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

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

Expériences d’enseignants universitaires qui enseignent à l’étranger : la promotion de compétences interculturelles

As university classrooms become increasingly culturally diverse, how can educators learn to meet the needs of all of their students? Teaching abroad is an immersion activity that creates spaces which promote growth-producing experiences for faculty. The participants in this qualitative study reflected on their experiences of teaching abroad and discussed how it can help foster the development of cultural competency. Within this meta-theme, four subthemes emerged. The participants in this study discussed the personal dispositions and skills they think promote becoming culturally competent—the capacity to (a) adapt, (b) be interested in students and treat them as individuals, (c) embrace challenges, and (d) be comfortable with feeling uncomfortable. Teaching abroad is an effective professional development activity, one that should be supported by universities.Alors que les salles de classe universitaires deviennent de plus en plus diverses culturellement, comment les éducateurs peuvent-ils apprendre à répondre aux besoins de tous leurs étudiants? L’enseignement à l’étranger est une activité d’immersion où sont créés des espaces qui offrent aux enseignants des expériences de croissance. Les participants à cette étude qualitative réfléchissent sur leurs expériences d’enseignement à l’étranger et discutent de la manière dont ces expériences peuvent favoriser le développement de compétences culturelles. Au sein de cette thématique, quatre sous-thèmes ont vu le jour. Les participants à cette étude ont discuté des dispositions et des compétences personnelles qui, selon eux, favorisent le fait de devenir culturellement compétent : la capacité 1) de s’adapter, 2) de s’intéresser aux étudiants et de les traiter comme des individus, 3) de relever les défis et 4) de se sentir à l’aise avec le fait de ne pas se sentir à l’aise. L’enseignement à l’étranger est une activité efficace de développement professionnel qui devrait être soutenue par les universités

The Impact of ESL Discussion Groups in an Undergraduate Counselling Psychology Course

This study aimed to understand the impact of an experiential learning activity in a third year undergraduate course on the theory and practice of counselling and psychotherapy at a small Canadian university campus. The experiential learning activity required students to participate in bi-weekly one-to-one discussion groups with international students participating in English as a Second Language (ESL) programs at the university. The results of two pre- and post-assessment measures demonstrated that the students’ cultural competence and cultural intelligence scores improved after participating in the course. Findings may encourage more university educators to develop experiential learning activities between domestic and international students

The ABCs of Teaching Cross-culturally: University Educators’ Experiences

Not all students have the opportunity to study abroad nor to benefit from having international students in their classes, but they can benefit from having an educator who has taught cross-culturally in an international setting. As Schlein and Garii (2011) explain, educators can use international experiences to become “culturally enhanced” and bring these enhancements back to their classrooms—including (potential) shifts in personal and professional identities. This paper describes the benefits, challenges and advice that 11 university educators offer based on their personal experiences. Given the reported lack of orientation activities, these ABCs may be important in helping to prepare educators considering international projects (as the old idiom goes “forewarned is forearmed”). Further, it can help universities design support services for educators going abroad and for visiting educators to foster a positive experience for the educators and students