Assistive Technology to Promote Participation in Sport for People with Disabilities

Participation in sports is a fundamental right for persons with disabilities and is facilitated by the use of specialized Assistive Technology (AT). However, little is known about the role every-day AT plays in promoting sport participation. This study explores how the 50 priority assistive products on the World Health Organization’s Assistive Products List can promote participation in sports, using a mixed-methods online survey with AT users, caregivers, and coaches (n=96). We used a thematic analysis for qualitative responses describing the use of assistive products in facilitating sport participation. Results suggest every-day assistive products are required for participation in sport for persons with disabilities. We present a conceptual model of assistive product use for sport participation. We found persons with disability participate in a range of sports, contributing to community engagement. Access to every-day assistive products is therefore integral to achieving rights of persons with disabilities for participation in sport.

Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.

International Students’ Suggestions for What Universities Can Do to Better Support Their Mental Wellbeing

This article aims to expand understanding of how to support international students’ mental wellbeing in Australian higher education. It presents findings from a study which explored international students’ own suggestions for how universities could improve their wellbeing. Qualitative responses were analyzed from 601 international students at one large, metropolitan university in Australia. Findings emphasize the relationship between course experience and student wellbeing and suggest that universities could improve international students’ wellbeing by focusing on improving their learning experiences and fostering a sense of belonging.

Evaluation of a novel communication and consultation skills model (WISE COACH) on dog owner perceptions of veterinarians and projected spending on veterinary care

OBJECTIVE To assess the impact of a novel communication and consultation skills model (WISE COACH [WC]) on dog owner perceptions of veterinarians and projected spending on veterinary care. SAMPLE 1,200 US dog owners who had visited a veterinarian within the prior 18 months. PROCEDURES Video recordings of 2 staged client consultations were made, with the veterinarian following the WC recommendations in one video and not following them in the other (control). Participants were randomly assigned to view one of the videos and completed an online survey to assess their perceptions and projected spending. Qualitative responses were coded to identify themes. RESULTS The veterinarian was rated significantly higher in the WC video than in the control video for the characteristics first impression, skilled and knowledgeable, cares about me, cares about my pet, and communicates clearly, and was rated significantly lower for the characteristic rushed or abrupt. Participants who viewed the WC video were significantly more likely to follow the veterinarian’s recommendations, return to see the veterinarian, and recommend the veterinarian. They were also approximately 1.4 times as likely to approve the full recommended treatment plan, and their projected total spending was approximately 15% higher than projected spending for participants who viewed the control video. CLINICAL RELEVANCE Results showed improved client perceptions, client retention, quality of patient care, and financial metrics when the veterinarian followed the WC recommendations. Further study is needed to determine whether this model may also improve veterinarian well-being by improving client relationships and decreasing resistance to recommendations.

Perspectives on Disabilities in Sierra Leone

Most disability research originates from high-income countries, masking important cultural variability in how disability is conceptualized. Through 199 interviews with people living in Sierra Leone, we investigated the following research questions: (1) what are the experiences of community members with people with disabilities?; (2) what employment options or other resources are available for people with disabilities?; and (3) how do community members perceive people with disabilities? We used a mixed-method approach to data analysis by quantitizing the qualitative responses to further examine whether participants’ responses differed by urbanicity, age, or level of education. The results of this study provide insight into how disability is understood in a low-income country and reveal important directions for future research.

Parents’ Responses to Relational Bullying in New Zealand

<p>Relational bullying is a significant and widespread issue that is experienced by many young people in New Zealand. To implement effective and consistent prevention and intervention strategies, it is crucial to understand the perspectives of everyone involved. However, there is currently limited research on parents’ perspectives of relational bullying. While research in the field of bullying prevention is increasingly focused on the perspectives and responsibility of multiple parties, a significant gap in the literature remains: the perspectives of the parents of children who are involved as perpetrators of bullying, as well as those parents of children who are both bullies as well as victims. The present doctoral research yielded findings describing parents’ responses to their child’s involvement in relational bullying, including those involved in bullying perpetration. This project was comprised of three studies focussing specifically on relational bullying. The first study examined parents’ responses to hypothetical scenarios depicting their child perpetrating or experiencing exclusion, rumour spreading, and manipulation. The second study asked parent participants to reflect on any actual experience they had with supporting their child as a victim or perpetrator of relational bullying. In the third study, participants reflected on their own experiences with relational bullying during their childhood or adolescence, considering the continued impact on their current lives and on their parenting. Data collection was via one anonymous, online survey. These qualitative responses were analysed thematically to produce both individual study findings and overarching themes that reflected the participants’ perspectives. The responses revealed that parents respond to the three distinct forms of relational bullying (exclusion, rumour spreading, and manipulation) in different ways, with some forms of relational bullying viewed as less serious than others. In addition, the findings provide insight into how parents supported their child when they were involved in relational bullying perpetration. Parents responding to their child’s involvement in the perpetration of relational bullying often took action, assisted their child to make amends, and continued to monitor their child’s progress. When parent participants considered their own experiences of relational bullying, they identified being deeply impacted by the bullying at the time it happened, and they explained that it continued to have an ongoing impact on their current lives and on their parenting behaviour with their own children. The findings from the project overall illustrate the need for a cultural shift in the attitudes towards bullying that permeate the New Zealand context.</p>

Parents’ Responses to Relational Bullying in New Zealand

<p>Relational bullying is a significant and widespread issue that is experienced by many young people in New Zealand. To implement effective and consistent prevention and intervention strategies, it is crucial to understand the perspectives of everyone involved. However, there is currently limited research on parents’ perspectives of relational bullying. While research in the field of bullying prevention is increasingly focused on the perspectives and responsibility of multiple parties, a significant gap in the literature remains: the perspectives of the parents of children who are involved as perpetrators of bullying, as well as those parents of children who are both bullies as well as victims. The present doctoral research yielded findings describing parents’ responses to their child’s involvement in relational bullying, including those involved in bullying perpetration. This project was comprised of three studies focussing specifically on relational bullying. The first study examined parents’ responses to hypothetical scenarios depicting their child perpetrating or experiencing exclusion, rumour spreading, and manipulation. The second study asked parent participants to reflect on any actual experience they had with supporting their child as a victim or perpetrator of relational bullying. In the third study, participants reflected on their own experiences with relational bullying during their childhood or adolescence, considering the continued impact on their current lives and on their parenting. Data collection was via one anonymous, online survey. These qualitative responses were analysed thematically to produce both individual study findings and overarching themes that reflected the participants’ perspectives. The responses revealed that parents respond to the three distinct forms of relational bullying (exclusion, rumour spreading, and manipulation) in different ways, with some forms of relational bullying viewed as less serious than others. In addition, the findings provide insight into how parents supported their child when they were involved in relational bullying perpetration. Parents responding to their child’s involvement in the perpetration of relational bullying often took action, assisted their child to make amends, and continued to monitor their child’s progress. When parent participants considered their own experiences of relational bullying, they identified being deeply impacted by the bullying at the time it happened, and they explained that it continued to have an ongoing impact on their current lives and on their parenting behaviour with their own children. The findings from the project overall illustrate the need for a cultural shift in the attitudes towards bullying that permeate the New Zealand context.</p>

Psychological and Physical Health Outcomes in Adults With Craniosynostosis

Objectives Within current research, little is known about the long-term outcomes of craniosynostosis. A priority-setting exercise by UK charity Headlines Craniofacial Support identified 2 key questions in this area: (1) What are the long-term physical and psychological effects for individuals with syndromic and non-syndromic craniosynostosis? and (2) Are individuals with craniosynostosis likely to suffer from mental health difficulties, or are they more resilient? The aim of the current study was to conduct an initial investigation of these priority questions. Methods A comprehensive UK-wide survey consisting of 9 standardized psychological outcome measures and open-ended questions was distributed online. Thirty-six eligible adults (69.4% female) with a mean age of 30.8 years responded to the survey. Participants reported having single suture craniosynostosis (27.8%) or syndromic craniosynostosis (52.8%), with 19.4% being unsure of their diagnosis. Sample means were compared to published norms using independent samples t tests. Qualitative responses were analysed using inductive content analysis. Results Compared to the general population, participants reported significantly less favorable scores related to appearance concerns, attachment in adult relationships, anxiety, optimism, and resilience. Self-worth, depression, and social anxiety scores were similar to norms. Qualitative responses provided additional insight into participants’ satisfaction with appearance, physical health, medical treatment, employment, relationships, and recurrence risks. Few participants had accessed psychological support. Discussion This preliminary study illustrates the potential long-term implications for individuals with craniosynostosis. Improved treatment protocols are needed to address physical health concerns in adulthood, while dedicated psychological resources are necessary to promote emotional well-being, social confidence, and resilience.

Early Collaboration Measures Among a Cross-Sector Stakeholder Group in a Statewide GWEP

The AgingME Geriatrics Workforce Enhancement Program (GWEP) uses collaboration across institutions of higher education, community-based organizations, and healthcare entities to imbed transformational healthcare practice change across Maine, a primarily rural state. To explore the factors that influence cross-sector collaboration among a diverse array of partners, a baseline anonymous electronic survey was distributed to the newly formed project steering committee. The survey consisted of the Wilder Collaborative Factors Inventory, an established measure of 22 research-based collaboration factors along with four open response questions on process-level challenges and opportunities for improvement. A total of eleven responses (N = 11) were received out of 20 Steering Committee members (55% response). Collaboration strengths noted in the assessment include unique purpose of statewide GWEP efforts (M = 4.41 out of 5 points), mutual trust among members (M = 4.32), favorable social and political environment (M = 4.27), and a history of collaboration among partners (M = 4.27). Lower scores were received on the multiple layers of participation (M = 3.45 out of 5 points), and ability to compromise factors (M = 3.45). Qualitative responses reinforced the need for a common understanding of the project’s goals and outcomes early on in the collaboration. Barriers to collaboration included scheduling considerations and limited time and energy among partners due to heightened COVID-19 response efforts. Results elucidate: 1) Early collaboration strengths and needs of a newly formed statewide education collaborative; and 2) Strategic action steps and focal points informing early partnershipping among organizations engaged in interprofessional health education efforts.