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Collaboration between school staff, families, and community partners is vital for ensuring all students’ success, particularly those with disabilities. In this case study, we will discuss a community-university partnership involving a university school psychology graduate program, several local school districts, and a specialized medical facility for children with autism and related neurodevelopmental disorders. These partners came together to create the Families and Schools Partnership Program (FSPP). Facilitated by School Psychology faculty and graduate students, FSPP offers support to families and schools through a cohesive multidisciplinary approach to intervention. In this study, we examined the experiences of 700 families referred to the FSPP consultation team and evaluated the reasons for referral, levels of intervention required by each family, and case outcomes. As a result, we offer a series of steps and tips for developing collaborative interagency relationships, an outline of the consultation framework and processes developed, and lessons learned throughout implementation.

Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration.

Objective The purpose of this study is to explore the self-care support provision for patients with type 2 diabetes by diabetes educators and to explore the challenges that they encountered in providing the intended services. Methods Single embedded qualitative case study design using in-depth individual face to face interviews were adopted. Twelve diabetes educators from three diabetes clinics in urban areas in Malaysia were purposively selected and interviewed within the period of eight months (November 2012–June 2013). The data were transcribed verbatim and analyzed using Framework technique. Result The practice of diabetes educators revolved around the traditional paternalistic approach but emphasize on individualized support. However, their practice was restricted by several factors, including patients’ acceptance and interest in self-care, lack of confidence and opportunity to practice, and fragmented health care system. Conclusion The current practice of diabetes educators is very limited to knowledge provision and rather a generalist. Considering a more specialized role would increase opportunities for diabetes educators to provide high-quality self-care support provision.

BackgroundThe international literature has largely conceptualised transition to university as a process of adjustment to both the social and the academic demands of university life. Several factors influence this process including: student, parent and university staff expectations; student preparedness; and student belongingness. Moreover, some student groups (groups well-represented in nursing) appear to have particular difficulty in successfully transitioning to university life.Study AimsTo explore first year nursing students' experiences of the transition to university; to compare nursing students' experiences with those of other disciplines and identify ways of easing the transition for nursing students.MethodologyAs part of their coursework, first year nursing students at an English University submitted a 500-word, formative reflection on the transition to university. Anonymised reflections from 161 students were available to the researchers for thematic content analysis; 50 reflections, however, proved sufficient for ‘information power’.ResultsTwo main themes emerged from the data: (i) ‘managing expectations’, an overarching theme that permeated most of the reflections; and (ii) ‘practical tools and support aids’, the practical, concrete actions that either the university took, or the students developed themselves, to ease the transition. Both themes embraced inter-related academic, social and personal domains.ConclusionsNursing students' transition experiences are similar to those of other university students. However, the particular demographics of nursing student cohorts amplifies certain aspects of the transition experience: more students who are likely to struggle with transition but also more students who embrace the developmental aspects of going to university. Transition requires joint enterprise between students and university staff, especially in terms of expectations and the support required to become independent learners. Transitions can be eased by tapping into student resourcefulness and seeing transition as a gradual process that cuts across academic, social and personal dimensions rather than as a short, one-off event.

This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternati...

Background There is increasing evidence that patients with incurable cancer approaching the end-of-life, their carers and clinicians want to know how much time is left to live. Prognostic models can help with planning for the end of life and sorting out affairs, but we know very little about the acceptability of the models to patients, carers and clinicians.Method Semi-structured interviews were conducted with a purposive sample of 29 patients, 20 carers and 32 clinicians who took part in a large validation study of prognostic models, to find out how acceptable they are. Interview data were entered into NVivo 10 and analysed using the five stages of Framework Analysis: (i) familiarisation, (ii) developing a thematic framework, (iii) indexing, (iv) charting, and (v) mapping and interpretation.Findings The use of prognostic models was acceptable to patients and carers, and largely acceptable to clinicians. There was marked discrepancy however between the wishes of patients and carers for prognostic discussions, and the willingness of clinicians to initiate and conduct these conversations. Clinicians’ reluctance was founded on the dual principles of working in patients’ best interests and doing no harm, but was at odds with what patients and carers actually wanted. Conclusion Prognostic models such as PiPS may be a useful adjunct to clinical decision making, but also a helpful tool for initiating difficult conversations at the end of life. In order to conduct these conversations skilfully, communication skills training tailored to end of life prognostic conversations is needed.

Background: Workplace-based assessment (WBA), foundational to competency-based medical education, relies on preceptors providing feedback to residents. Preceptors however get little timely, formative, specific, actionable feedback on the effectiveness of that feedback. Our study aimed to identify useful qualities of feedback for family medicine residents and to inform improving feedback-giving skills for preceptors in PGME training program.Methods: This study employed a two-phase exploratory design. Phase 1 collected qualitative data from preceptor feedback given to residents through Field Notes (FNs) and quantitative data from residents who provided feedback to preceptor about the quality of the feedback given. Phase 2 employed focus groups to explore ways in which residents are willing to provide preceptors with constructive feedback about the quality of the feedback they receive. Descriptive statistics and a thematic approach were used for data analysis.Findings: We collected 22 FNs identified by residents as being impactful to their learning; analysis of these FNs resulted in five themes. Functionality was then added to the electronic FNs allowing residents to indicate impactful feedback with a “Thumbs Up” icon. Over one year, 895 out of 8,496 FNs (11%) had a “Thumbs up” added, divided into reasons of: confirmation of learning (28.6%), practice improvement (21.2%), new learning (18.8%), motivation (17.7%), and evoking reflection (13.7%). Two focus groups (12 residents, convenience sampling) explored residents’ perception of constructive feedback and willingness to also provide constructive feedback to preceptors.Conclusion: Adding constructive feedback to existing positive feedback choices will provide preceptors with holistic information about the impact of their feedback on learners, which, in turn, should allow them to provide more effective feedback to learners. However, power differential, relationship impact, and institutional support were concerns for residents that would need to be addressed for this to be optimally operationalized., Contexte : L’évaluation en milieu de travail (EMT), qui est à la base de la formation médicale fondée sur les compétences, repose sur la rétroaction donnée par les superviseurs aux résidents. En revanche, il est rare que les superviseurs reçoivent à leur tour, et en temps utile, une rétroaction formative, précise et pratique sur l’efficacité des commentaires qu’ils ont offerts. L’objectif de notre étude était de déceler les caractéristiques qu’un tel retour doit avoir pour être utile aux résidents en médecine familiale afin de guider l’amélioration des compétences en rétroaction des superviseurs de programmes d’éducation médicale postdoctorale.Méthodes : Nous avons utilisé un devis exploratoire en deux phases. Lors de la première phase, nous avons recueilli les données qualitatives à partir des commentaires fournis par les précepteurs aux résidents par le biais de feuilles de route (FR) et les données quantitatives de rétroactiondes résidents sur la qualité de la rétroaction qui leur a été offerte par les superviseurs. Dans la phase 2, des groupes de discussion ont été constitués pour explorer les moyens par lesquels les résidents sont prêts à fournir aux superviseurs une rétroaction constructive sur la qualité de la rétroaction qu’ils reçoivent. L’analyse des données a été faite à l’aide de statistiques descriptives et d’une approche thématique.Résultats : Les auteurs ont recueilli 22 feuilles de route (FR) qui, d’après les résidents, ont eu un effet sur leur apprentissage. L’analyse des FR a permis de relever cinq thèmes. Une fonctionnalité a par la suite été ajoutée aux FR électroniques, permettant aux résidents d’indiquer qu’une rétroaction a été efficace à l’aide d’un pictogramme « Pouce levé ». En un an, 895 des 8496 FR (11 %) ont reçu un « Pouce levé » et les raisons qui l’expliquent sont réparties de la manière suivante : la rétroaction confirmait au résident ses acquis (28,6 %), elle l’aidait à améliorer sa pratique (21,2 %), elle lui apprenait quelque chose de nouveau (18,8 %), elle stimulait sa motivation (17,7 %) ou encore sa réflexion (13,7 %). Deux groupes de discussion (12 résidents, échantillon de convenance) ont exploré ce que les résidents perçoivent comme étant une rétroaction constructive, et s’ils sont prêts à fournir à leur tour un commentaire constructif aux superviseurs.Conclusion : Le fait d’ajouter des commentaires constructifs aux commentaires positifs renseignerait les superviseurs de manière plus complète sur l’effet qu’a eu leur rétroaction pour les apprenants, et les aiderait ainsi à améliorer l’efficacité des rétroactions qu’ils donnent. Cependant, pour mettre en place ce processus de manière optimale, il faut tenir compte des préoccupations qu’ont les résidents quant au déséquilibre de pouvoir, aux répercussions sur leur relation avec le superviseur et à l’appui de l’établissement.

The reduction of school violence requires a coordinated effort that enhances school climate and improves the sense of safety on campus. This chapter addresses the related topics of school violence, school safety, and school climate; provides an overview of the interactions among these constructs; and illustrates how they are directly linked to student mental and emotional well-being. A multidisciplinary approach is described that addresses these constructs, which are grounded in a school safety model that provides a foundation to promote students’ mental health. The process for moving toward action includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, a case study is provided to illustrate how a school district can interpret and implement these key components in the real world.

An online survey instrument was developed to assess employers&rsquo, perspectives on hiring job candidates with Autism Spectrum Disorder (ASD). The investigators used K-means clustering to categorize companies in clusters based on their hiring practices related to individuals with ASD. This methodology allowed the investigators to assess and compare the various factors of businesses that successfully hire employees with ASD versus those that do not. The cluster analysis indicated that company structures, policies and practices, and perceptions, as well as the needs of employers and employees, were important in determining who would successfully hire individuals with ASD. Key areas that require focused policies and practices include recruitment and hiring, training, accessibility and accommodations, and retention and advancement.

Aims and objectives: To explore self‐care and self‐care support in patients with Type 2 diabetes in urban Malaysia. Background: The prevalence of Type 2 diabetes in Malaysia and associated long‐term and life‐changing complications is increasing. With effective self‐care and self‐care support, severe complications of the condition can be avoided or reduced. Prior to this study, no evidence existed about Malaysian patients’ management of the condition or support for self‐care from the healthcare system. Design: A single embedded qualitative case study. Methods: Semistructured interviews with 18 patients with Type 2 diabetes aged 28–69 years, healthcare professionals (n = 19), observations (n = 13) of clinic appointments from two urban settings in Malaysia and a documentary analysis. Recordings were transcribed verbatim, field notes were made during observations and the data analysed and synthesised within and across case using Framework analysis. Findings: Three main themes explained self‐care and self‐care support in Malaysia: fatalism, faith and fear. Patients were fatalistic about developing diabetes—they perceived it as inevitable because it is so common in Malaysia. However, faith in God, coupled with fear of the consequences of diabetes, motivated them to engage in self‐care practices. The fear was largely induced by diabetes healthcare professionals working in overcrowded clinics, and stretched thinly across the service, who used a direct and uncompromising approach to instil the importance of self‐care to avoid severe long‐term complications. Conclusion: This study provided important insight on how people in Malaysia developed diabetes, their responses to the disease and the approach of healthcare professionals in supporting them to engage with self‐care. Relevance to clinical practice: Any future development of self‐care programmes in Malaysia needs to recognise the factors that motivate patients to self‐care and include components that build self‐efficacy.

This symposium focuses on the experiences and strategies of persons with disabilities and the disclosure and identity management steps they take to manage their careers. The conceptual foundations ...

The present paper presents constructions of gender roles among Taiwanese sexual minority women with different gender identities (i.e., butch and femme, known as T and Po, respectively, in Taiwan) and associations between their views toward their own breasts and breast healthcare intentions and behaviour. A total of 37 face-to-face interviews were conducted among women aged 20 years or older who self-identified as lesbians or women who partnered with other women in four areas of Taiwan between August 2012 and October 2012. The majority of the T -identity lesbians held negative views toward their own breasts. The T-identified lesbians' negative intentions toward breast cancer screenings were associated with their negative views toward their own breasts and body construction process. All Po-identified lesbians reported positive views toward their own breasts; these views facilitated positive breast healthcare intentions and behaviour. The study findings can be used to help healthcare providersin understanding the importance of providing competent cultural care to sexual minority women and to help policymakers in formulating suitable policy to meet women's healthcare needs.

This chapter presents the individual, organizational, and societal issues surrounding autism in the workplace. The term Generation A is introduced to refer to the 1.5 million individuals with autism spectrum disorder (ASD) who will reach adulthood in the next decade. Studies of young adults with ASD have found that they have much higher rates of unemployment than the general population. Young adults with ASD may face many challenges as they enter the workplace, and potentially throughout their lives as their careers unfold. It is important to focus on employment for these individuals as it has the potential to result in more positive life outcomes for individuals with ASD, their families, and caregivers. Little is known about the employment and career outcomes that these individuals will experience. The issues associated with autism in the workplace underscore the importance of this topic for both academics and practitioners.

The integration of individuals with ASD into the workplace offers numerous benefits to individuals with autism, their families and caregivers, the organizations that employ them, and society as a whole. This chapter examines these benefits at the individual, organizational, and societal levels. While research on this topic is in the early stage, preliminary results suggest that a wide spectrum of benefits are incurred when Generation A is included in the workforce.

This chapter introduces a diversity and inclusion model for organizations that wish to hire individuals with autism and provide them with positive work and career outcomes. While inclusive environments have been achieved in educational, religious, and community settings for neurodiverse individuals, there is still much work to be done to create diverse and inclusive organizations and workplaces. This chapter presents a seven-step model for organizations to develop inclusive programs to hire individuals with ASD. Diversity and inclusion programs have the potential to be of a great value to organizations and employees with autism. Additionally, successful programs may help to mitigate the stigma associated with ASD.

Labor market data indicate that there is a need for skilled employees in several areas. Given the right supports, individuals with autism spectrum disorder (ASD) can help to fill these positions. This chapter outlines the importance of understanding and integrating the employers’ perspective when improving employment outcomes for individuals’ with ASD. Potential barriers and facilitators to hiring individuals with disabilities are highlighted in this chapter. Current employment practices are presented, as well as employers’ perspectives on hiring individuals with ASD. A summary of employers’ training and support needs in order to successfully improve their employment practices and increase the employment rate of individuals with ASD is presented.

Despite the voluminous research on leadership, few studies have examined which leadership theories may be most effective for leading, managing, and supervising employees with ASD. This chapter examines the relationship between leadership and autism from three perspectives. The primary focus of the chapter is a discussion of relationship-based leadership theories to determine whether there are specific leadership styles and behaviors that may be most effective for leading, managing, and supervising employees with ASD. As little is known about the ways that leaders with ASD interact with their subordinates, the chapter offers suggestions for managing leader-follower relationships. The chapter concludes with a discussion of how employees with ASD may position themselves to be effective followers and members of teams in the workplace.

This chapter explores the construct of stigma and the multiple ways it manifests itself in the work and life experiences of individuals with autism as well as their families. A formal diagnosis of autism may lead to a person experiencing stigma. Individuals who have not been formally diagnosed with ASD may also be stigmatized if they display characteristics of autism. The stigma of individuals with ASD is unique from the stigma felt by individuals with other disabilities. This is because autism is considered an invisible disability. The families of individuals with autism may also experience stigmatization. Individuals with autism may be stigmatized in many phases of their employment.

This chapter explores the current availability of intervention services and the continued needs of individuals with autism as they prepare for and seek employment. The overall challenges experienced by individuals with ASD as well as the individual and systemic school-to-work transition barriers they face are discussed. The transition planning process that may be used to address barriers is presented, along with traditional and promising intervention practices. Data on employment support needs and the impact of such supports on gaining employment from the perspective of a critical stakeholder group, family members of individuals with ASD, are presented.

This chapter examines the career experiences of individuals with autism. While there is relatively little research on the careers of individuals with ASD, the life and work outcomes for individuals with autism have been found to be less favorable than those for the general population. The stigma attached to autism, as well as the stereotypes and images of jobs, occupations, and careers for individuals with ASD may play a role in understanding the career experiences of Generation A as they transition into the workplace. Super’s career stages are utilized to understand how autism may affect the career experiences of Generation A throughout their work histories. The role of image norms in the career decisions of individuals with ASD across the life span is also considered.

Purpose: Adopting CBME is challenging in medicine. It mandates a change in processes and approach, ultimately a change in institutional culture with stakeholders ideally embracing and valuing the new processes. Adopting the transformational change model, this study describes the shift in assessment culture by Academic Advisors (AAs) and preceptors over three years of CBME implementation in one Department of Family Medicine. Methods: A qualitative grounded theory method was used for this two-part study. Interviews were conducted with 12 AAs in 2013 and nine AAs in 2016 using similar interview questions. Data were analyzed through a constant comparative method. Results: Three overarching themes emerged from the data: (1) specific identified shifts in assessment culture, (2) factors supporting the shifts in culture, and (3) outcomes related to the culture shift. Conclusions: In both parts of the study, participants noted that assessment took more time and effort. In Part 2, however, the effort was mitigated by a sense of value for all stakeholders. With support from the mandate of regulatory bodies, local leadership, department, faculty development and an electronic platform, a cultural transformation occurred in assessment that enhanced learning and teaching, use of embedded standards for performance decisions, and tracking and documentation performance.

Aims The purpose of this 1-year case study was to identify how School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW-PBIS on discipline outcomes. Methods Suggestions for adaptations are provided at each stage of the intervention process with a focus on buy-in, training, data collection, and resource allocation. Results Data from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy-in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance-related behaviors and an increase in on-task behaviors. Conclusion This study contributes to the determination of the efficacy of SW-PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW-PBIS may be an appropriate framework to support students in alternative schools.

Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students’ reading difficulties. The paper delineates the important facets of instructional consultation and considerations to take into account including: entering the consultation relationship, effectively identifying the problem and underlying cause, identification of the appropriate intervention, monitoring implementation integrity, and the termination of the consultation relationship. Specific intervention strategies and resources are also provided to offer the school psychologist potential resources.

Several approaches to response to intervention (RTI) described in the literature could be blended into an RTI model that would be effective in the schools. An effective RTI model should employ three fundamental variables: (a) systematic data collection to identify students in need, (b) effective implementation of interventions for adequate durations, and (c) review of student progress data to determine when and/or if more intensive services are warranted. Research regarding RTI elements such as intervention time, intervention duration, treatment efficacy, intervention group size, measurement of student progress, and decision analyses is reviewed. Recommendations for future research include further defining the element of intervention time with regard to frequency and duration, determining the effect of the individual delivering the intervention, and specifying a reliable decision-making rule for determining student responsiveness/nonresponsiveness to interventions.

This prospective questionnaire-based study evaluated the effectiveness of “The Responsible Sexuality Program” in changing knowledge and attitudes and leading to safer sex behavior. In a brief sexual health intervention, coeducational medical student pairs used role-plays to facilitate small group discussion concerning communication and safer sex issues, including abstinence. Sixty-four grade 9 students, including students who received the program intervention and controls, completed the pretest and posttest questionnaires and participated in the study Compared to the control group, significant changes in knowledge, attitudes, and behavioral intentions of the intervention group were evident at posttest, predominantly among female participants. The intervention was rated good or excellent by more than 95% of participants. This program could be part of a comprehensive series of preventive sexual health interventions integrated into classroom learning.

Objectives the following paper addresses the etique tte of district nursing, which, it is argued, is a manifestation of the profession's non-challenging occupational culture and a barrier to clinical effectiveness. Etiquette describes courtesy rules that are applied, often unthinkingly, to facilitate smooth social interaction. Although good working relationships are essential to ‘teamwork’, there are circumstances under which patient care can suffer if politeness becomes an overriding aim. Design the data for this paper are taken from a larger ethnographic study of district nursing work. Participant observation spanned 13 days, and 50 semi-structured interviews were conducted. Setting three community trusts in North West England. Participants 37 district nurses, grades G, H and one F, were observed and interviewed. Analysis the data were analysed by constant comparative analysis until no new themes arose. Findings the findings presented here address the problem faced by the nurses of perceiving that a colleague's care was out of date, or otherwise inappropriate, and of how they dealt with this. In such circumstances, the rule of etiquette was usually that the patient's care would not be challenged, although whether the issue would be subsequently raised with the nurse concerned was attributed to a number of factors. The implications of etiquette in the workplace are addressed. Conclusions the paper concludes by suggesting that a more formal set up for clinical peer review may be a useful platform to move discussion about patient care onto a more professional footing.

This paper considers the needs of Polish managers in order to make recommendations for the design of training programmes. The experience of Polish managers is first considered through a comparison of theoretical and actual organizational situations. We find that, as a result of political competition, Polish managers should have developed some managerial skills. Exploratory research in managerial skills, based on Katz's (1955) model, is then reviewed, and we find that Polish managers do possess and use a wide range of skills. National business culture and the effects of relatively high power distance, thought to exist in Poland, on training are then discussed. Research into preferred learning styles, based on Honey and Mumford (1986), is then compared to research conducted in the UK, US and Canada; the preferred learning style of Polish managers is found to be contemplative. Based on these findings, specific recommendations are made for the content and delivery of managerial training programmes. Above all, trainers must be prepared to be flexible and to listen to what their trainees tell them is needed for management in the transition economy. A consultative rather than prescriptive approach is recommended.

Nearly one third of secondary school students report decreased engagement in school during their teen years. When considering the emotional or psychological aspects of engagement, which are routinely associated with high-risk behaviors, a student must somehow conclude that, at a minimum, at least one specific person at their school truly cares about him or her not only as a student, but as a person. This caring individual, be it a teacher, coach, administrator, or counselor, does not simply express respect, concern, and trust in the student as part of their job, but also the student comes to believe that this person sees intrinsic value in him or her as a human being. In this chapter we underscore the association between student engagement and high-risk behaviors in adolescence. Although all aspects of student engagement are important to the full development of youth, the salience of student engagement when considering troubling and high-risk behaviors in schools warrants educators’ attention. We summarize research in this area and provide an overview of system-level interventions and strategies to build bonding and connectedness, particularly for those students who engage in high-risk behaviors. We conclude that clear definitions and unified research in the area of student engagement can allow for continued advancements in understanding how to best engage students, specifically high-risk students, and yield positive academic and life outcomes for youth.