Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 180-197). Also available on the Internet.

Thesis (MPhysT. (Faculty of Health Sciences))--University of Pretoria, 2003. / Summary in English. Includes bibliographical references (leaves 231-236). Also available online.

published_or_final_version / Urban Planning / Master / Master of Science in Urban Planning

In six experiments, the relationships between history of falls, reinvestment, fear of falling, perception, balance ability and walking ability of community-dwelling older adults was investigated. In addition, the Movement Specific Reinvestment Scale (MSRS) (Masters, Polman, & Hammond, 1993; Masters, Eves, & Maxwell, 2005) was further validated, using a Chinese version (MSRS-C). In the first experiment (Chapter 2), it was shown that elder fallers scored significantly higher than non-fallers on both the movement self-consciousness and the conscious motor processing components of the MSRS-C. The conscious motor processing component of the MSRS-C was found to discriminate previous faller from non-faller status. In the second experiment (Chapter 3), findings demonstrated that internal focus of attention was greater in elder repeat fallers and increased as task demands increased. However, external focus of attention increased in both elder repeat fallers and elder non-fallers as task demands increased. Elder repeat fallers scored significantly higher than elder non-fallers on the MSRS-C. In the third and fourth experiments (Chapter 4), it was revealed that elder fallers demonstrated greater fear of falling and a higher propensity for movement specific reinvestment than non-fallers. Elderly people perceived stairs as steeper than they were and judged stairs as steeper when making visual-matching and verbal-report estimates that required conscious involvement compared to haptic estimates that are thought to require little conscious involvement. Overestimations when making explicit, conscious judgments were reduced by carrying out a concurrent secondary task during estimation, but there was little effect of the secondary task on implicit, non-conscious judgments of steepness. In Chapter 5, focus group work was conducted to investigate whether (1) elderly people respond differently when asked to complete the MSRS-C in respect of contexts that are not directly related to balance or locomotion and (2) elderly people are better able to differentiate a 4-point Likert response format when completing the MSRS-C than the original 6-point format. Experiment five (Chapter 6) further validated the MSRS-C based on the findings from Chapter 5. Results revealed that both the MSRS-C (general) and MSRS-C (walking) can be used with a six-point or a four-point response format to differentiate elderly Chinese fallers from non-fallers. The overall findings were discussed in the context of theories of motor learning and reinvestment. Implications for rehabilitation training were elucidated. / published_or_final_version / Human Performance / Doctoral / Doctor of Philosophy

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Section A: The aim of this paper was to review and provide a summary of the empirical and theoretical literature on risk assessment, recidivism and theories of offending in relation to intellectually disabled (ID) sex offenders. This work is still in its infancy when compared with the non-intellectually disabled sex offending and risk assessment research and it was therefore important to include an overview of the general sex offending literature, to establish how this relates to the more recent developments in the study of ID sex offenders. Section B is an exploratory validation study using a longitudinal cohort design. The purpose of the study was to explore the criterion validity of the ARMIDILO-S (Assessment of Risk and Manageability of Intellectually Disabled Individuals who Offend - Sexually) risk assessment tool. The study investigated the tool by using it with a clinical population of adult men with an intellectual disability, who had taken part in sex offender group treatment, due to their sex offending behaviour. Section C is a critical appraisal of the process of undertaking this research. It is a reflective and critical account of what skills and lessons the author has learnt, what could have been done differently, and how it might affect clinical work and future research.

Despite there being some changes to the way that people with Intellectual Disabilities (ID) are viewed in society, negative attitudes prevail. One of the aspirations of the Paralympic games 2012 organisers was to influence the public’s attitudes towards disabled people. The aim of this study was to investigate whether stimuli depicting people with ID performing at a Paralympic level of sport can change attitudes towards ID. A mixed randomised comparison group design was employed comparing two groups; those who viewed Paralympic level ID sport footage and information, and those who viewed Olympic footage and information on measures of implicit attitudes towards disability and explicit attitudes towards people with ID. One hundred and fourteen students at a UK university were administered the measures pre and post the stimuli presentation. Implicit attitudes significantly changed in a positive direction from T1 to T2 for both groups. Attitudes of empowerment increased from T1-T2, nearing significance. The findings provide evidence that Paralympic (ID) and Olympic footage plus written information seems to change attitudes towards people with ID, at least in the short term. Viewing elite sports information and footage may have at least a short term effect on attitudes towards ID which provides some tentative support to one of the London 2012 legacy promises. However it does not seem to matter which footage people are exposed to. Given both types of stimuli proved effective it suggests the possible role of affect in changing attitudes through the media, which warrants further investigation.

Section A presents the hypothesis that attachment representations determine individuals’ capacities for empathy, which is necessary for sensitive and responsive caregiving. It reviews the evidence pertaining to whether this hypothesis applies within the context of employed caregivers caring for adults with learning disabilities. The evidence is considered in a stepwise fashion, based on four literature searches. The paper concludes by considering the implications of this literature for clinical practice and future research. Section B is an empirical research paper which describes the development of a new questionnaire aiming to measure employed carers’ empathy towards people with learning disabilities. It describes how investigation of the questionnaire’s factor structure illuminated the salient processes that may influence empathy in this specific relational context. It presents evidence of the questionnaire’s construct validity, internal reliability and test-retest reliability. The results are linked to existing literature and recommendations for clinical practice are made. Limitations of the study and directions for future research are considered.

Social identity theory maintains that individuals define themselves according to their social groups, which in turn impacts self-esteem. Valued social roles are assumed to influence identity and self-concept. Being a trainer represents a valued social role for people with learning disabilities (PLD) and research suggests it impacts identity. However, there is a paucity of empirical literature explicitly exploring this relationship in learning disabled trainers. Using narrative analysis, this study explored how being a trainer impacted the lives and identities of nine PLD. Being a trainer contributed to progression and stability in participants’ lives and they positioned themselves as trainers in different positive roles (e.g. go-getter, helper). This study highlights the value of the trainer role for PLD, suggests a role for clinical psychologists in contributing to the sustainability of training organisations, and highlights a need for further research employing standardised measures, longitudinal and comparative designs.

published_or_final_version / Education / Master / Master of Education