ORCID Profile
0000-0001-6196-7619
Current Organisation
University of Adelaide
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Publisher: Springer Science and Business Media LLC
Date: 26-07-2018
DOI: 10.1007/S10943-017-0458-1
Abstract: This study aimed to determine the factor structure of the spiritual well-being among a s le of the Iranian veterans. In this methodological research, 211 male veterans of Iran-Iraq warfare completed the Paloutzian and Ellison spiritual well-being scale. Maximum likelihood (ML) with oblique rotation was used to assess domain structure of the spiritual well-being. The construct validity of the scale was assessed using confirmatory factor analysis (CFA), convergent validity, and discriminant validity. Reliability was evaluated with Cronbach's alpha, Theta (θ), and McDonald Omega (Ω) coefficients, intra-class correlation coefficient (ICC), and construct reliability (CR). Results of ML and CFA suggested three factors which were labeled "relationship with God," "belief in fate and destiny," and "life optimism." The ICC, coefficients of the internal consistency, and CR were >.7 for the factors of the scale. Convergent validity and discriminant validity did not fulfill the requirements. The Persian version of spiritual well-being scale demonstrated suitable validity and reliability among the veterans of Iran-Iraq warfare.
Publisher: Wiley
Date: 02-2015
Publisher: SensePublishers
Date: 2014
Publisher: Wiley
Date: 02-2015
Publisher: University of Alberta Libraries
Date: 08-2018
DOI: 10.5596/C17-011
Publisher: Springer Science and Business Media LLC
Date: 27-07-2021
Publisher: Wiley
Date: 02-05-2020
DOI: 10.1111/NICC.12427
Abstract: Health care providers should be able to provide good quality end-of-life care. A tool to evaluate the positive and negative consequences of caring for dying patients is warranted. The aim of this study was to evaluate the psychometric properties of the Persian version of the End-of-Life Caregiving Experience Appraisal Scale (EOLCAS). This research was conducted in two phases. Phase I: The World Health Organization Protocol of forward-backward translation and an expert panel in order to determine face and content validity. Phase II: Survey development with 310 nurses who worked in critical care units, construct validity (construct, convergent and ergent validity), internal consistency (average inter-item correlation, Cronbach's alpha and McDonald's omega) and construct reliability were evaluated. The exploratory factor analysis showed that the present scale (Persian version) has four factors: Negative physical-emotional and social consequences, transcendental communication, information deficits and future rumination, which explained 83.92% of the overall extracted variance. Convergent and ergent validity were confirmed for all factors. The internal consistency and construct reliability were acceptable. The scale has a multidimensional concept that is sufficiently reliable and the use of the scale would be helpful in measuring consequences of caring for dying patients. This scale makes a significant contribution in that it helps in the recognition of positive and negative consequences of critical care nurses' caring for dying patients.
Publisher: Informa UK Limited
Date: 03-11-2022
Publisher: SAGE Publications
Date: 07-2008
Abstract: This study involves the use of methods derived from cognitive behavioural therapy (CBT) to change the attributions for success and failure of school children with regard to learning. Children with learning difficulties and/or motivational and self-esteem difficulties ( n = 29) were identified by their schools. The children then took part in twelve 30-minute group sessions with an educational psychologist, in which the children's attributions were retrained using methods derived from CBT. The intervention appeared to accelerate the children's progress in reading but not in spelling. Significant improvements in motivation and self-esteem were reported by the children and their parents. These changes were less apparent to the teachers. The findings point to a potentially fruitful way of offering additional intervention and support to children with learning difficulties and of increasing attainment. The cognitive behaviour methods complement more directly focused curricular work in a positive manner.
Publisher: Wiley
Date: 30-03-2017
DOI: 10.1111/JCPP.12721
Publisher: Center for Open Science
Date: 29-03-2022
Abstract: The practice of inclusive education in schools has led to changes in policy and pedagogy, hence teacher acceptance and attitude are important components of its success. The aim of this study is to identify the differences in attitudes of primary and secondary pre-service teachers on inclusion. The study included 548 Australian university students studying primary (n = 348) or secondary (n = 193) professional teaching. All participants completed the Teacher Attitudes to Inclusion Scale (TAISA). Principle components analysis was performed to transform the TAISA questionnaire into smaller set of components and two-way between-groups analysis of variance was used to analyse data. Results showed that primary pre-service teachers have more positive attitudes towards inclusion than secondary pre-service teachers. Primary pre-service teachers were also more responsive to training on inclusive education. Implications for practice and future research are discussed.
Publisher: Informa UK Limited
Date: 12-2014
DOI: 10.1017/EDP.2014.20
Publisher: Wiley
Date: 24-10-2019
DOI: 10.1111/COB.12344
Abstract: Delphi methodology may be utilized to develop consensus opinion among a group of experts. The aim of our study was to use a modified Delphi process to determine the future research priorities among bariatric and metabolic healthcare professionals in the United Kingdom. Members of the Association of Upper Gastrointestinal Surgeons and the British Obesity and Metabolic Surgery Society were invited to submit in idual research questions via an online survey (phase I). Two rounds of prioritization by multidisciplinary expert healthcare professionals (phase II and III) were completed to determine a final list of high-priority research questions. Fifty-one bariatric and metabolic surgery-focused questions were identified in phase I. Thirty-five questions were taken forward for prioritization in phase II. Eleven high-priority questions were identified in phase III. The final list of high-priority questions had an emphasis on the pathophysiology and long-term sequelae of bariatric and metabolic surgery. A modified Delphi process has produced a list of 11 high-priority research questions in bariatric and metabolic surgery. Future studies and awards from funding bodies should reflect this consensus list of prioritized questions in the interest of improving patient care and encouraging collaborative research across multiple centres.
Publisher: Informa UK Limited
Date: 07-2017
DOI: 10.1017/EDP.2017.7
Publisher: Policy Press
Date: 28-03-2014
Publisher: Oxford University Press
Date: 04-02-2008
Publisher: Wiley
Date: 2008
DOI: 10.1002/JCLP.20484
Publisher: Springer Science and Business Media LLC
Date: 12-2020
DOI: 10.1007/S00268-019-05308-0
Abstract: The aim of our study was to use a modified Delphi process to determine the research priorities amongst benign upper gastrointestinal (UGI) surgeons in the United Kingdom. Delphi methodology may be utilised to develop consensus opinion amongst a group of experts. Members of the Association of Upper Gastrointestinal Surgeons of Great Britain and Ireland were invited to submit in idual research questions via an online survey (phase I). Two rounds of prioritisation by multidisciplinary expert healthcare professionals (phase II and III) were completed to determine a final list of high-priority research questions. Four hundred and twenty-seven questions were submitted in phase I, and 51 with a benign UGI focus were taken forward for prioritisation in phase II. Twenty-eight questions were ranked in phase III. A final list of 11 high-priority questions had an emphasis on acute pancreatitis, Barrett's oesophagus and benign biliary disease. A modified Delphi process has produced a list of 11 high-priority research questions in benign UGI surgery. Future studies and awards from funding bodies should reflect this consensus list of prioritised questions in the interest of improving patient care and encouraging collaborative research.
Publisher: Informa UK Limited
Date: 07-2014
DOI: 10.1017/EDP.2014.10
Publisher: Routledge
Date: 06-09-2022
Publisher: Wiley
Date: 26-08-2021
DOI: 10.1002/REV3.3298
Abstract: This paper presents the findings of a systematic scoping review spanning 30 years (1990–2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand‐searching. We located 114 peer‐reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures rocesses: culture of performativity and accountability funding regime impact agenda ‘what works’ agenda heated debates and professional bodies. A further six themes related to informal structures rocesses: academic pressures affective issues non‐traditional academics second‐career researchers career stages and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative influence of neoliberal regimes on working conditions and well‐being emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under‐represented or non‐traditional groups (i.e., women, ethnic minority, working‐class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political‐economic‐educational contexts. The findings have relevance to education researchers and policy‐makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia). The study examines structural changes in UK HE at the socio‐political‐economic and institutional level that have influence upon education researchers’ work and identities. The findings paint a picture of the complexities associated with education research in the UK and examine structures and processes salient over a period of 30 years. The findings provide an insight into the academic debates surrounding education research and highlight the effects of neoliberal reform, marketisation and competition on HE and the identities and experiences of education researchers and examine both formal (rules and procedures) and informal (the way human actors take up roles within institutions and bring with them feelings and interests) structures and processes. The study raises questions with regards to the future of education as a field of research and the way academics perceive their roles as education researchers. Discussion on the effects of neoliberal reform can be of interest to policy makers.
Publisher: Frontiers Media SA
Date: 22-03-2022
DOI: 10.3389/FPSYT.2022.851212
Abstract: Despite the abundance of studies linking fear and anxiety to COVID-19, there are limited studies that examine how these elements impact psychological behavioral responses, especially in Iran. The aim of this study was to investigate the relationship between anxiety and fear of COVID-19 with psychological behavior response, whether this relationship is mediated by role of perceived stress among Iranian population during the COVID-19 pandemic. A predictive cross-sectional study was used to investigate the relationships between COVID-19 anxiety syndrome, fear of COVID-19 with psychological behavioral responses due to the pandemic, and the mediating role of the COVID-19 perceived stress in these relationships. The current study revealed that during the COVID-19 pandemic, fear and anxiety of COVID-19 can influence the psychological behavioral responses of in iduals however, this can be explained through perceived stress. As such, the current study points out that the in iduals who perceived high stress due to COVID-19 were more likely to comply with guidelines, which has given new insight into this field. The current study findings are applicable for health policymakers in order to help them in understanding human behavior for developing health promotion programs and also for fostering resilience among the general population.
Publisher: Cambridge University Press (CUP)
Date: 07-05-2022
DOI: 10.1017/S1478951521000407
Abstract: The spiritual well-being scale (SWBS) is a widely used clinical scale which should be evaluated for Iranian patients with cancer. The aim of this study is to evaluate the psychometric properties of the Persian version of the SWBS in Iranian patients with cancer. This cross-sectional, methodological study was conducted among Iranian patients with cancer ( n = 400). The participants were recruited using convenience s ling. The content, construct, convergent and discriminant validity, and reliability of the Persian version of the SWBS were evaluated. A two-factor structure for the scale was indicated with the factors being: connecting with God and meaningless life that explained 54.18% of the total variance of the concept of spiritual well-being. The results demonstrated the model had a good fit. Cronbach's alpha, McDonald's omega, and the inter-item correlation values of the factors indicated good internal consistency of the scale. These results suggest that the Persian version of the SWBS is a reliable and valid measure to assess the spiritual well-being of patients with cancer through 16 items related to connecting with God and meaningless life.
Publisher: Informa UK Limited
Date: 09-05-2013
Publisher: Elsevier BV
Date: 12-2020
DOI: 10.1016/J.SURGE.2019.11.003
Abstract: With rapid advancement in the genomics of oesophagogastric (OG) cancer and raised expectations in clinical outcomes from patients and clinicians alike there is a clear need to determine the current research priorities in OG cancer surgery. The aim of our study was to use a modified Delphi process to determine the research priorities among OG cancer surgeons in the United Kingdom. Delphi methodology may be utilised to develop consensus opinion amongst a group of experts. Members of the Association of Upper Gastrointestinal Surgeons of Great Britain and Ireland were invited to submit in idual research questions via an online survey (phase I). Two rounds of prioritisation by multidisciplinary expert healthcare professionals (phase II and III) were completed to determine a final list of high priority research questions. All questions submitted and subsequently ranked were analysed on an anonymised basis. In total, 427 questions were submitted in phase I and 75 with an OG cancer focus were taken forward for prioritisation in phase II. Phase III produced a final list of 12 high priority questions with an emphasis on tailored or personalised treatment strategies in OG cancer surgery. A modified Delphi process produced a list of 12 high priority research questions in OG cancer surgery. Future studies and awards from funding bodies should reflect this consensus list of prioritised questions in the interest of improving patient care and encouraging collaborative research across multiple centres.
Publisher: Public Library of Science (PLoS)
Date: 08-07-2016
Publisher: Springer Science and Business Media LLC
Date: 03-09-2020
DOI: 10.1007/S11125-020-09494-X
Abstract: This article discusses the justification for inclusive education in Australia, whilst being cognizant of the wider international landscape. Separate educational provision is increasing in many countries, including Australia. Inclusive education has plateaued to a degree with demand increasing for non-inclusive settings. There are three main components to the argument for and against inclusive education and these are the educational, social, and the economic justification. There is clear evidence that inclusive education in Australia can be justified across these areas. There is a dearth of evidence that inclusive education is less than beneficial for all students in mainstream schools. In fact, studies show that there is an economic advantage to being fully inclusive, but this should not be seen as an opportunity for cost saving in the education sector but rather as proper deployment of resources to ensure effective education for all students no matter what their background. The evidence for social and educational benefits is vast with both parents and students reporting positive outcomes. Inclusive education can be fraught with difficulties, but this article clearly shows the positive justification for inclusive educational environments.
Publisher: Springer International Publishing
Date: 2022
Publisher: Springer Science and Business Media LLC
Date: 07-06-2019
DOI: 10.1007/S10943-018-0647-6
Abstract: Religious and spiritual practices are related to physical and mental health. Social support is an important source to aid coping, but this is not without its difficulties. This study was conducted to investigate the relationship between religious coping and self-care in a s le of Iranian cancer patients. In this cross-sectional study (October-December, 2015), 380 cancer patients were entered into the study using non random s ling (accessible s ling). Data were collected using socio-demographic, religious coping (R-COPE), and self-care questionnaires. Male patients (48.39 ± 13.39 95% CI 46.41-50.38) were older than the females patients (45.33 ± 18.44 95% CI 42.79-47.87). The findings indicated that there was a significant correlation between self-care and positive religious coping (r = .188, p = .009). Also there was a significant relationship between self-care and a history of smoking (p < .05). It seems that improving the level of positive religious affiliation can have beneficial effect on the self-care of cancer patients. Therefore, it is necessary to conduct these studies with greater scale and more different societies to achieve more reliable results about the effects of religious coping on self-care behaviors in cancer patients.
Publisher: Medknow
Date: 2020
Publisher: Informa UK Limited
Date: 12-02-2019
Publisher: Informa UK Limited
Date: 05-06-2014
Publisher: SAGE Publications
Date: 18-06-2014
Abstract: Child protection inter-agency collaboration is characterized by strengths and problems. Some literature notes positive attitudes and high trust between teams. However, difficulties with communication, confidentiality, roles, boundaries and ergent paradigms reconciling child protection and parent mental health needs have been documented. This study investigated whether a pilot model of intensive family intervention for maltreated children and associated intensive inter-agency cooperation delivered an effective collaboration. At the completion of the pilot program, a child protection team was interviewed. A qualitative assessment by semi-structured group interview format of inter-agency collaboration was undertaken and evaluated by a thematic analysis. The analysis identified: strong endorsement of the collaborative model no changes in perception of referred patients changes in treatment approaches. No perceived conflict between child protection and parent mental health needs were noted. The changes noted may be due to the unique structure and functioning of the pilot Multisystemic Therapy Child Abuse and Neglect program, which encouraged high levels of team communication, strong client engagement, availability and intensive treatment of child and parent mental health problems. The implications for future collaborations are discussed as well as limitations of the study.
Publisher: Wiley
Date: 05-2011
Publisher: Springer Nature Singapore
Date: 2023
Publisher: SensePublishers
Date: 2014
Publisher: Edith Cowan University
Date: 04-2013
Publisher: SensePublishers
Date: 2014
Publisher: Informa UK Limited
Date: 2021
Publisher: Informa UK Limited
Date: 07-2016
DOI: 10.1017/EDP.2016.13
Publisher: SensePublishers
Date: 2014
Publisher: SAGE Publications
Date: 22-07-2012
Abstract: Policies of inclusion in schools now transcend national boundaries but much less is known about how teachers interact best with each other in order to establish a successful inclusion environment. School psychologists cannot work in isolation and require being fully conversant with this perennially polemic topic. This article reports on a study in which 43 teachers in three secondary schools across one local authority in Scotland were interviewed on a range of topics related to inclusion. One of the important themes to emerge was the importance of peer-support within staff groups. It was found that teachers could still hold positive attitudes towards inclusion, even if the management team and heads of department within the same school were not regarded as being particularly supportive. Peer support was highlighted as a valuable component enabling teachers to feel that they were able successfully to include children with special needs. Moreover, the importance of peer support was perceived as superseding other support across the three high schools. Some implications for a possible role for school psychologists in helping to establish peer support networks for teachers are considered.
Publisher: BRILL
Date: 18-06-2020
Publisher: BRILL
Date: 18-06-2020
Publisher: Cambridge University Press (CUP)
Date: 12-02-2015
DOI: 10.1017/S1478951515000152
Abstract: Many patients approaching death experience hopelessness, helplessness, and a depressed mood, and these factors can contribute to a difficult end-of-life (EoL) period. Biography services may assist patients in finding meaning and purpose at this time. The aim of our study was to investigate the lived experience of volunteers involved in a biography service in Melbourne, Australia, using a qualitative methodology. The participants were 10 volunteers who had participated in a biography service within a private palliative care service. Each volunteer was interviewed separately using a study-specific semistructured interview guide. The transcripts of these interviews were then subjected to thematic analysis. Analysis yielded the following themes: motivations for volunteering dealing with death, dying, and existential issues psychosocial benefits of volunteering and benefits and challenges of working with patients and their families. Our results indicated that volunteering gave the volunteers a deeper appreciation of existential issues, and helped them to be more appreciative of their own lives and gain a deeper awareness of the struggles other people experience. They also suggested that volunteers felt that their involvement contributed to their own personal development, and was personally rewarding. Furthermore, the results highlighted that volunteers found that encounters with family members were sometimes challenging. While some were appreciative, others imposed time limits, became overly reliant on the volunteers, and were sometimes offended, hurt, and angered by what was included in the final biography. It is hoped that the findings of the current study will provide direction for improvements in the biography services that will benefit patients, family members, and volunteers. In particular, our findings highlight the need to provide ongoing support for volunteers to assist them in handling the challenges of volunteering in a palliative care setting.
Publisher: Oxford University Press
Date: 27-08-2020
DOI: 10.1093/ACREFORE/9780190264093.013.1019
Abstract: Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit in iduals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to in idual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.
Publisher: BRILL
Date: 18-06-2020
Publisher: BRILL
Date: 18-06-2020
Publisher: Informa UK Limited
Date: 28-02-2020
Publisher: Informa UK Limited
Date: 02-07-2012
Publisher: Wiley
Date: 2008
DOI: 10.1002/JCLP.20431
Abstract: The term emetophobia (i.e., a fear of vomiting) exists as rather an elusive predicament, often eluding conventional treatment. The present study involved 149 participants, consisting of 51 emetophobics, 48 phobic controls (i.e. those who suffered from a different phobia), and 50 nonphobic controls. Participants were administered the Rotter (1966) Locus of Control Scale and the Health Locus of Control Scale by B.S. Wallston, Wallston, Kaplan, and Maides (1976). Significant differences were found among the three groups specifically, that emetophobics had a significantly higher internal Locus of Control Scale score with regard to both general and health-related issues than did the two control groups. It is suggested that vomiting phobics may have a fear of losing control, and that their vomiting phobia is reflective of this alternative, underlying problem. More research is required to explore the association between emetophobia and issues surrounding control however, the current study suggests that it may be helpful for therapists to consider this aspect when treating a patient with vomiting phobia.
Publisher: Informa UK Limited
Date: 07-2013
DOI: 10.1017/EDP.2013.12
Publisher: Public Library of Science (PLoS)
Date: 05-06-2020
Publisher: BRILL
Date: 18-06-2020
Publisher: Informa UK Limited
Date: 02-07-2023
Publisher: BRILL
Date: 18-06-2020
Publisher: Informa UK Limited
Date: 08-2011
Publisher: BRILL
Date: 18-06-2020
Publisher: Oxford University Press
Date: 27-08-2020
DOI: 10.1093/ACREFORE/9780190264093.013.1019
Abstract: Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit in iduals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to in idual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.
Publisher: BRILL
Date: 18-06-2020
Publisher: Wiley
Date: 21-04-2020
DOI: 10.1111/CAMH.12390
Publisher: Informa UK Limited
Date: 07-05-2022
Publisher: SensePublishers
Date: 2014
Publisher: Informa UK Limited
Date: 04-08-2023
Publisher: Springer Publishing Company
Date: 05-2018
DOI: 10.1891/1061-3749.26.1.E1
Abstract: Purpose: The aim of this study was to validate a Persian version of the Cardiac Depression Scale (CDS) in Iranian patients with acute myocardial infarction (AMI). Methods: The CDS was forward translated from English into Persian and back-translated to English. Validity was assessed using face, content, and construct validity. Also Cronbach’s alpha (α), theta (θ), and McDonald’s omega coefficient were used to evaluate the reliability. Results: Construct validity of the scale showed two factors with eigenvalues greater than one. The Cronbach’s α, θ, McDonald’s omega, and construct reliability were greater than .70. Conclusion: The Persian version of the CDS has a two-factor structure (i.e., death anxiety and life satisfaction) and has acceptable reliability and validity. Therefore, the validated instrument can be used in future studies to assess depression in patients with AMI in Iranians.
Publisher: Informa UK Limited
Date: 10-2013
Publisher: Springer Science and Business Media LLC
Date: 11-08-2021
Publisher: Springer Science and Business Media LLC
Date: 17-10-2023
Publisher: SAGE Publications
Date: 17-09-2015
Abstract: Although test anxiety (TA) has been shown to be prevalent among Australian university students, the 17-item German Test Anxiety Inventory (TAI-G) has only recently been shown to be a valid measure for use with Australian university students. However, contention exists within the literature as to whether the Lack of Confidence subscale is better conceptualized as a correlate of TA as opposed to a constituent factor because it has been found to have the weakest subscale intercorrelation. It has been suggested that this may be due to the positive item wording of this subscale, which is in contrast to wording of the other subscales. To test this, the Lack of Confidence subscale items were worded negatively for this study and previously established 30-item, 20-item, and 17-item models of the TAI-G were tested using confirmatory factor analysis (CFA) with 473 Australian university students. In line with expectations, the 17-item TAI-G provided the best fit to the data. Furthermore, in contrast to previous findings, there was no notable difference between models conceptualizing the reworded Lack of Confidence subscale as a correlate of TA and models incorporating it as a factor of TA. Moreover, the reworded Lack of Confidence subscale was found to have the strongest subscale intercorrelations. It was concluded that the 17-item TAI-G with the negatively worded Lack of Confidence subscale provided the most valid measure of TA, with semantically opposed items being detrimental to validity. Implications of these findings are discussed.
Publisher: Informa UK Limited
Date: 08-2015
DOI: 10.1111/AP.12133
Publisher: Wiley
Date: 17-10-2022
DOI: 10.1002/REV3.3372
Abstract: This article presents findings from research focusing on parent/carer views of support received for school non‐attendance. Research has consistently demonstrated poor short‐term and long‐term outcomes for children who experience school non‐attendance and there is growing concern in the UK, and across the world, for children who miss education. School non‐attendance is a challenging and long‐standing phenomenon for schools, professionals, and families alike, yet there is limited existing research that explores what support is provided for children who struggle to attend school. In this study, an online questionnaire was used to gather views from parent/carers ( n = 289) who have a child(ren) who experiences difficulties attending school. Parent/carer views were elicited on what support they had received. Views on how this support could be improved were also gathered. The findings demonstrate that school non‐attendance represents a challenging, complex and at times desperate situation for many parent/carers. Parent/carer views on the support received varied, reflecting the complex and in idualised nature of attendance difficulties. Parent/carers valued home‐school partnerships that encompassed kindness and removed parent/carer blame for their child's non‐attendance. The findings contribute to an understanding of school non‐attendance from the view of parent/carers and highlights implications for the practice of school staff and external professionals. These implications are discussed within an exploration of possible future actions for addressing the complex and challenging nature of school non‐attendance. School non‐attendance is recognised as a complex problem with few straightforward solutions. This research places parents at the forefront of this issue and explores their views and experiences of the support that they are offered by school staff and educational practitioners. The findings matter because improving knowledge of parent/carer views and first‐hand experiences of support for school non‐attendance is key to addressing the complex problem and to improving outcomes for children. School attendance difficulties is an issue for all who are involved in education. The findings from this study contribute to an understanding of school non‐attendance from the view of parents and highlights the importance of home‐school partnerships in not only addressing the problem of non‐attendance, but also in preventing it. Implications for practice include the need for greater understanding of the complex problem amongst school staff that adopts a more ecological, systemic view. Building positive relationships, hearing the voice of the child and adopting in idualised approaches to support are key to improving support for parents. Implications for policy makers include the need to shift away from punitive prosecution tactics because this has been unhelpful or in some circumstances, detrimental to addressing the complex problem of school non‐attendance.
Publisher: Informa UK Limited
Date: 03-06-2019
Publisher: Informa UK Limited
Date: 12-2015
DOI: 10.1017/EDP.2015.20
Publisher: Elsevier BV
Date: 04-2019
Publisher: Routledge
Date: 2014
Publisher: Wiley
Date: 02-2007
Publisher: SAGE Publications
Date: 26-06-2013
Abstract: Our aim is to critique Australian child maltreatment policy, outline abuse trends and provide data on family risk factors. We identified policy gaps and reviewed family profiles within selective child maltreatment databases. Data sources included international and Australian literature, Queensland Department of Child Safety reports and a research clinical database. Data reviewed suggest that a pattern of co-occurring complex multiple system family problems characterize substantiated abuse cases. The presence of multiple family problems suggests the need for a new treatment paradigm. Multisystemic Therapy for child physical abuse and neglect is an evidence-based intervention that matches the therapeutic needs of such families.
Publisher: Springer Publishing Company
Date: 12-2018
DOI: 10.1891/1061-3749.26.3.566
Abstract: Background and Purpose: In order to effectively evaluate self-efficacy, a valid and reliable instrument is clearly required. This study was conducted to assess the psychometric properties of the Persian version of the Exercise Self-Efficacy Scale (ESES) in hemodialysis patients. Methods: There were 404 patients who completed the ESES. The face, content, and construct validity were evaluated. The reliability of the scale was measured using internal consistency and construct reliability. Results: Construct validity determined one factor. The total variance was calculated at 48.13%. The confirmatory factor for the goodness-of-fit indices was χ 2 [(27, N = 202) = 106.70]. All the indices confirmed that the final model was a good fit. The convergent and ergent validity of the scale were regarded as being acceptable. The reliability of the scale was calculated as being over 0.7. Conclusions: Considering the established acceptability of the psychometric properties of the ESES, the Persian version of the scale can be reliably used for measuring self-efficacy in hemodialysis patients.
Publisher: Informa UK Limited
Date: 07-2014
DOI: 10.1017/EDP.2014.4
Publisher: Oxford University Press (OUP)
Date: 15-05-2017
DOI: 10.1093/JJCO/HYX065
Abstract: The surfacing of thoughts and depressive affect associated with the prospect of death are prevalent among patients with advanced cancer. Because death cognitions and associated negative affect occur along an adaptive-less adaptive continuum, it is essential that valid and reliable instruments are available to measure death depression. The present study aimed to determine the psychometric properties of the Death Depression Scale among Iranian patients with advanced cancer. About 497 cancer patients completed a Persian version of the 21-item Death Depression Scale-Revised. The face, content and construct validity of the scale were ascertained. Reliability was also assessed using internal consistency, construct reliability and intra-class correlation coefficient (ICC). Construct validity determined one factor with an eigenvalue greater than 1. The model had a good fit (χ2 (179, N = 248) = 520.345, P < 0.001 χ2/df = 2.907, CFI = 0.916, TLI = 0.902, IFI = 0.917, SRMR = 0.049 and RMSEA = 0.088 (90% confidence interval = 0.079-0.097)) with all factors loadings greater than 0.5 and statistically significant. The internal consistency, construct reliability and ICC were greater than 0.70. Convergent validity of the scale was demonstrated. Findings revealed that the Persian version of the Death Depression Scale-Revised is valid and reliable, and may be used to assess and evaluate death depression in Iranian patients with advanced cancer.
Publisher: Wiley
Date: 30-08-2017
DOI: 10.1002/REV3.3082
Publisher: SAGE Publications Ltd
Date: 2006
Publisher: Informa UK Limited
Date: 07-2015
DOI: 10.1017/EDP.2015.10
Publisher: Routledge
Date: 22-05-2023
Publisher: BRILL
Date: 26-06-2020
Publisher: Informa UK Limited
Date: 16-03-2015
Publisher: Informa UK Limited
Date: 06-2015
DOI: 10.1111/AJPY.12058
Publisher: Wiley
Date: 05-2010
Publisher: Informa UK Limited
Date: 12-2014
DOI: 10.1017/EDP.2014.6
Publisher: Informa UK Limited
Date: 26-05-2022
Publisher: Wiley
Date: 11-2013
Publisher: Informa UK Limited
Date: 03-2009
Publisher: Informa UK Limited
Date: 07-2012
DOI: 10.1017/EDP.2012.10
Publisher: Oxford University Press
Date: 27-08-2020
DOI: 10.1093/ACREFORE/9780190264093.013.151
Abstract: Since 1994 the Salamanca Statement has been pivotal in encouraging nations to move toward inclusive education. Much progress has been made, yet the question must be asked if inclusive education has now plateaued. Inclusive education can be compared to a bicycle, where momentum powers it forward and it must continually move in order to stay upright. Along with movement, there also needs to be a clear direction of travel. Movement for the sake of movement will not bode well. If full inclusion is to succeed as a universal reality, not just an admirable goal, then it must become clear how to push the majority of countries forward, thus achieving full inclusion for most rather than a few. In many countries the reality of the principles of inclusive education are not reflected in everyday schooling. There have been many successes in inclusive education over many years in many countries, and these should be celebrated. Many consider full inclusion to be an over-reach by inclusivists, with most countries not achieving full inclusion however, others argue that it is still attainable. From this point, where can the inclusion movement go? Has it, in effect, reached the end of its journey—like a bicycle with no rider, which eventually will fall over?
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Christopher Boyle.