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Voting is a human right for every citizen yet many people with intellectual disabilities do not vote or have little support to exercise their right to vote. This article explores views on the wider aspects of voting against the backdrop of the Scottish referendum using focus groups involving people with intellectual disabilities (n = 12), family carers (n = 7) and paid carers (n = 5). Findings revealed that people with intellectual disabilities had similar concerns to the general population about the referendum. Regarding voting, all groups identified the need to discuss issues and for practical support and accessible information to ensure informed choices were made when voting. 相似文献
453.
Diane Wright Jan. Pincombe Lois McKellar 《Women and birth : journal of the Australian College of Midwives》2018,31(3):e162-e169
Background
Listening to women as part of their antenatal care has been recognized as valuable in understanding the woman’s needs. Conversations as part of routine antenatal interactions offer ideal opportunities for women to express themselves and for midwives to learn about the woman’s issues and concerns. The antenatal visit and the convention of antenatal consultations for midwives have not been well explored or defined and much of what takes place replicate medical consultative processes. As a consequence, there is little to assist midwives construct woman-centred care consultations for their routine antenatal care practice. This study showed how some practices were better in promoting the woman’s voice and woman-centred care in the hospital setting.Method
Contemporary focused ethnography using both interview and observations, explored how midwives from six different public antenatal clinics in South Australia organized their antenatal care consultations with pregnant women.Findings
Thematic analysis of the data provided insights into professional interpretation of woman-centred practice. How midwives interacted with women during routine antenatal care events demonstrated that some practices in a hospital setting could either support or undermine a woman-centred philosophy.Conclusion
Individual midwives adopted practices according to their own perceptions of actions and behaviors that were considered to be in accordance with the philosophy of woman-centred care. Information arising from this study has shown ways midwives may arrange antenatal care consultations to maximize women’s participation. 相似文献454.
Michelle I Seelig Diane Millette Chun Zhou Jialing Huang 《Atlantic journal of communication》2019,27(1):15-29
This study examined how non-profit organizations (NPOs) adapted to the new media environment and created an innovative culture of advocacy to directly facilitate engagement with interested supporters. Findings from this content analysis and virtual ethnography revealed NPOs dramatically transformed the structure of online content. Shifting the emphasis of the web and social media from a one-way transmission of information to an interactive conversation substantially changes the dynamics for activism, and fosters new models of engagement between NPOs and supporters. In this participatory, co-operative media culture, people were actively engaged and shared digital content that inspired others to care about important issues. These overall results indicated that the web and social media, when used to its fullest extent, played a key role encouraging communication and inspiring interaction among individuals on- and off-line. 相似文献
455.
“Are You Really Sad?” Infants Show Selectivity in Their Behaviors Toward an Unconventional Emoter
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We examined whether 18‐month‐olds understand how the emotional valence of people's experiences predicts their subsequent emotional reactions, as well as how their behaviors are influenced by the reliability of the emoter. Infants watched a person express sadness after receiving an object that was either inappropriate (conventional emoter) or appropriate (unconventional emoter) to perform an action. Then, infants’ imitation, social referencing, and prosocial behaviors (helping) were examined when interacting with the person. Results showed that during the exposure phase, the unconventional group showed visual search patterns suggesting hypothesis testing and expressed less concern toward the person than the conventional group. In the social referencing task, the conventional group preferred to search for the target of a positive expression as opposed to the disgust object. In contrast, the unconventional group was more likely to trust the person's negative expression. As expected, no differences were found between the groups on the instrumental helping tasks. However, during the empathic helping tasks, the conventional group needed fewer prompts to help than the unconventional group. These findings provide the first evidence that the congruence between a person's emotional responses and her experiences impacts 18‐month‐olds’ subsequent behaviors toward that person. 相似文献
456.
Diane L. Putnick Chun‐Shin Hahn Charlene Hendricks Joan T. D. Suwalsky Marc H. Bornstein 《Journal of research on adolescence》2020,30(Z2):298-314
Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents. 相似文献
457.
This study examined racial socialization processes among 94 African American parents of third‐, fourth‐, and fifth‐grade children as they were predicted by children's ethnic identity exploration and unfair treatment as well as by parents' ethnic identity and discrimination experiences. Findings indicated that children's ethnic identity exploration and parents' perceptions that their children had been treated unfairly by an adult because of their race were both significantly associated with the frequency of messages to children regarding discrimination (Preparation for Bias). Parents' perceptions of children's unfair treatment from an adult and children's perceptions that they had been treated unfairly by peers were significantly associated with parents' cautions and warnings to children about intergroup relations (Promotion of Mistrust). Moreover, the influence of parents' perceptions on Promotion of Mistrust were especially pronounced when children also reported unfair treatment from adults. Children's identity exploration and unfair treatment were not associated with parents' emphasis on ethnic pride, heritage, and diversity (Cultural Socialization/Pluralism). Thus, findings suggest that parental factors are most central in the racial socialization messages that children receive. However, children's perceptions of discrimination and information seeking regarding their own history appear to have some influence on parental messages about race. 相似文献
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