Yes / Research with prisoners’ families is limited in the context of learning difficulties/disabilities (LD) and autism spectrum. Life-story interviews with mothers reveal an extended period of emotional and practical care labour, as the continuous engagement with their son’s education and experiences of physical and emotional abuse are explored. Prior to their son’s incarceration, mothers spoke of stigma and barriers to support throughout their childrearing, as well as limited or absent preventative/positive care practices. Subsequently prisons and locked wards seem to feature as a progression. Mothers have experienced abuse; physical and/or emotional, as well as lives that convey accounts of failure. Not their failure, but that of the systems. A care ethics model of disability assists an analysis of the narratives where care-less spaces are identified. Interrelated experiences merging emotional responses to extended mothering, the external forces of disabilism and destructive systems, lead to proposing a rehumanising of care practices within for example, education and the criminal justice system. / The Leverhume Trust (RF-2016-613\8)

Denna litteraturöversikt syftar till att utforska hur läs- och skrivsvårigheter yttrar sig hos elever, mer specifikt flerspråkiga elever, och hur detta kan identifieras. Ett urval av fem relevanta forskningsartiklar analyserades och möjliggjorde att vi kunde identifiera och utforska olika aspekter av hur läs- och skrivsvårigheter yttrade sig hos flerspråkiga elever och hur lärare möter dessa svårigheter. I vår litteraturöversikt framkom det att det finns olika typer av läs- och skrivsvårigheter, både generella läs- och skrivsvårigheter och specifika läs- och skrivsvårigheter, som benämns som dyslexi. Resultatet visade att olika faktorer har en avgörande roll i flerspråkiga elevers läs- och skrivutveckling, bland annat samarbetets betydelse, ordförrådets storlek, identifiering genom kartläggning och vikten av tidiga insatser.   Vår litteraturöversikt bidrar till en ökad förståelse för de komplexa utmaningar som lärare står inför i arbetet med elever från olika språkliga och kulturella bakgrunder och ger insikter som kan vara användbara i förbättringen av undervisningspraxis och stödstrukturer för flerspråkiga elever. / This literature review aims to explore how reading and writing difficulties present in students, specifically multilingual students, and how these difficulties can be identified. A selection of five relevant research articles was analyzed, allowing us to identify and explore various aspects of how reading and writing difficulties present in multilingual students and how teachers address these challenges. Our literature review revealed that there are different types of reading and writing difficulties, both general reading and writing difficulties and specific reading and writing difficulties, referred to as dyslexia. The results showed that various factors play a crucial role in the reading and writing development of multilingual students, including the importance of collaboration, vocabulary size, identification through mapping, and the significance of early interventions. Our literature review contributes to an increased understanding of the complex challenges that teachers face when working with students from diverse linguistic and cultural backgrounds and provides insights that can be useful in improving teaching practices and support structures for multilingual students.

Bakgrund: Suicid är ett globalt och nationellt problem. Suicidalt beteende grundar sig ofta i bakomliggande psykisk diagnos. Sjuksköterskorna bör inledande i omvårdnaden identifiera risk och skyddsfaktorer som patienten har, för att kunna ge omvårdnad som är personcenterad och god. Syfte: Att beskriva svårigheter som sjuksköterskor kunde uppleva i mötet med suicidnära patienter. Metod: Studien var en allmän litteraturstudie. Studiens resultat baserades på 13 artiklar från databaserna CINAHL, PubMed samt PsycInfo. Resultat: Tre huvudkategorier identifierades: (1) Utmaningar med suicidprevention, (2) Utmaningar i arbetsmiljön och (3) Utmaningar med betungande känslor. De uttryckta utmaningarna var brist på kunskap, brist på utbildning samt negativa känslor för sjuksköterskor. Det bristande organisatoriska stödet, brist på adekvat personal samt brist på kunskap har negativ inverkan på omvårdnaden för suicidnära patienter. Konklusion: För att sjuksköterskor ska kunna ge god omvårdnad för den suicidnära patienter krävs mer utbildning i såväl sjuksköterskeutbildningen som fördjupande utbildningar på arbetsplatsen. Det krävs fortsatt forskning för att förstå sjuksköterskors utmaningar i arbetet, för att omvårdnaden av suicidnära patienter ska utvecklas. / Background: Suicide is a global and national problem. Suicidal behavior is often based on an underlying psychiatric diagnosis. At the beginning of nursing, the nurses should identify risk and protective factors that the patient has, to provide nursing care that is person-centered and good. Aim: To describe difficulties that nurses could experience when dealing with suicidal patients. Method: The study was a general literature study. The study's results were based on 13 articles from the databases CINAHL, PubMed and PsycInfo. Results: Three main categories were identified: (1) Challenges with suicide prevention, (2) Challenges in the work environment, and (3) Challenges with burdensome emotions. The challenges expressed were lack of knowledge, lack of training and the nurse's perceived negative emotions. The lack of organizational support, lack of adequate staff and lack of knowledge have a negative impact on nursing care for suicidal patients. Conclusion: For nurses to be able to provide good care for suicidal patients, more education is required in both nursing education and in-depth training in the workplace. Continued research is required to understand nurses' difficulties in their work, for the care of suicidal patients to develop.

Yes / Growing evidence suggests that fatigue associated with listening difficulties is particularly problematic for children with hearing loss (CHL). However, sensitive, reliable, and valid measures of listening-related fatigue do not exist. To address this gap, this paper describes the development, psychometric evaluation, and preliminary validation of a suite of scales designed to assess listening-related fatigue in CHL- the pediatric Vanderbilt Fatigue Scales (VFS-Peds). Test development employed best practices, including operationalizing the construct of listening-related fatigue from the perspective of target respondents (i.e., children, their parents, and teachers). Test items were developed based on input from these groups. Dimensionality was evaluated using exploratory factor analyses. Item response theory (IRT) and differential item functioning (DIF) analyses were used to identify high-quality items which were further evaluated and refined to create the final versions of the VFS-Peds. The VFS-Peds is appropriate for use with children aged 6-17 years and consists of a child self-report scale (VFS-C), parent proxy- (VFS-P), and teacher proxy-report (VFS-T) scales. Exploratory factor analyses of child self-report and teacher proxy data suggested listening-related fatigue was unidimensional in nature. In contrast, parent data suggested a multidimensional construct, comprised of mental (cognitive, social, and emotional) and physical domains. IRT analyses suggested items were of good quality, with high information and good discriminability. DIF analyses revealed the scales provided a stable measure of fatigue regardless of the child’s gender, age, or hearing status. Test information was acceptable over a wide range of fatigue severities and all scales yielded acceptable reliability and validity. This paper describes the development, psychometric evaluation, and validation of the VFS-Peds. Results suggest the VFS-Peds provide a sensitive, reliable, and valid measure of listening-related fatigue in children that may be appropriate for clinical use. Such scales could be used to identify those children most affected by listening-related fatigue; and given their apparent sensitivity, the scales may also be useful for examining the effectiveness of potential interventions targeting listening-related fatigue in children. / Research Development Fund Publication Prize Award winner, Mar 2022.

The problem of this study is to determine the cause for the reading difficulties and offer remedial suggestions for the sixth-grade children in the Robert E. Lee School, Denton, Texas.

Background: Overweight and obesity represent huge concerns for children's physical and mental well-being. This study examined the relationship between body mass index (BMI) and health-related quality of life (HRQoL), somatoform complaints, and behavioral problems in children and adolescents. Additionally, the influence of sex, age, and socioeconomic status (SES) on these associations was considered. Methods: In total, we studied 2350 participants between the ages of 4 and 18 years (1213 4- to 10-years-old (child sample) and 1137 11-to 18-year-olds (adolescent sample)). To assess HRQoL, somatoform complaints, and behavioral difficulties, we applied the KIDSCREEN-27, a short form of the Giessen Complaints Questionnaire, and the Strengths and Difficulties Questionnaire (SDQ). The BMI was transformed to BMI standard deviation scores (BMI-SDS), according to German gender- and age-specific reference data. Associations were investigated using linear regression analyses. Each association was checked for interaction with sex, age, and SES. Results: Regarding HRQoL, we found worsening scores in physical well-being and psychological well-being with increasing BMI-SDS. Somatoform complaints were not significantly associated with BMI-SDS. Conduct problems, peer relationship problems, and emotional problems (the latter only in the adolescent sample) were positively associated with BMI-SDS. While we did not observe any significant interactions with sex, we found some significant interactions with age and/or SES. Conclusion: Our findings highlight the importance of mental difficulties in children and adolescents with higher BMI and, consequently, underline the relevance of including psychological interventions in the treatment of overweight or obesity.

Dyscalculia means that one has specific mathematical difficulties. Teachers meet students with difficulties in mathematics daily, which made it interesting to examine teachers' experiences with dyscalculia. The purpose of the study is to investigate how teachers describe their knowledge of dyscalculia and how they work with students in need of support to develop their mathematical skills. To investigate this, we have conducted a qualitative study where eight teachers were interviewed at different schools in different municipalities. The study rests on the compensatory perspective and the dilemma perspective in that the theories aim to understand the teachers' experiences around the concept of dyscalculia and how the teachers meet students with mathematical difficulties. The teachers describe that they have insufficient experience in dyscalculia but that they work a lot with concrete material. The national assessment support is used with students who are in or suspected to be in difficulties. The results show, among other things, that the teachers' experiences with dyscalculia may be because they have not been offered education or further training in dyscalculia. The teachers' perceptions are that there is more focus on reading and writing difficulties and therefore they have been offered more continuing education in that area than they received in dyscalculia.

Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated. The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action. An experimental quantative study, with a pretest-posttest control group design, was conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions. / Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010

Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated. The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action. An experimental quantative study, with a pretest-posttest control group design, was conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions. / Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010

Text in Afrikaans / In this study quantitative research is employed to determine if cognitive control therapy can successfully be utilized in a group situation to alleviate cognitive deficiency in learners with Attention-Deficit/Hyperactivity Disorder (ADHD). Learners with ADHD often do not gain from traditional play- and psychotherapy due to the fact that they do not possess the required cognitive structure necessary to support successful learning. Many of these learners do not receive sufficient assistance and support due to a shortage of government supported educational psychological aid. An empirical investigation of limited scope was performed to establish whether cognitive deficiencies can be alleviated by means of applying cognitive control therapy in a group situation. A one-group pretest-posttest design was utilized where the same group of subjects was studies before and after the experimental treatment. The results indicate that the cognitive control therapy program resulted in a considerable change. / Educational Studies / M. Ed. (Voorligting)