Suchergebnisse

AbstractSubstance abuse by the late 1980s had already become a prominent, out‐of‐control sector of health care. Some of the reasons for this crisis, as well as more recent changes in this specialty field, are explicated in this chapter.

""Remarkably beautiful, powerful and uplifting"" (Andrew Anderson, Maggie's Centre). 'I'm Rose. John and I shared nearly eight years of our lives together. For the last three years cancer anchored us together. This is our story, of how two ordinary people live with the diagnosis, the check-ups, the disappointments, the relief, the questions, the answers, the operations, the recovery, the emergencies, the denial, the acceptance, the anger, the pain, the loss, the love, the fear, the frustration and the happiness.' Shortly before he died, John made Rose promise to share their story ? to te

Drawing on a qualitative study of Australian families who returned to co-residence, this article focuses on the ways young adults and their parents come to accept the change in their living arrangement after time spent apart. Findings from in-depth interviews suggest that young adults experience mixed feelings about returning home on the pathway to eventual acceptance, whereas parents appear to be more accepting of the living arrangement from the outset. The current study also revealed that, although parents and their young adult offspring may have different degrees of acceptance, family members generally appreciated how the other member of their dyad felt towards the return. This acceptance meant that the return to co-residence proceeded and, in turn, engendered mutual benefits for both young adults and their parents.

Research has shown that persons with disabilities continually face discrimination. More research attention has focused on individuals' experiences of visible disability, despite evidence that there are higher numbers worldwide of people with invisible disabilities. As such, persons with invisible disabilities can feel under-represented in disability literature. A qualitative study was conducted to address this. Twenty-five persons with an invisible disability were recruited to take part in focus groups and interviews aimed at understanding the lived experience of invisible disability on social life and within the workplace. Data were analyzed using Braun and Clarke's reflexive thematic analysis, identifying themes of (1) Incongruity between looking and feeling, (2) The impact of others, (3), Adaptation, (4) Talking about disability, (5) (Un)supported and (un)accepted, and (6) Discrimination/legislation. The findings indicate that the language, attitudes and behaviour of others are important to support inclusion in the social and working lives of those with invisible disabilities. Persons without a disability should be willing to talk about disability, see the strengths of those with an invisible disability and be mindful of language used around visibility. Suggestions relating to what we can do to be better support those with an invisible disability in society are discussed.

Research has shown that persons with disabilities continually face discrimination. More research attention has focused on individuals' experiences of visible disability, despite evidence that there are higher numbers worldwide of people with invisible disabilities. As such, persons with invisible disabilities can feel underrepresented in disability literature. A qualitative study was conducted to address this. Twenty-five persons with an invisible disability were recruited to take part in focus groups and interviews aimed at understanding the lived experience of invisible disability on social life and within the workplace. Data was analyzed using Braun & Clarke's reflexive thematic analysis [1], identifying themes of (1) Incongruity between looking and feeling, (2) The impact of others, (3), Adaptation, (4) Talking about disability, (5) (Un)supported and (un)accepted, and (6) Discrimination/ legislation. The findings indicate that the language, attitudes and behaviour of others are important to support inclusion in the social and working lives of those with invisible disabilities. Persons without a disability should be willing to talk about disability, see the strengths of those with an invisible disability and be mindful of language used around visibility. Suggestions relating to what we can do to be better support those with an invisible disability in society are discussed.

Globally, many built environments fail to meet the accessibility needs of people with disability. This is despite people with disability agitating for built environment accessibility improvement for many decades. This paper critically reviews global literature to determine what constitutes an accessible and inclusive city and to discover global benchmarks of accessible and inclusive cities. We identified five (composite) domains that an accessible and inclusive city would include: 1.Connectivity (spatial & digital); 2.Economic participation, employment and education; 3.Housing; 4.Community and social infrastructure; and 5. Processes of engagement and inclusion. We also identified a number of global accessible and inclusive city exemplars, including Breda, the Netherlands and Gdynia, Poland. From the global review of exemplars and definitions, domains and indicators, a number of areas of practical action were identified that require multi-entity, multisector collaborations with influential partners addressing all prioritised domains. These actions included: the need to include those with lived experience of disability in the planning and design of environments and services; the need to work across the linked domains of the built form, services, attitudes and economic participation; and the need to revise construction, design, planning and architectural education to foreground the needs and requirements of those with disability.

Inclusion of autistic pupils into mainstream schools is common practice and staff should have adequate knowledge on teaching and managing classroom behaviour. However, autism knowledge among teaching staff may be inconsistent. A mixed-methods design examined differences between school staff in autism knowledge, perceived barriers to inclusion and required support. 138 early years staff, school teachers and pupil support assistants took part. Knowledge and experience were assessed using Knowledge about Childhood Autism among Health Workers questionnaire (KCAHW; [Bakare, M. O., P. O. Ebigbo, A. O. Agomoh, and N. C. Menkiti. 2008. Knowledge about childhood autism among health workers (KCAHW) questionnaire: description, reliability and internal consistency. Clinical Practice and Epidemiology in Mental Health 4 (1): 17]). Qualitative measures addressed perceived barriers to inclusion and recommended supports. Significant differences in the knowledge of autism scores were shown. Similar themes were identified across all staff, with five themes reflecting barriers to inclusion (Knowledge, Support, Training, Management of ASC features and Parent involvement) and four themes relating to required support (Individualising educational experience, Changes to learning spaces, Opportunities to learn about ASC and Communication). Government inclusion policy should take a whole school approach and consider staffs' actual and perceived barriers to inclusion of autistic children.

Purpose
– It is now widely acknowledged that health care professionals on the front line of care delivery will often be among the first to whom patients or clients who have experienced abuse will present or disclose abuse in a clinical context. It is therefore of pivotal importance that all health care professionals, including nurses, are adequately prepared at the earliest opportunity to effectively respond to a disclosure of abuse or identify where abuse may be suspected. The paper aims to discuss these issues.


Design/methodology/approach
– In order to address this contemporary challenge within health care the authors present a model, developed in the UK, for the embedding of safeguarding knowledge, skills and attitudes within undergraduate pre-registration nursing curricula. This model is integrative and focuses on the acquisition of knowledge and skills in the field of safeguarding vulnerable adults and children.


Findings
– Student evaluation to date has been extremely positive with the majority of student responses indicating that individuals felt that they had received the requisite level of educational support and knowledge to enable them to recognise concerns. However, it was also clear that students felt that the knowledge gained within the classroom setting needed to be effectively supported and translated in the practice setting.


Practical implications
– Safeguarding clearly forms a central part of professional accountability and responsibility. It is therefore pivotal that professionals receive the requisite education, skills and knowledge at the earliest opportunity.


Originality/value
– To the authors' knowledge this initiative is novel in approach and as such has the potential to inform similar education programmes.

This article focuses on the qualitative methodologies employed in a research project developed in collaboration with Aboriginal advisors and gaining an in‐depth understanding of Aboriginal Victorian peoples'1 connection to their ancestral lands. It outlines why qualitative methodologies were used and highlights the ethical dimensions of working with Aboriginal Victorian communities. A research partnership was developed between Aboriginal Victorian communities and the non‐Aboriginal researcher and this process was emphasised because in the past Australian Indigenous people have been grossly exploited in health research. The methods of semi‐structured interviews and focus groups were used to gain a better understanding of this topic. The novel point of this article is that it provides an honest reflection of the benefits and limitations of this qualitative research process from the perspectives of a non‐Aboriginal researcher and an Aboriginal participant, when emphasis is placed on a collaborative approach. The paper outlines what a successful qualitative research project looks like in Victorian Aboriginal communities. This can be used as a blueprint not only for working with Aboriginal Victorian communities, who have been marginalised within Australian society, but may also be relevant to other culturally diverse communities throughout the world.

Purpose
This study aims to investigate the sustainability of the food culture at Deakin University and to determine what the barriers to increasing the sustainability of food on the Burwood campus may be.


Design/methodology/approach
An online survey of staff and students from the Faculty of Health at the Burwood campus of Deakin University (n = 697) was undertaken. The survey included questions relating to eating habits on campus, views on the current food culture, food security, food disposal, visions for the future and demographic information. In addition, a short paper-based survey was developed for the ten food outlets on campus.


Findings
The results show that although sustainability considerations are important to staff and students, cost is the main issue and is a significant barrier to the development of a more sustainable food culture. It is also a significant barrier to staff and students making healthy choices when it comes to the purchase of food on campus. However, sustainable food initiatives such as community gardens could help alleviate this barrier and also contribute to improving student engagement.


Research limitations/implications
The online survey was limited to the Faculty of Health, and, therefore, a potential bias exists towards individuals who may have an interest in health. This should be considered when interpreting the results.


Originality/value
This research demonstrates that although cost may be a barrier to universities improving the sustainability of their food culture, there are other ways in which universities can create an environment that embraces sustainable food production to benefit both the environment and the university community.

This article focuses on both methods and outcomes of a piece of participatory research. The intention was to combine an educational experience with the production of useful research. Here we see that a group approach to research might serve chaplaincy well. The combination of perspectives and skills is greater than the parts. This article shows that reflection and discussion can produce "new horizons". We have used the gadamerian stages of the hermeneutic cycle as headings for the presentation of the data. We have also identified the findings before showing the workings. This deviates from the standard presentation of research but we think that it allows the research story and the workings to be exposed more helpfully. Our conclusions show that adapta-tion both internally and externally are required in old age and a major task for chaplaincy is to help in the adaptive process through focussing on the underlying meaning to a life's experience.

Corona Virus Disease 19 (COVID-19) is a new pandemic, declared a public health emergency by the World Health Organization, which could have negative consequences for pregnant and postpartum women. The scarce evidence published to date suggests that perinatal mental health has deteriorated since the COVID-19 outbreak. However, the few studies published so far have some limitations, such as a cross-sectional design and the omission of important factors for the understanding of perinatal mental health, including governmental restriction measures and healthcare practices implemented at the maternity hospitals. Within the Riseup-PPD COST Action, a study is underway to assess the impact of COVID-19 in perinatal mental health. The primary objectives are to (1) evaluate changes in perinatal mental health outcomes; and (2) determine the risk and protective factors for perinatal mental health during the COVID-19 pandemic. Additionally, we will compare the results between the countries participating in the study.

BACKGROUND: Corona Virus Disease 19 (COVID-19) is a new pandemic, declared a public health emergency by the World Health Organization, which could have negative consequences for pregnant and postpartum women. The scarce evidence published to date suggests that perinatal mental health has deteriorated since the COVID-19 outbreak. However, the few studies published so far have some limitations, such as a cross-sectional design and the omission of important factors for the understanding of perinatal mental health, including governmental restriction measures and healthcare practices implemented at the maternity hospitals. Within the Riseup-PPD COST Action, a study is underway to assess the impact of COVID-19 in perinatal mental health. The primary objectives are to (1) evaluate changes in perinatal mental health outcomes; and (2) determine the risk and protective factors for perinatal mental health during the COVID-19 pandemic. Additionally, we will compare the results between the countries participating in the study. METHODS: This is an international prospective cohort study, with a baseline and three follow-up assessments over a six-month period. It is being carried out in 11 European countries (Albania, Bulgaria, Cyprus, France, Greece, Israel, Malta, Portugal, Spain, Turkey, and the United Kingdom), Argentina, Brazil and Chile. The sample consists of adult pregnant and postpartum women (with infants up to 6 months of age). The assessment includes measures on COVID-19 epidemiology and public health measures (Oxford COVID-19 Government Response Tracker dataset), Coronavirus Perinatal Experiences (COPE questionnaires), psychological distress (BSI-18), depression (EPDS), anxiety (GAD-7) and post-traumatic stress symptoms (PTSD checklist for DSM-V). DISCUSSION: This study will provide important information for understanding the impact of the COVID-19 pandemic on perinatal mental health and well-being, including the identification of potential risk and protective factors by implementing predictive models using machine ...