Torture-survivors' experiences of healthcare services for pain : a qualitative study

Background: Increasing numbers of torture-survivors are presenting to UK healthcare services with persistent pain. However, there is a paucity of evidence surrounding the management of persistent pain among torture-survivors and their experience of healthcare services for pain is currently unknown. This qualitative study explores their experiences of services for managing pain, to inform clinical practice and service provision. Methods: Thirteen participants were recruited from a specialist pain clinic for torture-survivors in the United Kingdom. Utilising an ethnographic approach, data were collected via clinic appointment observations, interviews and medical records and analysed using inductive thematic analysis. Results: Three themes emerged in relation to torture-survivors’ experiences of healthcare services for pain: the patient–clinician relationship; multiplicity of diagnoses and treatments; lack of service integration. Participants described limited engagement in decision-making processes regarding their care. Lack of recognition of torture experience when diagnosing and treating pain, alongside multiple unsuccessful treatments, led to confusion, frustration and hopelessness. These issues were exacerbated by the disconnect between physical and mental health services. Conclusion: This study provides new insight into the challenges faced by torture-survivors when accessing healthcare services for pain. Our findings suggest current service provision is not meeting their complex needs. Clinical implications include the need for integrated care systems and better recognition of the influence of torture experience on persistent pain. Strategies to engage and empower torture-survivors in the management of their pain are suggested

Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education

While there is strong interest in teaching values in Australia and internationally there is little focus on young children’s moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children’s and teachers’), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed clear patterns of personal epistemologies and pedagogies within each school. A whole school approach to understanding personal epistemologies and practice for moral values learning is suggested

The impact of the Self-Determined Learning Model of Instruction on student self-determination

This is the publisher's version, also found here: http://cec.metapress.com/content/c5n78j60w945vk2x/?p=9b7820f03e7c4a37be218efe08d17483&pi=0Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000) to promote self-determination. The authors used data on self-determination using multiple measures collected with 312 high school students with cognitive disabilities in both a control and a treatment group to examine the relationship between the SDLMI and self-determination. After determining strong measurement invariance for each latent construct, they found significant differences in latent means across measurement occasions and differential effects attributable to the SDLMI. This was true across disability category, though there was variance across disability populations

Doctor of Education Newsletter 2019

WSU Doctor of Education Inaugural Cohort 2019 Winona State University has an astounding reputation for educational practitioner preparation programs in the College of Education. As the summer of 2019 commences, a new journey begins for the inaugural cohort of doctoral students who embark on their quest to obtain Doctor of Education degrees.https://openriver.winona.edu/educationeddnewsletters/1000/thumbnail.jp

Doctoral Student Perspectives on Motivation and Persistence: Eye-Opening Insights Into the Ideas and Thoughts That Today\u27s Doctoral Students Have About Finishing the Doctoral Degree

It all comes down to this: we have an amazing team of faculty working with us who are present, supportive, intelligent, and motivated to help us succeed. They designed this program with those objectives in mind. We are in good hands, and any questions we have will be answered, so long as we ask them. Having the support system of our faculty, along with the tools we need to be successful, are major parts of the battle, already won. The rest is up to us. - A. Brooke Boultonhttps://openriver.winona.edu/educationeddbooks/1000/thumbnail.jp

Human Mycobacterium bovis Infection and Bovine Tuberculosis Outbreak, Michigan, 1994–2007

Mycobacterium bovis is endemic in Michigan’s white-tailed deer and has been circulating since 1994. The strain circulating in deer has remained genotypically consistent and was recently detected in 2 humans. We summarize the investigation of these cases and confirm that recreational exposure to deer is a risk for infection in humans