32 results on '"Hambly, Helen"'
Search Results
2. Rural broadband: Gaps, maps and challenges
- Author
-
Hambly, Helen and Rajabiun, Reza
- Published
- 2021
- Full Text
- View/download PDF
3. The rural telecommuter surplus in Southwestern Ontario, Canada
- Author
-
Hambly, Helen and Lee, Jamie (Donghoon)
- Published
- 2019
- Full Text
- View/download PDF
4. Children's, parents', peers' and professionals' experiences of language impairment : a multi-perspective study to identify psychosocial goals for intervention
- Author
-
Hambly, Helen
- Subjects
618.92 ,children’s language impairment ,multi-perspective research ,experiences of LI ,psychosocial goals ,agency ,language impairment relational - Abstract
Children with language impairment (LI) can experience a wide range of social and emotional difficulties in addition to linguistic difficulties, but there is limited understanding about how LI impacts on these broader, psychosocial aspects of children’s lives. Furthermore, psychosocial outcomes for children are not assessed routinely in speech and language therapy research and practice. Studies of experiences of disability and impairment in other areas have highlighted the importance of addressing the psychosocial beyond the medical. This study draws on interpretive phenomenological analysis (IPA) to explore children’s, parents’, peers’ and professionals’ experiences of children’s LI. Using a phenomenological methodology to explore LI from multiple-perspectives, the study sought to uncover psychosocial features of LI and identify goals for support. Four children, aged 8-10 yrs with a diagnosis of LI, were interviewed about their experiences using arts-based methods. Children’s parents, teachers, learning support assistants, speech and language therapists and siblings and/or friends were also interviewed. Analysis of the 22 interviews is presented as four case studies that include each perspective around the child. Themes were identified through coding and analysing within and across cases. A second stage literature review was undertaken to understand, theorise and discuss emerging themes. Analysis revealed three themes: Agency, Understandings and Misunderstandings, and Making Sense of Difference. Children’s experiences of agency were associated with their emotions and their engagement in classroom and social activities, and not always dependent on their communication abilities. Children with LI often had different understandings of others’ intentions, situations and instructions to that of their peers, professionals and parents. Mismatches in understandings were associated with children being considered unusual, immature, egocentric or rude by others, impacting on their risk for bullying and social exclusion. There were divergent experiences and understanding of LI. Interpretations included impaired speech, language and social communication; social and emotional immaturity; parental neglect; and other people’s attitudes and behaviours. For children, LI was predominantly relational, that is, it was mainly experienced in relationship with others. Psychosocial goals for intervention include addressing attitudes, understandings and behaviours of professionals and peers towards children, in addition to children’s understanding and use of language; promoting children’s experience of agency; and addressing children’s emotional wellbeing and risk for bullying. Good communication and understanding between children, families and professionals is essential for intervention.
- Published
- 2014
5. The Influence of Bilingualism on Speech Production: A Systematic Review
- Author
-
Hambly, Helen, Wren, Yvonne, and McLeod, Sharynne
- Abstract
Background: Children who are bilingual and have speech sound disorder are likely to be under-referred, possibly due to confusion about typical speech acquisition in bilingual children. Aims: To investigate what is known about the impact of bilingualism on children's acquisition of speech in English to facilitate the identification and treatment of bilingual children with speech sound disorder. Methods & Procedures: A systematic review of studies from the last 50 years was conducted. Studies investigating speech acquisition in bilingual infants and children (where one language was English) were identified through searching seven electronic databases, bibliographies of relevant articles and e-mailing authors. Sixty-six studies investigating bilingual speech production met inclusion criteria, with 53 describing typically developing children and 13 describing children with speech sound disorder. The 66 studies were analysed thematically and summarized in terms of methods, key findings and underlying theories. Main Contribution: There was limited evidence to suggest that bilingual children develop speech at a slower rate than their monolingual peers; however, there was evidence for qualitative differences and increased variation in speech production. Nearly all studies provide evidence for transfer between the two phonological and language structures, although the amount of transfer varied between studies. There was evidence of positive and negative transfer of features from the dominant language (L1) to the second language (L2) as well as from L2 to L1. Positive transfer became more evident with increased age and length of exposure to a second language. More recently researchers have moved away from investigating whether there are one or two phonological systems and accept that there are two systems that interact. Interest has shifted to examining how phonological systems interact and to identifying factors that influence interactions. The review revealed a number of inconsistencies in the findings of studies due to differences in methodology, languages investigated and degree of language exposure. Overall, measurement issues were addressed well but most studies provided limited sample information about language experience, schooling and socio-economic status. Conclusions & Implications: There are differences in speech sound acquisition between monolingual and bilingual children in terms of rate and patterns of error, with both positive and negative transfer occurring in bilingual children. (Contains 6 tables and 1 figure.)
- Published
- 2013
- Full Text
- View/download PDF
6. The effect of the Talking Diabetes consulting skills intervention on glycaemic control and quality of life in children with type 1 diabetes: cluster randomised controlled trial (DEPICTED study)
- Author
-
Robling, Mike, McNamara, Rachel, Bennert, Kristina, Butler, Christopher C, Channon, Sue, Cohen, David, Crowne, Elizabeth, Hambly, Helen, Hawthorne, Kamila, Hood, Kerenza, Longo, Mirella, Lowes, Lesley, Pickles, Tim, Playle, Rebecca, Rollnick, Stephen, Thomas-Jones, Emma, and Gregory, John W
- Published
- 2012
7. What makes maternity teams effective and safe? Lessons from a series of research on teamwork, leadership and team training
- Author
-
Siassakos, Dimitrios, Fox, Robert, Bristowe, Katherine, Angouri, Jo, Hambly, Helen, Robson, Lauren, and Draycott, Timothy J.
- Published
- 2013
- Full Text
- View/download PDF
8. Involving lay and professional stakeholders in the development of a research intervention for the DEPICTED Study
- Author
-
Lowes, Lesley, Robling, Michael R., Bennert, Kristina, Crawley, Charlotte, Hambly, Helen, Hawthorne, Kamila, and Gregory, John W.
- Published
- 2011
- Full Text
- View/download PDF
9. Implementation of training to improve communication with disabled children on the ward: A feasibility study.
- Author
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Wilkinson, Kath, Gumm, Rebecca, Hambly, Helen, Logan, Stuart, and Morris, Christopher
- Subjects
PILOT projects ,CONFIDENCE ,ACQUISITION of data methodology ,ACADEMIC medical centers ,HUMAN research subjects ,CHILDREN'S hospitals ,ATTITUDE (Psychology) ,PATIENT selection ,MEDICAL personnel ,CHILDREN with disabilities ,INTERVIEWING ,PEDIATRICS ,COMMUNITY health services ,HUMAN services programs ,PATIENTS' families ,COMMUNICATIVE disorders ,PRE-tests & post-tests ,SELF-efficacy ,RESEARCH funding ,QUESTIONNAIRES ,QUALITY assurance ,MEDICAL records ,DESCRIPTIVE statistics ,PATIENT-professional relations ,THEMATIC analysis ,COMMUNICATION education ,EDUCATIONAL outcomes ,VIDEO recording ,REFLECTION (Philosophy) ,LONGITUDINAL method ,BEHAVIOR modification - Abstract
Background: Parents of disabled children report poorer inpatient experiences when they stay in hospital, and some staff report finding communicating with disabled children challenging. This study tested the feasibility of implementing a training package for staff on paediatric wards to improve communication with disabled children, especially those with communication difficulties, and their families. The package was developed with parent carers and clinicians, and comprises a manual, a video of parent carers talking about real experiences, discussion points and local resources. The 50‐minutes training is intended for in‐house delivery by local facilitators. Methods: Thirteen training sessions were delivered in paediatric wards across four hospitals in England, totalling 123 staff who took part. Participants completed questionnaires before (n = 109) and after (n = 36) training, and a sample of champions (senior clinicians) and facilitators were interviewed at the end of the study. Results: Facilitators found the training easy to deliver, and participants felt they took away important messages to improve their practice. After the training, further changes were reported at an organizational level, including offering further training and reviewing practices. Conclusions: This study provides supporting evidence for the implementation of a low‐cost, minimal‐resource training package to support staff communication with children and their families in hospitals. It provides promising indication of impact on behavioural change at the individual and organizational level. Patient and public contribution: Parent carers identified the need and helped to develop the training, including featuring in the training video. They were also consulted throughout the study on research design, delivery and reporting. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
10. Development and Evaluation of a Psychosocial Intervention for Children and Teenagers Experiencing Diabetes (DEPICTED): a protocol for a cluster randomised controlled trial of the effectiveness of a communication skills training programme for healthcare professionals working with young people with type 1 diabetes
- Author
-
Lowes Lesley, Longo Mirella, Hawthorne Kamila, Hambly Helen, Crowne Elizabeth, Cohen David, Channon Susan, Bennert Kristina, Hood Kerenza, Robling Mike, McNamara Rachel, Playle Rebecca, Rollnick Stephen, and Gregory John W
- Subjects
Public aspects of medicine ,RA1-1270 - Abstract
Abstract Background Diabetes is the third most common chronic condition in childhood and poor glycaemic control leads to serious short-term and life-limiting long-term complications. In addition to optimal medical management, it is widely recognised that psychosocial and educational factors play a key role in improving outcomes for young people with diabetes. Recent systematic reviews of psycho-educational interventions recognise the need for new methods to be developed in consultation with key stakeholders including patients, their families and the multidisciplinary diabetes healthcare team. Methods/design Following a development phase involving key stakeholders, a psychosocial intervention for use by paediatric diabetes staff and not requiring input from trained psychologists has been developed, incorporating a communication skills training programme for health professionals and a shared agenda-setting tool. The effectiveness of the intervention will be evaluated in a cluster-randomised controlled trial (RCT). The primary outcome, to be measured in children aged 4-15 years diagnosed with type 1 diabetes for at least one year, is the effect on glycaemic control (HbA1c) during the year after training of the healthcare team is completed. Secondary outcomes include quality of life for patients and carers and cost-effectiveness. Patient and carer preferences for service delivery will also be assessed. Twenty-six paediatric diabetes teams are participating in the trial, recruiting a total of 700 patients for evaluation of outcome measures. Half the participating teams will be randomised to receive the intervention at the beginning of the trial and remaining centres offered the training package at the end of the one year trial period. Discussion The primary aim of the trial is to determine whether a communication skills training intervention for specialist paediatric diabetes teams will improve clinical and psychological outcomes for young people with type 1 diabetes. Previous research indicates the effectiveness of specialist psychological interventions in achieving sustained improvements in glycaemic control. This trial will evaluate an intervention which does not require the involvement of trained psychologists, maximising the potential feasibility of delivery in a wider NHS context. Trial registration Current Controlled Trials ISRCTN61568050.
- Published
- 2010
- Full Text
- View/download PDF
11. Perspectives of preschool children in England with speech and language needs in the development of evidence‐based activities.
- Author
-
Coad, Jane, Harding, Sam, Hambly, Helen, Parker, Naomi, Morgan, Lydia, Marshall, Julie, and Roulstone, Susan
- Subjects
SPEECH therapy ,TREATMENT of language disorders ,CHILD development ,MEDICAL needs assessment ,BODY language ,SCIENTIFIC observation ,CHILDREN with disabilities ,PATIENTS' attitudes ,ATTITUDES toward disabilities ,CHILDREN - Abstract
Background: The existing evidence is limited in terms of perspectives of preschool children with speech and language needs and their views on activities used to support their needs. This paper discusses a stream of work from the interdisciplinary research programme known as "Child Talk," based in England, UK. The overall purpose of this work stream was to gain the perspectives of preschool children aged 2 to 5 years and 11 months, with speech and language needs, to use in the development of an evidence‐based framework of activities. Methods: Twenty‐four preschool children with a variety of needs from diverse backgrounds took part. An observational methodology was used to capture children's experiences. Children were filmed during a series of sessions, with innovative head‐mounted cameras worn by the children and supported by researcher field notes. Framework analysis was used to analyse the data based on the body movement, vocalization, and visual attention of the children during these sessions. Results and Conclusions: Results included that children expressed enjoyment and engagement in the activities. The children expressed themselves and demonstrated their focus "multimodally" through combinations of body language, vocalization, and visual attention. These modalities were present across all contexts and children. It highlights the importance of encouraging participation in preschool children and consequently this innovative piece of work has national and international importance. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
12. Agricultural Research Plans in Sub-Saharan Africa: A Status Report
- Author
-
Hambly, Helen and Setshwaelo, Louise
- Subjects
Agricultural and Food Policy ,Africa south of Sahara ,regional planning ,planning ,Agricultural research ,Research Methods/ Statistical Methods - Abstract
In its work serving the national agricultural research systems of sub-Saharan Africa (SSA), ISNAR has found that limited information is available on the current status of national agricultural research plans and related official documentation. In order to identify the stated official priorities for agricultural research and development in SSA, this study reviews the situation of agricultural research planning in 48 SSA countries. Priority setting has become an integral part of research management in agriculture and natural resource management, and this report seeks to fill some of the information gap that exists concerning national priorities for agricultural research and their significance for regional priority setting. This review is presented in three parts: (1) an overview of the state of master planning in SSA as both product and process, (2) an analysis of national Research program priorities and their relation to regional priorities and networking in SSA, and (3) a listing of agricultural research planning documents in SSA.
- Published
- 1997
- Full Text
- View/download PDF
13. Grassroots Indicators for Sustainable Development
- Author
-
Hambly, Helen
- Subjects
socio-economic systems ,social-ecological systems ,human-environment interaction ,General & Multiple Resources ,environmental change ,indigenous knowledge ,sustainability - Abstract
"All over the world examples... can be found of local people using 'grassroots indicators'; measures or signals of environmental quality and change formulated by individuals, households, and communities, and derived from their local systems of observation, practice, and indigenous knowledge. Since the 'environmental' is defined here in its wildest sense to cross economic, social, cultural, and ecological boundaries, grassroots indicators may be better gauges of well-being than traditional development indicators that are confined to sectors such as health, education or the economy."
- Published
- 1995
14. A review of the impact of bilingualism on the development of phonemic awareness skills in children with typical speech development.
- Author
-
Wren, Yvonne, Hambly, Helen, and Roulstone, Sue
- Subjects
- *
CINAHL database , *MEDICAL information storage & retrieval systems , *NURSING databases , *PSYCHOLOGY information storage & retrieval systems , *LANGUAGE acquisition , *LITERACY , *MEDLINE , *MULTILINGUALISM , *PHONETICS , *RESEARCH funding , *SPEECH , *SYSTEMATIC reviews , *INTER-observer reliability , *CHILDREN - Abstract
This review investigated what is known about the impact of bilingualism on children’s phonemic awareness. Studies of bilingual children where one language was English were identified by searching electronic databases and bibliographies from the last 50 years. Thirteen studies were analysed thematically and summarized in terms of methods and key findings. Findings suggest a variable pattern of performance, with some studies showing no difference between bilingual and monolingual performance on tasks. However, there was also evidence for advanced acquisition of phonemic awareness skills in some bilingual children, mediated by characteristics of languages spoken. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
15. The influence of bilingualism on speech production: A systematic review.
- Author
-
Hambly, Helen, Wren, Yvonne, McLeod, Sharynne, and Roulstone, Sue
- Subjects
- *
AGE distribution , *ANALYSIS of variance , *CINAHL database , *COMPARATIVE studies , *DATABASE evaluation , *ENGLISH as a foreign language , *EXPERIMENTAL design , *MEDICAL information storage & retrieval systems , *NURSING databases , *PSYCHOLOGY information storage & retrieval systems , *LANGUAGE acquisition , *MEDLINE , *MULTILINGUALISM , *PHONETICS , *REFERENCE values , *RESEARCH funding , *SPEECH , *SPEECH evaluation , *TIME , *TRANSFER of training , *EVIDENCE-based medicine , *THEORY , *PROFESSIONAL practice - Abstract
Background Children who are bilingual and have speech sound disorder are likely to be under-referred, possibly due to confusion about typical speech acquisition in bilingual children. Aims To investigate what is known about the impact of bilingualism on children's acquisition of speech in English to facilitate the identification and treatment of bilingual children with speech sound disorder. Methods & Procedures A systematic review of studies from the last 50 years was conducted. Studies investigating speech acquisition in bilingual infants and children (where one language was English) were identified through searching seven electronic databases, bibliographies of relevant articles and e-mailing authors. Sixty-six studies investigating bilingual speech production met inclusion criteria, with 53 describing typically developing children and 13 describing children with speech sound disorder. The 66 studies were analysed thematically and summarized in terms of methods, key findings and underlying theories. Main Contribution There was limited evidence to suggest that bilingual children develop speech at a slower rate than their monolingual peers; however, there was evidence for qualitative differences and increased variation in speech production. Nearly all studies provide evidence for transfer between the two phonological and language structures, although the amount of transfer varied between studies. There was evidence of positive and negative transfer of features from the dominant language (L1) to the second language (L2) as well as from L2 to L1. Positive transfer became more evident with increased age and length of exposure to a second language. More recently researchers have moved away from investigating whether there are one or two phonological systems and accept that there are two systems that interact. Interest has shifted to examining how phonological systems interact and to identifying factors that influence interactions. The review revealed a number of inconsistencies in the findings of studies due to differences in methodology, languages investigated and degree of language exposure. Overall, measurement issues were addressed well but most studies provided limited sample information about language experience, schooling and socio-economic status. Conclusions & Implications There are differences in speech sound acquisition between monolingual and bilingual children in terms of rate and patterns of error, with both positive and negative transfer occurring in bilingual children. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
16. Teamwork for Clinical Emergencies: Interprofessional Focus Group Analysis and Triangulation With Simulation.
- Author
-
Bristowe, Katherine, Siassakos, Dimitrios, Hambly, Helen, Angouri, Jo, Yelland, Andrew, Draycott, Timothy J., and Fox, Robert
- Subjects
COMMUNICATION ,FOCUS groups ,HEALTH care teams ,INTERPROFESSIONAL relations ,LEADERSHIP ,LEARNING strategies ,MEDICAL emergencies ,PATIENT-professional relations ,MOTHERS ,RESEARCH evaluation ,RESEARCH funding ,TEAMS in the workplace ,QUALITATIVE research - Published
- 2012
- Full Text
- View/download PDF
17. Team Communication With Patient Actors.
- Author
-
Siassakos, Dimitrios, Bristowe, Katherine, Hambly, Helen, Angouri, Jo, Crofts, Joanna F., Winter, Catherine, Hunt, Linda P., and Draycott, Timothy J.
- Published
- 2011
- Full Text
- View/download PDF
18. INTRODUCTION.
- Author
-
Hambly, Helen
- Abstract
An introduction to the book "Grassroots Indicators for Desertification: Experience and Perspectives From Eastern and Southern Africa," edited by Helen Hambly and Tobias Onweng Angura is presented.
- Published
- 1996
19. Development and Evaluation of a Psychosocial Intervention for Children and Teenagers Experiencing Diabetes (DEPICTED): a protocol for a cluster randomised controlled trial of the effectiveness of a communication skills training programme for healthcare professionals working with young people with type 1 diabetes.
- Author
-
McNamara, Rachel, Robling, Mike, Hood, Kerenza, Bennert, Kristina, Channon, Susan, Cohen, David, Crowne, Elizabeth, Hambly, Helen, Hawthorne, Kamila, Longo, Mirella, Lowes, Lesley, Playle, Rebecca, Rollnick, Stephen, and Gregory, John W
- Subjects
DIABETES complications ,HEALTH education ,PEDIATRICS ,DIABETES in children ,MEDICAL personnel - Abstract
Background: Diabetes is the third most common chronic condition in childhood and poor glycaemic control leads to serious short-term and life-limiting long-term complications. In addition to optimal medical management, it is widely recognised that psychosocial and educational factors play a key role in improving outcomes for young people with diabetes. Recent systematic reviews of psycho-educational interventions recognise the need for new methods to be developed in consultation with key stakeholders including patients, their families and the multidisciplinary diabetes healthcare team. Methods/design: Following a development phase involving key stakeholders, a psychosocial intervention for use by paediatric diabetes staff and not requiring input from trained psychologists has been developed, incorporating a communication skills training programme for health professionals and a shared agenda-setting tool. The effectiveness of the intervention will be evaluated in a cluster-randomised controlled trial (RCT). The primary outcome, to be measured in children aged 4-15 years diagnosed with type 1 diabetes for at least one year, is the effect on glycaemic control (HbA1c) during the year after training of the healthcare team is completed. Secondary outcomes include quality of life for patients and carers and cost-effectiveness. Patient and carer preferences for service delivery will also be assessed. Twenty-six paediatric diabetes teams are participating in the trial, recruiting a total of 700 patients for evaluation of outcome measures. Half the participating teams will be randomised to receive the intervention at the beginning of the trial and remaining centres offered the training package at the end of the one year trial period. Discussion: The primary aim of the trial is to determine whether a communication skills training intervention for specialist paediatric diabetes teams will improve clinical and psychological outcomes for young people with type 1 diabetes. Previous research indicates the effectiveness of specialist psychological interventions in achieving sustained improvements in glycaemic control. This trial will evaluate an intervention which does not require the involvement of trained psychologists, maximising the potential feasibility of delivery in a wider NHS context. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
20. Evaluation of an exercise-based treatment for children with reading difficulties.
- Author
-
Reynolds, David, Nicolson, Roderick I., and Hambly, Helen
- Subjects
DYSLEXIA ,LEARNING disabilities ,LITERACY ,PHONETICS ,SEMANTICS ,READING - Abstract
An evaluation is reported of an exercise-based approach to remediation of dyslexia-related disorders. Pupils in three years of a Warwickshire junior school were screened for risk of literacy difficulty using the Dyslexia Screening Test (DST). The 35 children scoring 0.4 or over on the DST were divided randomly into two groups matched for age and DST score. One quarter of the participants had an existing diagnosis of dyslexia, dyspraxia or ADHD. Both groups received the same treatment at school but the intervention group used the DDAT exercise programme daily at home. Performance on the DST and specialist cerebellar/vestibular and eye movement tests were assessed initially and after six months. Cerebellar/vestibular signs were substantially alleviated following the exercise treatment whereas there were no significant changes for the control group. Even after allowing for the passage of time, there were significant improvements for the intervention group in postural stability, dexterity, phonological skill, and (one-tailed) for naming fluency and semantic fluency. Reading fluency showed a highly significant improvement for the intervention group, and nonsense passage reading was also improved significantly. Significantly greater improvements for the intervention group than the control group occurred for dexterity, reading, verbal fluency and semantic fluency. Substantial and significant improvements (compared with those in the previous year) also occurred for the exercise group on national standardized tests of reading, writing and comprehension. It is concluded that, in addition to its direct effects on balance, dexterity and eye movement control, the benefits of the DDAT exercise treatment transferred significantly to cognitive skills underlying literacy, to the reading process, and to standardized national literacy attainment tests. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
21. Inclusive rural communication services: building evidence, informing policy
- Author
-
van de Fliert, Elske, Cooper, Tarni, Sam, Steven, Cardey, Sarah, Lie, Rico, Witteveen, Loes, Torres, Cleofe, Tirol, Stella, Dagli, Winifredo, Hambly, Helen, and Perez, Mery
22. Children's, parents', peers' and professionals'experiences of language impairment: A multi-perspective study to identify psychosocial goals for intervention
- Author
-
Hambly, Helen
- Subjects
children’s language impairment, multi-perspective research, experiences of LI, psychosocial goals, agency, language impairment relational ,Formerly Health & Social Sciences ,Centre for Health and Clinical Research - Abstract
Children with language impairment (LI) can experience a wide range of social and emotional difficulties in addition to linguistic difficulties, but there is limited understanding about how LI impacts on these broader, psychosocial aspects of children’s lives. Furthermore, psychosocial outcomes for children are not assessed routinely in speech and language therapy research and practice. Studies of experiences of disability and impairment in other areas have highlighted the importance of addressing the psychosocial beyond the medical. This study draws on interpretive phenomenological analysis (IPA) to explore children’s, parents’, peers’ and professionals’ experiences of children’s LI. Using a phenomenological methodology to explore LI from multiple-perspectives, the study sought to uncover psychosocial features of LI and identify goals for support.Four children, aged 8-10 yrs with a diagnosis of LI, were interviewed about their experiences using arts-based methods. Children’s parents, teachers, learning support assistants, speech and language therapists and siblings and/or friends were also interviewed. Analysis of the 22 interviews is presented as four case studies that include each perspective around the child. Themes were identified through coding and analysing within and across cases. A second stage literature review was undertaken to understand, theorise and discuss emerging themes. Analysis revealed three themes: Agency, Understandings and Misunderstandings, and Making Sense of Difference. Children’s experiences of agency were associated with their emotions and their engagement in classroom and social activities, and not always dependent on their communication abilities. Children with LI often had different understandings of others’ intentions, situations and instructions to that of their peers, professionals and parents. Mismatches in understandings were associated with children being considered unusual, immature, egocentric or rude by others, impacting on their risk for bullying and social exclusion. There were divergent experiences and understanding of LI. Interpretations included impaired speech, language and social communication; social and emotional immaturity; parental neglect; and other people’s attitudes and behaviours. For children, LI was predominantly relational, that is, it was mainly experienced in relationship with others. Psychosocial goals for intervention include addressing attitudes, understandings and behaviours of professionals and peers towards children, in addition to children’s understanding and use of language; promoting children’s experience of agency; and addressing children’s emotional wellbeing and risk for bullying. Good communication and understanding between children, families and professionals is essential for intervention.
23. Transformational Adaptation: Agrifood Systems Analysis from the Philippines
- Author
-
Dagli, Winifredo and Hambly, Helen
- Subjects
Coconut sector ,Philippines ,Climate change ,Multiscalar ,Adaptation pathways ,Adaptation ,Leverage points ,Agrifood systems ,Transformation - Abstract
There is a consensus that the global agrifood systems need to transform. But the concept of transformation—a fairly recent addition to the raft of meanings of adaptation—is not well understood in climate change research and action, let alone in agriculture and food systems. This study critically examines what transformational adaptation means from a global to a local agrifood systems perspective. It aims to contribute to a better understanding of the concept using an emergent research approach that combines complex systems thinking with critical social science perspectives. Drawing on a systematic review of recent global adaptation literature and a multi-scalar field research project in the Philippines from January 2021 to August 2022, the thesis is a compilation of three papers that interrogates the bifurcated and conflicting views on transformational adaptation and the ways to integrate them. The first paper rethinks the incremental-transformational change dichotomy and expands the analytical space with recent evidence of multiple types of transformation. The second paper evaluates the assumptions on large-scale change that underpin the academic discourse on transformational adaptation and reveals how framings and practices of transformation differ across scales in the case of the coconut sector in the Philippines. In the third paper, transformational adaptation is presented not as an outcome waiting to happen but as an ongoing socio-technical pathway situated in historical processes of change; as a result, different pathways of transformation interact, with some entanglements producing new uncertainties and maladaptive outcomes over time. Taken altogether, the research findings suggest that transformational adaptation might be far more inexorable and inescapable than is commonly thought, not all transformations are the same, and the goals and values that undergird their means and outcomes are far from neutral; hence, collective reflexivity and agency is key to know which transformations support more equitable, just, and thriving world agrifood systems. Future research and action should pay attention to adaptive transformations, referring to ongoing social-ecological changes in the deep leverage points—divorced from the ideological underpinnings of adaptation—that constitute the community and societal responses to and the outcomes of the intertwined climatic and non-climatic drivers of change. Faculty, REPS and Administrative Staff Development Program (FRASDP) of the University of the Philippines; University of the Philippines Los Baños Gender Center Research Grants Program; the Gelia Castillo Research in Community Engagements (RICE) Grant of the Philippine Sociological Society; and the University of Guelph Board of Graduate Studies Research Scholarship 2024-04-25
- Published
- 2023
24. Book review.
- Author
-
Hambly, Helen
- Subjects
- GENDER Planning & Development: Theory, Practice & Training (Book)
- Abstract
Reviews the book `Gender Planning and Development: Theory, Practice and Training,' by Caroline O.N. Moser.
- Published
- 1995
25. Towards Critical and Transformative Participatory Development in the Andes
- Author
-
Melrose, André, Hambly, Helen, and Sarapura, Silvia
- Subjects
Kamayoq ,Reflexivity ,Capacity ,Extension ,Peru ,Grounded Theory ,Andes ,Participatory ,Development ,Campesino ,Smallholder ,Decolonisation ,Transformative - Abstract
The purpose of this thesis is to explore, from an organisational standpoint, what is currently being done to improve participation and capacity development in rural projects within the Andes. The research is based in grounded theory and qualitative participatory methods. It was conducted through semi-structured interviews in Peru from November 1st, 2022, to November 30th, 2022. Two site visits were performed, including a field visit, and a workshop attendance. Results demonstrate a significant emphasis on decolonisation from international non-government organisations, with a lesser importance placed by local NGOs. Local development workers were more concerned about market protections and the over-arching extractive systemic post-colonial structure. Importantly, the researcher acknowledges his own positionality within the colonial structure and has done his best to promote the voices of the local and Indigenous populations. The study seeks to tell experiences of the local and Indigenous peoples, rather than prescribe a narrative or outside perspective.
- Published
- 2023
26. Building sustainable beekeeping capacity in sub-Saharan Africa: The Case of Malawi
- Author
-
Van Blyderveen, William and Hambly, Helen
- Subjects
Beekeeping development ,capacity building ,beekeeping livelihoods ,Malawi beekeeping - Abstract
Beekeeping has a long history in Sub-Saharan Africa, including the nation of Malawi. However, limited peer reviewed literature is available on beekeeping livelihoods and constraints in Malawi. This study used key informant interviews, household surveys, focus group discussions, and observations to characterize beekeeping operational levels in Malawi, identify constraints, and provide suggestions for building capacity theorized from a Sustainable Livelihoods Approach perspective. The results identified clear differences in capitals between operational levels of independent small holders, commercial beekeepers, association/cooperative, and NGO beekeepers, emphasizing research should clearly identify the operational level. Furthermore, this study found independent Malawians building commercial beekeeping businesses, which is unacknowledged in existing policies and research. In the short-term, building human capital through training programs for all levels of beekeepers is recommended. With respect to enabling beekeeping livelihoods in Malawi, non-governmental organizations need to use an industry driven and participatory approach rather than be oriented to poverty relief. Social Sciences and Humanities Research Council (SSHRC) 2023-02-01
- Published
- 2022
27. An Exploration of Soil Health Extension in Ontario
- Author
-
Arseneau, Madeleine and Hambly, Helen
- Subjects
soil health ,soil health extension ,extension ,agriculture - Abstract
This thesis sets out to gain a better understanding of soil health extension in Ontario. This research can contribute to the enhancement of current soil health extension with the goal of improving adoption rates of farming practices. The objectives of this study are met through a qualitative interview process with ten farmer participants and four program coordinator participants. The primary conclusion from this research are that OMAFRA’s use of Knowledge Translation and Transfer (KTT) alone does not capture soil health extension in Ontario. Instead, the multitude of public and private organizations, along with OMAFRA, work in tandem to deliver training and knowledge to Ontario farmers. Further research is also needed into the development of knowledge and adoption for the wait and see group. There is however evidence of pluralism and decentralization within the system of organizations which needs to be addressed to ensure funding is being appropriately allocated. NSERC CREATE Climate Smart Soils
- Published
- 2022
28. Transforming Ourselves and Transforming Our Community: A Case Study of Learning Theory and Practice within Society of the Universal Learner in Bihar, India
- Author
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Cooper, Elisa and Hambly, Helen
- Subjects
organizations ,participatory action research ,learning ,non-government organizations ,India ,Bihar ,capacity development ,community-based organizations ,community development ,organizational learning ,system dynamics ,complex systems ,qualitative research ,complex adaptive systems - Abstract
This study used a participatory action research methodology organized around interviews and focus group discussions to examine the dynamics of learning within Society of the Universal Learner (SOUL), a community-based organization operating in Bihar, India. The study found that SOUL was already using a wide range of tools, strategies, and approaches to learn about complex questions related to rural education. The study participants had a strong understanding of system dynamics in relation to village-level education even though they did not explicitly use language and concepts from systems theory. This thesis concludes by presenting a framework that brings together systems thinking with SOUL’s practical experience and which can be used by organizations operating in resource-constrained settings to design or assess learning interventions. Shastri Indo-Canadian Institute 2022-06-30
- Published
- 2021
29. Ontario Guidance Teacher-Counsellors' Understanding of the Agri-Food Industry and Agricultural Careers
- Author
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Smyth, Paighton and Hambly, Helen
- Subjects
Guidance Teacher-Counsellors ,Guidance Counsellors ,Careers ,Agriculture ,Agricultural Careers - Abstract
This thesis is an investigation of Ontario guidance teacher-counsellors’ understanding of the agri-food industry and agricultural careers. In order to feed a global population of 9 billion by 2050, everyone needs to be aware of the career opportunities available in the agri-food industry. Guidance teacher-counsellors influence high school students’ career decisions. A study focused on Ontario was conducted using two online surveys to assess guidance teacher-counsellor’s understanding of the agri-food industry and agricultural careers. Guidance teacher-counselors in Ontario have few continuing education opportunities. They hold undergraduate degrees in different disciplines and teaching accreditations with some further accredited courses at the Masters level. Respondents indicated that they have limited knowledge about the agri-food industry but feel that this is a valuable career path for students to pursue. Continued education through conferences, reading materials, presentations and online courses is recommended. The education system and agricultural organizations can collaborate to support guidance teacher-counsellors.
- Published
- 2019
30. Facilitating Environmental Education and Capacity Development with children: Using the storytelling approach
- Author
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Garcia Hernandez, Manuel and Hambly, Helen
- Subjects
children ,storytelling ,environmental education ,non formal education ,capacity development ,facilitation tool ,GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries) - Abstract
This thesis is an investigation of how storytelling can be used as a facilitation tool to promote Environmental Education (EE) in formal, informal and non-formal education. It reviews the relevant literature. Key informant interviews were conducted with storytellers and educational specialists to discuss their experiences and perspectives about storytelling. Participants agreed that it is an effective tool to promote EE. Electronic surveys were sent to home-school parents, who reported that storytelling is a useful tool to promote EE and most topics they teach. A focus group to demonstrate how storytelling teaches about EE was developed to evaluate the perception and comments of children and opinions and suggestions of observers in charge of the children of the focus group. The results suggest that storytelling should be used more in schools and public spaces. The study concludes that storytelling should be promoted as an adequate powerful and easy-facilitation tool to develop EE. CONACYT MEXICO
- Published
- 2017
31. Improving communication between staff and disabled children in hospital wards: testing the feasibility of a training intervention developed through intervention mapping.
- Author
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Gumm R, Thomas E, Lloyd C, Hambly H, Tomlinson R, Logan S, and Morris C
- Abstract
Objective: To develop and test the feasibility of a novel parent-inspired training intervention for hospital ward staff to improve communication with disabled children when inpatients., Design: Training content and delivery strategies were informed by the iterative process of Intervention Mapping and developed in collaboration with parents of disabled children., Setting: UK University Hospital children's ward., Subjects: 80 medical, nursing, allied health professionals, clerical and housekeeping staff on a children's ward., Methods: Themes identified in previous qualitative research formed the basis of the training. Learning objectives included prioritising communication, cultivating empathy, improving knowledge and developing confidence. Participant feedback was used to refine content and delivery. Intervention documentation adheres to the Template for Intervention Description and Replication checklist., Results: Highlighting mandated National Health Service policies and involving the hospital Patient and Carer Experience Group facilitated management support for the training. Eighty staff participated in one of four 1-hour sessions. A paediatric registrar and nurse delivered sessions to mixed groups of staff. General feedback was very positive. The intervention, fully documented in a manual, includes videos of parent carers discussing hospital experiences, interactive tasks, small group discussion, personal reflection and intention planning. Generic and local resources were provided., Conclusion: It was feasible to deliver this new communication training to hospital ward staff and it was positively received. Early feedback was encouraging and indicates a commitment to behaviour change. Further piloting is required to establish the transferability of the intervention to other hospitals, followed by consideration of downstream markers to evaluate the effects on disabled children's inpatient experience. Organisational and cultural change is required to support individual behaviour change., Competing Interests: Competing interests: None declared.
- Published
- 2017
- Full Text
- View/download PDF
32. The effect of the Talking Diabetes consulting skills intervention on glycaemic control and quality of life in children with type 1 diabetes: cluster randomised controlled trial (DEPICTED study).
- Author
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Robling M, McNamara R, Bennert K, Butler CC, Channon S, Cohen D, Crowne E, Hambly H, Hawthorne K, Hood K, Longo M, Lowes L, Pickles T, Playle R, Rollnick S, Thomas-Jones E, and Gregory JW
- Subjects
- Adolescent, Attitude of Health Personnel, Caregivers psychology, Child, Child Welfare, Child, Preschool, Consumer Behavior, Continuity of Patient Care standards, Emotional Intelligence, Female, Glycated Hemoglobin analysis, Humans, Male, Outcome Assessment, Health Care, Professional-Patient Relations, Program Evaluation, Quality of Life, Continuity of Patient Care organization & administration, Diabetes Mellitus, Type 1 diagnosis, Diabetes Mellitus, Type 1 psychology, Diabetes Mellitus, Type 1 therapy, Health Personnel education, Health Personnel psychology, Health Personnel standards, Monitoring, Physiologic methods, Monitoring, Physiologic standards, Professional Competence standards, Teaching methods, Teaching organization & administration
- Abstract
Objective: To evaluate the effectiveness on glycaemic control of a training programme in consultation skills for paediatric diabetes teams., Design: Pragmatic cluster randomised controlled trial., Setting: 26 UK secondary and tertiary care paediatric diabetes services., Participants: 79 healthcare practitioners (13 teams) trained in the intervention (359 young people with type 1 diabetes aged 4-15 years and their main carers) and 13 teams allocated to the control group (334 children and their main carers)., Intervention: Talking Diabetes programme, which promotes shared agenda setting and guiding communication style, through flexible menu of consultation strategies to support patient led behaviour change., Main Outcome Measures: The primary outcome was glycated haemoglobin (HbA(1c)) level one year after training. Secondary outcomes were clinical measures (hypoglycaemic episodes, body mass index, insulin regimen), general and diabetes specific quality of life, self reported and proxy reported self care and enablement, perceptions of the diabetes team, self reported and carer reported importance of, and confidence in, undertaking diabetes self management measured over one year. Analysis was by intention to treat. An integrated process evaluation included audio recording a sample of 86 routine consultations to assess skills shortly after training (intervention group) and at one year follow-up (intervention and control group). Two key domains of skill assessment were use of the guiding communication style and shared agenda setting., Results: 660/693 patients (95.2%) provided blood samples at follow-up. Training diabetes care teams had no effect on HbA(1c) levels (intervention effect 0.01, 95% confidence interval -0.02 to 0.04, P=0.5), even after adjusting for age and sex of the participants. At follow-up, trained staff (n=29) were more capable than controls (n=29) in guiding (difference in means 1.14, P<0.001) and agenda setting (difference in proportions 0.45, 95% confidence interval 0.22 to 0.62). Although skills waned over time for the trained practitioners, the reduction was not significant for either guiding (difference in means -0.33, P=0.128) or use of agenda setting (difference in proportions -0.20, -0.42 to 0.05). 390 patients (56%) and 441 carers (64%) completed follow-up questionnaires. Some aspects of diabetes specific quality of life improved in controls: reduced problems with treatment barriers (mean difference -4.6, 95% confidence interval -8.5 to -0.6, P=0.03) and with treatment adherence (-3.1, -6.3 to -0.01, P=0.05). Short term ability to cope with diabetes increased in patients in intervention clinics (10.4, 0.5 to 20.4, P=0.04). Carers in the intervention arm reported greater excitement about clinic visits (1.9, 1.05 to 3.43, P=0.03) and improved continuity of care (0.2, 0.1 to 0.3, P=0.01)., Conclusions: Improving glycaemic control in children attending specialist diabetes clinics may not be possible through brief, team-wide training in consultation skills., Trial Registration: Current Controlled Trials ISRCTN61568050.
- Published
- 2012
- Full Text
- View/download PDF
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