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The paper reviews the evidence for vulnerability in women with learning disabilities to a range of physical and mental health problems, with special emphasis on…
The paper reviews the evidence for vulnerability in women with learning disabilities to a range of physical and mental health problems, with special emphasis on menstruation. It goes on to describe a qualitative research project on the experience of learning‐disabled women in relation to menstruation, and concludes by emphasising the need for services to communicate information on this subject in more sensitive and appropriate ways.
Women with learning disabilities are at high risk of losing their children, yet their experience of this process remains under‐investigated. This study looks at the…
Women with learning disabilities are at high risk of losing their children, yet their experience of this process remains under‐investigated. This study looks at the experiences of eight mothers with learning disabilities who lose custody of their children. In‐depth, semi‐structured interviews were conducted to explore their experiences. Findings suggest that concern about the women's parenting tend to be raised by other people, rather than the women themselves. Many of the women appeared not to understand the process of their children's removal, and said that they felt bullied and victimised by it. All blamed their violent partner or the social workers for what had happened, while some blamed their ‘learning disabilities’. All commented that they had received inadequate support from both services and their families before and after their children were removed. All described intense feelings of loss. The psychological impact seemed to reinforce their feelings of powerlessness and brought the salience of their learning disabilities into focus. Service and clinical implications are addressed.
The structure of public school systems does not foster or grow leadership. Instead, individuals are promoted through the system most frequently as a result of having held…
The structure of public school systems does not foster or grow leadership. Instead, individuals are promoted through the system most frequently as a result of having held certain positions. Teachers become classroom personnel. Classroom personnel become administrators. Administrators become principals. These progressions from classroom to principal are infrequently accompanied by educational pathways or professional development that ensures that those entering into positions of leadership are actually prepared to lead. Instead, people ascend to positions of leadership after having obtained the “right” credentials or walked in the “right” shoes. The consequence of this practice has led to a significant number of people who hold leadership positions but are ill-equipped to lead. This chapter will address this situation by contemplating what can be done to (a) prevent people who should not be leaders from becoming leaders and (b) create a system that cultivates leaders who both hold leadership positions and are positioned to lead.
There is more to life and personal development than work — although it is sometimes hard to persuade funders of this fact. This article traces the development of a…
There is more to life and personal development than work — although it is sometimes hard to persuade funders of this fact. This article traces the development of a supported education initiative and demonstrates how effective such programmes can be in improving peoples' lives.
In the short space of a year, some very bold and confident steps have been taken to put women on the psychological map in Britain. Interest and research into the…
In the short space of a year, some very bold and confident steps have been taken to put women on the psychological map in Britain. Interest and research into the Psychology of Women has been steadily growing in the past decade, and the experience of women with the practise and organisation of Psychology has led to a growing critique of Psychology as a discipline and a profession. The voicing of this critique and the developing of a perspective in Psychology which can encompass it, has been hampered by the lack of a recognised and organised forum.
The results of searches on biological, medical and veterinary subjects by both the E.M. automated retrieval system and MEDLARS were compared. Of a total of 60 E.M…
The results of searches on biological, medical and veterinary subjects by both the E.M. automated retrieval system and MEDLARS were compared. Of a total of 60 E.M. searches 23 were selected for the comparative study. Seven were eliminated because these needed specific terms not present in the MEDLARS terminology and 30 were omitted for other reasons. In 17 searches MEDLARS produced more relevant references than E.M. On the other hand in 12 searches the precision of E.M. was higher than that of MEDLARS. An average precision of 55 per cent was found for E.M. and of 38 per cent for MEDLARS. In 12 searches the cause of the failure to retrieve known relevant references was investigated. In MEDLARS 28 per cent was due to inadequate journal coverage and 72 per cent to indexing or searching failures (total 71 failures); in E.M. these percentages were 8 and 92 respectively (total 160 failures), the last percentage including an unknown proportion due to selective indexing of journal contents. Of 226 relevant references from E.M. and 467 relevant references from MEDLARS (the total retrieved in 15 searches), 94 references were duplicated. Recall figures were estimated: an average recall of 18 per cent was found for E.M. and 33 per cent for MEDLARS. Search strategies and indexing of overlapping references were compared. An estimate was made of the extension ratios of 12 searches. This measure averaged 1.9 for E.M. and 2.8 for MEDLARS.
To examine the evolution of health care integration strategies and associated conceptualization and practice through a review and synthesis of over 25 years of…
To examine the evolution of health care integration strategies and associated conceptualization and practice through a review and synthesis of over 25 years of international academic research and literature.
A search of the health sciences literature was conducted using PubMed and EMBASE. A total of 114 articles were identified for inclusion and thematically analyzed using a strategy content model for systems-level integration.
Six major, inter-related shifts in integration strategies were identified: (1) from a focus on horizontal integration to an emphasis on vertical integration; (2) from acute care and institution-centered models of integration to a broader focus on community-based health and social services; (3) from economic arguments for integration to an emphasis on improving quality of care and creating value; (4) from evaluations of integration using an organizational perspective to an emerging interest in patient-centered measures; (5) from a focus on modifying organizational and environmental structures to an emphasis on changing ways of working and influencing underlying cultural attitudes and norms; and (6) from integration for all patients within defined regions to a strategic focus on integrating care for specific populations. We propose that underlying many of these shifts is a growing recognition of the value of understanding health care delivery and integration as processes situated in Complex-Adaptive Systems (CAS).
This review builds a descriptive framework against which to assess, compare, and track integration strategies over time.