A service evaluation of parent adherence with dysphagia management therapy guidelines: Reports from family carers supporting children with complex needs in Greece

Purpose: Many children with complex needs exhibit eating, drinking and/or swallowing disorders (dysphagia). These children often have associated learning needs, and require assistance from carers for daily tasks such as eating and drinking. The aim of this study was to identify which strategies to manage dysphagia were challenging for family carers, and reasons for any non-adherence. Method: In this service evaluation researchers observed carers during mealtimes, and investigated carer opinions of strategies used to minimise the risks of dysphagia. Eight children with complex needs aged 3.4 - 7.5 years and their primary family caregiver participated. Results: Adherence with speech and language pathologists’ dysphagia recommendations overall was over 50% in all but one case. For specific strategies, the highest adherence was observed for diet modifications of foods (89%), communication during the mealtime (83%), amount of food to present (81%) and the pacing of fluids and foods (81%). Lower levels of adherence were identified in relation to postural management (58%), environmental changes (58%), utensils (56%) and preparatory strategies (49%). Conclusion: Adherence with use of strategies to support mealtimes was over 50% in all but one case. Findings suggest that support is essential in order to promote safe mealtimes, reduce family carers’ stress and increase knowledge, confidence and adherence in implementing dysphagia guidelines in the family home

Perceptions of elementary school staff members on the effectiveness of structured dialogue for collaboration

This phenomenological study was used to explore teachers’ perceptions of structured dialogue for collaboration. Structured dialogue is defined as a conversation led by a facilitator, who provides direction, specific prompting, and sentence stems to have a group engage in dialogue. A review of the current scholarship on structured dialogue protocols brings to light how “deep” professional conversations in an educational context, collaboration, trust, and decision-making have an impact on discussions taking place in educational settings. A review of the literature revealed a lack of research that explores the reasons why deeper conversations between colleagues in education are not occurring often enough. This qualitative study explored the perceptions of elementary school staff members regarding their experiences engaging with structured dialogue protocols for collaboration. Through interviews using open-ended questions, participants shared their experiences using structured dialogue protocols, identified the specific structured dialogue protocols they found most and least effective, and provided recommendations for ways to potentially improve them. The findings reveal that individuals perceived structured dialogue protocols to be effective for collaboration by ensuring equitable sharing, enabling focused and attentive listening, establishing leadership roles to facilitate and structure the dialogue, and fostering collaborative problem-solving. This study suggests that structured dialogue protocols offer enhanced ways for educational colleagues to engage with one another in more meaningful and effective ways. This is an area of research that merits more attention and would be of benefit to those occupying leadership roles in schools.structured dialogue protocolsteacher collaborationshared leadershi

Spin constraints on Regge predictions and perturbative evolution in high energy collisions

Two key issues in the application of perturbative QCD and Regge predictions to high energy processes are whether the hard and soft pomerons should be considered as two separate distinct exchanges and whether the Regge intercepts are Q^2 independent or not. Models involving a distinct hard pomeron exchange predict much larger values for the LHC total cross-section. Here we argue that there is a polarized analogue of this issue in the isovector part of the spin structure function g_1 and that the spin data appear to favour a distinct hard exchange.Comment: 8 page

Facilitating online discussion, tutoring and moderating skills in clinical psychology lecturers

The inclusion of online approaches in clinical psychology training has necessitated an examination of the skills required by trainers. This paper describes the development of a short tutorial to promote online discussion tutoring and moderation skills in clinical psychology lecturers

Views of Coaching Practice Expressed by School-Based Coaches

This study reports on the views of coaching expressed by school-based coaches and coaching experts in response to observing the practice of a novice coach featured in a video. Researchers hypothesized that a coach participant\u27s observations about another coach\u27s practice would be a useful tool for examining participants\u27 beliefs about coaching. Researchers compared responses from school-based coaches to the responses of coaching experts and views expressed in leading coaching literature in order to examine the variation in school-based coaches\u27 views. Analysis of responses from both practicing coaches and coaching experts revealed eight themes that describe components of the videotaped coaching cycle: 1) coaching relationships; 2) the use of praise by the coach; 3) discussions of student learning; 4) how coaches respond to teachers\u27 questions; 5) how coaches prompt reflection; 6) how coaches address teacher knowledge and learning; 7) discussions of mathematics content; and, 8) facilitation of the coaching session. The analysis also revealed that these themes correspond to accepted domains of coaching knowledge reported in the coaching literature

Maximizing the Benefits of Collaborative Learning in the College Classroom

abstract: This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity for students to acquire the necessary prior knowledge for maximizing their discussions towards learning. The study used a 2x2 experimental design, investigating the factors of Preparation (No Prep and Prep) and Type of Activity (Active and Constructive) on deep and shallow learning. The sample was community college students in introductory psychology classes; the domain tested was "memory," in particular, concepts related to the process of remembering/forgetting information. Results showed that Preparation was a significant factor affecting deep learning, while shallow learning was not affected differently by the interventions. Essentially, equalizing time-on-task and content across all conditions, time spent individually preparing by working on the task alone and then discussing the content with a partner produced deeper learning than engaging in the task jointly for the duration of the learning period. Type of Task was not a significant factor in learning outcomes, however, exploratory analyses showed evidence of Constructive-type behaviors leading to deeper learning of the content. Additionally, a novel method of multilevel analysis (MLA) was used to examine the data to account for the dependency between partners within dyads. This work showed that "preparing-to-interact" is a way to maximize the benefits of collaborative learning. When students are first cognitively prepared, they seem to make the most efficient use of discussion towards learning, engage more deeply in the content during learning, leading to deeper knowledge of the content. Additionally, in using MLA to account for subject nonindependency, this work introduces new questions about the validity of statistical analyses for dyadic data.Dissertation/ThesisPh.D. Educational Psychology 201

Embedding a curriculum-based information literacy programme at the University of Bedfordshire

This article describes the development of an information literacy programme that was embedded into the Psychology curriculum during 2007-2008. The programme was a collaboration between a faculty librarian and the Department of Psychology and utilized a blended learning approach along with a variety of teaching and assessment methods. This paper also reports on the initial findings from an ongoing evaluation assessing the impact of the programme on students' learning and information skills development. There had been an acknowledgement within the Department of Psychology and at broader University level of the importance of supporting students' and graduates' employability. Indeed, when the University undertook a curriculum redesign in 2008 (known as CRe8) the University recognized that 'there are four core skills areas at the core of 'graduateness' and employability that the University expects all courses to emphasise: communication; Information literacy; Research and evaluation; and creativity and critical thinking' (University of Bedfordshire, 2009). The development and implementation of an information literacy programme was therefore aligned closely with the University's goals at that time

The evaluation of interdisciplinary learning initiative in managing depression

This paper reports the findings from a descriptive study exploring community-nursing students’ experiences of interdisciplinary learning on managing depression. The study was completed as part of a specialist module workshop included in a post-registration community specialist practitioner programme. Questionnaire data included attitude ratings and qualitative evaluations of problem-based learning (PBL). A cohort of 34 community nurses responded. The findings identified issues relating to the learning process and its influence on the knowledge gained and attitudes to team work. Community nurses reported the workshop was thought provoking and the challenging issue is the different opinions of the district nurses role in managing depression from the perspective of the students. This study suggests that problem based learning had a positive impact on students’ learning which makes it a well-received contribution to learning. It also reinforced the importance of healthy attitudes towards collaboration in promoting mental health practice. All of these do ultimately have implications for clinical practice