| 1. |
- Bergin, Michelle, et al.
(author)
-
Irish Schoolyards: Teacher’s Experiences of Their Practices and Children’s Play-“It’s Not as Straight Forward as We Think”
- 2023
-
In: Journal of Occupational Therapy, Schools, & Early Intervention. - : Taylor & Francis. - 1941-1243 .- 1941-1251.
-
Journal article (peer-reviewed)abstract
- With the inclusion of play as a right, schools are urged to consider whether all children can access play opportunities in schoolyards. Refocusing on play as occupation is identified as an important way in which occupational therapists can contribute within schools. Greater knowledges of children’s play and teachers’ practices, in schoolyards in an Irish context, is required however to guide practices. This inquiry used interviews to explore with 10 primary school teachers, their practices, and experiences of children’s play in Irish schoolyards. Reflexive thematic analysis was used to generate three interrelated themes. These were a) Break(in)time: Play in schoolyards as different from other ways of doing within schools, b) play as producing inclusion and exclusion, c) and certainties and uncertainties produced in teachers’ everyday practices. This inquiry generated knowledges on the social nature of children’s play and teachers” practices in Irish schoolyards as negotiated processes, interacting with diverse intentions, and the particularities of each schoolyard. The consequences of individualizing choice were highlighted as central to the production of inclusion and exclusion in schoolyards. Greater consideration of how children’s play and teachers” practices occur as collective occupations, is proposed to advance inclusive schoolyards.
|
|
| 2. |
- Gantschning, Brigitte E., et al.
(author)
-
Feeling and Being Involved? : Participation Experienced by Children with Disabilities at Regular Schools in Austria
- 2011
-
In: Journal of Occupational Therapy, Schools & Early Intervention. - London : Routledge. - 1941-1251 .- 1941-1243. ; 4:3-3, s. 260-275
-
Journal article (peer-reviewed)abstract
- The aim of this study was to gain an in-depth knowledge about children with disabilities’ lived experiences of participation in regular schools in Austria. Qualitative interviews were conducted with 5 children. Data were analyzed according to the descriptive phenomenological method. Children with disabilities appreciated attending regular schools. Being a part of school life was identified to include experiences of participation and nonparticipation. Different aspects of the environment influence experiences of participation and awareness of differences are facilitated through interaction with peers. Together, the findings complement empirical insights to the understanding of experienced and performed involvement combined with subjective dimensions of environmental features that influence participation.
|
|
| 3. |
- Meuser, S., et al.
(author)
-
Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education
- 2022
-
In: JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION. - : Taylor & Francis. - 1941-1243 .- 1941-1251. ; , s. 1-17
-
Journal article (peer-reviewed)abstract
- Context-based collaboration between teachers and occupational therapists has shown promise as a strategy to enhance teachers' capacity to enable the participation of children in elementary schools. In this study, we applied the Canadian Partnering for Change (P4C) model as a collaborative, coaching- and context-based approach in the Netherlands and Sweden. The aim was to gain insight into teachers' and occupational therapists' experiences of their collaboration applying P4C within their specific European elementary school context. To this end, we held semi-structured interviews with 4 teachers and 4 occupational therapists and performed a conventional, inductive content analysis of the ensuing interview transcripts. We found that participants' collaboration in the classroom context was a continuous, multi-stage process that we defined as a unique mastery journey toward collaborative learning and trustful partnership. Participants indicated that they needed time to become familiar with the new collaboration, how they learned from each other, and that they enhanced children's inclusion by applying strategies collaboratively. The results carry implications for the embedment of collaboration in schools and offer relevant strategies that serve the inclusion of all children. We propose that future studies evaluate the effects of P4C and seek to obtain a holistic picture of collaboratively applied actions.
|
|
| 4. |
- Uvnäs-Moberg, Kerstin
(author)
-
A comparison of equine-assisted intervention and conventional play-based early intervention for mother-child dyads with insecure attachment
- 2015
-
In: Journal of Occupational Therapy, Schools, & Early Intervention. - : Informa UK Limited. - 1941-1243 .- 1941-1251. ; 8, s. 17-39
-
Journal article (peer-reviewed)abstract
- Early interventions aim at promoting a good mother–child relationship as basis for a good socio-emotional development, especially in high-risk populations, and at correcting already unfavorable patterns of interaction and are common today. Insecure attachment, both of the child and of the mother, has been identified as a risk factor for early regulation disorders and further child development. Based on accumulating evidence of effectiveness of animal-assisted interventions, we implemented an Equine-Assisted Intervention (EAI) as an early intervention approach for mother–child-dyads and investigated its effects in comparison to a conventional play-based early intervention (PBI) in a randomized controlled trial. Both interventions took place once a week for 45 minutes over a period of 8 weeks and aimed at improving maternal caregiving and security in the mother–child relationship. Twenty mother–child dyads (children aged 12 to 24 months) from a high-risk background, in some of which the child already displayed dysregulation symptoms, were investigated. Attachment of mother and child, maternal caregiving, and interaction within the dyad were assessed before and after the intervention. There was not statistically significant difference (p < 0.05) between intervention groups with regard to changes from insecure to secure attachment or from disorganized to organized attachment, assessed via the Ainsworth Strange Situation Test. The only significant group-difference with regard to self-reported caregiving, was found for proximity maintenance in mothers without previous therapy experience (n = 8), those in the EAI reaching higher scores (p = 0.064). Play interaction, assessed via the CARE-Index, showed that mothers and children in PBI improved significantly more in their interaction behavior on several scales, while child’s difficultness only significantly improved in EAI.Overall both approaches led to significant improvements in mother–child relationship and interaction, both having specific advantages over the other. When given the choice, the majority of mothers would prefer EAI, which points to a potential motivational effect.
|
|
| 5. |
- Okumura, N., et al.
(author)
-
Effects of sacubitril/valsartan in the PARADIGM-HF trial (Prospective Comparison of ARNI with ACEI to Determine Impact on Global Mortality and Morbidity in Heart Failure) according to background therapy
- 2016
-
In: Circulation Heart Failure. - 1941-3289 .- 1941-3297. ; 9:9
-
Journal article (peer-reviewed)abstract
- Background - In the PARADIGM-HF trial (Prospective Comparison of ARNI with ACEI to Determine Impact on Global Mortality and Morbidity in Heart Failure), the angiotensin receptor neprilysin inhibitor sacubitril/valsartan was more effective than the angiotensin-converting enzyme inhibitor enalapril in patients with heart failure and reduced ejection fraction. We examined whether this benefit was consistent irrespective of background therapy. Methods and Results - We examined the effect of study treatment in the following subgroups: diuretics (yes/no), digitalis glycoside (yes/no), mineralocorticoid receptor antagonist (yes/no), and defibrillating device (implanted defibrillating device, yes/no). We also examined the effect of study drug according to β-blocker dose (≥50% and <50% of target dose) and according to whether patients had undergone previous coronary revascularization. We analyzed the primary composite end point of cardiovascular death or heart failure hospitalization, as well as cardiovascular death. Most randomized patients (n=8399) were treated with a diuretic (80%) and β-blocker (93%); 47% of those taking a β-blocker were treated with ≥50% of the recommended dose. In addition, 4671 (56%) were treated with a mineralocorticoid receptor antagonist, 2539 (30%) with digoxin, and 1243 (15%) had a defibrillating device; 2640 (31%) had undergone coronary revascularization. Overall, the sacubitril/valsartan versus enalapril hazard ratio for the primary composite end point was 0.80 (95% confidence interval, 0.73-0.87; P<0.001) and for cardiovascular death was 0.80 (0.71-0.89; P<0.001). The effect of sacubitril/valsartan was consistent across all subgroups examined. The hazard ratio for primary end point ranged from 0.74 to 0.85 and for cardiovascular death ranged from 0.75 to 0.89, with no treatment-by-subgroup interaction. Conclusions - The benefit of sacubitril/valsartan, over an angiotensin-converting enzyme inhibitor, was consistent regardless of background therapy and irrespective of previous coronary revascularization or β-blocker dose. © 2016 American Heart Association, Inc.
|
|
| 6. |
- Mårtensson, Sandra, et al.
(author)
-
Students with Difficulties Managing Vocational Education in High School: Identifying Intervention Areas Related to Self-Reported Student-Environment Fit and Mental Health
- 2023
-
In: JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1941-1243.
-
Journal article (peer-reviewed)abstract
- Students in vocational programs have lower qualifications and more difficulties with successful entry into the labor market if they graduate without a diploma. The aim of this study was to describe the student - environment fit for high school students who are struggling with their studies in vocational programs, in terms of their perceived adjustment needs, and to describe planned interventions based on the students needs. The aim was also to investigate whether there was a relationship between students perceived adjustment needs and students self-reported mental health. The study included 25 students in six vocational programs at three different high schools in Sweden. The School Setting Interview was used to identify adjustment needs, and mental health problems were identified using the Strengths and Difficulties Questionnaire. Results showed that students identified adjustment needs to increase their participation in several school activities, and that academic school activities had the most identified needs. Interventions related to planning and organizing were most common. Results also showed a correlation between self-perceived adjustment needs and mental health. By identifying students adjustment needs, the chances of succeeding with student-centered interventions are increased, which in turn can support educational achievement.
|
|
