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Sexuality and Sexual Activity of Adults 21 to 35 years with High Functioning Autism Spectrum Disorder
No full textPurpose
Individuals with autism spectrum disorder (ASD) report having less sexual experience and engaging in fewer social-sexual behaviors when compared to those without ASD. The purpose of this study is to discover how the quality of sexual education has impacted individuals with high-functioning ASD (HFASD) engagement in sexual activity.
Methods
This qualitative phenomenological study used semi-structured interview questions based on the purpose of the study and identified research questions. Purposive sampling was used to recruit participants.
Results
Findings indicated that female adults with HFASD received inconsistent and incomplete sexual education impacting their sexual experiences, safety, and quality of life. All participants received late diagnoses of ASD, highlighted an early history of sexual abuse, struggled with intimate relationships, and identified as sexual minorities within the LGBTQ+ community.
Conclusion
It is necessary to provide sexual education encapsulating high-quality and comprehensive information about consent, safety, and one’s bodily responses and sensitivities during engagement in sexual activity for adolescents and adults with HFASD. Occupational therapists can play a role in adapting sexual education information for understanding and managing sensory sensitivities during intimate encounters
Women as Strategic Partners in Peacebuilding and Social Cohesion in Rural- Based Mining Areas: The Case of Wards 1 and 2 Insiza District, Matebeleland South in Zimbabwe
No full textThis article discusses the efficacy of the “women as strategic partners in peacebuilding” program, under the broader overarching Building Resilience, Inclusiveness, Social Cohesion and Healing Project, which is a response to the gendered conflicts and violence caused by the presence of artisanal mining in two wards of Insiza District, Matebeleland South in Zimbabwe. The intervention was premised on strengthening women’s capacity to create safe platforms for inclusive dialogue, consensus-building and decision making to address conflicts and creating a conducive environment for collaboration and trust, to enhance social cohesion and build a more peaceful society. Peace committees (PCs) established by Emthonjeni Women’s Forum (EWF) are the main vehicle communities use to mitigate the violence and conflicts experienced in their villages. It was found that these village peace committees, under the guidance of ward peace committees, which are led and composed only of women, have brought some transformation to the previously tense situations in the communities. Women play a significant role in building peace in these wards and their leadership appears to be widely accepted by the community at large. Stakeholders such as Government entities—the District Development Coordinator, Zimbabwe Republic Police, Ministry of Women and Youth Affairs, and the traditional leaders all indicated their satisfaction with the work of the peace committees
Beyond Precedent: Sexual Violence as an Act of Genocide in the International Criminal Tribunal for Rwanda
No full textWartime sexual violence (WSV) has been a characteristic of violent conflict throughout recorded history, yet has failed to illicit the same international attention and condemnation as other war crimes. WSV has also been a particularly pervasive method of destruction during genocide, in which women make up the majority of victims and are targeted for both their gender and group membership. However, sexual violence is not enumerated as a crime of genocide in the 1948 Genocide Convention. Despite its absence from the formal genocide convention, legal institutions have still attempted to hold perpetrators responsible for sexual violence during genocide. This paper examines jurisprudence within the International Criminal Tribunal for Rwanda (ICTR), the first international criminal tribunal to prosecute and convict an individual for rape as an act of genocide. Through analysis of key case law within the tribunal, this paper argues that by conceptualizing rape using a coercion-based definition, the ICTR was able to provide both the legal basis and further a normative understanding of sexual violence as a crime of genocide. Such developments, this paper argues, contribute to a more nuanced picture of sexual violence during conflict and provide the foundations for future jurisprudence, most notably the International Criminal Court (ICC)’s prosecution of former Sudanese president Omar Al Bashir
Beyond Gun Control: How March for Our Lives Frames Gun Violence Prevention as Positive Peace
No full textMarch for Our Lives (MFOL) is a youth-led social movement that has redefined the framing of gun violence prevention, expanding it beyond policy-focused gun control efforts to a broader vision of positive peace. Rather than positioning gun violence solely as a matter of firearm regulation, MFOL constructs it as a structural justice issue, linking it to systemic inequities such as racial oppression, economic inequality, and political disenfranchisement. This study examines how MFOL’s movement framing reshapes understandings of gun violence prevention by emphasizing community transformation, intersectional justice, and collective safety. Drawing on framing theory, we analyze how MFOL presents gun violence not just as a public safety crisis but as a generational struggle that requires reimagining democracy and belonging. By framing their movement as a pathway to positive peace, MFOL challenges dominant narratives of security, instead advocating for systemic solutions that address root causes of violence. This research contributes to scholarship on youth-led movements, framing theory, and the role of social movements in repositioning the concept of community through social change
Perspectives of Occupational Therapy-Led Caregiver Education on the Quality of Life of Caregivers of Stroke Survivors
No full textPurpose
Occupational therapy plays a vital role in equipping caregivers with the knowledge and skills needed to support individuals recovering from a cerebrovascular accident. Caregiver training provided by occupational therapy practitioners helps families manage post-stroke care and reduce the risk of secondary complications. This study explored caregivers’ perspectives on occupational therapy-led education, focusing on the type, quality, and perceived effectiveness of training before discharge.
Methods
Originally designed as a mixed-methods study, the research was modified to a qualitative design after hurricanes affected recruitment. Using a phenomenological approach, semi-structured interviews were conducted with caregivers of individuals who had a cerebrovascular accident within the past two years and received occupational therapy services before discharge. Despite Institutional Review Board modifications, only two interviews were completed, partially addressing the research objectives.
Results
Two caregivers described their experiences with occupational therapy-led education following a family member’s stroke. Themes included (1) caregiver training and preparation; (2) emotional adjustment and support; and (3) impact on daily life. Participants valued education received but noted variability in delivery, limited hands-on instruction, and inconsistent communication. Both emphasized emotional challenges and the need for ongoing, practical support.
Conclusion
This study offers preliminary insight into how occupational therapy-led education supports caregiver preparedness and post-stroke adjustment. Although limited by sample size, the findings highlight the need for more consistent, hands-on training and emotional support throughout rehabilitation. Further research with larger samples is warranted to strengthen the evidence for effective caregiver education practices
Initial Validation of the Scale of Occupational Disruption
No full textBackground
Occupations are meaningful activities that humans perform in dailylife. Individuals may experience a disruption in their occupations because of a life-altering event. Currently, there are no instruments that measure the severity ofoccupational disruption. Retrospective and current data were collected tostandardize and establish the reliability of the Scale of Occupational Disruption.
Methods
Social media flyer responses and retrospective data provided data for232 participants who completed the scale through REDCap. Only 189 participantsqualified for inclusion due to incomplete responses.
Results
A Cronbach’s alpha revealed acceptable internal consistency reliability (a=0.87), meaning that itemsmeasure the same construct. Factor analysis identified heavy loading onunobservable behaviors such as doing and belonging, and being and becoming.
Conclusion
The study resulted in a standardized scale with acceptable reliabilityand validity for measuring an occupational disruption in occupational therapy
Reflexivity and Collaboration in TESOL Research: A Qualitative Review of Participatory Practices in Global Contexts
No full textThis review critically examines with Building a Culture of Research in TESOL: Collaborations and Communities, edited by Jessie Hutchison Curtis and Özgehan Uştuk, through the lens of qualitative research practice. The volume contributes to the ongoing dialogue on the democratization of TESOL research by introducing collaborative research, autoethnography and reflective narratives. Drawing on a number of global case studies, the book highlights participatory approaches which blur the boundaries between researcher and practitioner, especially in contexts where the language is underpresented. This review explores how the book conceptualizes the partnerships between teachers and researchers as reflexive, context-sensitive production of knowledge . Particular attention is paid to the methodological implications of chapters, including the use of qualitative tools such as service-learning, narrative inquiry, and co-constructed meaning-making. While the volume makes a strong case for inclusiveness and mutual learning, the review also criticizes its limited engagement with ethical issues and data analysis frameworks in cross-cultural qualitative research. This article contributes to the qualitative research discourse by showing how practitioner-driven methodologycan inform TESOL scholarship in a socially responsive way. As such, it is generative resource for qualitative researchers, educators and scholars interested in the intersections of identity, collaboration, and context in language education
Teachers’ Perceptions of the Roles They Play in the Underrepresentation of Minority Students in Gifted Education Programs
No full textThis applied dissertation was designed to provide an exploration of teachers’ experiences regarding their role in the underrepresentation of minority students in gifted education. Examining educator beliefs will provide further insight into the gifted referral process of minority students. Gaining more insight into teachers’ lived experiences of their role in the underrepresentation of minority students in gifted programs impacts the future trajectory of numerous educational stakeholders. Awareness in this area of education continues to contribute to the increase of more equitable practices in the referral process for minorities in gifted programming. The outcome of this qualitative study will describe the varied lived experiences of teachers working with gifted minority students in Georgia.
A qualitative study was implemented using purposeful sampling to select six experienced teachers from diverse backgrounds in teaching. Each participant took part in a semi structured interview virtually. The interviews were transcribed and analyzed for recurring themes. An analysis of the data revealed that teachers require professional development in gifted education, along with equitable gifted referral procedures, to meet the needs of minority students. The findings suggest that improving services for gifted minority students hinges on ensuring equitable gifted referral procedures and providing teachers with ongoing professional development in the field
Helping our Students Learn to Care
No full textAI has brought many benefits to higher education, increasing access to information, saving time, and supporting the process of creativity. With AI support, human skills can focus on higher levels of analysis and synthesis. And yet…along with significant gains, AI also adds risks for taking short-cuts instead of investing in skill development, accessing others’ ideas and claiming ownership, and accepting information without verifying accuracy and authenticity. How do we promote the benefits of AI for students as they develop and sharpen their knowledge and skills, while reducing the risks that AI use can bring? One method to consider involves strengthening students’ values regarding the importance of ethical use of AI. Can we help students learn to or strengthen their ability to care about this value?
Krathwohl\u27s work on the affective domain built on Bloom’s taxonomy of educational objectives in the cognitive domain. Our session will address guiding faculty in creating effective learning opportunities for their students to build skills in the affective domain and measuring affective skills based on those opportunities. Building students’ attitudes and values for the purpose of supporting ethical use of AI as a student can hopefully support students (and graduates) in making ethical choices as professionals in the workforce, for AI use and beyond