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This qualitative study explored the childhood experiences of growing up with a sibling with Developmental Coordination Disorder (DCD) to offer an 'outsider's' view of this condition. Ten individuals who had grown up with a sibling with DCD were interviewed about their experiences. Data were analysed using Thematic Analysis. Analysis described three main themes: i)'witnessing the challenges for their sibling with DCD' ii) 'experiencing the impact on the family'; iii) 'a vacuum of knowledge'. Not all experiences were negative and transcending these themes was the notion 'resolution and finding benefit' highlighting access to support, being more empathic and resilient, becoming a role model for others and finding success. Participants play witness to their sibling's experiences which can often be negative sometimes impacted by a vacuum of knowledge but they also describe how a diagnosis of DCD comes with some benefits which are discussed in the context of 'posttraumatic growth'., Author(s): Brendan Morris [sup.1] , Jane Ogden [sup.1] , Judith Gentle [sup.1] Author Affiliations: (1) grid.5475.3, 0000 0004 0407 4824, School of Psychology, University of Surrey, , Guildford, GU2 7XH, [...]

There is general support among teachers for inclusion of children with special educational needs, but many lack the confidence and knowledge to support autistic pupils. This can have an adverse effect on their education. Previous studies have explored the attitudes of teachers towards inclusion, but less is known about the experiences of teachers from contrasting school settings regarding autistic pupils. Semi-structured interviews were conducted with twelve teachers from mainstream and special schools. Questions explored the school provision for autistic pupils, including strategies relating to their learning, friendships, bullying and general inclusion. Thematic analysis identified themes describing teachers' challenges supporting autistic children, strategies they adopt to facilitate achievement and the influence of factors such as staff training/expertise, educational ideology, attitudes and the physical environment. Overall, it is argued that, besides the structural differences between mainstream and special schools, there remain a number of additional factors impacting teachers' sense of self-efficacy. These are discussed in relation to recent research perspectives advocating an inclusive educational pedagogy.

Purpose: The purpose of this study is to explore how individuals with overweight and obesity living in the UK respond to the public health and media messaging surrounding COVID-19 and obesity. Design/methodology/approach: Qualitative interview study with a think aloud protocol. A total of 10 participants self-reported to have overweight, obesity or as actively trying to lose weight were recruited through social media and were asked to think aloud whilst exposed to four sets of public health and media materials describing the link between COVID-19 and obesity. Interviews were conducted over zoom, recorded and transcribed verbatim. Findings: Three primary themes were identified through thematic analysis: "flawed messaging", "COVID-19 as a teachable moment" and "barriers to change". Transcending these themes was the notion of balance. Whilst the messaging around COVID-19 and obesity was deemed problematic; for some, it was a teachable moment to facilitate change when their future self and physical health was prioritised. Yet, when focussing on their mental health in the present participants felt more overwhelmed by the barriers and were less likely to take the opportunity to change. Practical implications: Findings hold implications for public health messaging, highlighting the need for balance between being educational and informative but also supportive, so as to achieve maximum efficacy. Originality/value: This study offers a novel and useful insight into how the public health and media messaging concerning COVID-19 risk and obesity is perceived by those with overweight and obesity.

Whilst much research has explored the possible causes and consequences of gambling, Gamblers Anonymous (GA) - one of the most accessed forms of support for gamblers - has been largely overlooked and, to date, only a few studies have explored how members experience this programme. Core to GA is the social interaction between members. From March 2020, however, the COVID-19 pandemic forced GA to move their meetings online. The present qualitative study therefore explored how GA members experienced these online meetings in the absence of actual face to face interactions with others. Individual telephone or video call interviews (n = 21) were carried out with members of GA in the UK and analysed using Thematic Analysis. The results described three main themes: (1) 'practicalities of GA in lockdown', which highlighted the practical benefits of online meetings such as more opportunity to attend different meetings, which in turn expanded participants' perspectives and social networks; (2) 'the importance of relationships in GA', reflecting strong and enduring social networks that were created, maintained, and strengthened by feelings of solidarity; and (3) 'therapeutic elements of the meetings', such as psychological contract making which helped participants to stay abstinent. Transcending these themes was a tension between individual versus group identity with interviewees reporting a shift to focusing more on their own needs rather than those of the group. Overall, whilst still providing a lifeline during COVID-19 and offering some practical benefits, the online GA meetings were not able to completely replicate the value individuals gained from face to face meetings. This transition also resulted in disruptions both to group dynamics and to individual interactions within each group, ultimately resulting in participants behaving more individualistically and less collectively than in face-to-face meetings., Author(s): Katy L. Penfold [sup.1] , Jane Ogden [sup.1] Author Affiliations: (1) grid.5475.3, 0000 0004 0407 4824, School of Psychology, University of Surrey, , GU2 7XH, Guildford, UK Introduction The [...]

Purpose: Prisons offer a public health opportunity to access a group with multiple and complex needs and return them to the community with improved health. However, prisons are not conducive to optimal health and there are few frameworks to guide efforts. This study aims to generate insights into health literacy across a young adult prison population, specifically examining the level of limitations, barriers and characteristics associated with these limitations. Design/methodology/approach: The study took place in a single prison in England for young adult men aged 18-21 years old. A mixed-methods design was adopted with 104 young men completing a quantitative survey and qualitative semi-structured interviews with 37 young men. Findings: 72% (n = 75) of young men scored as limited in their health literacy. Barriers included structural restrictions, limited access to formal support and social and natural disruptions. No demographic characteristics or smoking intentions/behaviours predicted limited health literacy, but characteristics of the prison were predictive. Physical problems (sleep, nausea, tiredness and headaches), mental health and well-being (anxiety, depression and affect) and somatisation problems were also predictive of limitations. Practical implications: Prison healthcare services and commissioners should undertake regular health literacy needs assessments to support developments in reducing barriers to healthcare and increasing health improvement efforts. Action also requires greater political will and investment to consider broader action on the wider determinants of (prison) health. Originality/value: The study provides a framework to understand and guide prison health efforts and highlights attention needed at the level of governments, prison leaders and their health systems.

Objective: Social support is mostly seen as a positive resource for many health outcomes. However, some research indicates that weight loss may disrupt the equilibrium of relationships and highlights the potential for a more negative form of social support. This qualitative study aimed to explore bariatric surgery (BS) patients' perceptions of the way in which their current or previous partner supported them throughout their BS journey. Design: BS patients (N = 30) participated in semi‐structured interviews. Methods: The data were analysed using an inductive approach to reflexive thematic analysis. Results: Four themes were derived from the data. While two themes reflected social support as a form of caring (Mutual Investment and Positive Reinforcements), the other two themes indicated aspects of sabotage (Feeder Behaviours and Negative Reactions to Weight Loss Attempts and Successes). Transcending these themes was the notion of Bariatric Surgery as an Opportunity or Threat to the Relationship. Conclusions: Some patients perceived social support as a positive resource in BS success involving Mutual Investment from their partners and being offered Positive Reinforcements for changes in their weight status and wellbeing. Some, however, described more negative aspects of support which had undermined their BS goals, either unintentionally or intentionally, through acts of sabotage including Feeder Behaviours and Negative Reactions to Weight Loss Attempts and Successes. Future research should develop interventions to help prepare the partners of those undergoing BS for the changes to both their partner's weight status and the dynamics of their relationship. [ABSTRACT FROM AUTHOR]

Research shows that the attitudes of children and adolescents towards bullying are influenced by the school environment and their peer groups. Given the increased vulnerability to bullying for autistic children, this study explored whether neurotypical children's attitudes towards bullying and autism varied according to school exposure and personal contact with autistic people. Survey data were collected at the beginning and end of the school year from 775 children aged 11-12 years, from six schools: three with specialist centres for autism and three without. Participants read vignettes depicting bullying scenarios then completed measures of their attitudes in relation to the vignette and towards autism. Children from centre schools showed a greater increase in prosocial emotions towards bullying. For children from non-centre schools, an interaction showed a decrease in prosocial emotions except in response to social exclusion of an autistic child. Increases in personal contact showed a greater increase in positive attitudes towards autistic people. Explanations draw on theories of inter-group contact and social-moral reasoning. Results highlight the need for contact both at a personal level and through attending a school with an inclusive autism provision to increase understanding, improve attitudes towards autism and reduce tolerance for bullying.

Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants (n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children (n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed.

To date little is known about the experiences of girls with autism, or how they live with and manage their autism. This qualitative study explored experiences of learning, friendships and bullying of girls with autism. Semi-structured interviews were conducted with 11 girls with autism, aged 11-17 years, and one parent of each girl. Thematic analysis identified key themes relating to motivation to have friends, challenges for girls with autism and the notion that many girls tend to mask their autism, which had both positive and negative consequences. Overall, the girls were motivated to have friends, but often encountered social difficulties and were sometimes targeted for bullying. Findings pointed to the need for interventions such as staff training and programmes to support the social interaction of girls with autism based on their specific perceptions of friendship.

Purpose: The purpose of this paper is to evaluate an online "teachable moment" intervention to promote healthy eating for overweight and food intolerance symptoms. Design/methodology/approach: The study involves a 2×2 factorial design with two conditions: group (weight loss vs food intolerance) and condition (intervention vs control). The intervention aimed to generate a "teachable moment" by providing knowledge regarding the relationship between food and the problem (overweight or food intolerance), focussing on the negative aspects of the problem, creating a behavioural model, and encouraging hope and reinvention. Participants receiving the intervention (n = 22) completed measures of dietary behaviour and either weight or food intolerance symptoms before receiving the intervention and again one month later. Control participants (n = 20) provided measures but did not receive the intervention. Findings: There were no significant reductions in weight or food intolerance symptoms. However, compared to control participants, participants in the intervention conditions reported greater intentions to eat healthily (p = 0.01) and improved healthy eating behaviour over time, following both an intention-to-treat (p = 0.046) and explanatory analysis (p = 0.042). Practical implications: Encouraging individuals to perceive their everyday situation as a time for change and adopt healthier behaviour early on, may prevent future diet-related medical events. This has benefits for both the individual and for health care costs. Originality/value: A quick and easy-to-administer online "teachable moment" intervention improves dietary behaviour and can be minimally adapted to suit individuals with differing health needs.