10137 research outputs found
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Music therapy and spirituality
No full textItem is not available in this repository.Giorgos Tsiris - ORCID: 0000-0001-9421-412X https://orcid.org/0000-0001-9421-412Xhttps://www.guilford.com/books/Music-Therapy-Handbook/Viega-Santos-Wheeler/9781462556922?srsltid=AfmBOor2r4jvn8kngZ4_enNBaN7FbqIYrq8dFb3sH1G-LT6t-zg9SKRXpubpu
Unveiling mirror-writing: Exploring the phenomenon in typically developing children within the Greek school context
Get PDFEleni Kanitaki - ORCID: 0009-0009-6065-4587
https://orcid.org/0009-0009-6065-4587Mirror-writing has consistently intrigued researchers throughout the years. This study is the first to explore Greek-letter and Arabic-digit reversals from typically developing children within the Greek School Environment. The hypotheses were: (1) Visual discrimination, visual memory, and visual-spatial relationships skills will negatively correlate with the occurrence of character reversals, (2) Left-oriented symbols will be reversed most frequently, (3) Children from year 1 will exhibit fewer reversals than children in nurseries. To test those predictions, 117 children (4.5 to 7.5 years) were recruited from Greek nurseries and primary schools. Character-recognition tasks were conducted, and children’s visual-perceptual ability was measured. Moreover, participants produced capital Greek letters and Arabic digits under dictation. Results yielded a significant negative correlation only between visual-perceptual skills and digit reversals in the total sample, suggesting that children with higher visual-perceptual skills tend to produce fewer digit mirrorings, unlike letters. Furthermore, left-oriented characters were significantly mirrored the most. Finally, only digit reversals were significantly reduced by year 1, probably due to the limited knowledge of letters by children in nurseries. Implications, and suggestions for future research are discussed.https://doi.org/10.17239/jowr-2025.17.01.0317pubpub
Contextual factors influencing neuro-affirming practice – identifying what helps or hinders implementation in health and social care
No full textItem is not available in this repository.Anna Gray - ORCID: 0009-0002-2473-6736
https://orcid.org/0009-0002-2473-6736Marion Rutherford - ORCID: 0000-0002-2283-6736
https://orcid.org/0000-0002-2283-6736Lorna Johnston - ORCID: 0009-0005-5161-2108 https://orcid.org/0009-0005-5161-2108Eleanor Curnow - ORCID: 0000-0001-9332-8248 https://orcid.org/0000-0001-9332-8248Donald Maciver - ORCID: 0000-0002-6173-429X https://orcid.org/0000-0002-6173-429Xinpressinpres
Paediatric Preparedness: Document Analysis of the Challenges Experienced Using Smartwatch Technologies to Support Children Living with a Chronic Health Condition
Get PDFDerek Santos - ORCID: 0000-0001-9936-715X
https://orcid.org/0000-0001-9936-715XSmartwatch technology is increasingly being used to support the management of chronic health conditions. Yet, many new digital health innovations fail because the correct foundations are not well established. This exploratory study aims to uncover the challenges experienced during the setup phase of a smartwatch intervention, to support the prototype development of a digital health intervention for children. Five children with a chronic health condition were asked to wear a smartwatch for 14 days that collects health data (pain levels, medication adherence, and physical activity performance). To explore the experiences of these children, their parents and the research team, all written records were analysed using READ’s four steps of document analysis and reported using the Standards for Reporting Qualitative Research checklist. The following three themes emerged: 1.) Infrastructure limitations: inexpensive smartphones prevented connection, and outpatient clinics’ internet black spots constrained setup and training; 2.) Personal phone restrictions: limited setup, training, and engagement; 3.) Elimination of the parent’s phone: provided children with digital support (a smartphone, pre-installed apps, cellular data) to allow active participation. Overall, we identified barriers hindering the use of smartwatch technology in clinical practice. More resources are needed to ensure paediatric preparedness for digital health support.InteractiveClinics was funded by the University of Newcastle (NSW), Australia, and the University of Manresa (Catalonia), Spain, as a not-for-profit digital innovation to support digital health research. The School of Bioscience and Pharmacy at the University of Newcastle supplied the funding to purchase the smartwatches and smart phones.https://doi.org/10.3390/ijerph2202013322pubpub
Duthchas and a Queer Journey on a Scottish Isle
No full textItem is not available in this repository.This chapter examines programs in two Scottish island schools with the aim to support students and teachers identifying as queer in small rural island communities. Utilizing the concept of Duthchas, an all-encompassing Scots Gaelic word that describes the understanding of land, people, and culture, the authors ask where these populations find belonging. The specific experience of being queer in an island community depends on various factors, including the community’s culture and attitudes, size, and diverse demographics. Often there are limited resources such as LGBTQI+ support groups, centres, or healthcare providers with specific expertise. Finding necessary supports and resources may require seeking help online or from a mainland area that may not understand the complexities of being queer on a small island. Through analysis of the two programs, combined with the personal narratives of those taking part in the programs, and of those involved in organizing them, this chapter explores the intersecting identities of being a Scottish islander, queer, and in the education field, and how supported students and staff navigate community dynamics to create a fulfilling life on the islands.https://www.routledge.com/Rural-Education-and-Queer-Identities-Rural-and-OutRooted/Whitten-Azano/p/book/9781032868240?srsltid=AfmBOootNO9_VP-xjAPAHcEuCm2Y130rZdGqx7LStxDeufegItY1ZzD2pubpu
Becoming doctoral researchers: the role of dialogic activities in fostering community belonging
No full textItem is not available in this repository.The university research environment is seen as key to supporting the development of autonomous, creative and collaborative researchers, with supervisors often positioned as significant brokers, yet successful integration into research communities is challenging, particularly for early career researchers. In this paper we look beyond supervision to map the practices that support doctoral researchers to develop a sense of belonging to and participation in research communities. To elicit insights into the complexities of doctoral experiences, we deploy a somewhat novel approach comprising analysis of talk in tutorials, supplementing this with individual interviews. The findings reveal the centrality of relationships in doctoral students’ sense of belonging. Although supervisors are important in this work, this study demonstrates the complexity of doctoral experiences and the value of interactions and relationships with other human and more-than-human (e.g. texts, objects, physical and digital spaces, technologies) actors. These relationships were fostered through structured dialogic spaces and activities and various informal encounters. This study shows how these planned activities are experienced and how they interact with serendipitous events. We argue for increasing opportunities for dialogue and the use of tasks that encourage critical engagement within supportive small-group environments, to facilitate candidates’ integration into research communities.This work was supported by funding from Sheffield Hallam University.https://doi.org/10.1080/0158037X.2025.2529800aheadofprintaheadofprin
ChaosPlay
Get PDFResearch Inquiry: ChaosPlay aimed to interrogate the rigid boundaries between who is the “artist" and who is the “audience” in order to develop new forms of participatory engagement within festival contexts.https://www.manipulatearts.co.uk/events/event-chaosplay
An embedded genre-based writing pedagogy for early-stage doctoral students
No full textItem is not available in this repository.Helen Donaghue - ORCID: 0000-0002-7227-7864 https://orcid.org/0000-0002-7227-7864Purpose
Writing is crucial to doctoral students. Increasing recognition of the importance and difficulty of doctoral writing has prompted a call for doctoral students to be better supported in developing writing skills and confidence, and for writing to be taught within disciplines. This paper adds to this call by presenting and evaluating an embedded genre-based writing pedagogy for doctoral students. It focuses on early-stage doctoral researchers. Despite literature highlighting the importance of integrating doctoral students into scholarly practices from early stages of studies, there is a lack of writing research with these early-stage students.
Design/methodology/approach
This paper audio-recorded small group tutorials in the early stages of a professional doctorate and supplemented this data set with individual interviews with doctoral students. Data were analysed thematically.
Findings
In this paper, the authors report on four main findings: how genre pedagogy (1) prompted students to revise their understandings of doctoral writing, (2) inspired students to express voice and stance, (3) helped students develop a conscious awareness of writing and (4) influenced (positively) students’ identity formation and emotions.
Originality/value
While interest in doctoral writing has increased, there is little research about doctoral writing pedagogies for early-stage doctoral researchers. This paper also extends the literature on doctoral writing pedagogies by showing how a genre-based pedagogy helps early-stage doctoral researchers understand doctoral writing and develop their own writing via analysis of genres within their disciplinary community.https://doi.org/10.1108/SGPE-08-2024-0086aheadofprintaheadofprin
“It Is Kind of Invisible Work”: Lived Experiences of Informal Caregivers of People with a Brain Tumor
Get PDFObjectives
Primary brain tumor presents symptoms related to both cancer and neurological condition. Due to unique characteristics and related care demands, neuro-oncology family caregivers experience different challenges compared to family members of other cancer survivors. The purpose of this study was to understand the informal caregivers’ lived experiences of coping, support needs, and changes in relationships while caring for family member or friend with a brain tumor.
Methods
In-depth interviews were conducted with 10 informal caregivers of people diagnosed with a primary brain tumor. The mean age of participants was 45 years (range 19-68 years), and 90% of participants were female (n = 9). Time since diagnosis of the family member ranged from 1 month to 13 years (mean = 4 years). Interviews were transcribed verbatim and analyzed using Interpretative Phenomenological Analysis.
Results
Five interrelated themes were identified following the analysis: (1) Exhaustion and all-consuming role, (2) experiencing rupture and loss, (3) togetherness and isolation, (4) navigating healthcare and lack of support, and (5) anticipating grief. There was an overarching sense of loneliness, loss on multiple levels, and feeling invisible in their caregiving role.
Conclusion
Neuro-oncology caregiving was described as an extremely challenging and lonely experience. The current findings support calls for healthcare services redesign which would provide family-based cancer care.
Implications for Nursing Practice
Findings highlight the importance of involving informal caregivers of persons with a brain tumor in the treatment process and their important role be acknowledged.The authors declare that no funds, grants, or other support were received during the preparation of this manuscript.https://doi.org/10.1016/j.soncn.2025.151938aheadofprintaheadofprin
Situated Learning and Social Capital
No full textFrom Crossref book chapters via Jisc Publications RouterHistory: ppub 2025-05-23, issued 2025-05-23Publication status: PublishedSuzie Dick - ORCID: 0000-0002-1152-2774
https://orcid.org/0000-0002-1152-2774Item is not available in this repository.This chapter critically examines the intersection of learning culture, identity, and community engagement within the context of Scottish island education, challenging the prevailing deficit narratives that frequently characterise these schools. It investigates the ways in which learners, educators, and families navigate educational opportunities and barriers in geographically remote environments, emphasising the resilience, innovation, and cultural richness of island communities. the chapter foregrounds the centrality of community cohesion and culturally responsive pedagogy in sustaining successful educational experiences through a critical review of key Scottish Government policies, the chapter assesses the extent to which national strategies address the distinct challenges and potentials of island schooling. The chapter concludes by advocating a strengths-based reimagining of island education. In doing so, it offers a contribution to current educational discourse by recognising Scottish island schools as deeply connected to their communities and environments.pubpu
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