Overcoming Obstacles to Education: The Experience of Women University Students Diagnosed with Attention-Deficit / Hyperactivity Disorder

Much of the research on Attention-Deficit / Hyperactivity Disorder (AD/HD) has been conducted with male children, resulting in limited knowledge of the disorder in females and adults. Even though increasing numbers of students with the disorder are entering postsecondary institutions, AD/HD in this population is an understudied area. A hermeneutic phenomenological methodology was chosen to explore the experience of eight women university students diagnosed with AD/HD. Two themes describing obstacles to their education, Robbed of Time and Thoughts Like a Rubber Ball, were identified. Strategies and treatment issues, implications for educators and mental health professionals, and directions for future research are considered.La plupart des recherches produites sur le déficit d'attention avec hyperactivité a porté sur des jeunes garçons, si bien que la population féminine et adulte a été négligée. Bien qu'un nombre croissant d'étudiants souffrant de ces troubles fréquentent les institutions postsecondaires, ils font l'objet de peu d'études. Nous avons choisi une méthodologie phénoménologique herméneutique afin d'analyser les expériences de huit étudiantes d'université souffrant d'un déficit d'attention avec hyperactivité. Deux thèmes ont été identifiés décrivant les obstacles à leur éducation: Le temps volé et Des pensées comme des balles de caoutchouc. Des questions de stratégies et de traitement, des implications pour les professionnels de l'éducation et de la santé mentale, ainsi que des orientations de recherches futures sont examinées

At This Level, Students Should Not Be Taught: Connected and Facilitative Teaching Approaches Preferred by Women Graduate Students

Almost 72% of 326 women respondents considered the teaching approaches in their graduate programs effective. One meta-theme and 4 themes are described and discussed

Collaborative team reflective practice in trauma service to improve healthcare

The importance of reflection and reflective practice are repeatedly reported in trauma literature with the process of reflective practice being noted as invaluable for clinicians working within trauma settings. Whilst the literature on medical primary response trauma teams has reported clinicians’ management of clinical roles and additional stressors, the practical applications and benefits of reflective practice insofar have not been identified in relation to complex trauma within multidisciplinary mental health services. This study aimed to identify the issues influencing the capacity for collaborative team reflective practice in a multidisciplinary child trauma mental health service within a UK National Health Service Trust. Semi-structured interviews were used to investigate the issues influencing the capacity for collaborative team reflective practice. The data were fully transcribed verbatim and analysed using Thematic Analysis. The results suggest that clinicians working in a multidisciplinary child trauma service experience a positive benefit from collaborative team reflective practice but that barriers exist which influence the capacity to reflect. These include the management of reflective practice within the service, and department and service demands including the nature of the work/cases. Recommendations for the service and for future research are suggested in order to improve the capacity for collaborative team reflective practice

Group therapy for women problem gamblers: A space of their own

This report presents the results of a grounded theory analysis produced from in-depth interviews with 14 women participating in group counselling for problem gambling. Themes emerged from this analysis that provided insights into effective counselling practices for women problem gamblers. The results explore the impact of a group therapy approach in addressing the needs of these women. Participants indicated that perceived effectiveness of counselling groups was situated in accessibility, gender-specific clusters, and following specific treatment formats in group meetings designed for gamblers. This paper outlines implications for improving problem gambling treatment within the context of the experiences of the women in this study. Keywords: gambling addiction, women's gambling treatment, grounded theory research, feminist paradigm research, effectiveness of counselling groups, gambling treatment barriersFunding for this research was provided by the Alberta Gaming Research Institute.Ye

Journaling ... explored as an effective counseling tool with women gamblers

With ever-increasing opportunities to gamble and a record number of women reporting problem gambling, evidence-based treatment protocols closing the gap between research and practice are required to best treat female gamblers. One tool with the potential to enhance gambling treatment is journaling.Ye

Women problem gamblers want more

Permission to include article in the University of Lethbridge Institute Repository granted by Lynn Gidluck, Director, Saskatchewan Office of the Canadian Centre for Policy Alternatives (CCPA).The goal of this research was to explore the perceived effectiveness and benefits of a women-only counselling group for problem gambling, the first of its kind in Saskatchewan. The 14 participants in this study were drawn from those attending a weekly treatment group offered through the Regina Qu’Appelle Health Region. The age of the women who volunteered to participate ranged from 26 years to “70-80 years,” with the average age being 46.5 years. These volunteers were interviewed and asked questions about what they perceived as useful about the group process and why they continued to attend. In examining the value of this counselling group, issues regarding the sociocultural context in which these women are gambling were also explored by identifying the needs of this population.Alberta Gaming Research Institute

Going beyond defining: Preschool educators\u27 use of knowledge in their pedagogical reasoning about vocabulary instruction

Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children\u27s early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators\u27 knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children\u27s vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children\u27s vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed

Insider and Outsider Perspectives: Reflections on Researcher Identities in Research with Lesbian and Bisexual Women

© Taylor & Francis Group, LLC. In this article, we reflect on the concept of the insider and the outsider in qualitative research. We draw on our different experiences of conducting research with lesbian and bisexual women, using our PhD research projects as case studies to consider our similarities to and differences from our research participants. We highlight the impact that insider/outsider status can have at each stage of the research process, from deciding on a research topic, the design of materials, communicating with and recruiting participants through to data collection and analysis. We discuss the advantages and disadvantages of both insider and outsider positions and reflect on our own experiences. We conclude that, in reality, insider/outsider boundaries may be more blurred than the terms imply and highlight some of the ethical considerations that need to be taken into consideration during qualitative research