The assessment experience of spousal dementia care-givers: ‘It's made me realise that I am a person also’

2018 ◽  
Vol 39 (11) ◽  
pp. 2443-2464 ◽  
Author(s):  
Nancy Guberman ◽  
Janice Keefe ◽  
Pamela Fancey
Keyword(s):  
Cognitive Impairment ◽  
Nursing Student ◽  
Structured Interview ◽  
Assessment Instrument ◽  
Care Giver ◽  
Care Givers ◽  
Care Giving ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

AbstractThis article is based on a study that used a validated care-giver assessment instrument known as ‘The C.A.R.E. (Caregivers’ Aspirations, Realities, and Expectations) Tool’ to understand its usefulness in working with older adults caring for a spouse with cognitive impairment. It draws on data collected as part of a larger, quasi-experimental pre- and post-test study examining the impact of a care-giver assessment on older spousal care-givers of a partner with cognitive impairment. One hundred community-living individuals (average age of 74) participated in the study. Participants met with a third-year nursing student who administered The C.A.R.E. Tool. Within three to seven days following this, a research team member conducted a semi-structured interview by telephone. This interview provided participants with the opportunity to comment on their experience and the usefulness of The C.A.R.E. Tool. Transcriptions of the interviews were analysed using a thematic analysis. Results indicate that the assessment experience was evaluated positively by most participants. Two broad themes emerged: assessment encourages care-givers to take stock of their situation, and it provides a relationship with a caring professional. In particular, the assessment experience gave these care-givers to have the opportunity to reflect, while expressing emotions and developing awareness, and provided them with an appreciated relationship with a caring professional who helped to validate and normalise their situation. For care-givers, the results suggest that assessment may serve as a catalyst for taking action in their care-giving situation or turning to services for help. For practitioners, assessment may increase awareness of the experience of spousal care-givers, potentially leading to interventions to support them. This study found that the attitudes and knowledge of practitioners play a role in care-givers’ experience of the assessment as positive. However, the goal of assessment must be clarified, as outcomes of other tools will differ depending on the aims.

The effects of captions in teenagers’ multimedia L2 learning

ReCALL ◽  
2012 ◽  
Vol 24 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Laurence Lwo ◽  
Michelle Chia-Tzu Lin
Keyword(s):  
Junior High School ◽  
Structured Interview ◽  
Computer Assisted ◽  
Learning Program ◽  
Process Data ◽  
Learning Content ◽  
L2 Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

AbstractThis study aims to explore the impact of different captions on second language (L2) learning in a computer-assisted multimedia context. A quasi-experimental design was adopted, and a total of thirty-two eighth graders selected from a junior high school joined the study. They were systematically assigned into four groups based on their proficiency in English; these groups were shown animations with English narration and one of the following types of caption: no captions (M1), Chinese captions (M2), English captions (M3), and Chinese plus English captions (M4). A multimedia English learning program was conducted; the learning content involved two scientific articles presented on a computer. To track the learning process, data on oral repetition were collected after each sentence or scene was played. A post-test evaluation and a semi-structured interview were conducted immediately after viewing. The results show that the effect of different captions in multimedia L2 learning with respect to vocabulary acquisition and reading comprehension depend on students’ L2 proficiency. With English and Chinese + English captions, learners with low proficiency performed better in learning English relative to those who did not have such captions. Students relied on graphics and animation as an important tool for understanding English sentences.

scholarly journals The impact of informal care-giving networks on adult children's care-giver burden

2010 ◽  
Vol 31 (1) ◽  
pp. 34-51 ◽  
Author(s):  
NATALIA TOLKACHEVA ◽  
MARJOLEIN BROESE VAN GROENOU ◽  
ALICE DE BOER ◽  
THEO VAN TILBURG
Keyword(s):  
Informal Care ◽  
Adult Children ◽  
Adult Child ◽  
Path Model ◽  
Care Giver ◽  
Term Care ◽  
Older Parents ◽  
Care Givers ◽  
Care Giving ◽  
The Impact

ABSTRACTPrevious research on the care-giver burden experienced by adult children has typically focused on the adult child and parent dyad. This study uses information on multiple informal care-givers and examines how characteristics of the informal care-giving network affect the adult child's care-giver burden. In 2007, 602 Dutch care-givers who were assisting their older parents reported on parental and personal characteristics, care activities, experienced burden and characteristics of other informal care-givers. A path model was applied to assess the relative impact of the informal care-giving network characteristics on the care-giver burden. An adult child experienced lower care-giver burden when the informal care-giving network size was larger, when more types of tasks were shared across the network, when care was shared for a longer period, and when the adult child had no disagreements with the other members of the network. Considering that the need for care of older parents is growing, being in an informal care-giving network will be of increasing benefit for adult children involved in long-term care. More care-givers will turn into managers of care, as they increasingly have to organise the sharing of care among informal helpers and cope with disagreements among the members of the network.

scholarly journals Understanding the occupational identity of care-givers for people with mental health problems

2021 ◽  
pp. 030802262110181
Author(s):  
Megan L Howes ◽  
Diane Ellison
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Occupational Therapists ◽  
Occupational Identity ◽  
Care Giver ◽  
Care Givers ◽  
Care Giving ◽  
Occupational Participation

Introduction There is recognition within the literature that the role of care-giving can have a negative impact on care-givers’ general well-being. Less is understood about the role of care-giving on an individual’s occupational participation and in turn occupational identity. Occupational therapists have a unique understanding of the interplay between occupational participation and health, though this is an area that has been under researched in relation to mental health care-givers. Therefore, the current research aims to understand how the role of care-giving for an individual with a mental illness impacts on occupational participation and identity. Method A qualitative semi-structured interview the Occupational Performance and History Interview–Version 2 was utilised to understand life experiences. Six mental health care-givers were interviewed, and these interviews were transcribed for thematic analysis. Findings Three main themes were identified: being me, roles and responsibilities associated with care-giving and services. Conclusion The findings suggest being a mental health care-giver does have a detrimental impact on occupational participation and therefore occupational identity. As care-givers gained more experience in their role, they used occupational adaption as a positive coping mechanism that helped them achieve occupational balance. Using their unique understanding of occupational participation and occupational identity, occupational therapists are well placed to utilise their knowledge and skills to work in a systemic way supporting both the person with mental illness and their care-giver.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

scholarly journals Effectiveness of counselling and psychotherapeutic interventions for people with dementia and their families: a systematic review

2020 ◽  
pp. 1-28 ◽  
Author(s):  
Emily Shoesmith ◽  
Alys Wyn Griffiths ◽  
Cara Sass ◽  
Divine Charura
Keyword(s):  
Systematic Review ◽  
Cognitive Impairment ◽  
Repeated Measures ◽  
Mode Of Delivery ◽  
Research Area ◽  
Repeated Measures Design ◽  
Care Givers ◽  
Psychotherapeutic Interventions ◽  
People With Dementia ◽  
The Impact

Abstract As there is currently no cure for dementia, providing psycho-social support is imperative. Counselling and psychotherapeutic interventions offer a way to provide individualised support for people with dementia and their families. However, to date, there has not been a systematic review examining the research evidence for these interventions. This review aimed to examine the following research questions: (1) Are counselling/psychotherapeutic interventions effective for people with dementia?, (2) Are counselling/psychotherapeutic interventions effective for care-givers of people with dementia? and (3) Which modes of delivery are most effective for people with dementia and care-givers of people with dementia? A systematic literature search was conducted in MEDLINE (via PubMed), PsycINFO and CINAHL in March 2019. Keyword searches were employed with the terms ‘dement*’, ‘counsel*’, ‘psychotherapy’, ‘therap*’, ‘care’ and ‘outcome’, for the years 2000–2019. Thirty-one papers were included in the review, from seven countries. Twenty studies were randomised controlled trials (RCTs) or adopted a quasi-experimental design. The remaining studies were qualitative or single-group repeated-measures design. The review identified variation in the counselling/psychotherapeutic approaches and mode of delivery. Most interventions adopted either a problem-solving or cognitive behavioural therapy approach. Mixed effectiveness was found on various outcomes. The importance of customised modifications for people with dementia was highlighted consistently. Understanding the dyadic relationships between people with dementia and their care-givers is essential to offering effective interventions and guidance for practitioners is needed. Information about the cognitive impairment experienced by participants with dementia was poorly reported and is essential in the development of this research area. Future studies should consider the impact of cognitive impairment in developing guidance for counselling/psychotherapeutic intervention delivery for people with dementia.

scholarly journals The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Qualitative Research Design ◽  
Language School ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.

Family Burden in Frailty Syndrome Care Givers: Impact of Psychoeducation

2020 ◽  
Vol 17 (7) ◽  
pp. 3032-3035
Author(s):  
Rihmaningtyas ◽  
Elida Ulfiana ◽  
Sylvia Dwi Wahyuni
Keyword(s):  
Caregiver Burden ◽  
Psychological Impact ◽  
The Elderly ◽  
Frailty Syndrome ◽  
Term Care ◽  
Care Givers ◽  
The Family ◽  
Post Test ◽  
The Impact

Elderly with frailty syndrome experience a disturbance on physical condition, psychology, social, and financial of the family caregivers. This is due to the long-term care. The nurture will be hampered if the burden is not well handled. This study aims to determine the effect of psychoeducation on families who provide care to the elderly with frailty syndrome. Useable design is a non-experimental one group pre post-test. The number of samples is 15 respondents who provide care to family members who have frailty syndrome. Psychoeducation is given five sessions in three meetings. Lastly, one extra meeting for re-measuring the caregiver burden after intervention. The results of pre-test level of caregiver burden before intervention was 20% severe and 80% moderate. After the intervention, the results changed into the 53.3% average and 46.7% mild. Statistical analysis showed p = 0.001 (significance p < 0.05) on the impact of caregiver burden and psychological impact as much as 53%, physical 27%, social 12% and economic 8%. Psychoeducation affects the level of caregiver burden on caregivers who nurture the elderly with frailty syndrome. The impact of caregiver burden is mostly on the psychological aspects.

Proximity, Defence and Boundaries with Children and Care-Givers: A Sensorimotor Psychotherapy Perspective

2015 ◽  
Vol 40 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Pat Ogden
Keyword(s):  
Child Therapy ◽  
Care Giver ◽  
Adaptive Responses ◽  
Relational Dynamics ◽  
Caregiving System ◽  
Care Givers ◽  
Care Giving ◽  
Limit Setting ◽  
Sensorimotor Psychotherapy

Traumatised children can be easily dysregulated by relational dynamics. These children often experience the sequential or simultaneous stimulation of attachment and defence characteristic of disorganised/disoriented attachment patterns. Expressing their relational needs for proximity and distance can be fraught with conflict, confusion, frustration and fear. Parents/care-givers are often baffled about how to balance boundaries and limit setting with closeness and proximity in a way that is effective for themselves and their children. Additionally, parents/care-givers themselves may have histories of trauma and attachment failure that impair their own ability to balance closeness and distance. Both proximity seeking or closeness and defense or boundary setting actions are organized by innate, psychobiological systems of attachment and defense, and for parents/caregivers, the caregiving system as well. Each action system has to meet particular goals to achieve proximity to and security with a trusted other (attachment system); to defend and protect when needed (defence systems) and to protect and care for offspring (care-giving system). The legacy of trauma and attachment failure, with their consequential neuropsychological deficits, can constrain and disrupt adaptive responses to the arousal of these three systems. This paper clarifies the inborn systems that drive actions of proximity and distance. A case study will explore the interactions of these systems in child/care-giver therapy. Sensorimotor Psychotherapy will be described and somatic relational techniques will be illustrated to address proximity and defence/boundaries in the context of child therapy and care-giver/child therapy.

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