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Profound Learning (PL) can result from online interactions that support practices for deep, lifelong learning. Distance educators can initiate, facilitate, and maintain PL by encouraging thoughtful rather than superficial learning using Universal Design for Learning (UDL). The inclusive nature of UDL provides multiple mechanisms to find that deeper meaning. In this article, concepts and practices drawn from Profound Learning Theory are integrated into UDL guidelines and connected to distance learning to support the development of deep, meaningful, and robust online learning.

This article explores how novice researchers develop a scholarly identity as they cross geographic, cultural, institutional, identity, and methodological borders throughout their studies, experiencing insider, outsider, and in-betweener positions. It hypothesizes that researchers become more culturally proficient through their fieldwork and self-study. The autoethnographic narratives address the social justice issues encountered by two early career researchers who increased their cultural proficiency and self-awareness as they moved across multiple cultural contexts. By shifting back and forth between insider, outsider, and in-betweener, the researchers became more culturally proficient, developed their voices as researchers, and practiced inclusivity by amplifying marginalized voices. Their self-reflective analysis of autoethnographic writing speaks to early career and graduate qualitative researchers who must recognize their positionality and their placement on the cultural proficiency continuum to be effective scholars in cross-cultural research.

Research poetry, valuable for its poignancy and creativity in analysing and presenting data, can enhance comprehension of research content, move political policy by drawing on readers’ emotional co...

Background: To date, there appears to be no evidence on the longer-term impacts caused by COVID-19 and its related public health restrictions on some of the most vulnerable in our societies. The aim of this research was to explore the change in impact of COVID-19 public health measures on the mental wellbeing of people living with dementia (PLWD) and unpaid carers. Method: Semi-structured, follow-up telephone interviews were conducted with PLWD and unpaid carers between June and July 2020. Participants were asked about their experiences of accessing social support services during the pandemic, and the impact of restrictions on their daily lives. Results: 20 interviews were conducted and thematically analyzed, which produced 3 primary themes concerning emotional responses and impact to mental health and wellbeing during the course of the pandemic: 1) Impact on mental health during lockdown, 2) Changes to mental health following easing of public health, and 3) The long-term effect of public health measures. Conclusions: The findings from this research shed light on the longer-term psychological impacts of the UK Government’s public health measures on PLWD and their carers. The loss of social support services was key in impacting this cohort mentally and emotionally, displaying a need for better psychological support, for both carers and PLWD.

OBJECTIVES: The aim of this national survey was to explore the impact of COVID-19 public health measures on access to social support services and the effects of closures of services on the mental well-being of older people and those affected by dementia. METHODS: A UK-wide online and telephone survey was conducted with older adults, people with dementia, and carers between April and May 2020.The survey captured demographic and postcode data, social support service usage before and after COVID-19 public health measures, current quality of life, depression, and anxiety. Multiple linear regression analysis was used to explore the relationship between social support service variations and anxiety and well-being. RESULTS: 569 participants completed the survey (61 people with dementia, 285 unpaid carers, and 223 older adults). Paired samples t-tests and X2 -tests showed that the mean hour of weekly social support service usage and the number of people having accessed various services was significantly reduced post COVID-19. Multiple regression analyses showed that higher variations in social support service hours significantly predicted increased levels of anxiety in people with dementia and older adults, and lower levels of mental well-being in unpaid carers and older adults. CONCLUSIONS: Being unable to access social support services due to COVID contributed to worse quality of life and anxiety in those affected by dementia and older adults across the UK. Social support services need to be enabled to continue providing support in adapted formats, especially in light of continued public health restrictions for the foreseeable future. This article is protected by copyright. All rights reserved.

Objectives To explore the different factors of resilience for people living with dementia and unpaid carers, in response to sudden changes in care and lifestyle during the COVID-19 pandemic. Methods Unpaid carers and people living with dementia were offered telephone interviews in April 2020 to discuss their experiences since the COVID-19 pandemic. Participants were asked about the benefits and challenges of accessing dementia support, as well as coping, symptoms, strategies and impacts. Each transcript was analysed using inductive and deductive thematic analysis by two researchers. Findings Semi-structured interviews from 50 participants ( n = 42 unpaid carers and n = 8 people living with dementia) reported protective and risk factors of resilience concerning (1) communication, (2) adaptations, (3) support networks and (4) lifestyle factors and coping mechanisms. Conclusions Resilience factors considered both organisational factors for external support, along with individual coping mechanisms. Organisations and social support services should consider resilience factors in future service planning, to better support people living with dementia, or caring someone living with dementia, during times of great stress. The ecological model of resilience established from this research refers to resilience during times of unexpected change in the COVID-19 pandemic; however, it could be considered relevant in other periods of high stress within this cohort.

OBJECTIVES: Little is known about how community services and institutional care settings have adapted to providing support since the COVID-19 pandemic. The aim was to explore how these care services have adapted during the pandemic in the UK and are providing care to people living with dementia (PLWD) and carers. METHOD: Semi-structured telephone interviews were conducted in June and July 2020 with 16 purposefully sampled unpaid dementia carers. Participants were asked about their experiences of accessing care services since the lockdown, and whether they were beneficial, if accessed at all. RESULTS: Three themes were identified: (1) Impacts of no activities; (2) Difficulties accessing care during the pandemic; (3) Remote vs. face-to-face support. Loss of access to previously enjoyed activities and having had to shield for many PLWD is suggested to have led to severe physical and cognitive deteriorations, advancing the dementia. Where remote support was available, this was helpful to some, but did not replace the benefits of face-to-face support. Where PLWD were residing in a care home, carers had very limited remote access. CONCLUSIONS: This is the first study to explore the impact on carers both from a community and institutionalised care angle. Few care services have adapted to providing remote support. With the vaccine taking time to be accessible to everyone, it is vital for organisations to work closely with carers and PLWD to adapt services to provide much needed support.

Introduction: The Promoting Activity, Independence and Stability in Early Dementia (PrAISED) is delivering an exercise programme for people with dementia. The Lincolnshire partnership National Health Service (NHS) foundation Trust successfully delivered PrAISED through a video-calling platform during the Coronavirus Disease 2019 (COVID-19) pandemic. Methods: This qualitative case-study aimed to identify participants that video delivery worked for, to highlight its benefits and its challenges. Interviews were conducted between May and August 2020 with five participants with dementia and their caregivers (n = 10), as well as five therapists from the Lincolnshire partnership NHS foundation Trust. The interviews were analysed through thematic analysis. Results: Video delivery worked best when participants had a supporting caregiver and when therapists showed enthusiasm and had an established rapport with the client. Benefits included time efficiency of sessions, enhancing participants’ motivation, caregivers’ dementia awareness, and therapists’ creativity. Limitations included users’ poor IT skills and resources. Discussion: The COVID-19 pandemic required innovative ways of delivering rehabilitation. This study supports that people with dementia can use tele-rehabilitation, but success is reliant on having a caregiver and an enthusiastic and known therapist.

BackgroundThe COVID-19 pandemic has had a major impact on delivery of social support services. This might be expected to particularly affect older adults and people living with dementia (PLWD), and to reduce their well-being.AimsTo explore how social support service use by older adults, carers and PLWD, and their mental well-being changed over the first 3 months since the pandemic outbreak.MethodsUnpaid dementia carers, PLWD and older adults took part in a longitudinal online or telephone survey collected between April and May 2020, and at two subsequent timepoints 6 and 12 weeks after baseline. Participants were asked about their social support service usage in a typical week prior to the pandemic (at baseline), and in the past week at each of the three timepoints. They also completed measures of levels of depression, anxiety and mental well-being.Results377 participants had complete data at all three timepoints. Social support service usage dropped shortly after lockdown measures were imposed at timepoint 1 (T1), to then increase again by T3. The access to paid care was least affected by COVID-19. Cases of anxiety dropped significantly across the study period, while cases of depression rose. Well-being increased significantly for older adults and PLWD from T1 to T3.ConclusionsAccess to social support services has been significantly affected by the pandemic, which is starting to recover slowly. With mental well-being differently affected across groups, support needs to be put in place to maintain better well-being across those vulnerable groups during the ongoing pandemic.

Education is widely recognised as a key factor in improving social mobility and improving life chances. Therefore, this is fundamental to UK education policy which aims to improve outcomes for all children, particularly those from disadvantaged backgrounds. As a result of expansion of the European Union over the past decade, there has been an increase in the number of Central and Eastern European Roma families settling the United Kingdom. Together with indigenous Gypsies and Travellers, Roma families remain some of the most marginalised and disadvantaged families in the UK, with Gypsy and Roma children having the poorest educational outcomes of all pupil groups. An inclusive educational philosophy underpins the UK educational system, however, there is a tension between current austerity measures and outcome driven education policy and the principles of inclusive practice. Whilst there are examples of good practice and inclusive educational experiences for Roma children, some barriers and exclusions are also evident.

Background The lockdown imposed in the UK on the 23rd of March and associated public health measures of social distancing are likely to have had a great impact on care provision. The aim of this study was to explore the decision-making processes of continued paid home care support for dementia in the time of COVID-19. Methods Unpaid carers caring for a person living with dementia (PLWD) who were accessing paid home care before COVID-19 and residing in the UK were eligible to take part. Participants were interviewed over the phone and asked about their experiences of using paid home care services before and since COVID-19, and their decision-making processes of accessing paid home care since the outbreak and public health restrictions. Results Fifteen unpaid carers, who were also accessing paid care support for the PLWD before COVID-19, were included in the analysis. Thematic analysis identified three overarching themes: (1) Risk; (2) Making difficult choices and risk management; and (3) Implications for unpaid carers. Many unpaid carers decided to discontinue paid carers entering the home due to the risk of infection, resulting in unpaid carers having to pick up the care hours to support the person living with dementia. Conclusions This is the first study to report on the impact of COVID-19 on paid home care changes in dementia. Findings raise implications for providing better Personal Protective Equipment for paid carers, and to support unpaid carers better in their roles, with the pandemic likely to stay in place for the foreseeable future.

Carol Rogers-Shaw:What led to your interest in digital learning and learning differences? Mary Ann Wolf:In my first year as an educator, I taught 27 fifth graders of whom 9 had an Individual Educat...

Aim/Purpose: The purpose of this research is to explore and describe the role of care and socio-emotional learning in the first year of doctoral study. In particular, understanding the nature of the caring relationships doctoral students experience and their development of effective socio-emotional capacity are the primary foci of this study. It may provide institutions with data necessary to add specific supports to graduate orientation programs and/or introductory doctoral courses that will mitigate problems these beginning students face and lead to greater success and quality of life. Background: This study examines the caring relationships of students in two education doctoral programs using the features of socio-emotional learning (SEL), the ethics of care, and learning care to understand the effects of caring relationships on first year doctoral students and to explore how their subsequent use of socio-emotional skills impacts success and quality of life. Methodology: The study used a phenomenological methodology focusing on the initial experiences of returning adult doctoral students in the field of education during the first semester of their studies. A total of seven students from two different cohorts of Ph. D. and Ed. D. programs were interviewed. A deductive process was subsequently pursued, applying the central concepts of care and socio-emotional learning to the data as categories, resulting in the findings of this study. Contribution: As the importance of care is often trivialized, particularly in the most advanced levels of education, it is important for doctoral programs to examine what can be done to enhance relationship-building in order to increase student success and quality of life. This study calls for more attention to care in doctoral study. Findings: Participant responses identified self-awareness as key to how they managed stress, maintained motivation and academic discipline, organized their time in order to accomplish tasks and meet responsibilities, and set goals. Participants attributed their academic discipline and ability to handle stress to perseverance, drive, and work ethic. These doctoral students were very conscious of the decisions they made and the reasons behind these decisions. In their discussion of the relationships that supported them throughout their study, they clearly identified emotions triggered by these relationships, and they discussed how those who cared for them helped them to recognize their own strengths and gain more self-confidence. The presence of caring was clear as participants’ reasons for engaging in doctoral study were often rooted in their care for others in their family and their caring about marginalized populations in society. Recommendations for Practitioners: Examining the nature of the care doctoral students receive and their development of effective socio-emotional abilities may provide institutions with data necessary to add specific supports to graduate orientation programs and/or introductory doctoral courses that will mitigate problems these beginning students face, leading to future success. Recommendation for Researchers: While most research and instruction involving socio-emotional learning has focused on K-12 learners, this study investigates how the experiences of doctoral students reflect the importance of addressing the emotional side of learning at all levels of education. Despite the plethora of extant literature concerning doctoral student experiences related to socialization, the significance of socio-emotional learning, and the importance of care as a facilitator of learning, there are gaps in the literature connecting doctoral students in the first stages of their studies to affective learning. This study will fill that gap and opens the door to future qualitative studies, elaborating the lived experiences of caring relationships and socio-emotional learning. Additionally, these initial qualitative studies provide direction to quantitative researchers looking for ways to measure these concepts. Impact on Society: Elements of care, especially as they relate to socio-emotional learning correlate strongly with successful outcomes in educational contexts. To the extent that doctoral students and doctoral programs experience greater success and increased satisfaction and quality of life, this research will have significant societal impact. Future Research: As a qualitative study using inductive and deductive approaches, it is important for future research to translate the themes and concepts of this study into measurable, quantifiable, and replicable units. This translation will facilitate the generalizability of our findings. The application of the concepts of care and socio-emotional learning to first year doctoral students opens the door to additional qualitative approaches as well, which will greatly increase our understanding of what these concepts mean as they are lived-out.

"Adult education assists immigrants in learning about and adjusting to a new culture, facing the difficulties of learning a new language, securing housing, and gaining employment " This special issue addresses national and international immigration and implications for adult education practice Adult education will continue its historical commitment to immigrants, refugees, and asylum seekers and provision of citizenship education [Extracted from the article] Copyright of Adult Learning is the property of Sage Publications Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )

For several decades, the history of interdisciplinary education and the development of AGHE initiatives have been closely linked. The need to educate colleagues on methods and benefits of interdisciplinary/ interprofessional cooperation toward service and research of aging has never waned. In this presentation we (a) highlight how AGHE has performed as a potent incubator for progress in this area and (b) use a few examples to illustrate how notable resulting efforts have improved geriatric care. For example, early and significant infusion of federal funds for gerontology training programs supported multi-disciplinary university-based centers, the Veterans Health Administration created interprofessional geriatric training programs, foundations such as John A. Hartford and Josiah Macy founded team training and interprofessional education programs, and the Health Resources and Services Administration funded Geriatric Education Centers and Geriatric Workforce Enhancement Programs. Efforts to advance interdisciplinary/interprofessional education have been fruitful and AGHE’s role as an incubator continues to evolve.

Adapting to Health Change, a 2-hour aging sensitivity simulation to increase student sensitivity to age-related changes, was delivered to 148 health professions students in March 2020. Five small group stations (hearing loss, neuropathy and dexterity, vision loss and medication management, language and cognitive impairment, and mobility and balance) were facilitated by older adult volunteers and interdisciplinary faculty. Students completed (pre-post) Aging IQ Quiz, Aging Attitudes Assessment, Inter-professional Attitudes Scale (IPAS) Teamwork, Roles, and Responsibilities and Interprofessional Biases subscales, and an overall satisfaction rating. There was a statistically significant but small change in perceived knowledge of aging (mean Aging IQ score changed -0.025 points, p = 0.03). We also found a post-training increase in negative bias (mean Aging Attitudes Assessment score changed +2.68 points, p = 0.0001). While there was no change in attitudes about interprofessional education, this wasattributed to high baseline scores, suggesting students already valued interprofessional interactions. Multiple high satisfaction scores were encouraging. Ninety-four percent agreed that the simulation increased their understanding of age-related changes, while 97% indicated facilitators provided useful insights into the experiences of aging. A high majority (89%) felt they would be better health care providers for older patients than they would have been without the experience. This exercise to increase student empathy about age-related disabilities was well received, but did not achieve the usual intended aims. Simulation content should “re-aim” beyond empathy to teach new knowledge, highlight positive aspects of aging and professional care provision, and reinforce interprofessional roles toward wellness for older adults.

Universal Design for Learning (UDL) is a framework for the teaching–learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners’ needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

There are an estimated 300,000 Romany Gypsies and Travellers resident in Britain. Policy enactments and a decline in stopping places have impacted these ethnic minorities’ cultural tradition of nomadism, leading to significant socioeconomic challenges and rapid cultural change in recent decades. Additionally, Gypsies and Travellers face significant health inequalities, including a reduced life expectancy of between 10–12 years compared to ‘mainstream’ populations. Further, considerably higher levels of suicide, maternal and infant mortality, miscarriage and stillbirth are reported. Membership of close-knit and large extended families means that bereavement experiences are common from an early age. Unresolved grief from multiple bereavements can have long-term health implications, including depression, anxiety, and increases in risk-taking behaviours such as alcohol and substance misuse. This paper presents a narrative review of the literature illustrated by quotes from a from a recently completed study that examines the bereavement support needs of Gypsies and Travellers and best practice for organisations seeking to support these ‘hard to reach’ populations.

Older adults diagnosed with cognitive impairment (CI) who live at home are at high risk for FE due to dependence on caregivers and diminishing cognitive and financial capacities. Health care providers are mandated reporters for elder abuse, that includes financial exploitation (FE), one of the seven types of older adult maltreatments. Twenty Home Health Care Nurses (HHRN) of older adults in Oklahoma were interviewed to discover their understanding and experiences with FE. Transcripts were analyzed by conventional content analysis. Line-by-line codes were generated inductively and codes were grouped into categories and themes until data saturation was reached. Five themes emerged: Red Flags, Familiar Offenders, Dire Consequences, Barriers/Facilitators, Doing Better. Conclusions: HHRNs are an untapped resource to provide suggestions for improvements of FE detection/reporting of older adults with CI and to help formulate policies, procedures, strategies to improve coordination and communication among healthcare, law enforcement, and social service systems.

Background and Purpose: Mind-body practices that blend physical movement or postures with a focus on the breath and a meditative state to achieve deep states of relaxation have recently been characterized as a category of exercise called meditative movement and include practices such as Yoga, Tai Chi, and Qigong. Critical components of such practices have not been adequately assessed in research, leaving the fidelity of interventions in question; however, there is currently no set of relevant instruments. This article describes the development and preliminary validation of two subscales of the meditative movement inventory (MMI). Methods: Questionnaire items were generated with input from expert practitioners, and tested in the context of an intervention study (N 5 87) comparing Qigong/Tai Chi Easy (QG/TCE) to sham Qigong (SQG). Results: Principal components analysis produced three substantively meaningful factors: breath focus (BF; e.g., "I was using my breathing to go into a relaxed state"; five items, a 5 .86), meditative connection (MC; e.g., "I was connected to something greater than myself"; four items, a 5 .90), and flowing motion (FM; e.g., "I moved in relaxed, fluid movements"; two items, a 5 .61, dropped from further analysis). Confirmatory factor analyses of the first two factors (BF and MC) to examine item reliabilities fit the data well providing positive results for construct composition and item reliabilities. Conclusions: The BF and MC subscales demonstrated initial strong properties for assessing the presence and strength of these factors in meditative movement intervention studies, whereas additional work is needed to further develop the FM subscale.Keywords: meditation; breathing practice; mind-body; measurement; Qigong; Tai ChiMind-body practices that blend (a) physical movement or postures, (b) a focus on the breath, and (c) meditative states to achieve deep states of relaxation have been recently characterized as "meditative movement" (Larkey, Jahnke, Etnier, & Gonzalez, 2009). Meditative movement may include, but is not limited to, familiar forms such as Yoga, Tai Chi, Qigong, and other less familiar forms such as Sign-Chi-Do, neuromuscular integrative action, and eurythmy (Borik, 2004; Kitchner-Bockholt, 1992; Rosas & Rosas, 2005; Steiner & Wegman, 2003).One of the emergent challenges identified in synthesizing the growing body of research on meditative movement is that the active "ingredients" of the practices have neither been adequately defined nor consistently measured to assure that interventions are delivered and practiced with fidelity (Larkey et al., 2009). In particular, validation that participants are applying the core elements of breath focus and meditative practice while performing postures or movements as an intervention fidelity check has rarely been examined nor are there self-report instruments available to measure these factors. The purpose of this article is to report on the development and preliminary validation of a scale designed to assess perceptions of meditative state, focus on the breath, and type of movement associated with meditative movement practices, the meditative movement inventory (MMI).BACKGROUND AND CONCEPTUAL FRAMEWORKThe interplay of mind-body theoretical concepts and physical activity has increased in popularity and use since the 1990s, and exercise based on the mind-body connection makes up 30% of the exercise programs in fitness centers in the United States (La Forge, 2005; Larkey et al., 2009). Along with the rapid adoption of these practices, research specifically examining the effects of Tai Chi, Qigong, and other meditative movement practices has extensively proliferated in the past decade. For example, a recent review of published research regarding the health benefits of Tai Chi and Qigong documented 66 randomized controlled trials since the late 1980s (Jahnke, Larkey, Rogers, Lin, & Etnier, 2010), identifying a large number of physiological and psychological outcomes related to these practices. …

The focus of this article is on the transition of late preterm infants from hospital to home. The current state of literature related to mortality, morbidities, emergency department visits, and rehospitalization underscores the vulnerability of late preterm infants following discharge from hospital. Universal provision of postpartum care to late preterm infants is viewed as an environmental support intended to facilitate transition of these vulnerable infants from hospital to home. Gaps in provision of postpartum care of late preterm infants are situated within the discussion of guidelines and models of postpartum care (home vs clinic) of late preterm infants.