'The Tribunal was the most stressful thing: more stressful than my son's diagnosis or behaviour': the experiences of families who go to the Special Educational Needs and Disability Tribunal (SENDisT)

It is more than 10 years since the Special Educational Needs Tribunal was established in 1994 as an independent panel which arbitrates in disputes between parents of children with the label special educational needs and Local Education Authorities (LEAs) in England. In 2002 the Tribunal began hearing claims for disability discrimination and was re-named the Special Educational Needs and Disability Tribunal (SENDisT). Since 1994 over 20,000 appeals have been registered. This article, which forms part of my ongoing Ph.D. thesis 'Parents as advocates: the experience of parents who register an appeal with SENDisT', offers an analysis of parents' Tribunal stories. Here, the key question is what affect the process of going to SENDisT has on the social, emotional and financial well-being of the family. Through a process of narrative inquiry the aim is to foreground parents' unheard stories and to reveal their 'hidden' experiences.     

Let Me Go: The Influences of Crawling Experience and Temperament on the Development of Anger Expression

Infants’ emerging ability to move independently by crawling is associated with changes in multiple domains, including an increase in expressions of anger in situations that block infants’ goals, but it is unknown whether increased anger is specifically because of experience with being able to move autonomously or simply related to age. To examine the influence of locomotion on developmental change in anger, infants’ (N = 20) anger expressions during an arm restraint procedure were observed longitudinally at a precrawling baseline assessment and 2 and 6 weeks after the onset of crawling. Infant age at each crawling stage was unrelated to the frequency of anger expressed in response to arm restraint. At 6 weeks postcrawling onset, infants whose mothers rated them as temperamentally higher in distress to limitations, compared with those rated lower, showed a greater increase in the frequency of anger expressed during the arm restraint relative to earlier assessments and took longer to reduce the frequency of anger expressed when no longer restrained. Findings suggest that experience with autonomous crawling has an effect on anger expression, independent of age, and that a temperamental tendency to become distressed by limitations may exacerbate the effect of crawling on anger expression.     

The experience of sole mothers balancing paid work with care for a child with a disability

There are increasing numbers of families in Australia headed by sole parents, but little is known about the experiences of those who also care for a child with a disability. Additional caring responsibilities have previously been shown to impact on the work participation of parents. This study involved qualitative analyses of interview data conducted with sole mothers with school‐aged children with disability (N = 11). Thematic analysis revealed four themes that enabled and supported participation in the workforce: social support; managing appointments; characteristics of the workplace; and the role of the school. Results suggest the importance of practical help from family and friends in facilitating participation in paid employment. Additionally, the importance of flexible appointment scheduling on the part of service providers was highlighted, as well as the importance of workplace flexibility and supportive workplace cultures. Such factors were important in supporting sole mothers to balance work with care, with important implications for personal and family wellbeing.     

Human rights as myth and ceremony? Reevaluating the effectiveness of human rights treaties, 1981-2007

Much research has shown human rights treaties to be ineffective or even counterproductive, often contributing to greater levels of abuse among countries that ratify them. This article reevaluates the effect of four core human rights treaties on a variety of human rights outcomes. Unlike previous studies, it disaggregates treaty membership to examine the effect of relatively "stronger" and "weaker" commitments. Two-stage regression analyses that control for the endogeneity of treaty membership show that stronger commitments in the form of optional provisions that allow states and individuals to complain about human rights abuses are often associated with improved practices. The article discusses the scholarly and practical implications of these findings.     

The experiences of African immigrant mothers living in the United Kingdom with a child diagnosed with an autism spectrum disorder: an interpretive phenomenological analysis

Interpretive phenomenological analysis was used to investigate the experiences of six African immigrant mothers living in the United Kingdom with a child diagnosed with an Autism Spectrum Disorder (ASD). The mothers took part in one-off, semi-structured interviews. Four themes were identified: caring for a child we did not expect, the pain of stigma and rejection, frameworks of meaning, and negotiating conflicting cultural beliefs. Many aspects of the mothers’ experiences appear related to their position as immigrants from cultures with contrasting belief systems regarding child development and disability. Conflicts between African cultural beliefs and a western, medical understanding of ASD appeared to create a feeling of cognitive dissonance for the mothers. The strategies used to negotiate this appear to map onto Berry’s acculturation strategies, suggesting that the experience of having a child with ASD impacts upon the acculturation process. Implications for clinical practice and policy are discussed.     

Evaluating the Temporal Location of Feedback: Providing Feedback Following Performance vs. Prior to Performance

In order to make feedback as effective as possible, it is important to understand its function in the three-term contingency (TTC) and the impact of various factors involved in delivering feedback. Timing of feedback is one factor that can affect the impact of feedback on learner’s behavior. An analysis of timing of feeback may help us getting closer to better understanding how feedback functions in the TTC. The purpose of this study was to evaluate the effects of feedback at different temporal locations. Specifically, feedback was provided either immediately (a) after a teaching session or (b) before the following teaching session, on teaching performance of undergraduate psychology students. The results indicated that feedback provided before the teaching session was more effective in improving teaching skills than feedback that was provided after the session. These findings suggest that feedback may function primarily as an antecedent to future performance and not necessarily as a consequence for past performance. However, the behavioral mechanism that explains these results is not yet clear. Future studies should investigate this further by manipulating the content of feedback prior to the teaching performance.     

Contraceptive Responsibility among Male University Students

Abstract

This paper assesses the male contribution to contraceptive mismanagement and unwanted pregnancy. The subjects were 109 students at the University of Melbourne. A high incidence of risk-taking was reported, and almost one-fifth of the sexually experienced men stated that they had been involved in an unwanted pregnancy. A small group of these reported more than one such incident. The underlying reasons for poor contraceptive technique seemed to be related to two beliefs: that contraception is a female responsibility, and that sexual intercourse should be entirely spontaneous and unplanned.