179 research outputs found
Children and young people\u27s experiences of living with developmental coordination disorder/dyspraxia: A systematic review and meta-ethnography of qualitative research
Get PDFBackground: To date services for children with Developmental Coordination Disorder (DCD) have not been informed by the perspective of children with DCD. This study aimed to synthesise the findings of discrete qualitative studies reporting the lived experiences views and preferences of children and young with DCD using a meta-ethnographic approach to develop new conceptual understandings. Methods: A systematic search of ten databases; Academic Search Complete, AMED, CINAHL, ERIC, MEDLINE, PsychArticles, PsychInfo, EMBASE, SPORTDiscus, and Web of Science, was conducted between March and April 2019, and updated in early June 2020. Meta-ethnography, following the method described by Noblit and Hare was used to synthesise included studies. The Joanna Briggs Institute Checklist was used to appraise all included papers. PROSPERO registration number CRD42019129178. Results: Fifteen studies met the inclusion criteria. Meta-ethnographic synthesis produced three themes; a) \u27It\u27s harder than it should be\u27: Navigating daily activities b) Fitting in, and c) \u27So what? I drop things\u27: Strategies and supports to mitigate challenges. Children with DCD describe a mismatch between their abilities and performance norms for daily activities that led to a cascade of negative consequences including negative self-appraisal, bullying and exclusion. In the face of these difficulties children described creative and successful strategies they enacted and supports they accessed including; assistance from others (parents, friends and teachers), focusing on their strengths and talents, accepting and embracing their difference, adopting a just do it attitude, setting personal goals, self-exclusion from some social activities, using humour or sarcasm, viewing performance expectations as a social construct, and enjoying friendships as a forum for fun, acceptance and protection against exclusion. Conclusion: Service provision for children and young people with DCD should address the social and attitudinal environments, focus on friendship and social inclusion and address stigma-based bullying particularly within the school environment. Furthermore, practitioners should identify and foster children\u27s own strategies for navigating daily life activities with DCD. The identified themes resonate with contemporary disability theory and the International Classification of Functioning. The social and attitudinal environmental context of children and young people with DCD profoundly influences their experiences. Future intervention development and service provision for children and young people with DCD should consider opportunities to address social and attitudinal environmental factors
Paid work, household work, or leisure? Time allocation pathways among women following a cancer diagnosis
Get PDFNG is funded by the Aberdeen-Curtin Joint Studentship (University of Aberdeen Development Trust) and the Elphinstone Scholarship Scheme.Peer reviewedPostprin
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Evaluating the REP-S brief resilience intervention for students in higher education: A multi-study mixed-methods programme of research
Get PDFThere is currently an unmet need in higher education for a structured, pre-emptive programme of support to help students enhance their capacity to respond resiliently to stress. Resilience is a complex biopsychosocial construct that subsumes a number of processes and capacities for adapting to stressful events in ways that facilitate continued optimal functioning. This article presents a mixed-methods evaluation of a transferable biopsychosocial resilience intervention for students - the Resilience Enhancement Programme for Students (REP-S). In Study 1, a randomised control trial showed that, in a sample of 65 students (36 intervention group, 25 control group), participating in the intervention was associated with significantly decreased perceived stress (p=.002), decreased trait neuroticism (p=.011) and enhanced self-esteem (p=.010) over a period of one month. In Study 2, written qualitative data from 145 students and focus group data from 20 students provided evidence that the intervention led to perceived positive changes, including reports of sleeping better, dealing effectively with assessments and managing interpersonal challenges. Future steps in the delivery and evaluation of the REP-S are discussed
Are autistic traits in the general population stable across development?
Get PDFThere is accumulating evidence that autistic traits (AT) are on a continuum in the general population, with clinical autism representing the extreme end of a quantitative distribution. While the nature and severity of symptoms in clinical autism are known to persist over time, no study has examined the long-term stability of AT among typically developing toddlers. The current investigation measured AT in 360 males and 400 males from the general population close to two decades apart, using the Pervasive Developmental Disorder subscale of the Child Behavior Checklist in early childhood (M = 2.14 years; SD = 0.15), and the Autism-Spectrum Quotient in early adulthood (M = 19.50 years; SD = 0.70). Items from each scale were further divided into social (difficulties with social interaction and communication) and non-social (restricted and repetitive behaviours and interests) AT. The association between child and adult measurements of AT as well the influence of potentially confounding sociodemographic, antenatal and obstetric variables were assessed using Pearson's correlations and linear regression. For males, Total AT in early childhood were positively correlated with total AT (r = .16, p = .002) and social AT (r = .16, p = .002) in adulthood. There was also a positive correlation for males between social AT measured in early childhood and Total (r = .17, p = .001) and social AT (r = .16, p = .002) measured in adulthood. Correlations for non-social AT did not achieve significance in males. Furthermore, there was no significant longitudinal association in AT observed for males or females. Despite the constraints of using different measures and different raters at the two ages, this study found modest developmental stability of social AT from early childhood to adulthood in boys
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