Stigma as understood by key informants: A social ecological approach to gay and bisexual men's use of crystal methamphetamine for sex

2021 ◽  
Vol 94 ◽  
pp. 103229
Author(s):  
Carla Treloar ◽  
Max Hopwood ◽  
Kerryn Drysdale ◽  
Toby Lea ◽  
Martin Holt ◽  
...  
Keyword(s):  
Ecological Approach ◽  
Crystal Methamphetamine ◽  
Key Informants ◽  
Social Ecological ◽  
And Bisexual

Priorities and practices of risk reduction among gay and bisexual men in Australia who use crystal methamphetamine for sex

2021 ◽  
Vol 93 ◽  
pp. 103163 ◽  
Author(s):  
Kerryn Drysdale ◽  
Joanne Bryant ◽  
Gary W. Dowsett ◽  
Toby Lea ◽  
Carla Treloar ◽  
...  
Keyword(s):  
Risk Reduction ◽  
Gay And Bisexual Men ◽  
Bisexual Men ◽  
Crystal Methamphetamine ◽  
And Bisexual

scholarly journals Responding to adolescents living with HIV in Zambia: A social–ecological approach

2014 ◽  
Vol 45 ◽  
pp. 9-17 ◽  
Author(s):  
Gitau Mburu ◽  
Mala Ram ◽  
Danielle Oxenham ◽  
Choolwe Haamujompa ◽  
Kate Iorpenda ◽  
...  
Keyword(s):  
Ecological Approach ◽  
Social Ecological ◽  
Living With Hiv

Assessment and Planning in K-12 Schools: A Social-Ecological Approach

Inclusion ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Virginia L. Walker ◽  
Stephanie N. DeSpain ◽  
James R. Thompson ◽  
Carolyn Hughes
Keyword(s):  
Intellectual Disability ◽  
Ecological Approach ◽  
Support Needs ◽  
Intensity Scale ◽  
Team Planning ◽  
Social Ecological ◽  
Inclusive Settings ◽  
Opportunities For Learning ◽  
Supports Intensity Scale ◽  
K 12

Abstract The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support needs based on information derived from the Supports Intensity Scale–Children's Version (SIS-C). Two case studies of school teams using the SNAP process to identify and implement supports that enhanced opportunities for learning and participation of children in inclusive settings are presented. The importance of understanding children with ID/DD by their support needs and implications for team planning in K-12 schools are discussed.

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