Background Children with developmental language disorders (DLD) face ongoing challenges in language and communication, impacting their learning, literacy, social interactions, and emotional well-being. Speech and language therapy interventions have been shown to positively influence the language abilities and communication skills of children with DLD. However, these interventions are often not described in full detail, hindering effective implementation, replication, and the advancement of knowledge. Method We used the Template for Intervention Description and Replication (TIDieR) checklist and guide to describe the ENGAGE tool, which supports shared decision-making between parents and SLTs about communicative participation goals for children with DLD. The description was based on the development process, the ENGAGE user manual, and an interview study on its impact on SLT practice. Results We provided a detailed description of the ENGAGE intervention using the 12 items from the TIDieR checklist and guide, facilitating easier implementation and replication. Discussion Reflecting on our findings, we discussed the evolution of shared decision-making models, comparing Elwyn et al.'s (2012) model with the updated goal-based model by Elwyn & Vermunt (2020). The new model highlights the importance of collaborative goal setting in speech and language therapy. Our findings suggest that the ENGAGE tool aligns well with the latest theoretical advancements in shared decision-making.
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Het betrekken van het gezin en ouders in de logopedische behandeling wordt steeds belangrijker gevonden. Een vorm van betrokkenheid is het gezamenlijk opstellen van doelen voor de logopedische behandeling. Dit gaat niet altijd vanzelf; een logopedist kan sturend zijn en/of een ouder afwachtend omdat niet duidelijk is welke rol/inbreng wordt verwacht. Keuzetools, zoals de tool ENGAGE, hebben als doel de logopedist en ouders van kinderen met TOS te ondersteunen in het gezamenlijk opstellen van doelen. In evaluatiegesprekken met logopedisten die ENGAGE hebben gebruikt werd een positief effect op de samenwerking met ouders genoemd. In deze studie is via interviews met logopedisten nagegaan wat de verandering in de samenwerking inhield, en hoe en wanneer deze verandering plaatsvond. Uit de analyse van de interviews komen verschillende contextfactoren, mechanismen en uitkomsten naar voren die door logopedisten gelinkt worden aan ouderbetrokkenheid. Er lijken drie effecten te zijn die bijdragen aan de ervaren positieve samenwerking: 1) een open en luisterende houding van de logopedist en hierdoor een grotere inbreng van ouders in het gesprek, 2) meer uitwisseling en kennis en hierdoor meer wederzijds begrip tussen logopedist en ouders en passende en relevante doelstellingen en 3) het proces van gezamenlijk opstellen van doelen en hierdoor meer ervaren ouderbetrokkenheid.
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In Leading to engage Karolien Dons explores the ways in which musicians and elderly participants of a collaborative music activity experience and contribute to the sense of inclusion. Through qualitative research strategies involving a theory-generating ethnographic exploration of existing practices and a theory-validating case study of one practice, it aims to provide a description and understanding of the phenomenon from the perspective of the diverse participants.
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Through artistic explorations of salt marshes in Scotland, England and the Netherlands, Linde Ex developed the concepts “Land-shapes” and “Sooth-scapes” as ways of observing and approaching these often considered underwhelming landscapes.“Land-shapes” and “Sooth-scapes” informed a series of artistic methods that engage with the challenges of these important but undervalued landscapes. The methods in their turn enriched the concepts. This process attempts to bring forth valuable and caring relations with actors and processes in these landscapes.
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Extended research proposal for the purpose of PhD study route at Guildhall School of Music and Drama, London (part-‐time)
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Introduction: Individuals working in the field of veterinary care are regularly affected by their profession. High levels of responsibility to often provide life-saving health care to animals combined with having to manage owners' expectations and irregular working hours can cause considerable levels of work-related stress among professionals in equine veterinary practice. On the positive side, research also shows that working in the veterinary profession can have a positive impact on personal wellbeing and feelings of fulfillment. A limited number of studies has investigated work satisfaction and engagement among veterinarians across the globe, and none specifically in the equine veterinary work field. The aim of the current study was to identify relevant predictors of employee engagement and work satisfaction in relation to demographic and work environment related factors in the equine veterinary profession. Methods: A cross-sectional study design was used to investigate work satisfaction and employee engagement among equine veterinary professionals from the UK, the US and the Netherlands using an online survey. Results: Results suggest that levels of work engagement and satisfaction in the veterinary profession may be gauged using four factors. These factors encompass Pride and purpose (the extent to which personal core values align with the mission of the employer, i.e., the veterinary practice), Company culture and relationship with management (the manner in which staff members interact with each other and the management), Working conditions and compensation (formal employment conditions relating to responsibilities and rewards and levels of collegiality) and Team culture and learning possibilities (encouragement to pursue personal and professional growth). Discussion: Findings underline the importance of being particularly mindful of inexperienced colleagues, those with demanding family commitments and, where feasible, of providing employees with a modicum of autonomy in order to ensure a satisfied equine veterinary workforce.
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Children with Language Impairments (LI) have difficulties understanding and using language. Due to their language problems, LI children experience difficulties in communication in all aspects of life. They are at risk of behavioural problems, emotional and psychosocial difficulties, and they perform poorly in school. In the Dutch educational and therapeutic setting, the Dutch construct “communicatieve redzaamheid” (CR) is used to describe communication problems. CR can be loosely translated to English as communicative participation, competence or functioning. CR is used to describe the activity limitations and participation restrictions a LI child experiences. It determines whether a child is eligible for educational support. Also, the description of problems in CR is used to set treatment goals on the ICF component of participation. Consensus on what CR is and how it can be described is lacking. This hinders communication between professionals and parents about the child’s diagnosis and treatment. This study aims to reach consensus between professionals working with LI children and their parents about the construct and operationalization of CR, using a Delphi Study. This poster shows the first two steps of the conducted Delphi Study.
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The value which research brings to health and wellbeing is unquestioned. Without it, progress in diagnosis, treatment and care would probably cease and the service offered to patients and clients would deteriorate. Engaging student radiographers, and radiographers who are early in their careers, with the research agenda is important as it is this group of people particularly who could go on to make meaningful career-long contributions to the radiographic knowledge base and clinical practice advancements. The radiography profession continues to suffer from a lack of engagement in research and because of this, in 2012, a multi-national collaboration was established to create a residential summer school in order to provide a real research experience to inspire participants to value research and/or carry out research as part of their career. The summer school is called OPTIMAX and it is primarily aimed at BSc student radiographers. MSc students and newly qualified radiographers are welcome to participate; also, university tutors are also welcome too as they can gain greatly from it. For doctoral (e.g. PhD) qualified radiographers, attending OPTIMAX could be a good steppingstone in a post-doctoral career as it offers a good experience in team working in research. It is worth remembering that a doctoral qualification is solely intended to develop research abilities and the research career should start on the day the doctoral qualification is acquired. Sadly, for many individuals within radiography, the day the doctoral qualification is attained is the day research stops. OPTIMAX therefore offers an opportunity to a wide range of people, to inspire and help them gain skills, confidence and insight into how research can be conducted in teams and disseminated for the benefit of others.
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