‘On the Spectrum’: Teachers’ perspectives of the implications of labelling children with Autism Spectrum Disorder

This item is only available electronically.Labels have been argued to pathologise difference and stigmatise individuals as ‘deviant’ from societally-enforced ‘norms’. Currently situated within an ‘autism epidemic’, the implications of labelling a child with Autism Spectrum Disorder (ASD) are important to investigate in order to recognise the potential impact an ASD label may have upon a child’s wellbeing. There is limited literature discussing the impact of an ASD label within the contemporary shift to inclusive education. This qualitative study explored ten primary school teachers’ perspectives of the implications of labelling children with ASD within the current educational environment. Thematic analysis identified that teachers were active in making meaning of the ‘autism’ label , whilst further data-driven themes reflected the perceived implications of a label. Findings indicated that teachers framed a diagnosis as largely beneficial to the outcomes of a child. The ASD label provided necessary funding, informed teaching practices, managed expectations and acted as an explanation for behaviours perceived as ‘different’, thereby informing understandings. Analysis also suggested a conflict in the framing of the label between teachers and parents; some parents were perceived as resistant to recommendations for diagnosis due to fears of stigmatisation. Teachers acknowledged, however, that increasing prevalence, changes in societal awareness and a shift to inclusive education aided in the mitigation of stigmatising attitudes. These findings provide initial evidence that teachers frame the ASD label as helpful to the social and academic outcomes of primary school children within the current educational environment. This positivist outlook may be useful for parents struggling to reconcile with the idea of ascertaining a diagnosis of ASD and provide guidance for conversations between schools and parents.Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201

A stakeholder informed, low-cost, personalised 3D-printed insole for diabetic foot ulcer prevention

Background: Diabetic Foot Ulcer (DFU) incidence will rise in line with the increasing global prevalence of diabetes. Healthcare providers must develop effective interventions that address the needs of patients and clinicians if DFUs are to be prevented. Aim: Engage with stakeholders (patients and clinicians) to inform the development and evaluation criteria of a novel low-cost 3D-printed insole to reduce DFU risk in patients with neuropathy. Method: Data from the transcripts of 15 semi-structured patient interviews and the views of 7 podiatrists were used to develop a consensus statement of insole design specifications. A prototype insole was developed and evaluated against these specifications. Clinical effectiveness was established by comparing reduction in peak plantar pressures and patient perceived comfort of 4 people with diabetic neuropathy whist wearing 1) no insole 2) standard custom insole and 3) 3D-printed insole conditions. The F-scan in-shoe pressure measurement system was used to collect kinetic data. Insoles were presented in a random order with participants blinded to the condition. Results: The 3D-printed insole fulfilled most of the design specifications including being lightweight, easy to clean and walk in. It was more effective at reducing forefoot plantar loads when compared to the standard insole condition, reducing mean peak plantar pressure by 31%, a 4% greater reduction over the standard insole condition. Conclusion: This study provided valuable pilot data for the efficacy, acceptability and future direction of this intervention. The impact of stakeholder involvement on insole design, adherence and ulceration rate need to be evaluated through a clinical trial

Educación para la diversidad afectivo-sexual desde la perspectiva de las familias homoparentales

Treball final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic 2016-2017Este proyecto tiene como objetivos conocer la opinión de algunas familias homoparentales acerca del trabajo de la diversidad afectivo sexual en las escuelas, acercarnos al trato que reciben algunas familias homoparentales en lasaulas y descubrir qué mejoras educativas proponen las familias homoparentales para fomentar la inclusión del colectivo LGBT en el ámbito escolar. Para llevar a cabo este trabajo, en primer lugar, se ha realizado una primera aproximación a la materia a través de la búsqueda de autores y documentos que avalen la necesidad de trabajar este tipo de diversidad, cómo se trata este tema en el sistema educativo actual, así como la necesidad de introducir a las familias en las aulas. Después, para averiguar de primera mano la visión de las familias homoparentales acerca de este tema, se han realizado entrevistas a tres familia de diferentes edades, procedentes de diferentes lugares y con diferente grado de participación en asociaciones LGBT. Para llevar a término estas entrevistas, se ha utilizado una metodología cualitativa, basada en una entrevista semiestructurada y preguntas abiertas. Estas preguntas están separadas en temas, todos relacionados con los objetivos propuestos (sistema educativo, relación familiar, relación con la escuela,…). Para finalizar, a partir de las respuestas de las tres familias se ha realizado el análisis de datos. Este se ha llevado a cabo a través de la comparación y el contraste de las diferentes visiones de las familias. A raíz del análisis se han podido deducir las siguientes conclusiones: en las escuelas no se trabaja la diversidad afectivo-sexual o no se introduce en toda su complejidad, la educación para este tipo de diversidad podría solucionar el aumento de las agresiones homófobas, el colectivo LGTB continúa viviendo situaciones de desigualdad respecto a los heterosexuales y en el sistema educativo sigue vigente la heteronormatividad

Comparativa de la situación de la mujer en la educación Española y Alemana

Treball Final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic: 2016/2017Este trabajo tiene como objetivo principal conocer el papel de la mujer en la sociedad y cómo esto influye en la educación infantil, además de ofrecer una comparativa con otros países Europeos con una ideología conservadora similar a la de España, como pueden ser Alemania o Inglaterra, cuya religión mayoritaria no es el catolicismo. Para conseguir nuestro objetivo hemos realizado un trabajo basado en la recogida de información de diversas fuentes, entre ellas, libros, artículos de revista, materiales digitales. Esto nos ha ayudado a comprender que hay una gran diferencia de género entre los docentes de educación infantil a consecuencia de una larga tradición histórica que sigue perdurando hoy en día. Para comprender esto también se ha analizado el desarrollo histórico de la educación infantil a lo largo de la historia, centrándonos principalmente en dos países como hemos dicho anteriormente, España y Alemania. Finalmente se presentan una serie de conclusiones donde se reúnen todas las informaciones encontradas y la síntesis a la que nosotros llegamos tras realizar el siguiente trabajo

Age and Race Differences in Racial Stereotype Awareness and Endorsement.

Abstract Age and race differences in race stereotype awareness and endorsement were examined in 382 Black and White fourth, sixth, and eighth graders. Youths reported their own beliefs and their perceptions of adults' beliefs about racial differences in ability in two domains: academics and sports. Children's own endorsement of race stereotypes was highly correlated with their perceptions of adults' race stereotypes. Blacks reported stronger traditional sports stereotypes than Whites, and 4th‐ and 6th‐grade Blacks reported roughly egalitarian academic stereotypes. At every grade level, Whites reported academic stereotypes that favored Whites, and 6th‐ and 8th‐grade Whites reported sports stereotypes that favored Blacks. Results support the tenets of status theory and have implications for identity development and achievement motivation in adolescents

Listening to Voices: Understanding and Self-Management of Auditory Verbal Hallucinations in Young Adults

Aims Auditory Verbal Hallucinations (AVH) are a hallmark of psychosis, but affect many other clinical populations. Patients’ understanding and self-management of AVH may differ between diagnostic groups, change over time, and influence clinical outcomes. We aimed to explore patients’ understanding and self-management of AVH in a young adult clinical population. Method 35 participants reporting frequent AVH were purposively sampled from a youth mental health service, to capture experiences across psychosis and non-psychosis diagnoses. Diary and photo-elicitation methodologies were used – participants were asked to complete diaries documenting experiences of AVH, and to take photographs representing these experiences. In-depth, unstructured interviews were held, using participant-produced materials as a topic guide. Conventional content analysis was conducted, deriving results from the data in the form of themes. Result Three themes emerged: (1)Searching for answers, forming identities – voice-hearers sought to explain their experiences, resulting in the construction of identities for voices, and descriptions of relationships with them. These identities were drawn from participants’ life-stories (e.g., reflecting trauma), and belief-systems (e.g., reflecting supernatural beliefs, or mental illness). Some described this process as active / volitional. Participants described re-defining their own identities in relation to those constructed for AVH (e.g. as diseased, 'chosen', or persecuted), others considered AVH explicitly as aspects of, or changes in, their personality. (2)Coping strategies and goals – patients’ self-management strategies were diverse, reflecting the diverse negative experiences of AVH. Strategies were related to a smaller number of goals, e.g. distraction, soothing overwhelming emotions, 'reality-checking', and retaining agency. (3)Outlook – participants formed an overall outlook reflecting their self-efficacy in managing AVH. Resignation and hopelessness in connection with disabling AVH are contrasted with outlooks of “acceptance” or integration, which were described as positive, ideal, or mature. Conclusion Trans-diagnostic commonalities in understanding and self-management of AVH are highlighted - answer-seeking and identity-formation processes; a diversity of coping strategies and goals; and striving to accept the symptom. Descriptions of “voices-as-self”, and dysfunctional relationships with AVH, could represent specific features of voice-hearing in personality disorder, whereas certain supernatural/paranormal identities and explanations were clearly delusional. However, no aspect of identity-formation was completely unique to psychosis or non-psychosis diagnostic groups. The identity-formation process, coping strategies, and outlooks can be seen as a framework both for individual therapies and further research

Trajectories of Quality of Life after Hematopoietic Cell Transplantation: Secondary Analysis of BMT CTN 0902 Data

Quality of life is increasingly recognized as an important secondary endpoint of hematopoietic cell transplantation (HCT). The current study examined the extent to which attrition results in biased estimates of patient quality of life. The study also examined whether patients differ in terms of trajectories of quality of life in the first six months post-transplant. A secondary data analysis was conducted of 701 participants who enrolled in the Blood and Marrow Transplantation Clinical Trials Network (BMT CTN) 0902 trial. Participants completed the SF-36, a measure of quality of life, prior to transplant and 100 and 180 days post-transplant. Results indicated that attrition resulted in slightly biased overestimates of quality of life but the amount of overestimation remained stable over time. Patients could be grouped into three distinct classes based on physical quality of life: 1) low and stable; 2) average and declining, then stable; and 3) average and stable. Four classes of patients emerged for mental quality of life: 1) low and stable; 2) average, improving, then stable; 3) higher than average (by almost 1 SD) and stable; and 4) average and stable. Taken together, these data provide a more comprehensive understanding of quality of life that can be used to educate HCT recipients and their caregivers