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Exploring the Unmet Needs of Primary Caregivers of Autistic Children and Its Implications for Social Work Practice in Ghana
Get PDFCaring for an autistic child is fraught with various difficulties and may present unmet needs that could affect the overall well‐being of caregivers and children themselves. Consequently, gaining insight into the unmet needs of these caregivers is imperative for the development of targeted and effective interventions to enhance their quality of life and improve their ability to care for their children. Using a descriptive qualitative research design, this study engaged 10 primary caregivers of autistic children in Ghana to understand their unmet needs. Data were collected through in‐depth interviews and thematically analyzed. The analysis revealed the urgent need for financial support for primary caregivers, the availability of more special schools, and the services of trained professionals in the field of autism. Caregivers also called for the intensification of public education to help reorient the perspectives of the general population on the autism condition. Based on the findings, some recommendations for policy and practice were made. The implications of the findings for social work are also discussed
Raising awareness of the Sports Club for Health (SCforH) guidelines in the sports, higher education, and health promotion sectors: Evaluation of an educational online intervention in 34 European countries
Get PDFBackground: Sports Club for Health (SCforH) is among the largest European initiatives that promotes health through sports clubs. The recently developed SCforH online course has never been empirically evaluated.
Objective: The aims of this study were to: (i) assess participant engagement in the course and course quality; and (ii) explore differences in the engagement levels and subjective assessments of course quality by stakeholder type, EU residency status, region of Europe, and prior awareness of SCforH guidelines.
Methods: The study sample included 840 participants from 34 European countries, who attended the SCforH online course. Using web trigger events, we gathered information on the number of course parts completed and time in course. Course quality was assessed using the 12 item EDUcational Course Assessment TOOLkit (EDUCATOOL) post-course questionnaire, asking about participant's reaction, learning, behavioural intent, and expected outcomes, where scores on the evaluation components were expressed on a scale from 0 to 25 points. The overall evaluation score (0-100 points) was calculated as the sum of evaluation components.
Results: The vast majority of participants (92%) completed all 28 parts of the course, and the median time in course was 27.60 min (95% confidence interval [26.93, 28.27]). The medians of all evaluation components were ≥ 20.00, while the median overall evaluation score was 82.50 (95% confidence interval [81.11, 83.89]). Some aspects of course quality were rated slightly lower by residents of EU countries (compared with residents of non-EU countries), participants from Western Europe (compared with Central and Eastern Europe), and students (compared with representatives of sports clubs and associations; p < .05 for all).
Conclusions: The level of participant engagement in the SCforH course and quality of the course are high, which demonstrates that this course is an adequate tool for dissemination of SCforH guidelines among various stakeholders in the European sports sector
A complementary medicine student-led telehealth clinic: evaluating learning & teaching perceptions
Get PDFExperimental and numerical investigations of circular concrete filled steel double-skin and double-tube columns exposed to fire
No full textRefinements and Reverses of Tensorial and Hadamard Product Inequalities for Selfadjoint Operators in Hilbert Spaces Related to Young's Result
Get PDFNorm and Numerical Radius Inequalities for Sums of Power Series of Operators in Hilbert Spaces
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