19200 research outputs found
Sort by
Enhancing mental health and well being outcomes for psychotherapy and counselling through idiographic analysis: A four quadrant approach
Get PDF© 2023, British Association for Counselling and Psychotherapy. The attached document (embargoed until 25/04/2024) is an author produced version of a paper published in Counselling and Psychotherapy Research uploaded in accordance with the publisher’s self-archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it. AbstractMental health and well‐being outcomes in psychotherapy and counselling have largely been studied through the use of standardised nomothetic measurement. A key limitation is that nomothetic measurement and current statistical analyses do not necessarily capture the outcomes of the complicated and individual psychotherapy processes. There is an increased interest in the use of idiographic patient‐reported outcome measures (I‐PROMs), which are uniquely useful because they may explore areas of importance that are unexplored by nomothetic outcome measures. We argue that to optimise the value of I‐PROMs, it is necessary to consider their contribution alongside standardised nomothetic measures. However, there are important considerations with respect to whether or not I‐PROMs from different clients, or indeed from the same client, can be meaningfully explored at a team/service level, and alongside standardised nomothetic outcomes. We provide worked examples on real client data to show that delineating four quadrants of analysis is important to explore the breadth of information: (a) individual progress on single items, (b) individual progress by aggregated scores, (c) team/service‐level progress by goal item/theme and (d) team/service‐level progress by aggregated scores
Perinatal, obstetric and parental risk factors for asthma in the offspring throughout childhood: a longitudinal cohort study
Get PDF© 2023, Walter de Gruyter GmbH, Berlin/Boston. The attached document (embargoed until 19/06/2024) is an author produced version of a paper published in Journal of Perintal Medicine uploaded in accordance with the publisher’s self-archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it. Objectives Asthma is a common chronic and burdensome disease which typically begins in childhood. The aim of this study was to assess perinatal and obstetric factors which may increase the risk of developing asthma in the offspring. Methods Data from five consecutive waves (n=7,073 children, from birth to 15 years old) from a nationally-representative birth cohort of people born in the United Kingdom between 2000 and 2002, the Millennium Cohort Study (MCS), were used. The Kaplan–Meier survival curve was used to graphically display the risk of developing asthma from early childhood to adolescence. The Z-based Wald test was used to prove significant covariate loading. Results Cox regression analyzing the influence of covariates on asthma development risk showed a significant likelihood ratio test, χ2(18)=899.30, p<0.01. A parent with asthma (OR=2.02, p<0.01), a younger maternal age at delivery (OR=0.98, p<0.05), and the use of assisted reproductive technology (OR=1.43, p<0.05) were associated with an increased risk of developing asthma in the offspring. Conclusions Perinatal factors (a younger maternal age, assisted reproductive technology) and a parental factor (a parent with asthma) increased the risk for developing asthma in the offspring
A new approach to mathematics and data education:A discussion paper from the Mathematical Futures Board of The Royal Society’s Advisory Committee on Mathematics Education (ACME).
No full textThis paper takes a high-level and long-term view. It is notthe final report of the programme and, by design, it doesnot include detailed recommendations for the future. It does,however, describe a vision which we hope readers will findcompelling. We hope they will find the supporting argumentsconvincing and that they will wish to contribute to itsfurther development
The Climate Change Challenge: What do children write about climate topics in 100 words?:Climate Change Challenge
No full textThe scientific community has been communicating for decades about climate change as a major global problem facing humanity, with the last two decades having accelerated media coverage (Clayton & Manning, 2019). However, scepticism to denial about climate events has persisted still among some adults and children (Ojala, 2015; Tasquier et al., 2016), and misconceptions of climate topics among pupils and teachers are relatively common (Chang et al., 2018). This may in part be due to the complexity of the topics entailing knowledge of concepts including meteorology, environmental degradation and other socio-scientific issues (Lambert & Bleicher, 2017). Much of this literature has come from research with students at secondary-school ages or above; relatively little is published on how younger children make sense of climate change (Chadborn et al., 2013; Williams et al., 2017). More information on their conceptualisations would be useful as climate education is likely to be more effective beginning at younger ages for a fuller understanding and development of climate resilience (Cutter-Mackenzie & Rousell, 2019). The present paper explores what primary-school-aged children communicate about climate change through writing. The talk will focus on the most prominent climate concepts described in their writings and whether their coverage differs in response to how climate topics were presented.The study was conducted in collaboration with 100-Word Challenge, a community website that supports developing children’ by enabling the submission and publication of their short writings (up to 100 words) on a different topic each week. As part of our study, 100-Word Challenge hosted a special series ‘Climate Change Challenge’ (CCC), over ten consecutive weeks. Each week children were invited to write about a climate topic (e.g., drought, ice cap melting, social responsibility). These topics were presented in different ‘prompts’: sentential (from a question to a paragraph; e.g., “…but does it (climate change) make any difference to me?”), ‘5-words’ (writings required to contain five keywords; e.g., “overwhelmed, scientists, green, species and hot”), or with graphical imagery (e.g., photograph of an industrial furnace, video of companies talking about climate change). Over 1000 written pieces were collected from pupils, the majority in UK primary years 5 or 6 (or equivalent), from the core English-speaking countries (the UK, US, Canada, Ireland, Australia and New Zealand).A mixed-methods approach was applied to the data. The writings were initially coded in an inductive ‘bottom-up’ approach by an independent coder, before the codes were thematically organised into three overarching climate-relevant themes for this paper: ‘Causes’, ‘Impacts’ and ‘Actions to mitigate’ climate change. Statistical analyses (Chi square tests) were used to examine associations between themes and prompt type (sentential, 5-words, with graphics). The most prominent causes of climate change that children wrote about referred to fossil fuel use, irresponsible waste and deforestation (subthemes). The most common impacts of climate change that children described pertained to extreme weather, biodiversity (e.g., animal habitat loss and extinction), and human loss of homes or migration. Most of the mitigating actions in children’s writings referred to education and advocacy, waste reduction and recycling, and sustainable living (e.g., energy use, transport choice). These themes were contained in the majority of coded content (14-100%; mean 69% of codes per topic). Proportions of climate-relevant content were associated with prompt type (χ2=296.28, p<.001) with the highest for sentential (82%), followed by with graphics (69%), then 5-words (30%). For CC impacts, which applied across all weeks/prompts, children were more likely to write about extreme weather and biodiversity loss (χ2=297.43, p<.001) than all other impacts. Our preliminary results show that pupils of late primary-school years have some knowledge of widely known climate concerns and can articulate these through writing, even though the 100-word format means that many concepts could not be explained with substantial detail in the CCC. Nevertheless, the findings corroborate with the existing literature on the concepts and concerns expressed by this age group through other means, such as talk, drawings and creative arts (Chadborn et al., 2013; Williams et al., 2017). The findings are also in line with research that suggests that a variety of methods including vignettes, keyword-prompts, audio-visual materials, can be deployed to engage children in discussions and learning activities or projects about climate change (Cutter-Mackenzie & Rousell, 2019; Tasquier et al., 2016). Of critical importance is clarifying any topic’s relevance to climate change. Further analysis will include examining variations of the themes by region. Apart from the academic community, the study’s findings will be shared with key stakeholders, in particular school communities consisting of teachers, pupils and parents, to gain feedback and practice recommendations.ReferencesChang, C. H., Pascua, L., & Ess, F. (2018). Closing the “hole in the sky”: the use of refutation-oriented instruction to correct students’ climate change misconceptions. Journal of Geography, 117, 3–16.Chadborn, N. H., Gavin, N. T., Springett, J., & Robinson, J. E. (2013). “Cycling – exercise or trying to stop pollution”: methods to explore children’s agency in health and climate change. Local Environment, 18, 271-288.Clayton, S. & Manning, C. (2019). Psychology and climate change: human perceptions, impacts, and responses. Elsevier.Cutter-Mackenzie, A. & Rousell, D. (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children’s Geographies, 17, 90-104.Lambert, J. L. & Bleicher, R. E. (2017). Argumentation as a strategy for increasing preservice teachers’ understanding of climate change, a key global socioscientific issue. International Journal of Education in Mathematics, Science & Technology, 5, 101-112.Ojala, M. (2015). Climate change skepticism among adolescents. Journal of Youth Studies, 18, 1135–1153.Tasquier, G., Levrini, O., & Dillon, J. (2016). Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change. International Journal of Science Education, 38, 539–563.Williams, S., McEwen, L. J., & Quinn, N. (2017). As the climate changes: Intergenerational action-based learning in relation to flood education. The Journal of Environmental Education, 48, 154-171
Evaluating the impact of Scouting that has been designed to be attractive for young Muslims - for young people, adult volunteers, families and communities.
No full text
''And I just thought, 'I'm not having it. I'm going to set up my own festival': Curating and celebrating older women in the Women Over Fifty Film Festival'
No full textThe singular premise of the Women Over Fifty Film Festival is to champion the work of women over 50, who must feature either as a central subject on screen or as writer, director, or producer in order for a film to qualify. In an era marked by activist movements such as #metoo, and with shifting global demographics characterised by ageing populations, WOFFF has thus emerged as a crucial space for interrogating and highlighting the work of older women in film just as the cultural landscape demands it most. Since its launch in Brighton, UK, in 2015 by founder Nuala O’Sullivan, WOFFF has supported the work of hundreds of older women subjects from around the world. Its mission aims both to shine a light on the ageism and sexism faced by women in the industry, and to cultivate ‘inclusive spaces to watch films together’ in which ‘conversations between generations of women can help make older and younger women feel less isolated and [more] connected’ (wofff.co.uk, nd). Channelling this spirit of facilitating and cherishing critical cultural dialogue, in this chapter Deborah Jermyn (academic advisor to WOFFF since 2017) interviews O’Sullivan to chronicle and preserve the landmark history of WOFFF
Utilizing outdoor quiz game in secondary school – teachers’ perceptions of Usefulness
No full textOutdoor play is a natural way for children of all ages to do physical activity.The advantages of being outdoor in an educational setting have been elaborated. For instance, the social constellations may change when outdoors as the social structures defined in the classroom setting no longer apply as the pupils may display different skillsets outdoors as to indoors. Using games for learning purposes have been employed for several decades. As far back as in 1904, the Landlord’s Game was used to teach people about real estate and taxation. Since then games have mostly been developed for leisure purposes, but some also for educational purposes. In this paper, we elaborate on the use of a Norwegian developed quiz game called ‘ZippyGO’. Most of the research on ZippyGO have been focusing on students’ perceptions of the use of this quiz game. In this paper, however, we focus on the teachers’ perceptions and use of an outdoor quiz game for educational purposes. In this particular case, four teachers have collaborated on developing questions for the quizzing. We conducted mixed method ways of collecting data, surveys and semi-structured interviews. Our investigations have focused mainly on how the teachers perceive working on developing adequate questions for the quiz and how they perceive pupils may react to using the quiz game. We have also challenged the teachers on their perceptions of games for learning purposes in general and about being outdoor during class
