited engagement in physical activity (eg, walking [51 min/day]; exercising [1.2 episodes per week {ep/w}, 13 min/day]), have high health care needs (medical appointments [1.0 ep/w]), and experience difficulties associated with activities of daily living (eg, showering [2.5 ep/w, 60 minutes per episode]; preparing meals [4.7 ep/w]). Little data could be found describing how people with COPD use their time, and data synthesis was problematic because of variations in methodologies, population differences, and research emphases. Identified data largely referred to posture and were skewed according to country, assessment methods, and disease severity. Comparisons with age-matched population data showed people with COPD spent less time engaged in personal-care activities (self-care and sleeping) and chores than people in similar age groups. The incorporation of time-use outcomes in future research designs should be encouraged. Ideally, these tools should use consistent frameworks and comparable outcome measures in order to provide clearer descriptions of time use in chronic disease.

Many young people in care have experienced trauma. The emotional and behavioural issues that often ensue, along with foster carers’ varying levels of confidence and skills, are cited as the main reasons for placement disruption. Placement breakdown can represent a further trauma for young people and is also highly costly for local authorities. The need for interventions to develop foster carers’ competence and confidence in understanding and managing foster children’s behaviour is therefore significant. The Solihull Approach (SA) promotes the parent and child relationship by emphasising the need for emotional containment and a reciprocal relationship so as to form a framework for thinking about, understanding and effectively managing behaviour. The ‘Solihull Approach course for foster carers: understanding your foster child’s behaviour’ is a 12-week programme tailored to the demands of this task. It has been run within the Springfield Project in Fife, Scotland for the past four years. In the reported study 83 participants completed evaluation forms. A thematic analysis of their replies revealed that the most important things learned were: taking a step back; understanding the effects of trauma; reciprocity; communication and play; containment (of my child); understanding my child; and the ability to offload when full up. The course helped participants to better understand their foster child by clarifying the nature of the relationship and their role, understanding the impact of the child’s early experiences and appreciating that she or he is not to blame. Participants took from the course: increased understanding; being part of the group; staying calm and thinking before they act; feeling more confident; and looking after themselves and seeking containment. Pre- and post-Child Behaviour Checklist (CBCL) questionnaires were collected from 34 carers with children in the six to 18 age group and 13 looking after children aged one-and-a-half to five years. Paired samples t-tests revealed no statistically significant difference in pre- and post-scores in either the six- to 18-year-olds (t(33) = 1.6, p = 0.114) or the one-and-a-half- to five-year-olds (t(12) = 2, p = 0.069). Possible reasons for this and its implications are explored. However, the identified qualitative themes suggest that the aims of the training are being met. There was a strong overall sense that foster carers found the course helpful and informative, suggesting that it could represent a valuable intervention for promoting placement security.