Suchergebnisse

Although paraprofessionals play a prominent role in the education of students with severe disabilities, little is known about the roles these school staff play in fostering self-determination. In this descriptive study, researchers examined the extent to which 347 paraprofessionals employed at 135 randomly selected schools (a) considered each of seven self-determination skills to be important instructional areas for the students with whom they work and (b) reported providing instruction to students in each of these skill areas. Although paraprofessionals generally attached high importance to these elements of self-determination, the extent to which they provided instruction was somewhat variable. Moreover, ratings of some self-determination elements differed based on the school level (i.e., elementary vs. secondary school) and educational setting (e.g., special vs. general education classroom) in which paraprofessionals provided support. Although paraprofessionals reported some familiarity with the overarching construct of self-determination, they infrequently received training on this domain. Recommendations for research and practice aimed at equipping paraprofessionals to support self-determination are provided.

The purpose of this study was to explore relationships between differences in perceptions of mothers and fathers and self-concept and symptoms of depression, respectively, in 69 youth with epilepsy. Multiple regression was used to test whether the absolute difference scores between mothers' and fathers' perceptions of family adaptive resources, stigma, their children's negative coping behaviors, and their attitudes toward epilepsy were predictors of child self-concept and depression after adjusting for epilepsy severity, children's attitudes toward epilepsy, and children's ratings of family adaptation. Only the mother-father differences related to children's negative coping behaviors significantly predicted children's self-concept and depressive symptoms. Findings suggest that differences in perceptions related to children may be more highly associated with the children's outcomes than differences related to family characteristics or the children's illness.

The role of an innovative Pharmacist Independent Prescriber (PIP) for care homes to optimise medications has not been examined. We explored stakeholders' views on issues and barriers that the PIP might address to inform a service specification for the PIP intervention in older people's care homes. Focus groups (n = 72 participants) and semi-structured interviews (n = 13) undertaken in 2015 across four sites in the United Kingdom captured the views of doctors, pharmacists, care-home managers and staff, residents and relatives. Stakeholders identified their expectations of what service should be provided by PIPs, what might affect their support for the role, and barriers and enablers to providing the service. Transcripts were analysed using the Theoretical Domains Framework to identify key components, which were reviewed by stakeholders in 2016. A PIP service was envisaged offering benefits for residents, care homes and doctors but stakeholders raised challenges including agreement on areas where PIPs might prescribe, contextual barriers in chronic disease management, PIPs' knowledge of older people's medicine, and implementation barriers in integrated team-working and ensuring role clarity. Introducing a PIP was welcomed in principle but conditional on: a clearly defined PIP role communicated to stakeholders; collaboration across doctors, PIPs and care-home staff; dialogue about developing the service with residents and relatives, based on trust and effective communication. To embed a PIP service within increasingly complex care-homes provision, the overarching theme from this research was that everyone must "understand each other's systems".

Funding information: This work was supported by the UK's National Institute of Health Research under its Programme Grants for Applied Research Programme (RP-PG-0613-20007). ACKNOWLEDGEMENTS: This paper presents independent research funded by the National Institute for Health Research (NIHR) under its Programme Grants for Applied Research (PGfAR) Programme (grant reference number RP-PG-0613-20007). The views expressed are those of the author(s) and not necessarily those of the National Health Service, the NIHR or the Department of Health. We acknowledge the helpful comments of our Reviewers. We thank the numerous stakeholders who participated in this research. Particular acknowledgement is extended to the care-home residents and their relatives who took part, as your voices and views are integral to the potential acceptability and viability of any such intervention as discussed in our paper. ; Peer reviewed ; Publisher PDF

[EN] EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.