Many companion kittens entering shelters are fostered by volunteer community members during the sensitive period for socialisation (~2 to 9 weeks of age) when early experiences are critical to behavioural development. Using a mixed-method survey, we explored current fostering practices relevant to kitten behavioural development and welfare. Foster caretaker participants (n = 487) described their fostering practices and reported providing kittens with a majority of recommended socialisation experiences, such as handling and exposure to various toys and exploratory items. In open-ended text responses, foster caretakers described how they adapted socialisation practices for fearful kittens and the supports and challenges they perceived to impact their ability to properly socialise kittens. Some non-recommended techniques (e.g. flooding) were reported for socialising fearful kittens, with a decreased odds of reporting non-recommended techniques for participants with a higher level of agreeableness personality trait and an increased odds of reporting if fostering practices had been impacted by the COVID-19 pandemic. Foster caretakers reported feeling supported through shelter-supplied resources, personal knowledge, external support, and having access to socialisation opportunities; however, faced personal (e.g. time constraints), shelter-specific (e.g. lack of shelter support), and kitten-specific challenges (e.g. kitten illness). This study highlights the perspectives of foster caretakers as related to optimal socialisation, behavioural development, and welfare. To identify opportunities for improvement it is important to investigate the socialisation guidelines provided to foster caretakers, with the ultimate goal of enhancing kitten behavioural development for improved welfare, long-term adoption, and caretaker satisfaction.

As Western society becomes increasingly digitally dependent and many older adults actively engage in the online world, understanding the experiences of those who largely do not use digital technology in their daily lives is crucial. Individual interviews were conducted (pre-pandemic) with 23 older adults who, based on self-identification, did not regularly use digital technology, exploring how their experiences as limited digital technology users may have impacted their daily lives. An iterative collaborative qualitative analysis demonstrated three main themes: internet concerns, frustrations with digital technology, and conflicting motivators to use digital technology. Findings suggest that addressing digital concerns and providing effective digital skill learning opportunities may encourage some older adults to become more digitally engaged. However, as people, including older adults, can be uninterested in using these technologies, organizations and institutions should work to offer ways to support people of all ages who are not engaged online.

How well do we know how non-humans experience environmental stressors and how do we communicate that knowledge as educators? This paper addresses these questions by way of an auto-ethnographic account of the author’s experience of attempting to listen to the Great Barrier Reef, off the Queensland coast. Through a series of methodological failures and roadblocks, this paper discusses the difficulties in understanding non-human sensory worlds. Following the auto-ethnographic account, the paper explores how anthropological pedagogies can contribute to environmental education of non-human experiences more broadly. The paper uses anthropological pedagogy to draw an analogy between ethnocentrism/cultural relativism and anthropocentrism/ecocentrism. Utilising practices of “third place” then demonstrates how the latter terms of these relationships are correctives to the former terms rather than oppositions. This paper concludes by suggesting ways in which the lessons learned can be applied to environmental education. It recommends creating a third space environmental curriculum which defamiliarises human experience and creates a zone of contact between humans and non-humans. The use of mediating technologies and artistic practice in conjunction with scientific education is recommended to maintain a critical perspective of human knowledge and biological limitations in creating experiential relationships with the environment.

The current food system is unsustainable. It encourages unhealthy food choices, increasing the risk of non-communicable diseases, and has a substantial environmental impact, responsible for around a third of all anthropogenic greenhouse gas emissions. Improving both public and planetary health will require dietary change. To promote this transition, it is crucial to understand how consumers conceptualise healthy and sustainable eating. The aim of this review was to examine how adults from high-income countries interpret healthy and sustainable eating, with a specific focus on Ireland and the UK. As healthy eating and sustainable eating are often conceptualised as distinctive constructs, we explored each of these separately before examining how consumers perceive them together. Most consumers have a reasonable understanding of what constitutes a healthy diet, with many echoing aspects consistent with dietary guidelines. However, consumers perceptions of healthy eating often extend beyond these health-centric recommendations, incorporating concepts such as the pleasure of eating and supporting mental well-being. Sustainable eating, on the other hand, is less well understood. Most consumers overemphasise the importance of eating local, organic food and reducing packaging and underestimate or are unaware of the environmental impact of red meat consumption. These findings provide a clear opportunity to improve public awareness of healthy and sustainable diets. Moreover, they emphasise the need to promote the synergies between healthy and sustainable dietary practices. However, knowledge alone will not be enough to change behaviour. Future interventions should also seek to overcome consumers competing dietary priorities and create system-wide changes.

Mentoring is an established method of promoting networking, professional growth and learning, and career development in many health professions(1). For a non-vocational profession such as nutrition with a diverse scope of practice, the impact of mentoring remains unclear. In 2020, the Nutrition Society of Australia (NSA) developed and implemented a mentoring program for registered nutritionists. The individually matched mentoring facilitates a 12-month relationship between nutritionists who opted-in to the program. This qualitative case study research aimed to understand the conceptualisation and development of the NSA mentoring program and explore the experience from the viewpoints of both mentors and mentees in the program. First, a 60-minute focus group was conducted with the NSA program organising committee to explore the initial conceptualisation, objectives of the program, expected outcomes, and related training provided to mentors and mentees. Then, a 34-item questionnaire was sent to 63 participants from the first three program cohorts to collect their demographic information as well as expectations, perception and experience of the mentoring. Twenty-one questionnaire responses from 10 mentors and 11 mentees were collected. Participants were from a range of nutrition professions across NSW, VIC, QLD, and WA. Ten questionnaire participants (four mentors and six mentees) further participated in in-depth interviews to provide narratives of their experience. Thematic analysis was conducted with employment of theory-building structure within the case study(2). Our findings indicated that despite an explicit discussion of mentoring focus on employability skills, e.g. communication, professionalism, advocacy, etc., many mentees perceived mentoring as a gateway to employment and career pathway development. The perceived benefits of mentoring were highly dependent on matching of mentor/mentee, which was complicated by the diversity of practice within the profession, and unstated expectations of individual mentees. Regardless of the perceived quality of their mentoring experience, participants reported that the NSA mentoring program added value to the society’s membership and were supportive of program continuity. In conclusion, the NSA mentoring program was a value-adding strategy to the society membership and it could play an important role in career pathway support into the diverse areas of practice in the nutrition profession. More explicit discussion of expectations between mentors and mentees at the beginning of mentoring could enhance the mentoring experience.

This exploratory qualitative study aimed to evidence how community-based gardening groups can be used to support the psychological, physical and social health of those living with dementia. The views of people living with dementia in the community, care partners and group leaders were sought to better understand the benefits gained from gardening groups, as well as the features of gardening groups that are cited as enabling positive outcomes. Going beyond the existing single-group studies in this area, this research aimed to identify common themes across multiple gardening groups. Semi-structured interviews were conducted with six group leaders, three people living with dementia and ten care partners from seven gardening groups, either in person or remotely. Thematic analysis of the interview transcripts highlighted broad enablers – ‘the garden setting’, ‘features of activities’ and ‘organisational components’ – that were cited as facilitating a range of positive wellbeing outcomes, creating an environment that provides ‘physical and cognitive benefits’, ‘affirmation of identity’, ‘social connection’ and ‘benefits for care partners and others’. The wide-ranging benefits and enablers cited by participants within this research support the use of gardening groups as community-based interventions to reinforce positive psychological, physical and social outcomes for people with dementia. Themes also provide a clear framework for the design, implementation and evaluation of future gardening groups.

To date, support for independence in older people has been largely focused on achieving practice- and policy-orientated goals such as maintenance of function, remaining in one's own home and reducing the impact of receiving care. Uncertainty about what independence means to older people means that these goals may not align with what matters and should be considered for a more person-centred approach to independence. This study aimed to improve understanding of the meaning and facilitators of independence from older people's perspectives. Semi-structured interviews were conducted with 14 community-dwelling people aged 75+, purposively sampled for maximum variance in demographic characteristics. Interviews, conducted by phone or online, were recorded and transcribed. Analysis was conducted using a framework approach to organise, and facilitate comparison of, inductively and deductively generated codes. Patterns were identified and interpreted into themes. Transcripts and themes were reviewed with the research team. Disagreements in interpretations were resolved through discussion. Two themes were identified. The first theme, ‘Older people draw on personal values and experiences to develop unique interpretations of independence’, was underpinned by three concepts: participation, autonomy and control. The concepts reflected patterns identified within participants’ meanings of independence. The second theme, ‘It's not what you have, but how you think about it that creates independence’, represented participants’ shared prioritisation of psychological attributes over physical or environmental resources for maintaining independence. Participation, autonomy and control are shared concepts within older people's diverse interpretations of independence. This paper addresses uncertainty around what independence means to older people and contributes three key concepts that should be considered when operationalising person-centred support for independence.

There has been a paucity of research into the experiences of animal rescue staff and volunteers during COVID-19. The aim of this qualitative research was to explore the impact of the COVID-19 pandemic on companion animal rescue organisations and their staff and volunteers, and to develop a set of recommendations on how to reduce the risk to companion animal welfare during a crisis. Descriptive thematic analysis was used to explore the experiences of staff and volunteers from 28 animal rescue organisations, most of which were based in the UK. Other surveyed countries included Germany, the Republic of Ireland, France, Spain, the USA and Australia. We identify three key themes that reflect the challenges faced by pet rescue organisations during the pandemic: (1) impact on animals; (2) impact on identity; and (3) impact on organisational processes. Key recommendations include the promotion of co-operation and modifications within the sector, the need to understand, and change, detrimental pet-owner behaviours, and the need to clarify the identity of animal rescue organisations within the Government. Both positive and negative outcomes were experienced by animal rescue organisations during the COVID-19 pandemic. These findings should be considered for future crises and indeed the everyday operating procedures of companion animal rescue organisations.