Thesis (Specialist in Ed.)--Miami University, Dept. of Educational Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], v, 62 p. : ill. Includes bibliographical references (p. 43-45).

Screening and assessment play a critical role in the lives of young children and their families. The results of these procedures can paint enduring portraits of the strengths and vulnerabilities of both children and families. This article explores the challenges of cultural dynamics and family issues relative to six areas of assessment: the target of assessment, the setting, the methods, the personnel, the uses, and, finally, the fusion of assessment with intervention. While the authors' examination of these challenges does not eliminate the problems inherent in the screening and assessment with infants and young children, it can, perhaps, raise issues and stimulate ideas that can help us to enter the homes and worlds of diverse families and their children in ways that are both respectful and responsive.

Aims and Methods The overall aim was to evaluate methods of screening and assessment of distress, anxiety, and depression in cancer patients. Further, to evaluate effects of a psychosocial intervention and to explore changes of distress, anxiety, depression, and HRQoL during six months. Study I included 495 consecutive patients screened with the Hospital Anxiety and Depression Scale (HADS) at their first visit to an Oncology Department. Half of the patients with >7 on any of HADS subscales received standard care (SCG), and half received a psychosocial intervention (IG). To compare HADS with a thorough clinical assessment (CA), Study II included 171 identified patients representing both sexes, <65/≥65 years, and curative/palliative treatment intention. Results Screening with HADS identified anxiety or/and depression symptoms in 36% of the 495 patients. Thirty-six (43%) of 84 IG patients attended CA, resulting in support for 20 (24%) of them. There were no differences between SC and IG during follow-up, anxiety and depression decreased and HRQoL increased, although anxiety was still present and HRQoL impaired at six months. The Distress Thermometer (DT) ≥4 (sensitivity 87%, specificity 73%) is valid for screening of distress; its ability to measure changes over time is comparable to HADS. Of 319 patients screened with <8 on both HADS subscales, 196 (80%) were stable non-cases with HRQoL comparable to that of the general population and 49 (20%) patients were unstable non-cases, with deteriorated anxiety, depression, and HRQoL. >4 on HADS subscales may be useful for early detection of unstable non-cases. In Study II, HADS identified 49 (34%) and the CA 71 (49%) patients as having distress, anxiety or depression. CA identified more men and more young patients with distress than HADS did. Conclusion Screening and assessment identifies patients with persistent symptoms and increases access to CA and support. The DT may be used routinely in oncology care. When HADS is used, healthcare professionals should be aware of psychosocial problems perceived by patients but not covered by HADS. Most patients identified with distress seem to have resources to manage problems without needing additional support. Patients screened as non-cases indicate no need for re-assessment.

The research described here was inspired by a national review which concluded that too many children come into our primary schools with unmet speech and language needs (Bercow, 2008). Teachers are in a position to identify language difficulties but many have expressed uncertainty regarding their role in this process. I believed that the LAMP (Linguistic Assessment for Mapped Provision) screen for language and communication which I had developed would help teachers to identify language concerns and would also increase their professional confidence in this complex area. I had developed the LAMP screening instrument and piloted it over a 2 year period prior to this study. It is employed here as a universal screen that is used in a whole school approach in order to enable teachers to identify language need. The use of the LAMP as a universal screen applied to all the children in a school lessened the likelihood of preconceived notions impacting upon teacher’s perceptions of need in the classroom. The LAMP data allowed schools to track the progress of individual children within a class and whole school context. Teachers need to be aware of any pre-conceptions they may have in relation to the performance of children from different socio economic circumstances. The hypothesis that poverty continues to provide the weightiest detrimental effects upon children’s language development was examined and within the parameters of this study was found to be contestable. Study design: A systematic survey was conducted over 4 Primary schools using the LAMP. Rich picture data was accessed from teacher questionnaires and focus groups involving participants from the schools in the study. The repeated measures design provided information on what teachers had learned in the period of reflection between the screenings. The use of a mixed methods repeated measures design helped me to understand what was difficult for teachers and what the teachers felt would help them. The 4 schools in the study were chosen to reflect varied social contexts in order to explore any impacts of SES on the results. Analysis of data: In a repeated measures design, a LAMP screen was completed for every child across the 4 schools by their teachers in February and then June in one school year. Results of screening were analysed and compared on a range of variables using SPSS. Questionnaires were used to collect teacher perceptions before and after using the LAMP screen. Focus groups were held in the schools at the end of the study to add more information on how helpful teachers felt the process had been in raising their awareness, confidence, and skills in the identification of SLCN. Findings: The main trend observed was a decrease in levels of teacher concern related to children’s speech and language needs from the first to second screening survey. Differences were found at a statistically significant level on a range of variables. The expected differences between high and low socio-economic status (SES) schools were not found. Teachers reported increases in their awareness, confidence, and skill in identifying children’s speech language and communication concerns by the end of the study. Some changes to classroom practice were reported. Conclusions: I propose that use of the LAMP screen increased teacher awareness of the nature of language difficulty and that this heightened awareness was a key variable in the observed changes to language concern scores. The LAMP screening process was seen by schools’ staff to have had a positive effect on teacher’s skills and to be relatively easily assimilated into the school system. However some participants identified a number of challenges relating to time constraints and maintaining the use of LAMP as high profile in the context of competing time demands in their schools. It is suggested that EP services would be in a position to support schools to implement and embed the LAMP screening model as part of their Service provision. It is also proposed that economic deprivation or disadvantage did not appear to be the only important factor to consider when making funding decisions intended to support children’s linguistic competency in schools.

The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

The issue of environmental risks from the pharmaceutical endocrine disrupter 17 alpha-ethinyl oestradiol (EE2), which is an active ingredient in the contraceptive pill, confronts government responsibilities for citizens' health with potential environmental risks from its presence in aquatic ecosystems. Further to a risk appraisal process conducted under the Water Framework Directive (WFD) between 2006 and 2012, the European Commission recommended the imposition of an environmental quality standard for EE2. In 2013, this recommendation was rejected by politicians. The outcome was both contested and commended. The UK Government was particularly vehement in its opposition and claimed that the risk assessment process for EE2 was not robust. The UK Government also insisted that it had swayed opinion of other EU Member States to convince them that action for EE2 was not proportionate given the extremely elevated costs of risk control options. At the present time, environmental policy for EE2 and other endocrine disrupters remains resolutely ineffective. Despite three distinct policy interventions recommending precautionary action for EE2 during the past twenty years, emissions of this potent, oestrogenic endocrine disrupter continue unabated. This thesis explains why European politicians rejected the European Commission’s risk governance recommendations for EE2 in 2013 under the Water Framework Directive. This comprises its principal empirical contribution. A novel analytical framework which draws on insights from the policy sciences, risk governance and wicked problems literature is developed. This framework is employed to determine whether the policy outcome for EE2, and the decision-making processes that preceded it, were legitimate. The research findings in this respect advance understanding of the implications of specific properties of wicked problems, of which it is argued, EE2 is an example, for the legitimacy of decision-making processes during the risk appraisal and political phases of policy development in Europe. This comprises the principle theoretical contribution of the thesis. Recommendations to promote more effective and legitimate policy development for wicked problems in similar multi-level governance contexts are also made.