Women's narratives of post-caregiving : a gendered lifecourse perspective

Au Canada, huit millions de proches fournissent de l’aide à une personne âgée souffrant d’une maladie chronique ou présentant des incapacités. Ce rôle de proche aidant, qui est composé de tâches quotidiennes, est le plus souvent assumé par des femmes, la plupart du temps des conjointes et des filles. La trajectoire de ces femmes est affectée par leur rôle de proches aidantes, sur les plans affectif, psychologique, physique et financier. Trente ans de recherche sur les aidants, et plus particulièrement sur les femmes aidantes, ont contribué à la création d’une figure-type de la proche aidante, identifiant les principaux défis auxquels elles ont à faire face. Toutefois, la période « post-aidance », lorsque l’aidante entre dans la phase de deuil, reste peu étudiée. Pourtant, cette période peut être particulièrement éprouvante étant donné l’engagement personnel inhérent au rôle d’aidante. La recherche a déjà montré que les réactions émotionnelles des aidantes et les questions pratiques qu’elles ont à régler ne cessent pas à la mort de la personne aidée. En effet, des dynamiques complexes, tissées de prises de conscience, d’ambivalences et de tensions, caractérisent la période « post-aidance ». La présente recherche a exploré le vécu des aidantes endeuillées lors de la phase « post-aidance ». En combinant l’approche personnologiste et la perspective du parcours de vie genré, cette étude de type narratif a permis de situer la période « post-aidance » comme une extension de la trajectoire individuelle. Le cheminement unique de chaque participante a été discuté en entrevue et présenté sur une ligne du temps « care-ography [1]», un outil qui permet de retracer visuellement les évènements et les transitions de leur trajectoire d’aidante. Trois thèmes centraux ont émergé de l’histoire de ces femmes: l’identité, la résilience et le rôle du soutien social. Les retombées que pourraient avoir les résultats de cette recherche pour les politiques, la recherche et la pratique ont été explorées. Une attention particulière a été portée au développement de programmes et d’interventions qui reconnaîtraient le deuil comme faisant partie de l’expérience de la proche aidante et fourniraient un meilleur soutien durant la période de « post-aidance ». [1] Care-ography fait référence à un outil développé pour représenter la biographie de l'expérience des proches pendant la trajectoire de l’aide.Eight million caregivers in Canada are providing care to older adults with chronic health conditions and disabilities. Many of the daily tasks which make up the role of the caregiver are undertaken by women. These women caregivers, most of whom are wives and daughters, are often profoundly affected by their caregiving role in emotional, psychological, physical, and financial ways. Thirty years of research on caregivers in general, and women caregivers in specific, have contributed to the creation of a caregiver profile which identifies the significant challenges for this population. One area which continues to be underexplored is the post-caregiving period, when caregivers transition into a period of bereavement. This period can be particularly challenging for women caregivers given the commitment inherent in the caregiving process. Research has shown that the emotional reactions of caregivers, as well as practical challenges, do not end with the death of the care-receiver. In fact, complex realities, tensions, and responses continue well after death into the post-caregiving period. This study of bereaved women caregivers explored their lived experiences in the post-caregiving phase. Using an approach informed by personological and gendered lifecourse perspectives, this narrative study enabled a rich and compelling account of women’s experiences in post-caregiving as an extension of their individual caregiving trajectory. Each participant’s unique story was presented as a ‘careography [2] timeline’, which visually represented significant events and transitions throughout the process. Three central themes emerged from within the women’s stories – identity, resilience and social support. Implications for policy, research and practice were explored, with particular attention on the development of initiatives which would recognize bereavement as part of the caregiver journey and better support women caregivers during the challenging post-caregiving period. [2] Care-ography refers to a tool developed to represent the care-related biography of caregivers during the care trajectory

A study of the community adjustments of twenty-two adolescents who were discharged from the Rhode Island Children's Center during July 1, 1946 -July 1, 1948

Thesis (M.S.)--Boston University, 1949. This item was digitized by the Internet Archive

Alberta High School Counsellors’ Knowledge of Homosexuality and Their Attitudes Toward Gay Males

In this study we investigated Alberta high school counsellors’ knowledge about homo‐ sexuality and their attitudes toward gay males. Three questionnaires were mailed to 648 high school counselling centres; 223 individuals returned the completed questionnaires. Most counsellors attained low scores in measured homo‐negativity and high scores regard‐ ing knowledge of homosexuality. Results from a Pearson correlational analysis indicated a negative significant relationship between the level of knowledge about homosexuality and homo‐negativity, supporting other researchers’ findings that higher levels of knowledge may be accompanied by more positive attitudes. Key words: homosexual males, beliefs, mental health professionals Les auteurs ont analysé les connaissances de conseillers d’orientation scolaire du second‐ aire au sujet de l’homosexualité et leurs attitudes vis‐à‐vis des gais. Trois questionnaires ont été postés à 648 centres d’orientation ; 223 personnes ont retourné les questionnaires dûment remplis. La plupart des conseillers d’orientation ont obtenu des scores faibles pour l’homonégativité et des scores élevés pour les connaissances au sujet de l’homosexualité. Les résultats d’une analyse corrélationnelle indiquent un net lien négatif entre le niveau de connaissances sur l’homosexualité et l’homonégativité, ce qui corrobore les conclusions d’autres chercheurs selon lesquelles de meilleures connaissances peuvent s’accompagner d’attitudes plus positives. Mots clés : homosexuels, croyances, professionnels de la santé mentale

Understanding 5th Grade Students Perspective of STEAM through Sketches

Creative thinking is becoming a significant element of students’ learning to prepare them for today’s complex work environments (Battelle for kids, 2019). While the ideas of science, technology, engineering, art, and mathematics have led to incredible advancements to the global economy, incorporating design thinking can help foster creative thinking in our educational environment. The purpose of this qualitative study was to understand fifth grade students’ perspectives of STEAM within a local school district. Data was collected from participants through a task administered by the STEAM teachers for two fifth grade classes. This task contained 5 separate sections, with room for students to illustrate their image of each element of STEAM, as well as to answer two questions as to what they illustrated and why they illustrated it. By analyzing the data for these fifth grade classes, the school district can look deeper into how students are expressing and understanding STEAM.https://orb.binghamton.edu/research_days_posters_2023/1073/thumbnail.jp

On Dittmer\u27s Popular Culture, Geopolitics, and Identity as a classroom resource

In this intervention, four geographers, all of whom have used Jason Dittmer\u27s book, Popular Culture, Geopolitics, and Identity, in their classes, assess its status as a teaching resource. All have had considerable success using Dittmer\u27s book, alongside other resources, to cultivate critical thinking and critical knowledge production in a wide range of classes

Coping with loneliness in old age: a cross-cultural comparison

The present study is an examination of the influence of cultural background on the ways in which the aged cope with loneliness. Thirty-six participants from Canada and 105 from Portugal (60-83 years old) answered an 86-item questionnaire which examined the beneficial strategies which they used to cope with loneliness. The strategies which were examined included Acceptance and Reflection, Self-Development and Understanding, Social Support Network, Distancing and Denial, Religion and Faith, and Increased Activity. Results indicated that the elderly of the two cultures differ on three subscales. Gender differences between and within cultures were also examined

Oseltamivir in seasonal influenza: cumulative experience in low- and high-risk patients

Seasonal influenza viruses cause annual disease epidemics that affect individuals at low and high risk for secondary illnesses. Influenza vaccines are widely used in high-risk patients to prevent infection, but the protection afforded varies by population; uptake is also limited in some groups. Antiviral drugs for influenza are now readily available. Oseltamivir is the most widely used antiviral for the treatment and prophylaxis of seasonal influenza, and its efficacy and safety are now well established in a variety of populations. In addition to decreasing the severity and duration of the symptoms of influenza, clinical and epidemiological studies demonstrate that oseltamivir significantly reduces the frequency of secondary illnesses and exacerbation of underlying conditions; survival is also significantly improved in seriously ill patients who are hospitalized with severe influenza. Resistant viruses are isolated with a low frequency during oseltamivir treatment (0.33% in adults and 4.0% in children among almost 2000 oseltamivir-treated patients enrolled onto Roche-sponsored clinical trials of oseltamivir treatment during the oseltamivir development programme). However, an oseltamivir-resistant influenza A (H1N1) virus emerged in Europe during the 2007–08 season and circulated in the southern and northern hemispheres in 2008–09. No link with oseltamivir usage could be detected, and the clinical impact of these viruses was limited. Oseltamivir-susceptible pandemic (H1N1) 2009 viruses now predominate in many countries. Oseltamivir is generally well tolerated, with a similar adverse event profile to placebo

National Standards for Diabetes Self-Management Education and Support

By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2–6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and self-management support. The Standards are applicable to educators in solo practice as well as those in large multicenter programs—and everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association

National Standards for Diabetes Self-Management Education and Support

By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2–6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and self-management support. The Standards are applicable to educators in solo practice as well as those in large multicenter programs—and everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association

National Standards for Diabetes Self-Management Education and Support

By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2–6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and self-management support. The Standards are applicable to educators in solo practice as well as those in large multicenter programs—and everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association