“I Like That He Always Shows Who He Is”: The perceptions and experiences of siblings with a brother with autism spectrum disorder

Semi‐structured interviews were used to explore the perceptions and experiences of eight typically developing siblings in middle childhood who had a brother with autism spectrum disorder (ASD). The interviews were analysed using interpretative phenomenological analysis (IPA). The analysis yielded five main themes: (i) siblings’ perceptions of the impact of their brother’s condition on their lives, (ii) siblings’ perceptions of the attitudes of others, (iii) siblings’ tolerance and acceptance towards their brothers, (iv) positive attitudes and experiences, and (v) siblings’ views on support for themselves and their brothers. These exploratory findings can be used to inform future larger scale studies and quantitative research. Initial implications for practice focus on issues related to enhancing the development of support services for siblings of children with ASD.     

High Versus Low Theoretical Fidelity Pedometer Intervention Using Social-Cognitive Theory on Steps and Self-Efficacy

Purpose: This study was designed to compare a low versus high theoretical fidelity pedometer intervention applying social-cognitive theory on step counts and self-efficacy. Method: Fifty-six public university employees participated in a 10-week randomized controlled trial with 2 conditions that varied in theoretical fidelity. Participants in the high theoretical fidelity condition wore a pedometer and participated in a weekly group walk followed by a meeting to discuss cognitive-behavioral strategies targeting self-efficacy. Participants in the low theoretical fidelity condition met for a group walk and also used a pedometer as a motivational tool and to monitor steps. Step counts were assessed throughout the 10-week intervention and after a no-treatment follow-up (20 weeks and 30 weeks). Self-efficacy was measured preintervention and postintervention. Results: Participants in the high theoretical fidelity condition increased daily steps by 2,283 from preintervention to postintervention, whereas participants in the low fidelity condition demonstrated minimal change during the same time period (p = .002). Individuals attending at least 80% of the sessions in the high theoretical fidelity condition showed an increase of 3,217 daily steps (d = 1.03), whereas low attenders increased by 925 (d = 0.40). Attendance had minimal impact in the low theoretical fidelity condition. Follow-up data revealed that step counts were at least somewhat maintained. For self-efficacy, participants in the high, compared with those in the low, theoretical fidelity condition showed greater improvements. Conclusion: Findings highlight the importance of basing activity promotion efforts on theory. The high theoretical fidelity intervention that included cognitive-behavioral strategies targeting self-efficacy was more effective than the low theoretical fidelity intervention, especially for those with high attendance.     

Women,Access and Progression: An examination of women's reasons for not continuing in higher education following the completion of the Certificate in Women's Studies

This study is an exploration of the reasons why women who had successfully completed an access course did not progress on to higher education. Following a review of the relevant literature on women as returners to education a number of main themes are identified and discussed. The study is based on in-depth interviews with women who did not continue on to higher education following the successful completion of the Certificate in Women's Studies at the University of Ulster. This research highlights the difficulties faced by women who want to continue with their studies. From the interviews three main obstacles to progressing further with higher education emerged; caring responsibilities, financial constraints and lack of career advice. It is argued that women as mature students face particular difficulties due to their role and position in society. Also the women themselves have been conditioned into putting their own needs after the needs of their families, and their personal development is often not afforded a high priority. Finally it is suggested that government's commitment to widening access to higher education is simply rhetoric if it does not take account of the broader inequalities faced by women. Policies to improve access appear to be somewhat at odds with the removal of the financial support necessary for study at higher education.     

Teaching gender studies via open and distance learning in South Africa

The University of South Africa (UNISA) has recently redesigned its honors degree in Gender Studies. The course design team members have been mindful of three key factors while redesigning this degree. First, we are aligning our course design with the demands of open and distance learning (ODL) and UNISA’s institutional move to online delivery of all teaching materials. Second, we are guided by the theoretical principles of feminist pedagogy. Third, we are committed to producing graduates who can take on the challenge of being gender change agents in a country with an escalating rate of gender-based violence. This article charts the development of the Gender Studies curricular initiative at UNISA with reference to the pedagogical insights provided by feminist scholarship on teaching, learning, and technology. We hope that our experience will provide insight into the parameters and process of creating an effective program in Gender Studies within an ODL context.     

Participatory research in support of quality public education in New Orleans

In 2007, two years after Hurricane Katrina, several education and child advocacy groups began discussing the depleted conditions of the New Orleans public school district. These groups came together to discuss how to create a sustainable education reform movement post Katrina. New Orleans-based community groups and outside university researchers joined together to implement a multi-year participatory action research project to engage historically marginalized, black communities in a dialog about quality public education. We found that, in order to create a collective vision for what quality public education looks like for black children, the New Orleans community needs to resolve perceived challenges with inequitable access to quality public schools, with who has a say in governing these schools, with inconsistent quality of teachers, with inequitable distribution of resources, and with strategies for serving challenging students. The results of this pilot participatory action research project led to a sustained community engagement campaign addressing these issues.     

Nutritional, lifestyle, and weight control practices of professional jockeys

In this study, we describe diet and lifestyle practices of professional jockeys. Participants completed a 59-item nutrition, lifestyle, and health questionnaire (n = 21) and a 7-day estimated food diary (n = 18). Acute weight loss strategies included the use of saunas (86%), exercising to induce sweating (81%), and restricted energy intake (71%). Of the smokers (38%), 56% used smoking to control weight. Most (86%) jockeys reported attaining a 2-kg weight loss for racing (if required) 24-48 h before or on the designated race-day. Mean daily energy intake (1803 ± 564 kcal) was low and appeared to provide an insufficient availability of energy for sustainment of usual daily and metabolic processes. Carbohydrate intake (3.7 ± 1.3 g · kg?1) was below recommendations for athletes. A substantial proportion of jockeys failed to meet the estimated average requirement and lower threshold intake for a number of micronutrients. Jockeys consumed well below (0-2) the recommended five daily servings of fruit and vegetables set by the World Health Organization. Pressures of the jockey lifestyle and rigid weight limits appear to encourage unhealthy weight management practices in this group and may risk long term-health.     

Consulting with groups of teachers. Evaluation of a pilot project in Ireland

This article reports on a two year project in which educational psychologists offered consultation to groups of teachers, to help them find solutions to school-based problems. Teachers were drawn from within individual schools and from across a number of schools. Typically, teachers were trained by educational psychologists in group consultation processes. Group consultation sessions were usually offered on a termly basis (three times per year). The group consultation sessions were facilitated by two psychologists. A formal process was followed, using a problem-solving structure. A pilot project ran for two years and was evaluated using quantitative and qualitative methods. Data were collected from teachers, school principals and psychologists. Findings indicate that group consultation is an effective method of service delivery, particularly for clusters of small, rural schools. The evaluation considers aspects of group consultation that could be further developed and new directions for this model of working.