scholarly journals An Assessment of Attendee Experiences With a Workshop to Reframe Aging-Related Communications

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 899-899
Author(s):  
Stephanie Chesser ◽  
Michelle Porter
Keyword(s):  
Qualitative Assessment ◽  
Future Research ◽  
Communication Behaviors ◽  
Personal Lives ◽  
Telephone Interviews ◽  
Potential Success ◽  
Interactive Workshop ◽  
The University ◽  
Study Participants

Abstract The Centre on Aging at the University of Manitoba adapted the FrameWorks Institute’s Gaining Momentum toolkit into an interactive workshop that was delivered to aging-related stakeholders (e.g., health professionals, educators, researchers, advocates, older persons) across the province of Manitoba, Canada. The purpose of this study was to complete a qualitative assessment of attendee experiences with the workshop and its impact, if any, on their aging-related communication behaviors. Study participants recruited from four communities (two urban, two rural) completed two telephone interviews—one approximately two weeks and one approximately three months post-workshop—about their experiences, motivations for attending, and short and long-term communication goal setting. Through the interviews, most participants expressed positive experiences with the workshop content, as well as an enjoyment of its interactive elements (e.g., self-introduction activity, reframing short and long form aging-related communications, group feedback). Several also shared specific examples of how workshop content was influencing their short/long-term aging communication strategies. Some participants, however, also identified ways that local culture could impact the interpretation of and, thus, potential success of workshop language and/or framing recommendations in specific communities. Overall, the findings from this study suggest that the Gaining Momentum workshop was a valuable experience for attendees that inspired critical assessment of, and changes to, the ways they communicated about aging in their professional and personal lives. Future research is warranted to explore the ways its content could be adapted to better meet the unique communication considerations within the province of Manitoba (e.g., cultural, geographic, and language-related implications).

scholarly journals An Assessment of Attendee Experiences With a Workshop to Reframe Aging-Related Communications

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 898-899
Author(s):  
Stephanie Chesser ◽  
Michelle Porter
Keyword(s):  
Qualitative Assessment ◽  
Future Research ◽  
Personal Lives ◽  
Telephone Interviews ◽  
Potential Success ◽  
Interactive Workshop ◽  
Communication Behaviours ◽  
The University ◽  
Study Participants

Abstract In 2018, the Centre on Aging at the University of Manitoba adapted the FrameWorks Institute’s Gaining Momentum toolkit into an interactive workshop that was delivered to aging-related stakeholders (e.g., health professionals, educators, researchers, advocates, older persons) across the province of Manitoba, Canada. The purpose of this study was to complete a qualitative assessment of attendee experiences with the workshop and its impact, if any, on their aging-related communication behaviours. Study participants completed two telephone interviews—one approximately two weeks and one approximately three months post-workshop—about their workshop experiences, motivations for attending, and short and long-term communication goal setting. Through the interviews, most participants expressed positive experiences with the workshop content, as well as an enjoyment of its interactive elements (e.g., self-introduction activity, reframing short and long form aging-related communications, group feedback). Several also shared specific examples of how workshop content was influencing their short/long-term aging communication strategies. Some participants, however, also identified ways that local culture could impact the interpretation of and, thus, potential success of workshop language and/or framing recommendations in specific communities. Overall, the findings from this study suggest that the Gaining Momentum workshop was a valuable experience for attendees that inspired critical assessment of, and changes to, the ways they communicated about aging in their professional and personal lives. Future research is warranted to explore the ways its content could be adapted to better meet the unique communication considerations within the province of Manitoba (e.g., cultural, geographic, and language-related implications).

THE PERCEPTIONS OF FEMALES STUDENTS AT A NEW UNIVERSITY IN SAUDI ARABIA TO USE SOCIAL MEDIA AS E-LEARNING TOOLS TO SUPPORT LEARNING

2020 ◽  
Vol 8 (10) ◽  
pp. 77-83
Author(s):  
Omar Abdullah Alshehri
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Educational Process ◽  
Future Research ◽  
Learning Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Social Media Tools ◽  
The University ◽  
Study Participants

This paper examines the perspectives of female's students at a new university in Saudi Arabia to use social media as e-learning tools to support their learning. It also aims to investigate their current usage of these tools and the benefits behind using these tools for learning. Another aim of this study is to examine the difficulties that females' students face when they use social media tools in their learning process. The study participants comprised 23 Saudi females' students at a new university and surveyed was used to collect data for this study. The results indicate that female students are using social media tools and their opinions largely coincide regarding the benefits of and barriers to social media usage. The study recommends that future research on the usage of social media tools for learning and teaching be extended to include a wider demographic base at the same or a different university to further explore the extent to which these tools used for learning. The study provides insights that may help decision-makers at the university to recognise the extent to which females use and integrate social media tools to facilitate the educational process.

scholarly journals Participant Perceptions of the Influences of the NLM-Sponsored Woods Hole Medical Informatics Course

2005 ◽  
Vol 12 (3) ◽  
pp. 256-262 ◽  
Author(s):  
Vimla L. Patel ◽  
Timothy Branch ◽  
Andria Cimino ◽  
Cathy Norton ◽  
James J. Cimino
Keyword(s):  
Medical Informatics ◽  
Participant Observation ◽  
Qualitative Assessment ◽  
Telephone Interviews ◽  
Professional Careers ◽  
Observation Methods ◽  
Agents Of Change ◽  
Show Evidence ◽  
And Behavior

Abstract This report provides an evaluation of the National Library of Medicine-sponsored Woods Hole Medical Informatics (WHMI) course and the extent to which the objectives of the program are achieved. Two studies were conducted to examine the participants' perceptions of both the short-term (spring 2002) and the long-term influences (1993 through 2002) on knowledge, skills, and behavior. Data were collected through the use of questionnaires, semistructured telephone interviews, and participant observation methods to provide both quantitative and qualitative assessment. The participants of the spring 2002 course considered the course to be an excellent opportunity to increase their knowledge and understanding of the field of medical informatics as well as to meet and interact with other professionals in the field to establish future collaborations. Past participants remained highly satisfied with their experience at Woods Hole and its influence on their professional careers and their involvement in a broad range of activities related to medical informatics. This group considered their knowledge and understanding of medical informatics to be of greater quality, had increased their networking with other professionals, and were more confident and motivated to work in the field. Many of the participants feel and show evidence of becoming effective agents of change in their institutions in the area of medical informatics, which is one of the objectives of the program.

Sharing Psychotherapy Notes with Patients: Therapists’ Attitudes and Experiences

Social Work ◽  
2020 ◽  
Vol 65 (2) ◽  
pp. 159-168 ◽  
Author(s):  
Hannah Chimowitz ◽  
Stephen O’Neill ◽  
Suzanne Leveille ◽  
Katrina Welch ◽  
Jan Walker
Keyword(s):  
Training Programs ◽  
Well Being ◽  
Future Research ◽  
Clinical Social Workers ◽  
Patient Portals ◽  
Telephone Interviews ◽  
Risks And Benefits ◽  
Or Practice ◽  
Study Participants ◽  
Improve Patient

Abstract Evidence suggests that the practice of sharing clinicians’ notes with patients via online patient portals may increase patient engagement and improve patient–clinician relationships while requiring little change in providers’ workflow. Authors examined clinical social workers’ experiences and attitudes related to open psychotherapy notes using focus groups and telephone interviews. Twenty-four of 29 eligible therapists agreed to open their notes to patients, and nine participated in this study. Participants were generally positive about their experiences and reported few disruptions to their workload or practice. However, they were hesitant to bring up notes to patients during sessions, and they discussed the benefits of open therapy notes mostly hypothetically. The five therapists who did not share notes worried that open notes would be detrimental to therapeutic relationships, patient well-being, and workflow. However, the concern they discussed most often related to the electronic health record rather than to open notes, because therapy notes are visible to all authorized clinicians as part of the general medical record. Future research is needed to deepen our understanding of the risks and benefits of open psychotherapy notes and to inform development of training programs to support therapists in opening notes.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

Physical and Psychological Benefits of Written Emotional Expression

2015 ◽  
Vol 20 (4) ◽  
pp. 242-251 ◽  
Author(s):  
Éva Kállay
Keyword(s):  
Mental Health ◽  
Expressive Writing ◽  
Mental Health Problems ◽  
Cost Effective ◽  
Health Problems ◽  
Future Research ◽  
Psychological Benefits ◽  
Cost Effective Treatment ◽  
Meta Analyses

Abstract. The last several decades have witnessed a substantial increase in the number of individuals suffering from both diagnosable and subsyndromal mental health problems. Consequently, the development of cost-effective treatment methods, accessible to large populations suffering from different forms of mental health problems, became imperative. A very promising intervention is the method of expressive writing (EW), which may be used in both clinically diagnosable cases and subthreshold symptomatology. This method, in which people express their feelings and thoughts related to stressful situations in writing, has been found to improve participants’ long-term psychological, physiological, behavioral, and social functioning. Based on a thorough analysis and synthesis of the published literature (also including most recent meta-analyses), the present paper presents the expressive writing method, its short- and long-term, intra-and interpersonal effects, different situations and conditions in which it has been proven to be effective, the most important mechanisms implied in the process of recovery, advantages, disadvantages, and possible pitfalls of the method, as well as variants of the original technique and future research directions.

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

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