The Effects of Auditory Stimulation on Auditory Processing Disorder: A Summary of the Findings

The study's purpose is to determine the efficacy of the Tomatis Method of auditory stimulation as a therapeutic intervention for Auditory Processing Disorders (APD). Forty-one subjects (18 females, 23 males; 4.3–19.8 years old) were evaluated for APD. Performance on standardized tests indicated weaknesses with auditory processing skills. Each subject participated in a 90-hour Tomatis Method protocol and, once completed, each subject was re-evaluated to measure improvement. All subjects demonstrated improvement with skills of immediate auditory memory, auditory sequencing, interpretation of directions, auditory discrimination, and auditory cohesion. Pre- and post-treatment comparison indicated statistically significant differences in the aforementioned skills. These findings suggest that the Tomatis Method of auditory stimulation can be effective as an intervention strategy for APD.     

Dynamics of Current Account Deficit: A Lesson from Pakistan

This study investigates the determinants of the current account deficit in Pakistan by using the annual time series data for the period from 1976 to 2010. The cointegration results suggest the positive and significant long run relationship of the current account deficit with the exchange rate, trade deficit and fiscal deficit while a significant negative relationship is found with external debt and private saving. The error correction model also confirms the significant positive relationship of the current account deficit with trade deficit and fiscal deficit in the short run. The Granger-causality test shows the bidirectional causal relationship of exchange rate and external debt with current account deficit. While, unidirectional causality is found from current account deficit to trade deficit and private savings. It is recommended that the government needs to be cautious in financing its fiscal deficit. Savings habits should be increased to narrow the investment gap in economy.     

Bird in hand: How experience makes nature

It is almost a truism that nature is social, but by what means is nature made social at the level of the interactional encounter? While the transformation of society/nature relationships is often approached through the problematic of distance, and at the scale of macro-historical transformation, this article uses a conflict between American birdwatchers and ornithologists over scientific “collecting” (literally, the killing of birds) to examine the processes through which individuals come to know nature, and come to know it so differently. With John Dewey’s (1958 [1925]) “experience” as the unit of analysis, I trace changes in each group’s experience with birds over the past century; the phenomenology of the resulting encounters; and the understanding that emerges from each in order to understand (1) how, empirically, these two very different loves of birds are formed, and (2) knowledge of nature as an affective sensibility shaped by experiences of closeness.     

A New Understanding of Attention Deficit Hyperactivity Disorder: Alternate Concepts and Interventions

This paper explores alternate concepts for increasing our understanding of the intra/interpersonal difficulties that are observed in those with Attention Deficit Hyperactivity Disorder (ADHD). Language theory in correlation with under inhibition of responses, (not inattention, impulsivity, and hyperactivity), is explained, and demonstrates how those with ADHD are more vulnerable for developing intra/interpersonal struggles. Comorbidity as it presents with ADHD is examined as the resulting psychopathological symptomolgy possibly caused by untreated psychological, social and cognitive distress. This is in contrast to the prevailing idea that comorbid symptoms are always separate and distinct diagnoses. The psychoanalytic theories of object relations and affect attunement are defined and are linked to under inhibition of responses via dynamic intra/interpersonal processes and the presenting psychological, social and cognitive problems. Interventions are proposed that are behavioral and psychopharmacological, with a systems approach. Two cases are presented to illustrate how these treatment techniques translate into actual practice. All proposed interventions are aimed to address and anticipate the potential that individuals and families with ADHD experience under inhibition of responses with accompanying, maladaptive intra/interpersonal functioning.     

Learning Economics: A Cautionary Tale

This essay supports Etzioni's (2015) “The Moral Effects of Economic Teaching” by conceptually analyzing the way that classical economics depicts the worldview of humankind and the methodology of its presentation to students and the general public. The essay concludes (with Etzioni) that this combination can create a morally corrupting paradigm for the student in search of truth.     

Promoting Deep Learning: A Teaching,Learning and Assessment Endeavour

The need for social workers to develop expertise in critical reflection is now a dominant theme in the literature. How this expertise is achieved, however, remains under‐explored in an environment increasingly focused on outcomes, evidence of performance and teachers' preoccupations with curriculum content and assessment. Students' understanding of critical reflection and how, if at all, their social work education assists in developing this capacity, continue to be under‐represented.

Applying a ‘deep‐learning’ framework, this article outlines an attempt to engage final year social work students in a teaching, learning and assessment exchange that promotes critical reflexivity. It presents the thinking behind the evolution of a unit focused on social work in public welfare and health settings. Using their final assessment exercise in which they are asked to review their learning, it then offers students' responses to that unit. In particular, the paper highlights the personalised practice visions offered by students as they seek to locate themselves, personally and professionally, before making the identity‐challenging transition from student to qualified practitioner.     

Lifelong Learning: A Dyadic Ecological Perspective

This paper examines lifelong learning in differentiating it from formal education, and emphasizes multiple theoretical perspectives in doing so. The theoretically based approaches emphasized here include contextualism and the multi-layered nature of the environment, the dialectics of interactions among students and instructors, the zone of proximal development, and person-environment fit. Examining lifelong learning from these perspectives deepens our understanding of such learners and has implications for future research examining lifelong learning, as well as for the design and implementation of interventions designed to foster positive intergenerational relationships.     

Learning from History: A Queer Problem

The author explores the ways in which the development of grand narratives of U.S. history may have influenced the direction, tactics, and expectations of lesbian and gay activists. Moving beyond the critiques of identity politics, this study uses and explains postmodern concepts to outline narratives of U.S. reform, and lesbian and gay histories and suggests that lesbian and gay politics have been formed symbiotically within these narratives, shaping them and allowing them to shape those politics. Finally, proposals for using history and postmodern theory to break from this pattern are offered.     

Organizations and Learning: A Critical Appraisal

Discussions about organizations and learning continue to attract critical interest. Since the emergence in the 1970s of the notion of the “learning organization,” notions of systems’ learning, knowledge management and lifelong learning have progressively entered into the debates. Earlier debates, which drew on education and psychology fields as well as organization and management studies, frequently explored plural objectives for learning occurring within organizational and workplace arenas. They included emphasis on workers’ as well as managerial interests in various forms and objectives of learning. Latter debates on organizational learning appear predominantly shaped by a distinctive economic rationality and management interest. This article, from a sociological vantage point, reviews key thematic issues and critically explores some current questions in regard to organizations and learning. It proposes that a prevailing economic model in accordance with generalized policy objectives evident across the advanced economies for a neo‐liberalized “knowledge‐based economy” and “learning society” poses a particular set of contemporary issues and problems. The current juncture may, however, stimulate further innovation in models of learning organizations that widen agenda and prospects for learning.     

Pemoline in Adult Attention Deficit Hyperactivity Disorder: Predictors of Nonresponse

Abstract

The psychostimulants are the most widely used treatment modality for attention deficit/hyperactivity disorder (ADHD). Although positive responses to psychostimulants have been demonstrated, 46% of adults with ADHD, on average, are nonresponsive or cannot tolerate the medications because of adverse effects. We reviewed the charts of 43 students treated with pemoline and studied parameters of nonresponse. Sixteen (37%) met the study definition of nonresponse. Of these, 5 (12%) were symptom nonresponders and 11 (25%) were nonresponders because of adverse effects. We found a significant relationship between age and nonresponse resulting from adverse effects, yet no other factors predicted nonresponse to pemoline. Clinicians should consider using smaller starting doses of pemoline in adults to minimize adverse effects.     

Parents of Children with Attention Deficit/Hyperactivity Disorder: A Meta-Synthesis,Part I

In 2011 6.4 million children in the United States ages four to 17 years had a diagnosis of Attention-deficit/hyperactivity disorder (ADHD). Quantitative studies have indicated that parenting stress for parents of children diagnosed with ADHD is high. This meta-synthesis compiled and analyzed a systematic review of the qualitative studies of parents’ lived experience of having a child with ADHD. Searches in online scholarly databases yielded an initial 1217 hits, which were narrowed down to seventy-three studies that met the criteria. A “meta-ethnography” framework was used for the synthesis. One major finding involved the emotional burden of caring for a child with ADHD. Parents struggled with a variety of intense and painful emotions as they attempted to manage family routines. Disciplining children only worked in a limited way and took constant effort throughout the day. The challenges of parenting spilled into other areas of the parents’ lives, such as their health, psychological, marital, and occupational functioning. Implications for practitioners are discussed, including the need to validate parental stress and the difficulty of applying behavioral management strategies with their children, the need for increased support of partner relationships, and the need to connect parents with support to prevent poorer outcomes for the child.     

Parents of Children with Attention Deficit/Hyperactivity Disorder: A Meta-Synthesis,Part II

In 2011 6.4 million children in the United States ages four to 17 years had a diagnosis of ADHD. Quantitative studies have indicated that parenting stress for parents of children diagnosed with ADHD is high. The purpose of the current meta-synthesis was to conduct a comprehensive review of both the published and unpublished qualitative studies involving the experience of parents raising children diagnosed with ADHD. Searches in online scholarly databases yielded an initial 1217 hits, which were narrowed down to eighty studies that met the criteria. A “meta-ethnography” framework was used for the synthesis. Results of the first part of the analysis were reported in Corcoran et al. (2016) and had to do with the personal impact on parents. The themes in Part II have to do with the processes parents go through in accepting the diagnosis of ADHD and in deciding whether their children should take medication. Parents struggled to make sense of their child’s problems and came to terms with the diagnosis in a series of stages. Regarding medication use, parental attitudes varied greatly, with both costs and benefits noted. Though there was considerable ambivalence towards medication use, some parents reported relief after their child began using medication. Implications from this study are that providers should recognize the processes involved in making decisions about an ADHD diagnosis and the use of medication. Social workers should allow sensitive exploration of parents’ attributions and understanding of their children’s behavior and level of acceptance of the diagnosis. Keeping an ethical and critical stance toward the use of medication, social workers should also have full exploration with parents around the potential benefits and risks associated with the treatment of their children’s ADHD, taking into account parents’ preferences.     

Beginning Practice in Child Protection: A Blended Learning Approach

Statutory child protection is arguably one of the most complex and challenging areas of work within the welfare sector. In the state of Victoria, Australia, the child protection service is delivered by a state government department, the Department of Human Services, employing over 900 staff. A significant proportion of its recruitment is achieved through employing new graduates from a diverse educational base (e.g. social work, psychology and welfare). This convergence of circumstances, inexperienced workers with a variety of professional education backgrounds, beginning work in a complex, highly scrutinised professional domain, creates a unique challenge for in‐service educators responsible for induction. The ‘Beginning Practice in Child Protection’ programme is an attempt to meet this challenge, employing multi‐modal learning resources, interactive skills based clinics combined with workplace learning opportunities structured to deliver just‐in‐time messages. In addition, on‐line ‘virtual vignettes’ that support learning at the employee workstation are utilised. Evaluation findings suggest this programme is successful in achieving its aims of a supported introduction to the work, increasing worker confidence and satisfaction while leading to quality knowledge and skills acquisition. This paper will establish the context for child protection practice in Victoria, describe the programme designed to address the need, before highlighting key messages arising from an independent evaluation.     

Legitimate Deficit: Competitive Bidding in a Residual and Semi-democratic Welfare Society

Competitive bidding for public subsidy allocation for welfare services has been widely applied in established welfare states since the 1980s. Studies conducted in these countries have inclined to understand competitive bidding as a financing initiative and use an array of “failure theories” to explain its challenges and failures. In contrast to these studies, the present study focuses on Hong Kong, a residual and semi-democratic welfare state, and investigates competitive bidding as a governmental policy instrument designed to increase the legitimacy of subsidy award decisions. Based on an analysis of submissions in a recent policy review and a review of existing policy documents, we suggest that the government may have increased its decision-making power over NGOs, resulting in little advancement, neither regarding welfare mix, nor concerning the legitimacy of resource allocation.     

Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.