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"Enabling (Psychology)"
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The experiences of an online academic advising approach supporting adult learners transition into an enabling program preparing them for university
Online modes of study are increasingly prevalent in higher education, including university-enabling programs. As student cohorts diversify, access to individualised and holistic support strategies is increasingly important for students to expeditiously transition into higher education. On-campus provision of academic advising, while an effective transition support strategy, potentially disadvantages online students. This study explores the design and evaluation of online academic advising to support adult learners' transition into a regional Australian university enabling program. Quantitative and qualitative data was analysed from 199 survey responses of student experience of engaging with online academic advising. Participants agreed online academic advising had benefits and was useful. Findings included online academic advising provides adult learners support with enrolment, access to relevant and timely information, and development of their student identity and sense of belonging. A transitional typology was used to critically review online academic advising and a method to evaluate the success of the transition.
Journal Article
Parental mediation and the use of social networks: A systematic review
Social networks are used daily by almost all adolescents and young people. They are used extensively, and their positive aspects are well-known, but they present multiple risks. Parents’ mediation (PM) in their children’s use of social networks (SNs) to prevent numerous problems has been recently researched. This systematic review analyzed works published since 2012 about online PM strategies concerning the use of SNs by children/adolescents aged between 9 and 18 years old. Following the PRISMA protocol, this review was submitted to Prospero (ID: CRD42022345033), five electronic databases were examined (WOS, SCOPUS, ERIC, ProQuest Psychology, and PubMed), and to assess the risk of bias the ROBIS tool was used. 32 papers were selected. The results indicate that PM strategies (especially the restrictive strategies over the enabling ones) effectively reduce the time spent on SNs and their associated risks. However, it is unclear whether one type of strategy is more effective or whether a combination of the different strategies, depending on the problem to be addressed, is most effective. Finally, no studies have been found that have analyzed the relationship between PM strategies and the benefits associated with the use of SNs. Possible lines of action for future programs and research are proposed.
Journal Article
The experiences of an online academic advising approach supporting adult learners transition into an enabling program preparing them for university
Online modes of study are increasingly prevalent in higher education, including university-enabling programs. As student cohorts diversify, access to individualised and holistic support strategies is increasingly important for students to expeditiously transition into higher education. On-campus provision of academic advising, while an effective transition support strategy, potentially disadvantages online students. This study explores the design and evaluation of online academic advising to support adult learners' transition into a regional Australian university enabling program. Quantitative and qualitative data was analysed from 199 survey responses of student experience of engaging with online academic advising. Participants agreed online academic advising had benefits and was useful. Findings included online academic advising provides adult learners support with enrolment, access to relevant and timely information, and development of their student identity and sense of belonging. A transitional typology was used to critically review online academic advising and a method to evaluate the success of the transition.
Journal Article
Biting the Hands that Feed “the Alligators”: A Case Study in Morbid Obesity Extremes, End-of-Life Care, and Prohibitions on Harming and Accelerating the End of Life
Obesity, recognized as a disease in the U.S. and at times as a terminal illness due to associated medical complications, is an American epidemic according to the Centers for Disease Control and Prevention (“CDC”), American Heart Association (“AHA”), and other authorities. More than one third of Americans (39.8% of adults and 18.5% of children) are medically obese. This article focuses on cases of “extreme morbid obesity” (“EMO”)—situations in which death is imminent without aggressive medical interventions, and bariatric surgery is the only treatment option with a realistic possibility of success. Bariatric surgeries themselves are very high risk for EMO patients. Individuals in this state have impeded mobility and are partially, if not entirely, bedridden, highly vulnerable, and dependent upon caregivers who often are enablers feeding their food addictions. The article draws from existing Centers for Medicare and Medicaid Services (“CMS”) and Social Security Administration (“SSA”) policies and procedures for severe obesity treatment and disability benefits. The discussion also encompasses myriad areas in which the law imposes a duty to report on professionals to protect vulnerable individuals from harm from others, and constraints and prohibitions on accelerating the end of life. The article proposes, among other law and policy measures, to introduce an obligation on medical professionals to investigate and report instances of enablement when food addiction has put the lives of individuals at risk of imminent death. The objectives of the proposals are to give providers more leverage to prevent food addiction enablers from impeding treatment and to enable EMO patients to comply with treatment protocols, to save lives and, ironically, to empower enablers to stand firm against the demands of individuals whose lives have been consumed by their food addictions.
Journal Article
What are the key ingredients for an effective and successful tertiary enabling program for Aboriginal and Torres Strait Islander students?: An evaluation of the evolution of one program
Tertiary enabling programs have become an increasingly important part of the post-secondary schooling landscape. In recognition of the need for increased access for certain under-represented groups within the university population, enabling, bridging or foundational programs are offered by a large number of universities in Australia as alternative entry pathways. This paper explores the outcomes of an enabling program being offered to Aboriginal and Torres Strait Islander adults who are arguably one of the most under-represented groups within the university system in Australia. It explores, in two parts, the combination of factors that are resulting in these positive outcomes. Part one explores the 'data story' of the course and the factors that support retention and completion. Part two explores the 'stories of transformation' as told by the students themselves, providing insider accounts of richness and depth about the things that truly enable success in a tertiary learning environment for Aboriginal and Torres Strait Islander students. While not ignoring the limitations of evaluating a course that is still in its infancy, the students undertaking this course are completing and moving on into higher education courses at an impressive rate, empowered by the skills, strategies and confidence they have developed through the course.
Journal Article
Negotiating: Experiences of community nurses when contracting with clients
A community nurse is required to have excellent interpersonal, teaching, collaborative and clinical skills in order to develop effective individualised client care contracts. Using a descriptive qualitative design data was collected from two focus groups of fourteen community nurses to explore the issues surrounding negotiating and contracting client care contracts from the perspective of community nurses. Thematic analysis revealed three themes: 'assessment of needs', 'education towards enablement', and 'negotiation'. 'Assessment of needs' identified that community nurses assess both the client's requirements for health care as well as the ability of the nurse to provide that care. 'Education towards enablement' described that education of the client is a common strategy used by community nurses to establish realistic goals of health care as part of developing an ongoing care plan. The final theme, 'negotiation', involved an informed agreement between the client and the community nurse which forms the origin of the care contract that will direct the partnership between the client and the nurse. Of importance for community nurses is that development of successful person-centred care contracts requires skillful negotiation of care that strikes the balance between the needs of the client and the ability of the nurse to meet those needs.
Journal Article
Reaching Higher in Community Psychology: Social Problems, Social Settings, and Social Change
Forty years after the founding of community psychology, we have yet to deliver on the full promissory note of our birth, where we were poised to address social problems, social settings, and social change. Despite some success, we are at risk for selling ourselves short, for dying out in the discipline of psychology, and for failing to improve the common good. Given changes in demographics and in the safety net, the problem of entrenched disparities is even more urgent—in perception of the other, in the provision of opportunities for development, and in outcomes. Envisioning and enabling will be critical as we work with unified purpose toward a cumulative science where failure will not be predictable.
Journal Article