| 21. |
- Evans, Kiah L., et al.
(författare)
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The impact of within and between role experiences on role balance outcomes for working Sandwich Generation Women
- 2019
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis. - 1103-8128 .- 1651-2014. ; 26:3, s. 184-193
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Tidskriftsartikel (refereegranskat)abstract
- Women combining paid employment with dual caring responsibilities for children and aging parents, otherwise known as the sandwich generation, experience both benefits and costs related to role participation and quality of life. However, previous literature is inconclusive regarding the impact of this role combination on role balance. In the context of these mixed findings on role balance for working sandwich generation women, this study aimed to explore how within role characteristics and between role interactions are related to role balance for these women. This aim was achieved through the use of a questionnaire administered to 18 Australian working sandwich generation women. Data were analyzed using descriptive statistics and correlation coefficients, with findings suggesting the women studied tended to experience neither role balance or role imbalance. Within-role characteristics, particularly within the mother and family member roles, were related to role balance. In addition, between-role conflict and role interactions involving either the home maintainer or family member roles had the greatest impact on role balance.
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| 22. |
- Evans, Kiah L., et al.
(författare)
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Viewpoints of working sandwich generation women and occupational therapists on role balance strategies
- 2017
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Ingår i: Scandinavian Journal of Occupational Therapy. - : TAYLOR & FRANCIS LTD. - 1103-8128 .- 1651-2014. ; 24:5, s. 366-382
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Tidskriftsartikel (refereegranskat)abstract
- Occupational therapists need to be cognizant of evidence-based role balance advice and strategies that women with multigenerational caring responsibilities can implement independently or with minimal assistance, as role balance may not be the primary goal during many encounters with this population. Hence, this study aimed to identify the viewpoints on the most helpful role balance strategies for working sandwich generation women, both from their own perspectives and from the perspective of occupational therapists. This was achieved through a Q methodology study, where 54 statements were based on findings from interviews, sandwich generation literature and occupational therapy literature. In total, 31 working sandwich generation women and 42 occupational therapists completed the Q sort through either online or paper administration. The data were analysed using factor analysis with varimax rotation and were interpreted through collaboration with experts in the field. The findings revealed similarities between working sandwich generation women and occupational therapists, particularly in terms of advocating strategies related to sleep, rest and seeking practical assistance from support networks. Differences were also present, with working sandwich generation women viewpoints tending to emphasize strategies related to coping with a busy lifestyle attending to multiple responsibilities. In contrast, occupational therapy viewpoints prioritized strategies related to the occupational therapy process, such as goal setting, activity focused interventions, monitoring progress and facilitating sustainable outcomes.
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| 23. |
- Evans, Kiah L., et al.
(författare)
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Working Sandwich Generation Women Utilize Strategies within and between Roles to Achieve Role Balance
- 2016
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 11:6
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Tidskriftsartikel (refereegranskat)abstract
- Increasingly, women simultaneously balance the roles of mother, parental carer and worker. However, individual role balance strategies among these working ‘sandwich’ generation women have not been thoroughly explored. Eighteen women combining these three roles were interviewed about their individual role balance strategies. Findings were identified through the framework analysis technique, underpinned by the Model of Juggling Occupations. Achieving and maintaining role balance was explained as a complex process accomplished through a range of strategies. Findings revealed the women used six within-role balance strategies: living with integrity, being the best you can, doing what you love, loving what you do, remembering why and searching for signs of success. The women also described six between-role balance strategies: maintaining health and wellbeing, repressing perfectionism, managing time and energy, releasing responsibility, nurturing social connection and reciprocating. These findings provide a basis for health care providers to understand and potentially support working ‘sandwich’ generation women.
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| 24. |
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| 25. |
- Falkmer, Marita, et al.
(författare)
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Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders
- 2015
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 18:6, s. 365-374
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To examine the degree to which observations can capture perception of participation, observed and self-rated levels of interactions for students with and without autism spectrum disorders (ASD) were explored.Methods: Frequencies and levels of involvement in interactions with classmates were observed and compared in 22 students with ASD and 84 of their classmates in mainstream schools, using a standardized protocol. Self-reported participation measurements regarding interactions with classmates and teachers from five questionnaire items were correlated with the observations. In total, 51 516 data points were coded and entered into the analyses, and correlated with 530 questionnaire ratings.Results: Only one weak correlation was found in each group. Compared with classmates, students with ASD participated less frequently, but were not less involved when they actually did.Conclusions: Observations alone do not capture the individuals’ perception of participation and are not sufficient if the subjective aspect of participation is to be measured.
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| 26. |
- Falkmer, Marita, 1958-, et al.
(författare)
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From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions
- 2012
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Ingår i: Developmental Neurorehabilitation. - : Informa Healthcare. - 1751-8423 .- 1751-8431. ; 15:3, s. 191-201
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in. less thanbrgreater than less thanbrgreater thanMethods: Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools. less thanbrgreater than less thanbrgreater thanResults: On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted. less thanbrgreater than less thanbrgreater thanConclusion: Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between "I want to" and "I do" statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.
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| 27. |
- Falkmer, Marita, et al.
(författare)
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Local visual perception bias in children with high-functioning autism spectrum disorders: do we have the whole picture?
- 2016
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 19:2, s. 117-122
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Tidskriftsartikel (refereegranskat)abstract
- Objective: While local bias in visual processing in children with autism spectrum disorders (ASD) has been reported to result in difficulties in recognizing faces and facially expressed emotions, but superior ability in disembedding figures, associations between these abilities within a group of children with and without ASD have not been explored.Methods: Possible associations in performance on the Visual Perception Skills Figure–Ground test, a face recognition test and an emotion recognition test were investigated within 25 8–12-years-old children with high-functioning autism/Asperger syndrome, and in comparison to 33 typically developing children.Results: Analyses indicated a weak positive correlation between accuracy in Figure–Ground recognition and emotion recognition. No other correlation estimates were significant.Conclusion: These findings challenge both the enhanced perceptual function hypothesis and the weak central coherence hypothesis, and accentuate the importance of further scrutinizing the existance and nature of local visual bias in ASD.
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| 28. |
- Falkmer, Marita, et al.
(författare)
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Parents’ perspectives on inclusive schools for children with Autism Spectrum Conditions
- 2015
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Ingår i: International journal of disability, development and education. - : Taylor and Francis (Routledge): SSH Titles. - 1034-912X .- 1465-346X. ; 62:1, s. 1-23
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Forskningsöversikt (refereegranskat)abstract
- Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.
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| 29. |
- Falkmer, Marita, et al.
(författare)
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Recognition of facially expressed emotions and visual search strategies in adults with Asperger syndrome
- 2011
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Ingår i: RES AUTISM SPECTR DISORD. - : Elsevier BV. - 1750-9467 .- 1878-0237. ; 5:1, s. 210-217
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Tidskriftsartikel (refereegranskat)abstract
- Can the disadvantages persons with Asperger syndrome frequently experience with reading facially expressed emotions be attributed to a different visual perception, affecting their scanning patterns? Visual search strategies, particularly regarding the importance of information from the eye area, and the ability to recognise facially expressed emotions were compared between 24 adults with Asperger syndrome and their matched controls. While wearing a head mounted eye tracker, the participants viewed 12 pairs of photos of faces. The first photo in each pair was cut up into puzzle pieces. Six of the 12 puzzle pieced photos had the eyes bisected. The second photo showed a happy, an angry and a surprised face of the same person as in the puzzle pieced photo. Differences in visual search strategies between the groups were established. Adults with Asperger syndrome had greater difficulties recognizing these basic emotions than controls. The distortion of the eye area affected the ability to identify emotions even more negatively for participants with Asperger syndrome.
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| 30. |
- Falkmer, Marita, et al.
(författare)
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The influences of static and interactive dynamic facial stimuli on visual strategies in persons with Asperger syndrome
- 2011
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467 .- 1878-0237. ; 5:2, s. 935-940
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Tidskriftsartikel (refereegranskat)abstract
- Several studies, using eye tracking methodology, suggest that different visual strategies in persons with autism spectrum conditions, compared with controls, are applied when viewing facial stimuli. Most eye tracking studies are, however, made in laboratory settings with either static (photos) or non-interactive dynamic stimuli, such as video clips. Whether or not these results are transferable to a "real world" dialogue situation remains unclear. In order to examine the consistency of visual strategies across conditions, a comparison of two static conditions and an interactive dynamic "real world" condition, in 15 adults with Asperger syndrome and 15 matched controls, was made using an eye tracker. The static stimuli consisted of colour photos of faces, while a dialogue between the participants and the test leader created the interactive dynamic condition. A within-group comparison showed that people with AS, and their matched controls, displayed a high degree of stability in visual strategies when viewing faces, regardless of the facial stimuli being static or real, as in the interactive dynamic condition. The consistency in visual strategies within the participants suggests that results from studies with static facial stimuli provide important information on individual visual strategies that may be generalized to "real world" situations.
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