Estimating pre-morbid intellectual functioning using the Das-Naglieri: cognitive assessment system

Neurological evaluation often utilizes a comparison of current test performance and previous performance to note any changes in neurological functioning. Previous methods have utilized atheoretical assessment measures such as the Wechsler Intelligence Scale for Children IV as means of determining pre-morbid functioning. The purpose of this study was to develop pre-morbid intellectual functioning equations using the theoretical Das-Naglieri: Cognitive Assessment System (CAS) as a method to determine functioning prior to a neurological injury in children. Participants included the CAS Standardization sample (N= 2,791). The sample was randomly divided into two groups (90% comprising the development sample, the remaining 10% consisting of the validation sample). In addition, 22 individuals from the CAS standardization sample who reported a TBI were also withheld for a small clinical validation sample. The development group was used to create 17 equations to estimate both CAS-Domain scores and CAS Full Scale IQ. 16 of the 17 equations were accurate predictors of the CAS-Domain and CAS Full Scale scores in the non-clinical validation sample. These equations hold promise in accurate estimation in clinical samples, as evidenced by the validation in the small TBI clinical sample utilized in this study although more clinical validation is required

Peer-Assisted Learning Online: Peer Leader Motivations and Experiences

This research explores the different types of motivation that inspired students to engage in an online peer-assisted learning (PAL) leader role. An interdisciplinary online PAL pilot programme at a university in the United Kingdom was reviewed to investigate the experience and perceptions of voluntary online PAL leaders. The purpose of the study was to address a paucity in knowledge about the motivations for this role, specifically from an online perspective, and to guide future online PAL leader recruitment. A thematic analysis of in-depth qualitative semi-structured interviews was used to determine emerging and relevant themes. Three research questions guided the interviews, and findings are presented in response to these questions. Findings indicate that different types of intrinsic and extrinsic motivation were key reasons for engaging in the online PAL leader role. The participants expressed an altruistic and empathic approach towards volunteering. Potential personal benefits motivated their participation, including improved study skills, transferable skills, and the possibility of an award. These motivations fell into two significant themes: the awareness of personal gain and the emergence of a desired version of self. Recommendations are made for the recruitment and training of online PAL leaders and the logistics of the scheme to ensure it is well advertised, accessible, endorsed by academic staff, and combines synchronous and asynchronous modes. It is hoped that this research will be valuable given the shift to online study and blended learning in response to and as an outcome of the COVID-19 pandemic and the value placed on interactive virtual spaces to minimise isolation

The agency of service user and carer engagement in health and social care education

Service user and carer involvement in health and social care education in the UK has gained momentum over the last two decades, largely driven by consumerist and democratic ideologies. This is reinforced by the health and social care regulatory bodies such as the Nursing and Midwifery Council (NMC) and the Health and Care Professions Council (HCPC). This thesis presents a series of eight peer reviewed papers that have focussed on the agency of service user and carer involvement in health and social care education. The accompanying commentary draws the papers together and locates them within an overarching theoretical framework, ‘The Ladder of involvement’. This portfolio of evidence demonstrates a coherent approach that draws on underlying philosophies and theoretical underpinnings and displays contribution to knowledge in five distinct sections: Contribution to the literature with new findings, location of the findings within the current literature, location of the findings within the theoretical framework, contribution to the refinement and development of theory and contribution to dialogue and debate. The key message from the studies undertaken as part of this portfolio of evidence is that service user and care involvement in health and social care education enhances student learning and influences their future practice. However, there must be a well-developed infrastructure within higher education institutions that recognises the complexities of user involvement for the key stakeholders. There is a pressing need for additional research to further substantiate the benefit of user involvement for all parties concerned, in order for user involvement to take its place as a core component of health and social care education

Democratic Learning for Democratic Practice: Co-Operation and Deliberation

In this chapter we suggest that education for a critical understanding of democracy is central to the delivery of high-quality patient-centred care. Development of skills and knowledge which support change in practice can and must be brought into the classroom, offering opportunities for positive role modelling and real-time learning. Techniques by which such understandings can be cultivated will be explicitly referred to in the course of the chapter. For the purpose of highlighting these ideas and practices, we refer to selected initiatives focusing upon undergraduate nurse education concerned with professional support for service-user involvement in nursing practice; teaching leadership to registered nurses; and wider general initiatives which bring service-user involvement into practitioner learning in higher education. The exemplars are illustrative and do not claim to be the only examples of our focus on involvement and democracy across the three universities. They are, however, initiatives in which we have been substantially involved

The provision of vocational education and training within contemporary political socio-economic conditions: A review of the literature

This review is in response to numerous research, studies and other reviews that present the under-addressed, longstanding need to rethink vocational education and training delivered to secondary students (VETdSS) in Australia and in similar jurisdictions. Further, it is unclear how secondary schools in Western Australia are navigating the provision of vocational education and training within contemporary political socio-economic conditions. Therefore, this paper intends to review the most recent research about VETdSS and especially research that is pertinent to secondary schools in Western Australia. Ultimately, our aim in this paper is to develop a conceptual framework that will help us to understand what research and theory-making has already been conducted in Australia relevant to VETdSS and what gaps and needs remain wanting

Branes on the Horizon

Models with extra dimensions are often invoked to resolve cosmological problems. We investigate the possibility of apparent acausality as seen by a brane-based observer resulting from signal propagation through the extra dimensions. Null geodesics are first computed in static and cosmological single-brane models, following which we derive the equations of motion for the inter-brane distance in a two-brane scenario, which we use to examine possible acausality in this more complex setup. Despite observing significant effective acausality in some situations there is no a priori solution to the horizon problem using this mechanism. In the two-brane scenario there can be significant late time violation of gravitational Lorentz invariance, resulting in the gravitational horizon being larger than the particle horizon, leading to potential signals in gravitational wave detectors

Study protocol: psychoeducation on attachment and narcissism as treatment of sex addiction

This study protocol reports a research design to examine the effects of a psycho-educational programme about attachment and narcissism on sex addiction. Previous research highlighted the great impacts of anxious attachment and narcissism on sex addiction. Unlike therapeutic approaches, where a therapist intervenes the client, psychoeducation can influence clients’ symptoms more subtly related to their less resistance. Further, considering a strong association between sex addiction and narcissism, such an approach may be more conducive. Given high shame associated with sex addictions and clients existing in many countries, the programme is implemented online using recorded videos, delivered four times weekly. Findings from this study can inform utility of this original intervention for sex addiction.N/