It is of crucial importance to identify and disseminate effective treatments for paediatric obsessive-compulsive disorder (OCD). OCD is time-consuming and distressing, and can substantially disable functioning at school, at home, and with peers (Piacentini, 2003). Children who do not receive treatment are at risk of psychological difficulties in adulthood, including continued OCD, clinical anxiety and depression, personality disorders, and social maladjustment (Wewetzer et al., 2001). Two-thirds of adult cases of OCD develop in childhood, and adults with OCD have lower employment, poorer academic achievement, and lower marital rates compared to non-OCD adults (Hollander et al., 1996; Koran, 2000; Lensi et al., 1996; Steketee, 1993). The distressing nature of OCD in childhood, accompanying psychosocial impairment and risk of future psychopathology, underscore the need to identify effective treatments. The primary aim of this thesis was to expand knowledge of evidence-based treatments for paediatric OCD. A mixed-methodology approach was employed to examine key issues in this area. The first study used meta-analytic methodology to determine the evidence supporting available treatments for paediatric OCD. An extensive literature search revealed over 100 published reports of treatments, encompassing a broad array of theoretical approaches and treatment strategies. Examples of treatments used for paediatric OCD included psychodynamic therapy, pharmacotherapy, cognitive-behavioural therapy (CBT), hypnosis, family therapy, immunotherapy, and homeopathy. / Study 1 comprised the first known meta-analysis of randomised, controlled treatment trials (RCTs) for paediatric OCD. Included studies were limited to RCTs as they are the most scientifically valid means for determining treatment efficacy and provide a more accurate estimate of treatment effect by removing error variance associated with confounding variables. The literature search identified 13 RCTs containing 10 pharmacotherapy to control comparisons (N = 1016) and 5 CBT to control comparisons (N = 161). Random effects modelling yielded statistically significant pooled effect size (ES) estimates for pharmacotherapy (ES = 0.48, 95% CI = 0.36 to 0.61, p < .00001) and CBT (ES = 1.45, 95% CI = 0.68 to 2.22, p =.002). The results support the efficacy of CBT and pharmacotherapy, and confirm these approaches as the only two evidence-based treatments for paediatric OCD. Implications and suggestions for future research are discussed. The effectiveness of CBT provided impetus to further examine this treatment. Group CBT is an understudied treatment modality among children with OCD. It was hypothesised that group CBT would possess efficacy because of the effectiveness of individual CBT for children with OCD, the demonstrated effectiveness of group CBT among adults with OCD, the practical and therapeutic advantages afforded by a group treatment approach, and the embeddedness of the approach in robust psychological theory. The aim of the second study was to evaluate the efficacy of group CBT. The study comprised the largest known conducted randomised, placebo-controlled trial of group CBT for paediatric OCD. / Twenty-two children and adolescents with a primary diagnosis of OCD were randomly assigned to a 12-week program of group CBT or a credible psychological placebo. Children were assessed at baseline, end of treatment, and at 1 month follow-up. Outcome measures included the Children’s Yale-Brown Obsessive-Compulsive Scale, global measures of OCD severity, Children’s Depression Inventory, and parent- and child-rated measures of psychosocial functioning. An intention-to-treat analysis revealed that children in the group CBT condition had statistically significantly lower levels of symptomatology at posttreatment and follow-up compared to children in the placebo condition. Analysis of clinical significance showed that 91% of children that received CBT were ‘recovered’ or ‘improved’ at follow-up, whereas 73% of children in the placebo condition were ‘unchanged’. Effect size analysis using Cohen’s d derived an effect of 1.14 and 1.20 at posttreatment and follow-up, respectively. These effects are comparable to results from studies of individual CBT. This study supported group CBT as an effective treatment modality for paediatric OCD and demonstrated that the effect extends beyond placebo and nonspecific treatment factors. In addition to treatment efficacy, the inherent worth of a treatment lies in its adoption by the relevant clinical population. Children with OCD are known to be secretive and embarrassed about symptoms, and there is often a long delay between onset of symptoms and treatment-seeking (Simonds & Elliot, 2001). An important observation during the course of conducting the RCT was that a high rate (39%) of eligible families declined participation. / This led to the question, "What barriers prevent participation in group CBT for paediatric OCD?" Qualitative methodology was employed to address this research question. Eligible families that had declined participation in the RCT were contacted and invited to participate in semi-structured interviews that explored reasons for non-participation and positive and negative perceptions of group CBT. The average time between non-participation and interview was 1.33 years (SD = 3 months). Data were collected from nine families and thematic analysis methodology was utilised to identify emergent themes. Failure to participate was predicted by practical and attitudinal barriers. Practical barriers included a lack of time, distance, severity of OCD symptoms, financial, and child physical health. Attitudinal barriers included child embarrassment about OCD symptoms, child belief that therapy would be ineffective, fear of the social aspect of the group, lack of previous success with psychology, lack of trust in strangers, parental concern about the structure of the group, denial of a problem, and ‘not being ready for it’. Attitudinal barriers more frequently predicted treatment non-participation. Positive and negative perceptions of this treatment modality were informative. Parents showed no differences in preference for individual or group CBT. An important finding was that 56% of the children had not received treatment since parental expression of interest in the group CBT program. Application of the findings to methods that promote service utilisation is discussed.

This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those children’s learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants’ semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical model’s overwhelming dominance in both Education Queensland policy statements and the participants’ subject positions. This dominance shapes and informs the adult stakeholders’ subjectivities and renders the child docile and potentially irrational.

The purpose of the study was to develop a greater understanding of the experiences of school life for students who consistently found learning difficult, their perceptions of the difficulties they faced with their learning and how this had influenced their lives, socially and academically. It was hoped that their perspectives would highlight those structures and strategies that were of the most value in supporting them, as well as those that had a negative impact on their achievement and adjustment. Eight people with learning difficulties each participated in a series of three individual, in-depth interviews about their experiences of school. The participants, five male and three female, ranged in age from ten to twenty five years. Four were primary school students, in Years Four, Five and Six. Two students were in Year Nine at high school, while a further two participants had completed their schooling. One was currently unemployed, while the other had completed a university degree and had been teaching for three years. Participants were chosen from randomly selected government schools in the ACT, nominated by the school as fitting the selection criteria. Learning difficulties were defined in tenns of their meeting criteria that were indicative of teacher and parent concern for academic underachievement over a period of at least two years. The selection process was also guided by criteria to locate key informants, i.e. individuals who may have been able to highlight specific issues related to the relationships between learning difficulties and socioeconomic status, social competence and employment opportunities. Interviews with each participant .took place over three separate sessions of approximately fifty minutes' duration. Data was analysed using Hycner's guidelines for phenoinenological analysis. Interviews were transcribed and coded, with an independent researcher validating identified themes. An agreement rate of 88% was achieved. Interviews were then summarised and returned to the participants to confirm whether the interpretation of their perspectives was accurate. Themes that were common across the interviews were discussed in relation to current research. The results of this research study confirmed the central role played by quality teachers and best teaching practices in being able to enhance learning and to meet the needs of individual students. These factors were an integral part of engaging students in the learning process and promoting successful learning experiences. The study also emphasised the importance of parents, particularly mothers, in the adjustment of the participants to the everyday demands, academic and social, of school life. The necessity of establishing and sustaining effective early intervention programs was also highlighted, as was the value of listening to the voices of individuals with learning difficulties when making decisions on their behalf.

The Structure-of-Intellect - Learning Abilities Test (SOI-LA) (Meeker, 1975) has an enthusiastic following in the USA, but is little-known in Australia. It is based on the Structure-of-Intellect model of J P Guilford, and through a series of up to 26 subtests, purports to identify 14 general learning abilities. Forms are designed to cater for students from Kindergarten to adult. In NSW, classroom teachers can have support for students with learning difficulties through the Support Teacher program; this support often falls far short of need, as there is a paucity of time and material resources. There is a need for a tool which can identify areas of both strength and weakness efficiently and suggest effective strategies to cater for the identified weaknesses; the Meeker paradigm is purported to address this need with a diagnostic approach which identifies learning disabilities which underlie and serve to maintain school-based learning difficulties, and prescribes materials and approaches for remediation. This study explores the first part of the Meeker paradigm, the diagnostic approach of the Structure-of-Intellect - Learning Abilities Test. This exploration is undertaken in the context of four rural Support Teachers and their student with learning difficulties from Grades 2-6. Rather than consider questions of the Test's validity, this study was designed to explore the Test's utility in the Support Teacher context, by giving the Support Teachers a working knowledge of the concepts of SOI-LA, and to compare the application of their knowledge with the information about their students' learning disabilities from the Test results. Problems are evident with the Support Teachers' knowledge and understanding of their students' disabilities; whist they felt comfortable about the approach which the Test takes, they felt they did not know their students well enough to make informed judgements about their disabilities. It was apparent from the study that the Support Teachers' understanding of the concepts of the Test was comparatively superficial, despite their impression that they did understand well. Several difficulties with the instrument itself are highlighted by this study; the assumptions underlying the derivation of the general ability scores are questioned, and the suitability of Test Forms for a learning disabled population of this age is open to criticism. The Structure-of-Intellect - Learning Abilities Test may have utility as an instrument for gaining information about a student's disability on an individual basis, and may be best in the hands of the School Counsellor.

This study describes the development and evaluation of a parent training model to test if a correlation exists between effective tutoring and locus of control. The model utilized parents of boys previously referred to the Educational Clinic for reading difficulties. The parents became the major treatment resource for remediating reading problems of their 8 to 11 year old boys. The venue was a local public library where a series of five lessons and three follow-up sessions were held with both parents and their sons present over a six month period. Reading strategies to develop the utilization of contextual clues were introduced and practiced at these sessions. Control group children from a variety of schools in Canberra were selected to match the 21 treatment children by the criteria of chronological age and pre-test results on an objective word recognition test. The parents were pre- and post-tested using the Rotter I-E Scale while all boys were given the IAR Scale, the Neale Analysis of Reading, ACER Word Recognition, a Goodman-Eurke Miscue passage and the Survey of General Reading Attitude. Analysis of results indicated that sample size limited the number of significant results obtained. No significant results between I-E ratings and dependent variables were found. The tutor's and spouse's initial I-E perceptions were correlated at p=.08. Correlations between tutor final I and subject final I ratings were nonsignificant but positively correlated. The initial and final I-E ratings of tutors were correlated at the p<.0l level. A negative correlation significant at p=.0l or better was noted between tutor behaviours and reading speed gains. This was also true of correlations between speed and both accuracy and comprehension (at p<.02 or greater). A trend to greater gains on all reading measures (at p=>.2 or higher) favouring the treatment group (when compared with the control group) suggests that a tutor programme based on improving reading comprehension may be of value to the clinic-referred retarded reader. A more comprehensive study bypassing the problems of sample size and differing causes for reading retardation is outlined using the n=l paradigm. Both locus of control and motivational factors of tutors and learners will be investigated.

The purpose of the study was to investigate the efficacy of a 'Reading Recovery' or an 'Extra Lesson' program in comparison to no intervention for children having difficulty reading in their second year at school. 'Reading Recovery' is an intervention program developed by Marie Clay to assist children who are showing signs of having difficulty learning to read after the first year at school. 'Reading Recovery' uses a whole language approach. The assumption is that given a second chance in a 1:1 structured learning environment, with a trained Reading Recovery teacher, the child will learn to read at an age appropriate level. The 'Extra Lesson' intervention is based on the paradigm of Rudolf Steiner's concept of education, which is a holistic developmental approach. The assumption is that there is a relationship between learning and development in the first seven years of the child's life. The 'Extra Lesson' assessment tests for and identifies developmental difficulties within the first seven years of the child's life and skills testing clarifies if the child has any significant learning difficulty. The 'Extra Lesson' intervention is a 1:1 program, based on a holistic developmental perspective of Rudolf Steiner, to work with the child's difficulties. The efficacy of both interventions was evaluated by using a case study design with embedded forms of analysis and a pre-test post-test non equivalent control group quasi-experimental design to measure the changes in the children's reading skills, processing speed, short term auditory memory and awareness of body geography. Follow up tests were administered 10 months after the post-tests. Case studies have been used to present the data collated for individual subjects and graphs were used for the analysis of group data. All the subjects showed an improvement in reading skills from the pre to the post-test. At follow up all the subjects tested continued to show an improvement in reading skills. Both interventions were shown to affect the subjects reading skills. A comparison of groups showed a slight measurable difference between the 'Reading Recovery', 'Extra Lesson' and Control group, with the 'Extra Lesson' showing a slightly larger improvement in sight word recognition. The treatment and Control groups' Writing Vocabulary increased from the pre to the post-test. The 'Reading Recovery' and Control groups' Writing Vocabulary decreased and the Extra Lesson group continued to improve at follow up. All the groups showed an improvement in short term auditory memory at the post-test and the Control and 'Extra lesson' groups continued to increase slightly at follow up and the 'Reading Recovery' group remained relatively constant. All the groups had relatively constant scores on Processing Speed from the pre to the post- test and at follow up. Neither intervention showed a measurable effect on Processing Speed. All the groups showed an improvement in graphical representation of body geography at the post-test and at follow up. The 'Extra Lesson' group showed the largest improvement at the post-test and long-term. The 'Extra Lesson' intervention had a positive and measurable effect on graphical representation of body geography after the intervention and long-term.

<p>SAMMANFATTNING: Läs- och skrivsvårigheter/dyslexi - En studie om hur elever inom de gymnasiala yrkesförberedande programmen med läs- och skrivsvårigheter/dyslexi upplever sin studiesituation. Uppsatsen är ett resultat av vår undersökning gällande vad begreppet dyslexi innebär, tidigare och nuvarande forskning inom området, hur gymnasieelever med läs- och skrivsvårigheter/dyslexi upplever sin studiesituation samt hur lärarna anpassar sin undervisning för elever med dessa svårigheter. Vi har även undersökt om elever och lärare har kännedom om de kompensatoriska hjälpmedel som finns till deras förfogande på ett gymnasialt yrkesförberedande program i en gymnasieskola i Sverige.</p>

<p>Den här uppsatsen handlar om vilket synsätt pedagoger, skolledning och den politiska nivån har på elever med läs- och skrivsvårigheter. För att ta reda på rådande synsätt på dessa elever har vi valt att göra en kvalitativ respondentintervju med sex pedagoger, två skolledare samt två personer från stadsdelsförvaltning. För att ta reda på vilket synsätt man har på elever med läs- och skrivsvårigheter. Vår studie syftar till att göra en empirisk undersökning för att skapa oss en bild om vilka rådande synsätt på elever med läs- och skrivsvårigheter som finns inom våra skolområden. Vi har studerat tidigare forskning och historik som kan ligga till bakgrund för rådande synsätt på elever med läs- och skrivsvårigheter. Genom att intervjua pedagoger, skolledare och personal på stadsdelsnivå har vi fått svar på vår problemformulering. Vårt resultat, med stöd från tidigare forskning, visar på att synsätt på elever med läs- och skrivsvårigheter är under ständig förändring, påverkas av kompetens och kunskap i ämnet, samt att synsättet kan delas in två huvudgrupper.</p><p>This research examines within which way pedagogues, school management and people on political level look upon children with reading and writing difficulties. To find out we have chosen to conduct a qualitative interview with six pedagogues, two headmasters and two employees at the City administration. In order to create a picture of how children with reading and writing difficulties are looked upon, our study aims to do an empirical study. We have gone through existing research and history that underlie the existing perspective on children with reading and writing difficulties. By interviewing pedagogues, headmasters and employees on political level, our questions have been answered. Our result, with support from existing research, clearly shows that the view on children with reading and writing difficulties is constantly changing depending on the competence and knowledge within the area. Also, we have found that the view is divided in to two main groups.</p>

<p>An increasing number of students leave the Swedish compulsory school without having a satisfactory grade in mathematics. Causes why students risk ending up with difficulties in the subject of mathematics are debated but one explanation might be that more and more students are diagnosed with dyscalculia. The purpose of this study is to investigate how educationalists identify and organize their teaching in order to help students with difficulties in mathematics to reach the schools requirement and long-term goals that are defined in advance. It is vital to detect learning difficulties at an early stage. Accordingly, it can be avoided that the student starts to develop a negative self-image due to repeated failures and in the same time provide relevant help. Educationalists working actively with teaching possess valuable knowledge that is presently well managed. However, there are many indications that the schools steadily reducing amount of resources will limit their efforts. My contribution is an attempt to elucidate this complex of problems that are part of the daily rounds of an educationalist and that have been debated profoundly during the last years. The studie is based in qualitative iterviews with teachers in compulsory shool and one special educationalist and the interwiews are, after compilation, compared with earlier research of difficulties in mathematics.</p>

<p><strong>Aim:</strong>               </p><p>Our aim is to make a critical review of the glorification of leadership, by describing the practical work of leaders, compared to what is written in management literature.   </p><p> </p><p><strong>Method:</strong>         </p><p>We have applied a qualitative approach in our study and implemented seven interviews to illustrate our respondents’ experiences and opinions. All of our respondents have leading positions with their current companies. To analyse the results from our interviews, we have compared them with literature written in the subject, mostly management literature.</p><p>                   </p><p><strong>Results & </strong><strong>Conclusions:  </strong></p><p>We have concluded that there is a connection between the theory and our empirical material. The theory is though far more simplified than the real world. To manage difficulties as a leader you have to adjust the problem to the situation, you have to be direct and communicate the problem to your staff in order to handle the problem in a good way. </p><p> </p><p><strong>Contribution </strong><strong>of the thesis:</strong> </p><p>The contribution of our thesis is that our study shows the practical leadership and how leaders actually manage difficult situations, compared to how they are described in the management literature.    </p> / <p><strong>Syfte:</strong>             </p><p>Syftet med denna uppsats är att göra en kritisk granskning av ledarskapets glorifiering. Vi vill beskriva ledarskap i praktiken och jämföra det med den teori man möter i litteraturen.<em>              </em></p><p> </p><p><strong>Metod:</strong>           </p><p> Vår undersökning, tolkning och analys är gjord efter den hermeneutiska kunskapssynen. Vidare har vi har använt oss av en kvalitativ ansats i vår uppsats. Det innebär att vi har genomfört sju intervjuer, med företagsledare i olika positioner, där vi tagit reda på våra respondenters erfarenheter och åsikter i ämnet. Vid analysen av våra resultat har vi jämfört utfallet i våra intervjuer med ledarskapslitteraturen, genom att göra en kritisk granskning.</p><p> </p><p><strong>Resultat & </strong><strong>Slutsats:</strong>         </p><p>Vi har kommit fram till att det finns ett visst samband mellan teori och empiri. Vi finner dock, med våra respondenter som stöd, att ledarskapslitteraturen är alltför förenklad. Verkliga situationer och motgångar är mycket mer komplexa än vad som kan beskrivas i en bok. Det krävs framförallt situationsanpassning, tydlighet och kommunikation från ledarnas sida för att de skall kunna hantera svåra situationer på bästa sätt. Den största nackdelen med att arbeta som ledare/chef är att det är ensamt på toppen.</p><p> </p><p><strong>Uppsatsens </strong><strong>bidrag:</strong>         </p><p>Vi anser att uppsatsen har bidragit med att förklara och ge goda exempel på praktiska situationer som beskriver hur ledare och chefer faktiskt hanterar sitt ledarskap, framförallt i svåra tider. Det är användbart för såväl framtidens nyutexaminerade ledare som för de ledare som strikt följer regelboken.</p>