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1 – 10 of 11Keith D. Walker and Benjamin Kutsyuruba
In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a…
Abstract
In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a common conceptual approach that identifies the dimensions of wellbeing and then provide an overview of literature that both addresses and imagines the wellbeing with students, faculty, staff, leadership, and institutional levels in mind. Finally, the authors will proffer that there is a need for agentic moral imagination to sustain and progress the cause of wellbeing in higher education.
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Parents of children with intellectual and developmental disabilities are frequently given news that is difficult to hear and can be very traumatic. Whether receiving an initial…
Abstract
Parents of children with intellectual and developmental disabilities are frequently given news that is difficult to hear and can be very traumatic. Whether receiving an initial diagnosis for their baby or learning about guardianship options for their adult child, emotional reactions almost always occur, especially because of the interdependent relationship they have with their child. These emotions likely impact the meaning parents give to information and decisions they make for their children throughout their lives. Medical, education, and other support providers sometimes assume parents can objectively receive information that frequently is communicated in a technical and clinical way. They may not give parents the time to emotionally process what they have learned, limiting their ability to care for their child. This chapter presents the results from a series of focus groups with 21 parents of children with intellectual and developmental disabilities of varying ages. The participants discussed their emotional reactions to information communicated to them about medical, educational and social concerns related to their children. In addition, they discussed how emotions impacted their information processing and sensemaking as they gave meaning to what they learned. Analysis of the results identified eight emotion-based information processing and sensemaking themes that are described in detail. The discussion section provides an enhanced explanation for emotion's role in parental information processing and sensemaking. In addition, recommendations for providers communicating emotional information to parents are provided.
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Dirk H.R. Spennemann, Jessica Biles, Lachlan Brown, Matthew F. Ireland, Laura Longmore, Clare L. Singh, Anthony Wallis and Catherine Ward
The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi…
Abstract
Purpose
The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi can be used to obtain guidance on how to avoid detection when commissioning and submitting contract-written assignments and how workable the offered solutions are.
Design/methodology/approach
Although ChatGPT is programmed not to provide answers that are unethical or that may cause harm to people, ChatGPT’s can be prompted to answer with inverted moral valence, thereby supplying unethical answers. The authors tasked ChatGPT to generate 30 essays that discussed the benefits of submitting contract-written undergraduate assignments and outline the best ways of avoiding detection. The authors scored the likelihood that ChatGPT’s suggestions would be successful in avoiding detection by markers when submitting contract-written work.
Findings
While the majority of suggested strategies had a low chance of escaping detection, recommendations related to obscuring plagiarism and content blending as well as techniques related to distraction have a higher probability of remaining undetected. The authors conclude that ChatGPT can be used with success as a brainstorming tool to provide cheating advice, but that its success depends on the vigilance of the assignment markers and the cheating student’s ability to distinguish between genuinely viable options and those that appear to be workable but are not.
Originality/value
This paper is a novel application of making ChatGPT answer with inverted moral valence, simulating queries by students who may be intent on escaping detection when committing academic misconduct.
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Melissa Cruz Puerto and María Sandín Vázquez
In this study, the research question posed was: What are the defining characteristics, limitations, and potential opportunities in the research on heterogeneity within ASD?
Abstract
Purpose
In this study, the research question posed was: What are the defining characteristics, limitations, and potential opportunities in the research on heterogeneity within ASD?
Design/methodology/approach
This scoping review used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology to address the research question: “What are the defining characteristics, limitations, and potential opportunities in the research on heterogeneity within ASD?” A comprehensive literature search was conducted across databases including MEDLINE/PubMed, SciVerse Scopus and Springer Link, with keywords such as autism, autism spectrum disorder (ASD), heterogeneity and neurodevelopment. Inclusion criteria covered original research, reviews and protocols published since 1990, while irrelevant or out-of-date works were excluded. Thematic analysis was applied to collected data to identify common patterns, trends and key characteristics, leading to a narrative synthesis. Ethical review board approval was not required due to the nature of the review.
Findings
The scoping review underscored the multifaceted nature of ASD, emphasizing its clinical, methodological and investigational complexities. ASD’s diverse behavioral, social and biological characteristics challenged its classification as a uniform entity. To address this, the review examined strategies like stricter clinical criteria, categorization into functional subgroups, and larger, diverse sample sizes. Moreover, it highlighted the transformative role of Big Data and machine learning in advancing the comprehension of ASD’s manifold manifestations. This research contributed valuable insights and innovative approaches for addressing the intrinsic heterogeneity of ASD, reshaping the understanding of this complex condition.
Research limitations/implications
One limitation of this scoping review is that it primarily relied on existing literature and did not involve primary data collection. While the review synthesized and analyzed a substantial body of research, the absence of original data collection may limit the depth of insights into specific aspects of ASD heterogeneity. Future research could benefit from incorporating primary data collection methods, such as surveys or interviews with individuals with ASD and their families, to gain more nuanced perspectives on the condition’s heterogeneity.
Practical implications
The reliance on existing literature in this scoping review highlights the need for further empirical studies exploring ASD’s heterogeneity. Researchers should consider conducting primary data collection to capture real-world experiences and variations within the ASD population. This approach could provide more comprehensive and context-specific insights, ultimately informing the development of tailored interventions and support strategies for individuals with ASD and their families.
Originality/value
This paper offers a fresh perspective on understanding ASD by examining its clinical, methodological and investigational implications in light of its inherent heterogeneity. Rather than viewing ASD as a uniform condition, this study explores strategies such as stricter clinical criteria, subcategorization based on functionality and diverse sample sizes to address its complexity. In addition, this study highlights the innovative use of Big Data and machine learning to gain deeper insights into ASD’s diverse manifestations. This approach contributes new insights and promising directions for future research, challenging the conventional understanding of ASD as a singular entity.
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The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the…
Abstract
Purpose
The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.
Design/methodology/approach
At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.
Findings
Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.
Originality/value
Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.
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Kevin O'Farrell, Nick Garner and Matt Symes
This paper aims to explore using the children’s accelerated trauma technique (CATT) in an adult intellectual disability population, with the aim of reducing symptoms of…
Abstract
Purpose
This paper aims to explore using the children’s accelerated trauma technique (CATT) in an adult intellectual disability population, with the aim of reducing symptoms of post-traumatic stress disorder (PTSD).
Design/methodology/approach
A service evaluation was completed to investigate differences between pre- and post-CATT trauma scores.
Findings
Scores on a measure of PTSD decreased significantly following CATT.
Practical implications
The findings support continued use of CATT in adults with intellectual disabilities, and they highlight the need to evaluate effectiveness in a larger sample.
Originality/value
This paper evaluates the novel application of a trauma treatment – developed for use with children – in an adult intellectual disability population and adds to the existing evidence base.
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Arvid Nikolai Kildahl, Kristin Storvik, Elisabeth Christina Wächter, Tom Jensen, Arvid Ro and Inger Breistein Haugen
Distinguishing between autism characteristics and trauma-related symptoms may be clinically challenging, particularly in individuals who have experienced early traumatisation…
Abstract
Purpose
Distinguishing between autism characteristics and trauma-related symptoms may be clinically challenging, particularly in individuals who have experienced early traumatisation. Previous studies have described a risk that trauma-related symptoms are misinterpreted and/or misattributed to autism. This study aims to describe and explore assessment strategies to distinguish autism and early traumatisation in the case of a young woman with mild intellectual disability.
Design/methodology/approach
A clinical case study outlining assessment strategies, diagnostic decision-making and initial intervention.
Findings
A multi-informant interdisciplinary assessment using multiple assessment tools, together with a comprehensive review of records from previous assessments and contacts with various services, was helpful in distinguishing between autism and trauma. This included specific assessment tools for autism and trauma. Autism characteristics and trauma-related symptoms appeared to interact, not merely co-occur.
Originality/value
The current case demonstrates that diagnostic overshadowing may occur for autism in the context of early trauma. The case further highlights the importance of not ascribing trauma-related symptoms to autism, as service provision and treatment need to take account of both. Overlooking autism in individuals who have experienced early traumatisation may result in a risk that intervention and care are not appropriately adapted, which may involve a risk of exacerbating trauma symptoms.
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Johanna Kingsman and Ian Davis
This paper examines the impact of lived experiences and attitudinal blueprints on researchers within the context of masculinities research. It explores the negotiation of gendered…
Abstract
Purpose
This paper examines the impact of lived experiences and attitudinal blueprints on researchers within the context of masculinities research. It explores the negotiation of gendered roles, exploring how personal narratives shape our engagement in gender research and the collaborative process of meaning-making. It discusses the methodological tensions surrounding narrative research and naturalistic inquiry when investigating masculinities.
Design/methodology/approach
Adopting a feminist post-structuralist lens, this paper analyses the discursive nature of masculinities and its theoretical and historical construction, alongside the use of narrative research methodologies in research practices.
Findings
The paper reinforces the importance of feminist frameworks in deconstructing gender norms and challenging implicit assumptions. The role of reflexivity in the research process and the potential for researcher subjectivity as a resource is emphasised. Drawing on existing scholarship and the authors' empirical research experiences, the importance of researcher reflexivity in recognising the potential for gender performativity in the research setting is emphasised, especially in gendered research spaces and when engaging with methodologies tacitly understood through gendered ideological lenses.
Research limitations/implications
The paper contributes to ongoing scholarly discussions exploring the intersection of gender, theory and practice.
Originality/value
The paper's theoretical exploration contributes to understandings of gender dynamics in research and offers insights into the complexities of conducting masculinities research from a critical perspective. The paper contributes to ongoing scholarly discussions exploring the intersection of gender, theory and practice.
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