Conclusion: The Future of Early Intervention Research and Practice

2008 ◽  
pp. 341-346 ◽  
Author(s):  
Maurice A. Feldman
Keyword(s):  
Early Intervention ◽  
Intervention Research ◽  
Research And Practice ◽  
The Future

scholarly journals Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice

2021 ◽  
Vol 12 ◽  
Author(s):  
Kathy Leadbitter ◽  
Karen Leneh Buckle ◽  
Ceri Ellis ◽  
Martijn Dekker
Keyword(s):  
Early Intervention ◽  
Goodness Of Fit ◽  
Developmental Trajectories ◽  
Well Being ◽  
Intervention Research ◽  
Self Advocacy ◽  
Research And Practice ◽  
Autism Intervention ◽  
Autistic People ◽  
Theory Research

The growth of autistic self-advocacy and the neurodiversity movement has brought about new ethical, theoretical and ideological debates within autism theory, research and practice. These debates have had genuine impact within some areas of autism research but their influence is less evident within early intervention research. In this paper, we argue that all autism intervention stakeholders need to understand and actively engage with the views of autistic people and with neurodiversity as a concept and movement. In so doing, intervention researchers and practitioners are required to move away from a normative agenda and pay diligence to environmental goodness-of-fit, autistic developmental trajectories, internal drivers and experiences, and autistic prioritized intervention targets. Autism intervention researchers must respond to these debates by reframing effectiveness, developing tools to measure autistic prioritized outcomes, and forming partnerships with autistic people. There is a pressing need for increased reflection and articulation around how intervention practices align with a neurodiversity framework and greater emphasis within intervention programmes on natural developmental processes, coping strategies, autonomy, and well-being.

Not at Imminent Risk

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 459-463
Author(s):  
Kate Monaghan ◽  
Martin Harris
Keyword(s):  
Early Intervention ◽  
Suicidal Ideation ◽  
Intervention Strategies ◽  
Group Method ◽  
Narrative Approach ◽  
Complex Issue ◽  
Research And Practice ◽  
Client Group ◽  
Types Of Information ◽  
Imminent Risk

Abstract. Background: Suicide is a pervasive and complex issue that can challenge counselors through the course of their careers. Research and practice focus heavily on crisis management and imminent risk rather than early intervention strategies. Early intervention strategies can assist counselors working with clients who have suicidal ideation, but are not at imminent risk, or with clients whose risk factors identify them as having a stronger trajectory for suicidal ideation. Aims: This systematic literature review examines the current literature on working with clients with suicidal ideation who are not at imminent risk, to ascertain the types of information and strategies available to counselors working with this client group. Method: An initial 622 articles were identified for analysis and from these 24 were included in the final review, which was synthesized using a narrative approach. Results: Results indicate that research into early intervention strategies is extremely limited. Conclusion: It was possible to describe emergent themes and practice guidelines to assist counselors working with clients with suicidal ideation but not at imminent risk.

scholarly journals Child-Centric Intervention Research: The Devil is in the Detail

2013 ◽  
Vol 1 (2) ◽  
pp. 352
Author(s):  
Catherine Campbell ◽  
Marjorie Collins ◽  
Corinne Reid
Keyword(s):  
Sexual Abuse ◽  
Early Intervention ◽  
Intervention Program ◽  
Clinical Work ◽  
Evidence Base ◽  
Intervention Research ◽  
Complex Field ◽  
Early Intervention Program ◽  
The Devil ◽  
Research Endeavour

This paper discusses conceptual, ethical, pragmatic and paradigmatic constraints encountered in a T2 ‘bench to bedside’ translational research endeavour piloting an early intervention program for young children who have experienced sexual abuse. The resultant child-centric intervention research framework emerged from the challenges associated with trauma-related clinical work, the absence of an evidence-base and the difficulties of adopting traditional positivistic methodologies when evaluating practice in this complex field. Critically, the resultant framework was person-centred and, hence, individually responsive. More specifically, it was child-centred and so developmental and systemic issues were privileged.

scholarly journals PRESENT AND FUTURE OF COACH DEVELOPMENT RESEARCH AND PRACTICE

2021 ◽  
pp. 218-230
Author(s):  
Michel Milistetd
Keyword(s):  
Development Research ◽  
Education Programs ◽  
Coach Education ◽  
Research And Practice ◽  
The Past ◽  
Coach Development ◽  
The Future ◽  
Sport Coaches

The field of sport coach development has changed considerably in the last decades and everything indicates that, in an increasingly volatile, uncertain, complex, and ambiguous world (VUCA world), many other changes will take place. It seems increasingly likely that ways will have to be found to harmonize on-the-job learning with the formal coach education programs from which qualifications are derived. In an attempt to analyze the present and to address some directions for the future of sport coach development research and practice, this insight paper presents the summary of a series of conversations with one of the researchers who has greatly influenced the development of sport coaches over the past 30 years, Professor Pierre Trudel.

scholarly journals Discourses on Learning in Education:Making Sense of a Landscape of Difference

2021 ◽  
Vol 6 ◽  
Author(s):  
Brent Davis ◽  
Krista Francis
Keyword(s):  
Educational Research ◽  
Network Theory ◽  
Iterative Process ◽  
Conceptual Metaphor ◽  
Conceptual Metaphor Theory ◽  
Research And Practice ◽  
Metaphor Theory ◽  
The Future ◽  
To Come

There are hundreds, perhaps thousands, of “theories of learning” at play in the field of education. Given scant agreements on the meaning of “learning” and the purpose of “theory,” such quantity is perhaps unsurprising. Arguably, however, this situation is indefensible and debilitating in an academic domain so focused on interpreting and influencing learning. We describe our own efforts to come to terms with this matter. Oriented by Conceptual Metaphor Theory and network theory, we are attempting to “map” contemporary treatments of learning—whether implicit or explicit, written or spoken, descriptive or prescriptive, formal or informal, scientific or folk. We report on our iterative process, evolving design, and emergent insights. We discuss the potential relevance of this and similar efforts for the future of educational research and practice.

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