Coping Difficulties After Hospitalization

Coping difficulties of 113 adults 3 weeks after hospital discharge were identified using the Post-Discharge Coping Difficulty Scale and a brief focused telephone interview (11-item guide). Overall, low difficulty scores were reported (M = 23.9, SD = 18.2, range = 0 to 100). Qualitative data reveal specific coping difficulties in the categories of stressors, specific difficulties, caring for self, managing the condition, family, advice needed, contact with the health care system, and what they wished they knew before discharge. A core theme of biographical reconstruction emerged

Whose outcomes are they anyway? Report of the pilot evaluation of a joint service\ud

Health and social care partnership working is often predicated on the notion that it improves outcomes for service users. Yet there is a lack of evidence linking partnerships to changes in outcomes. Against this background, the Health Services Management Centre at the University of Birmingham designed the Partnership Outcomes Evaluation Toolkit (POET) specifically to evaluate health and social care partnerships in terms of service user outcomes. This paper reports on the field testing of POET with Sandwell Integrated Support Service. This research provided a number of interesting insights into this service, and indicated some dissonance between staff and service user and carer expectations

Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment

The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment

Building the Bridge to Healing and Learning Website Leading to Creating a Therapeutic School Experience for Students with Adverse Childhood Experiences, Developmental Trauma, and Mental Illness

TeachTheraBridge is the domain name for the website I created called Bridge to Healing and Learning. The purpose of the website is to share my big idea about creating a therapeutic school experience for children and youth with adverse childhood experiences, developmental trauma, and mental illness”. I have asked the question, “What would happen if we combined school and therapy using a Reggio Emilia approach in specialized local classrooms and/or in a comprehensive day treatment center?” The website explores this question and goes into depth about the Reggio approach and about therapies to integrate into the school day. The website exposes some of the problems in the current system and shares information about trauma-informed education. With exposure to the website, I hope to find individuals that will collaborate to test the idea in a pilot class. I hypothesize that by using a Reggio Emilia approach, we can integrate therapy and school to get better results for students with mental health concerns. Essentially my project is to sell others on the benefits of another project. I want to encourage more conversation about the idea

Assessing the impact of the New Student Support Arrangements (NSSA) on higher education institutions (BIS research paper no.12)

"The research explores the impact on the policies, planning and behaviours of universities nearly four years after the introduction of new arrangements for student support in higher education (known as NSSA). It is set within the context of continued policy focus on increasing and widening participation, rising importance of university performance indicators in student choices, and a challenging economic climate. The research uses qualitative evidence collected from over 120 staff in 15 case studies across England..." - exec. summary