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A thesis submitted to the Faculty Arts in partial fulfillment of the Degree of Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2017 / The aim of this study was to evaluate the support services provision in schools. The study is based on inclusive education which advocates the importance of collaborative work by all stakeholders for effective implementation. System’s theory was considered since the schools are part of the community. Both qualitative and quantitative methods, combined with appreciative inquiry were employed. The sample consisted of 100 educators, 5 psychologists and 6 parents. Positive outcomes are visible from the respondents’ responses. The majority indicated an overwhelming support by the stakeholders. These findings indicated that educators are enthusiastic and dedicated to implementing inclusive education, despite some shortfalls. It is noted that the respondents’ biographical characteristics have positive influence on the perceived support services.

No / In the UK, half a million people care for people with severe mental illnesses (Princess Royal Trust for Carers 2002). This article reviews the findings of a study of the views of 13 carers of people self-identified as having schizophrenia on the nature and extent of their role, and its effect on their lives and identities. According to these findings, carers experience stress and illness, and think that the support they receive from professionals is inadequate. As a result, they think that help and psychotherapeutic interventions, such as family therapy, should be more accessible.

Education has changed as a result of technological advances. Distance learning, particularly online learning, has rapidly increased its presence in higher education. Millennials, a new generation of students who have grown up with the Internet, are college-age. They expect access to the Internet to manage their daily lives. However, as they enter college, many discover that support services that are requisite to a successful college experience, are available on-campus but not online. The goal was to determine what contemporary college-aged students expect as online student support services so that institutions will know what to provide. Data gathered through interviews with administrative support staff were used to modify a published survey and to guide construction of new questions. The modified instrument was validated by three experts and revised accordingly. All current students at Farmingdale State College were invited to respond to the web-based instrument that examined the current status of online support services. Following full-scale implementation, the data were analyzed. Results were used to create recommendations and considerations for the implementation of online support services at the college reviewed by the Vice President of Student Affairs and Enrollment Management. The final report is a comprehensive resource for college administrators who serve millennial undergraduates. It contains valuable information and guidance for the development and implementation of student support services in the 21st century. A serendipitous finding was that many non-traditional, older students expressed comparable needs for online support services.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 218-235). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 218-235). Also available on the Internet.

This research is a Case Study of the experiences of two groups of gifted children, including two preschoolers (3-5 years old) and three primary age children (6 - 9 years old), and their families in Victoria. The children were selected utilising a multi-faceted approach to identification appropriate to their ages and stages of development. That is, both objective and subjective procedures were used which included teacher nomination, parent nomination and checklists for the identification of the children for the case study. The focus of the study was on the personal and educational experiences of these children, with a particular emphasis on recording the

This study examines the factors that impact the utilization of formal support services by Hispanic informal caregivers caring for a person with Alzheimer Disease and related disorders (ADRD) and utilizes data from the Resources for Enhancing Alzheimer Caregiver’s Health (REACH) project. The current study examines potential factors that influence the utilization of formal support services and areas of unmet need for Hispanic caregivers. This study also examines the intra-heterogeneity of Hispanic caregivers. To examine utilization of services by Hispanic caregivers, a model for service utilization was analyzed using structural equation modeling. To examine potential group differences between Cuban and non-Hispanic Cuban caregivers, multigroup structural equation modeling was conducted with a covariance structure of variables of interest. The results of the study did not support this first hypothesis which examines factors that influence service utilization. Only one of the predictors, level of education, was found to be significantly correlated with service utilization. The results of the study supported the second hypothesis that Cuban Hispanic and non-Cuban Hispanic caregivers were not equivalent across the set of predictor variables examined. A significant finding, however, was that caregiver psychological distress and the care recipient’s health status were significantly correlated to service utilization for the non-Cuban Hispanic caregivers, but not for the Cuban Hispanic caregivers. Treatment implications for this study are that homogenous interventions may not be able to meet the needs of this diverse population. It will be important for interventions and services developed for Hispanic populations to include education about Alzheimer’s disease symptoms, progression of the disease, and services available to meet the caregiver and care recipient needs throughout the duration of the caregiving experience. Based on the results of this study, it is important for treatment providers to assist caregivers to increase awareness of opportunities for service utilization. It is important for the psychologist to be mindful the difficulty of seeking services for all home-based caregivers, particularly lower educated Hispanic caregivers. Service providers should work to understand the worldview and the perspective of caregiving that may vary between the different ethnic groups that fall under the Hispanic umbrella.

This study examines the factors that impact the utilization of formal support services by Hispanic informal caregivers caring for a person with Alzheimer Disease and related disorders (ADRD) and utilizes data from the Resources for Enhancing Alzheimer Caregiver’s Health (REACH) project. The current study examines potential factors that influence the utilization of formal support services and areas of unmet need for Hispanic caregivers. This study also examines the intra-heterogeneity of Hispanic caregivers. To examine utilization of services by Hispanic caregivers, a model for service utilization was analyzed using structural equation modeling. To examine potential group differences between Cuban and non-Hispanic Cuban caregivers, multigroup structural equation modeling was conducted with a covariance structure of variables of interest. The results of the study did not support this first hypothesis which examines factors that influence service utilization. Only one of the predictors, level of education, was found to be significantly correlated with service utilization. The results of the study supported the second hypothesis that Cuban Hispanic and non-Cuban Hispanic caregivers were not equivalent across the set of predictor variables examined. A significant finding, however, was that caregiver psychological distress and the care recipient’s health status were significantly correlated to service utilization for the non-Cuban Hispanic caregivers, but not for the Cuban Hispanic caregivers. Treatment implications for this study are that homogenous interventions may not be able to meet the needs of this diverse population. It will be important for interventions and services developed for Hispanic populations to include education about Alzheimer’s disease symptoms, progression of the disease, and services available to meet the caregiver and care recipient needs throughout the duration of the caregiving experience. Based on the results of this study, it is important for treatment providers to assist caregivers to increase awareness of opportunities for service utilization. It is important for the psychologist to be mindful the difficulty of seeking services for all home-based caregivers, particularly lower educated Hispanic caregivers. Service providers should work to understand the worldview and the perspective of caregiving that may vary between the different ethnic groups that fall under the Hispanic umbrella.

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