Preschool Services for the Visually Handicapped: A National Survey

1978 ◽  
Vol 72 (2) ◽  
pp. 59-66 ◽  
Author(s):  
Linda Felix ◽  
Susan Jay Spungin
Keyword(s):  
Parent Involvement ◽  
National Survey ◽  
Selection Criteria ◽  
Program Planning ◽  
National Study ◽  
Future Research ◽  
Record Keeping ◽  
Assessment Program ◽  
Parent Groups ◽  
Visually Handicapped

A national study of preschool programs serving the visually handicapped was made for the purpose of compiling national lists of programs and parent groups as well as to compile programmatic information in the following areas: program objectives, staffing, selection criteria, referral procedures, assessment, program planning, parent involvement and record keeping. The information is intended to guide states in the development of new programs or the restructuring of old ones, as well as serve as a basis for future research.

Competency Based Curriculum: A National Survey of Teachers

1978 ◽  
Vol 72 (5) ◽  
pp. 163-169
Author(s):  
Susan Jay Spungin
Keyword(s):  
National Survey ◽  
Community Relations ◽  
Guidance And Counseling ◽  
Activity Assessment ◽  
Competency Based ◽  
Administration And Supervision ◽  
Two Phases ◽  
And Function ◽  
Visually Handicapped ◽  
Media And Technology

Presents selected findings of a national survey of teachers of the visually handicapped to measure their attitudes toward competencies in seven areas of teaching activity: Assessment and Evaluation; Educational Instructional Strategies; Guidance and Counseling; Administration and Supervision; Media and Technology; School and Community Relations; and Research. Attitudes of the 807 responding teachers in both residential and local school programs were analyzed in two phases: Phase I compared what teachers said they do with their reactions to competencies; Phase II analyzed teacher roles (rather than titles) and compared role and function with reaction to the competencies.

A Holistic Professional Development Model

2017 ◽  
pp. 259-284
Author(s):  
Julie Ellen Golden ◽  
Victoria Brown
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Program Planning ◽  
Future Research ◽  
Faculty Professional Development ◽  
Web Based ◽  
Online Curriculum ◽  
Professional Development Model ◽  
E Learning ◽  
Faculty Transition

Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.

Police Officers’ and Victim Advocates’ Perceptions of the Lethality Assessment Program

2017 ◽  
Vol 30 (7) ◽  
pp. 1023-1042 ◽  
Author(s):  
Leila B. Dutton ◽  
Tracy L. Tamborra ◽  
Meagan Pittman
Keyword(s):  
Domestic Violence ◽  
Police Officers ◽  
Qualitative Data ◽  
Future Research ◽  
Police Departments ◽  
Preliminary Assessment ◽  
Online Surveys ◽  
Assessment Program ◽  
Victim Advocates ◽  
By Products

This study is a preliminary assessment of police officers’ and victim advocates’ experiences with and perceptions of the Lethality Assessment Program (LAP), a program involving the collaboration between police departments and domestic violence (DV) agencies designed to prevent fatal and serious DV. Participants included 168 officers from 22 police departments and 63 advocates from 10 DV agencies. Results from online surveys indicated that officers and advocates had favorable perceptions of one another. Officers found the LAP to be less effective as a tool to deal with DV cases than advocates. Analysis of qualitative data revealed that officers and advocates identified a number of positive by-products of the LAP, but officers cited more negative by-products than advocates. Recommendations for policy and future research are provided.

Happy, Stressed, and Angry: A National Study of Teachers’ Emotions and Their Management

2019 ◽  
Vol 3 (2) ◽  
pp. 223-244 ◽  
Author(s):  
Roger Patulny ◽  
Alberto Bellocchi ◽  
Kathy A. Mills ◽  
Jordan McKenzie ◽  
Rebecca E. Olson
Keyword(s):  
Customer Service ◽  
Teaching Profession ◽  
Emotion Management ◽  
Initial Teacher Education ◽  
National Study ◽  
Future Research ◽  
Surface Acting ◽  
Teacher Professional ◽  
Professional Pride ◽  
The Cost

Abstract The teaching profession offers meaningful, stimulating work that accords with teachers’ sense of professional pride and identity, but is also synonymous with high levels of stress, conflict (and associated emotions such as anger and shame) and ultimately, attrition. The degree to which teachers within a national population ‘up-manage’ the former or ‘down-manage’ the latter emotions is unknown. This study utilises new data from the Australian Survey of Emotions and Emotion Management (SEEM) to examine emotions and emotion management among teachers, and workers in comparable service roles, such as health care and customer service, in contemporary Australian society. It finds that teachers exhibit great natural happiness, but also experience and hide (through surface-acting) high levels of stress. Teachers also experience high levels of anger compared to other professions, though they usually manage this successfully through deep acting strategies. These findings imply that teachers are generally happy and professionally committed to (and proud of) their work, but at the cost of managing significant levels of stress and conflict. We discuss the implications for teacher professional development, initial teacher education and policy, and the need to investigate anger/shame dynamics and management in future research into pedagogy.

What evidence is there that parenting interventions reduce child abuse and neglect among maltreating families? A systematic review

2019 ◽  
Vol 1 (4) ◽  
pp. 374-393
Author(s):  
Sarah Whitcombe-Dobbs ◽  
Michael Tarren-Sweeney
Keyword(s):  
Child Abuse ◽  
Child Maltreatment ◽  
Selection Criteria ◽  
Research Question ◽  
Child Abuse And Neglect ◽  
Intervention Group ◽  
Future Research ◽  
Parenting Interventions ◽  
Significant Difference ◽  
Abuse And Neglect

In families where child abuse and neglect have already occurred, there is a strong imperative to provide interventions that reduce or eliminate harm done to children. Parenting programs lack tailoring for the needs of maltreating parents, and maltreating parents themselves are a heterogeneous group with varying needs. The literature on the effectiveness of parenting interventions for high-risk parents is limited, and this scarcity of knowledge can result in child protection cases being treated as a natural experiment. For children who experience ongoing maltreatment by their parents, the most stringent test for effectiveness goes beyond an improvement in positive parenting skills—child abuse and neglect must reduce or be eliminated. The present review addressed the research question What evidence is there that parenting interventions conducted with parents who maltreat their children, reduce the incidence of further child maltreatment? Databases were searched for trials of parenting interventions where participants were maltreating parents and outcome data included an objective measure of child abuse and neglect. Nine studies satisfied the selection criteria and are summarized. Four studies reported a statistically significant difference between groups in favor of the intervention group for two parenting interventions, Parent–Child Interaction Therapy and SafeCare. However, the review concludes that none of the reviewed parenting interventions have been demonstrated to be effective at reducing all types of child maltreatment through a high-quality RCT. Previous research is compromised by several critical methodological limitations, including low participant recruitment and retention, and narrow selection criteria. Recommendations are offered for future research on parenting interventions that aim to reduce child abuse and neglect.

scholarly journals Public priorities for osteoporosis and fracture research: results from a focus group study

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Ashley Hawarden ◽  
Clare Jinks ◽  
Waheed Mahmood ◽  
Laurna Bullock ◽  
Steven Blackburn ◽  
...  
Keyword(s):  
Focus Groups ◽  
National Survey ◽  
Public Awareness ◽  
Research Priorities ◽  
Fragility Fractures ◽  
Healthcare Services ◽  
Future Research ◽  
The Public ◽  
Delays In Diagnosis

Abstract Summary Four focus groups were conducted with members of the public to identify important areas for future osteoporosis research. Participants identified priorities to increase public awareness of osteoporosis, reduce delays in diagnosis, improve communication between healthcare providers and to improve follow-up and information provision about causes of osteoporosis, medication harms and prognosis. Purpose Patients and the public must be involved in setting research agendas to ensure relevant and impactful questions are prioritised. This study aimed to understand what people living with osteoporosis and fragility fractures felt was important to research, to inform the content of a national survey on research priorities in this area. Methods Focus groups were conducted with members of the public with experience of osteoporosis or fragility fractures. The topic guide was co-developed with a patient and public involvement research user group, and explored participants’ experiences of osteoporosis including diagnosis, management and effect upon their lives, what aspects of their ongoing care was most important to them and what about their care or condition could be improved. Focus groups were audio-recorded, transcribed and analysed thematically. Results A total of twenty-three participants were recruited to four focus groups. Analysis identified two main themes: challenges in living with osteoporosis and healthcare services for osteoporosis. Information needs was a further cross-cutting theme. Participants called for increased public awareness of osteoporosis and wanted healthcare services to address conflicting messages about diet, exercise and medication. Participants described long delays in diagnosis, poor communication between primary and secondary care and the need for structured follow-up as important areas for future research to address. Conclusion The findings from this study provide an understanding of research priorities from the perspective of patients and the public, have informed the content of a national survey and have implications for patient education, health services research and policy.

scholarly journals Impact of “Sick” and “Recovery” Roles on Brain Injury Rehabilitation Outcomes

2012 ◽  
Vol 2012 ◽  
pp. 1-10
Author(s):  
David A. Barclay
Keyword(s):  
Brain Injury ◽  
Goal Attainment ◽  
Program Planning ◽  
Psychosocial Distress ◽  
Brief Symptom Inventory ◽  
Bivariate Analysis ◽  
Future Research ◽  
Sick Role ◽  
Shared Variance ◽  
The Impact

This study utilizes a multivariate, correlational, expost facto research design to examine Parsons’ “sick role” as a dynamic, time-sensitive process of “sick role” and “recovery role” and the impact of this process on goal attainment (H1) and psychosocial distress (H2) of adult survivors of acquired brain injury. Measures used include the Brief Symptom Inventory-18, a Goal Attainment Scale, and an original instrument to measure sick role process. 60 survivors of ABI enrolled in community reentry rehabilitation participated. Stepwise regression analyses did not fully support the multivariate hypotheses. Two models emerged from the stepwise analyses. Goal attainment, gender, and postrehab responsibilities accounted for 40% of the shared variance of psychosocial distress. Anxiety and depression accounted for 22% of the shared variance of goal attainment with anxiety contributing to the majority of the explained variance. Bivariate analysis found sick role variables, anxiety, somatization, depression, gender, and goal attainment as significant. The study has implications for ABI rehabilitation in placing greater emphasis on sick role processes, anxiety, gender, and goal attainment in guiding program planning and future research with survivors of ABI.

scholarly journals Do pain, anxiety and depression influence quality of life for people with amyotrophic lateral sclerosis/motor neuron disease? A national study reconciling previous conflicting literature

2019 ◽  
Vol 267 (3) ◽  
pp. 607-615 ◽  
Author(s):  
Rhiannon Edge ◽  
◽  
Roger Mills ◽  
Alan Tennant ◽  
Peter J. Diggle ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Amyotrophic Lateral Sclerosis ◽  
Motor Neuron ◽  
Motor Neuron Disease ◽  
National Study ◽  
Future Research ◽  
Depression And Anxiety ◽  
Patient Reported ◽  
Lateral Sclerosis

Abstract Introduction The importance of elucidating the relationships between pain, mood and quality of life (QoL) amongst people with amyotrophic lateral sclerosis/motor neuron disease is evident to clinicians, yet the literature is limited and inconsistent. We explored the relationships between pain, depression, anxiety and QoL to reconcile the previous contrasting findings and inform future research and clinical practice. Methods Patient-reported outcomes were obtained as part of the Trajectories of Outcomes in Neurological Conditions study. Mood and QoL scales underwent Rasch analysis. Correlation coefficients examined the strength of association between variables of interest. A bivariate regression model was developed to examine the effects of pain, depression and anxiety on joint psychological and physical QoL domains. Results Of 636 people with ALS, 69% reported pain, of these most had mild pain. Seven percent (7%) of participants exceeded published cutoffs for probable depression and 14% had probable anxiety. Pain, depression and anxiety all influence quality of life; depression has a significant effect on both physical and psychological domains of QoL, whereas pain affects physical QoL and anxiety psychological QoL. Conclusions These results show the importance of expressing quality of life in a conceptually appropriate way, as failing to take account of the multidimensional nature of QoL can result in important nuances being overlooked. Clinicians must be aware that pain, depression and anxiety all worsen QoL across their ranges, and not just when pain is severe or when anxiety or depression reach case level.

Parent Involvement in Meaningful Post-School Experiences for Young Adults With IDD and Pervasive Support Needs

2016 ◽  
Vol 54 (4) ◽  
pp. 260-272 ◽  
Author(s):  
Zachary Rossetti ◽  
Donna Lehr ◽  
Dana Pelerin ◽  
Shuoxi Huang ◽  
Leslie Lederer
Keyword(s):  
Parent Involvement ◽  
Young Adults ◽  
Secondary Analysis ◽  
School Experiences ◽  
Future Research ◽  
Support Needs ◽  
Post Secondary ◽  
Active Involvement ◽  
Integrated Employment ◽  
Problem Solvers

Abstract Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in meaningful post-school experiences by eight young adults with IDD and pervasive support needs. Secondary analysis of data from a prior interview study yielded this smaller sample of eight young adults with meaningful post-school experiences. Their parents were actively involved as fierce advocates and creative problem solvers. The active involvement of parents included: a) attitudinal facilitators, b) advocacy efforts and perceptions, and c) strategic actions. Implications for future research and practice are described.

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