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Available. Open Access. Open Access
Article
Publication date: 25 January 2010

Christopher Gibbins, Margaret D. Weiss, David W. Goodman, Paul S. Hodgkins, Jeanne M. Landgraf and Stephen V. Faraone

This is the first study to evaluate ADHD-hyperactive/impulsive subtype in a large clinical sample of adults with ADHD. The Quality of Life, Effectiveness, Safety and Tolerability…

2009

Abstract

This is the first study to evaluate ADHD-hyperactive/impulsive subtype in a large clinical sample of adults with ADHD. The Quality of Life, Effectiveness, Safety and Tolerability (QuEST) study included 725 adults who received clinician diagnoses of any ADHD sub-type. Cross-sectional baseline data from 691 patients diagnosed with the hyperactive/impulsive (HI), inattentive (IA) and combined sub-types were used to compare the groups on the clinician administered ADHD-RS, clinical features and health-related quality of life. A consistent pattern of differences was found between the ADHD-I and combined subtypes, with the combined subtype being more likely to be diagnosed in childhood, more severe symptom severity and lower HRQL. Twenty-three patients out of the total sample of 691 patients (3%) received a clinician diagnosis of ADHD -hyperactive/impulsive subtype. Review of the ratings on the ADHD-RS-IV demonstrated, however, that this group had ratings of inattention comparable to the inattentive group. There were no significant differences found between the ADHD-HI and the other subtypes in symptom severity, functioning or quality of life. The hyperactive/impulsive subtype group identified by clinicians in this study was not significantly different from the rest of the sample. By contrast, significant differences were found between the inattentive and combined types. This suggests that in adults, hyperactivity declines and inattention remains significant, making the hyperactive/impulsive sub-type as defined by childhood criteria a very rare condition and raising questions as to the validity of the HI subtype in adults.

Details

Mental Illness, vol. 2 no. 1
Type: Research Article
ISSN: 2036-7465

Keywords

Available. Open Access. Open Access

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 9 no. 2
Type: Research Article
ISSN: 2077-5504

Available. Open Access. Open Access
Article
Publication date: 15 August 2016

Mary Margaret Fonow, Judith A. Cook, Richard S. Goldsand and Jane K. Burke-Miller

We explored the potential of the Feldenkrais Method of somatic education as a tool for enhancing mindfulness, body awareness, and perceptions of transformational leadership…

208

Abstract

We explored the potential of the Feldenkrais Method of somatic education as a tool for enhancing mindfulness, body awareness, and perceptions of transformational leadership capacities among college students. The intervention consisted of thirty-two, 1.25-hour long group sessions taught by a certified Feldenkrais instructor twice weekly to 21 undergraduates in the School of Film, Dance and Theatre of a southwestern state university. Students also were required to keep a journal in which they reflected on how they felt prior to and after each class, and then recorded three additional entries during the week with observations about their experiences with thinking, sensing, feeling, and moving. Repeated measures analysis of covariance (ANCOVA) was conducted to assess changes in levels of mindfulness, body awareness, and perceived leadership capacities using standardized scales administered at study baseline, midterm, and end of term. Over the semester, students evidenced significantly greater mindfulness, body awareness, and a domain of transformational leadership measuring empathy, controlling for their level of stress at the time of final exams. To meet the needs of today’s college students, our results suggest that the Feldenkrais Method shows promise as an intervention to promote mindfulness, body awareness, and empathic leadership.

Details

Journal of Leadership Education, vol. 15 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2016

Lori G. Boyland, Jeff Swensson, John G. Ellis, Lauren L. Coleman and Margaret I. Boyland

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide…

280

Abstract

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender, bisexual, and questioning (LGBTQ) students. Research reveals that LGBTQ students experience high rates of discrimination, bullying, and physical assault due to their sexual orientation or gender expression. This Application Brief describes how faculty members at a Midwest university developed curriculum and pedagogy for their principal preparation program with the goal of promoting the knowledge and skills that future school leaders need to provide effective leadership for protection, acceptance, and affirmation of LGBTQ students.

Details

Journal of Leadership Education, vol. 15 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Book part
Publication date: 5 February 2019

Johanna L. H. Birkland

Abstract

Details

Gerontechnology
Type: Book
ISBN: 978-1-78743-292-5

Available. Open Access. Open Access
Article
Publication date: 1 June 2014

David M. Palfreyman

118

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 1
Type: Research Article
ISSN: 2077-5504

Available. Open Access. Open Access
Article
Publication date: 15 October 2022

Candace D. Bloomquist and Leah Georges

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership…

668

Abstract

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.

Details

Journal of Leadership Education, vol. 21 no. 4
Type: Research Article
ISSN: 1552-9045

Keywords

Available. Open Access. Open Access

Abstract

Details

Sameness and Repetition in Contemporary Media Culture
Type: Book
ISBN: 978-1-80455-955-0

Available. Open Access. Open Access
Article
Publication date: 1 June 2013

Tess Goodliffe and David M. Palfreyman

500

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 10 no. 1
Type: Research Article
ISSN: 2077-5504

Available. Open Access. Open Access
Article
Publication date: 24 December 2024

Melissa Pepper and Karen Bullock

Neighbourhood Watch is a voluntary movement which brings people together with the aim of creating safer, stronger and more active communities. This paper aims to explore the…

109

Abstract

Purpose

Neighbourhood Watch is a voluntary movement which brings people together with the aim of creating safer, stronger and more active communities. This paper aims to explore the contemporary position of Neighbourhood Watch in the UK through three key themes: the focus of Neighbourhood Watch schemes and how this extends beyond crime; Neighbourhood Watch membership and efforts to expand this beyond traditional residential boundaries; and the operation of Neighbourhood Watch, with a particular focus on technology-enabled methods.

Design/methodology/approach

The paper draws on data generated through interviews with key stakeholders working in the field of Neighbourhood Watch (n = 7) and interviews (n = 7) and two focus groups with Watch volunteers (n = 5) in the United Kingdom (UK).

Findings

Findings highlight aspects of Neighbourhood Watch that have remained the same – most notably the initial “roots” of schemes which have always looked beyond crime to tackle issues of health and well-being. In addition, issues of scale and diversity continue to present challenges within membership. However, there have also been changes, in particular the use of technology and moves to a model which offers more flexibility in terms of Neighbourhood Watch membership.

Originality/value

Findings position contemporary Neighbourhood Watch as a responsive and adaptable model; however, they also highlight how this must operate alongside traditional face-to-face, in-person methods to achieve meaningful community engagement.

Details

Safer Communities, vol. 24 no. 2
Type: Research Article
ISSN: 1757-8043

Keywords

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