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Milbourn B. Letter to the Editor. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02435-5. [PMID: 38642114 DOI: 10.1007/s00787-024-02435-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/22/2024]
Affiliation(s)
- Ben Milbourn
- Curtin School of Allied Health-Curtin University, Bentley, Australia.
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Wong ML, Girdler S, Afsharnejad B, Ntoumanis N, Milbourn B, Kebble P, Morris S, Black MH. Motivation to participate in structured physical activity for autistic youth: A systematic scoping review. Autism 2024:13623613241240603. [PMID: 38576064 DOI: 10.1177/13623613241240603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/06/2024]
Abstract
LAY ABSTRACT Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences.
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Affiliation(s)
- Michelle L Wong
- Curtin School of Allied Health, Curtin University, Perth, Western Australia
- Curtin Autism Research Group, Curtin University, Perth, Western Australia
| | - Sonya Girdler
- Curtin School of Allied Health, Curtin University, Perth, Western Australia
- Curtin Autism Research Group, Curtin University, Perth, Western Australia
- Centre of Neurodevelopmental Disorders (KIND), Department of Women's and Children's Health, Centre for Psychiatry Research, Karolinska Institute and Region Stockholm, Sweden
| | - Bahareh Afsharnejad
- Curtin Autism Research Group, Curtin University, Perth, Western Australia
- Curtin School of Population Health, Curtin University, Perth, Western Australia
| | - Nikos Ntoumanis
- Danish Centre for Motivation and Behaviour Science, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Denmark
- Norwegian School of Sport Sciences, Oslo, Norway
| | - Ben Milbourn
- Curtin School of Allied Health, Curtin University, Perth, Western Australia
- Curtin Autism Research Group, Curtin University, Perth, Western Australia
| | - Paul Kebble
- Office of the Pro-Vice Chancellor, Health Sciences, Curitn University, Perth, Western Australia
| | - Susan Morris
- Curtin School of Allied Health, Curtin University, Perth, Western Australia
| | - Melissa H Black
- Curtin School of Allied Health, Curtin University, Perth, Western Australia
- Centre of Neurodevelopmental Disorders (KIND), Department of Women's and Children's Health, Centre for Psychiatry Research, Karolinska Institute and Region Stockholm, Sweden
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Whitehorne-Smith P, Martin R, Oshi D, Abel W, Milbourn B, Smith K, Burns S. A qualitative exploration of the health system responses to the screening and management of comorbid mental illness and chronic physical illness in Jamaica. PLoS One 2023; 18:e0290975. [PMID: 38096252 PMCID: PMC10721042 DOI: 10.1371/journal.pone.0290975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 08/20/2023] [Indexed: 12/17/2023] Open
Abstract
BACKGROUND People with comorbid mental illness (MI) and chronic physical illness (CPI) face a range of health and quality of life challenges. The appropriate screening and management of comorbid MI and CPI are crucial to improving outcomes for this population. Despite this, there is a dearth of research exploring the health system response to the screening and management of patients with these comorbidities in public primary care settings, in several jurisdictions including Jamaica. This study explored and described the attitudes, perspectives, experiences, and practices of policymakers, primary care physicians, psychiatrists, and mental health nurses regarding screening and management of comorbid MI and CPI. METHOD Twenty-nine participants representing policymakers, primary care physicians, psychiatrists, and mental health nurses took part in semi-structured interviews. Data was collected over the period April to November 2020 and subject to thematic analysis. RESULTS Three overarching themes emerged from the data related to: 1) Policies and Protocols; 2) Clinical Practice; and 3) Personnel. The interplay of these themes illustrated fragmentation and gaps between national policies and guidelines and clinical practice. The findings also identified factors related to personnel, including barriers that limit clinicians' abilities to adequately screen and manage this patient population. CONCLUSION There is a need for the continued development and revision of policies and protocols that support integrated care for patients with comorbid MI and CPI in primary care settings in Jamaica. Additionally, programs and strategies to improve clinicans knowledge, skills and access to resources are necessary to help them offer improved quality of care around screening and management for this patient population.
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Affiliation(s)
| | - Robyn Martin
- School of Global, Urban, and Social Studies, RMIT University, Melbourne, Australia
| | - Daniel Oshi
- Department of Community Health and Psychiatry, University of the West Indies, Kingston, Jamaica
| | - Wendel Abel
- Department of Community Health and Psychiatry, University of the West Indies, Kingston, Jamaica
| | - Ben Milbourn
- School of Allied Health, Curtin University, Bentley, Western Australia, Australia
| | - Kristen Smith
- Department of Community Health and Psychiatry, University of the West Indies, Kingston, Jamaica
| | - Sharyn Burns
- School of Public Health, Curtin University, Bentley, Western Australia, Australia
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Afsharnejad B, Milbourn B, Hayden-Evans M, Baker-Young E, Black MH, Thompson C, McGarry S, Grobler M, Clifford R, Zimmermann F, Kacic V, Hasking P, Bölte S, Romanos M, Machingura T, Girdler S. The efficacy of the "Talk-to-Me" suicide prevention and mental health education program for tertiary students: a crossover randomised control trial. Eur Child Adolesc Psychiatry 2023; 32:2477-2489. [PMID: 36194311 PMCID: PMC9531217 DOI: 10.1007/s00787-022-02094-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 09/23/2022] [Indexed: 12/02/2022]
Abstract
Despite suicide ideation being one of the most frequently reported health issues impacting tertiary students, there is a paucity of research evaluating the efficacy of preventive interventions aimed at improving mental health outcomes for students studying at two tertiary institutes. The current study evaluated the efficacy of the "Talk-to-Me" Mass Open Online Course (MOOC) in improving tertiary students' abilities to support the mental health of themselves and their peers via a randomised controlled trial design, comparing them to a waitlist control group. Overall, 129 tertiary students (M = 25.22 years, SD = 7.43; 80% female) undertaking a health science or education course at two Western Australian universities were randomly allocated to either "Talk-to-Me" (n = 66) or waitlist control (n = 63) groups. The participants' responses to suicidal statements (primary outcome), knowledge of mental health, generalised self-efficacy, coping skills, and overall utility of the program (secondary outcomes) were collected at three timepoints (baseline 10-weeks and 24-weeks from baseline). Assessment time and group interaction were explored using a random-effects regression model, examining changes in the primary and secondary outcomes. Intention-to-treat analysis (N = 129) at 10-weeks demonstrated a significant improvement in generalised self-efficacy for "Talk-to-Me" compared to the control group (ES = 0.36, p = .04), with only the "Talk-to-Me" participants reporting increased knowledge in responding to suicidal ideation (primary outcome). This change was sustained for 24 weeks. Findings provide preliminary evidence suggesting that the "Talk-to-Me" MOOC can effectively improve tertiary students' mental health and knowledge of how to support themselves and others in distress. ACTRN12619000630112, registered 18-03-2019, anzctr.org.au.
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Affiliation(s)
- Bahareh Afsharnejad
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Ben Milbourn
- School of Allied Health, Curtin University, Perth, WA, Australia.
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
- enAble Institute, Curtin University, Perth, WA, Australia.
| | - Maya Hayden-Evans
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | | | - Melissa H Black
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Craig Thompson
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Sarah McGarry
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Melissa Grobler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
| | - Frank Zimmermann
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Viktor Kacic
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Penelope Hasking
- enAble Institute, Curtin University, Perth, WA, Australia
- School of Population Health, Curtin University, Perth, WA, Australia
| | - Sven Bölte
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Marcel Romanos
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Würzburg, Würzburg, Germany
| | - Tawanda Machingura
- Faculty of Health Sciences & Medicine, Bond University, Queensland, Australia
| | - Sonya Girdler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet & Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden
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Jones M, Milbourn B, Falkmer M, Vinci B, Tan T, Bölte S, Girdler S. A Practical Framework for Delivering Strength-Based Technology Clubs for Autistic Adolescents. Autism Adulthood 2023; 5:356-365. [PMID: 38116053 PMCID: PMC10726186 DOI: 10.1089/aut.2022.0038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Autistic individuals experience poor vocational outcomes internationally. Transition planning and interventions during adolescence may assist in improving outcomes in adulthood. Strength-based technology clubs show promise in improving outcomes for autistic adolescents by developing skills specific to the Information and Communication Technology industry, and fostering positive traits, such as self-determination. Although strength-based technology clubs have been examined with autistic adolescents, to date, no framework has been proposed to underpin their design and delivery. In this conceptual analysis, we propose a practical framework for delivering strength-based technology clubs for autistic adolescents. The framework builds on work from a previous systematic review of qualitative research and a realist evaluation study of technology clubs for autistic adolescents, combined with theoretical understandings from three health models. The new framework comprised the components of interests, value, autonomy, and requirements, forming the acronym IVAR. Interests refer to strategies drawing on adolescents' areas of interest. Value represents a culture of valuing autistic adolescents as individuals for their unique strengths and skills. Autonomy refers to providing opportunities for adolescents to make decisions, and Requirements refers to aspects of the social and physical environment. Practical recommendations of the framework are discussed, including design and delivery of future strength-based technology clubs, facilitator training, and design activities. The proposed IVAR framework may be useful in guiding the development of strength-based technology clubs. Future research is needed to validate the feasibility and efficacy of the IVAR framework in underpinning the delivery of strength-based technology clubs to autistic adolescents.
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Affiliation(s)
- Matthew Jones
- Curtin School of Allied Health, Curtin University, Perth Western Australia
| | - Ben Milbourn
- Curtin School of Allied Health, Curtin University, Perth Western Australia
| | - Marita Falkmer
- Curtin School of Allied Health, Curtin University, Perth Western Australia
- School of Education and Communication, Swedish Institute for Disability Research, Jönköping University, Gjuterigatan, Sweden
| | - Bradley Vinci
- Curtin School of Allied Health, Curtin University, Perth Western Australia
| | - Tele Tan
- Curtin School of Allied Health, Curtin University, Perth Western Australia
- School of Mechanical Engineering, Faculty of Science and Engineering, Curtin University, Perth, Australia
| | - Sven Bölte
- Curtin School of Allied Health, Curtin University, Perth Western Australia
- Centre of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Sonya Girdler
- Curtin School of Allied Health, Curtin University, Perth Western Australia
- Centre of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden
- School of Allied, University of Western Australia
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Afsharnejad B, Milbourn B, Brown C, Clifford R, Foley KR, Logan A, Lund S, Machingura T, McAuliffe T, Mozolic-Staunton B, Sharp N, Hayden-Evans M, Baker Young E, Black M, Zimmermann F, Kacic V, Bölte S, Girdler S. Understanding the utility of "Talk-to-Me" an online suicide prevention program for Australian university students. Suicide Life Threat Behav 2023; 53:725-738. [PMID: 37526381 DOI: 10.1111/sltb.12978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 07/09/2023] [Accepted: 07/11/2023] [Indexed: 08/02/2023]
Abstract
BACKGROUND Australian university students are at risk of experiencing poor mental health, being vulnerable to self-harm and suicidal ideation. AIM "Talk-to-Me" is a suicide ideation prevention Massive open online course (MOOC) previously showing it can support Western Australian university students' knowledge of identifying and responding to suicide ideation in themselves and others. METHODS A multi-site one-group pre-test/post-test design with a 12-week follow-up explored the efficacy of "Talk-to-Me" for university students Australia-wide, evaluating the influence of COVID-19 and location. Overall, 217 students (55% female; mage = 24.93 years [18, 60]) enrolled in this study from 2020 to 2021. Participants' responses to suicidal statements, mental health literacy, generalized self-efficacy, help-seeking behavior, and overall utility of the program were collected at baseline, post-MOOC (10 weeks from baseline) and 12-week follow-up. The effect of time and location interaction was explored using a random-effects regression model. RESULTS Findings indicated significant improvement in participants' knowledge of positive mental health support strategies (ES = 0.42, p < 0.001) and recognizing appropriate responses to suicidal statements (ES = 0.37, p < 0.001) at 10-weeks, with further improvement at 12 weeks follow-up (ES = 0.47 and 0.46, p < 0.001). Students reported higher generalized self-efficacy at the 12-week follow-up compared to baseline (ES = 0.19, p = 0.03) and an increased tendency to seek professional help for mental health issues (ES = 0.22, p = 0.02). CONCLUSION These findings provide preliminary evidence of the efficacy of the "Talk-to-Me" program in supporting university students across Australia to increase their suicide-related knowledge and skills, general self-efficacy, and overall mental fitness.
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Affiliation(s)
- Bahareh Afsharnejad
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- enAble Institute, Curtin University, Perth, Western Australia, Australia
| | - Ben Milbourn
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- enAble Institute, Curtin University, Perth, Western Australia, Australia
| | - Cherylee Brown
- School of Allied Health, Faculty of Health Science, Australian Catholic University, Melbourne, Victoria, Australia
| | - Rhonda Clifford
- School of Allied Health/Social Work and Social Policy, University of Western Australia, Perth, Western Australia, Australia
| | - Kitty-Rose Foley
- Faculty of Health, Southern Cross University, Bilinga, Queensland, Australia
| | - Alexandra Logan
- School of Allied Health, Faculty of Health Science, Australian Catholic University, Melbourne, Victoria, Australia
| | - Stephan Lund
- Faculty of Health, Southern Cross University, Bilinga, Queensland, Australia
| | - Tawanda Machingura
- Faculty of Health Sciences & Medicine, Bond University, Robina, Queensland, Australia
| | - Tomomi McAuliffe
- School of Health and Rehabilitation Sciences, The University of Queensland, Saint Lucia, Queensland, Australia
| | - Beth Mozolic-Staunton
- Faculty of Health Sciences & Medicine, Bond University, Robina, Queensland, Australia
| | - Nicole Sharp
- School of Health Sciences, Western Sydney University, Sydney, New South Wales, Australia
| | - Maya Hayden-Evans
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
| | - Ellie Baker Young
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
| | - Melissa Black
- Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Frank Zimmermann
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Viktor Kacic
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Sven Bölte
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Sonya Girdler
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- enAble Institute, Curtin University, Perth, Western Australia, Australia
- Faculty of Health, Southern Cross University, Bilinga, Queensland, Australia
- Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
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D’Arcy E, Burnett T, Capstick E, Elder C, Slee O, Girdler S, scott M, Milbourn B. The Well-being and Support Needs of Australian Caregivers of Neurodiverse Children. J Autism Dev Disord 2023:10.1007/s10803-023-05910-1. [PMID: 36757543 PMCID: PMC9909132 DOI: 10.1007/s10803-023-05910-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/19/2023] [Indexed: 02/10/2023]
Abstract
Caregivers of children with neurodiverse needs are known to experience challenges and hardship due to the increased needs of the child and the lack of support available. This study aimed to explore the support needs and well-being of caregivers of children with neurodiverse needs in Australia. Sixty-six caregivers participated in an online survey asking questions about support needs. The results highlighted five main themes that caregivers commonly experienced including: barriers to community engagement, impact on close relationships, negative impact on mental health and identity, financial hardship, and identified support needs. Findings identified multiple unmet needs existing amongst caregivers and further emphasises the importance of addressing these needs to improve the quality of life of caregivers of children with neurodiverse needs.
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Affiliation(s)
- Emily D’Arcy
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Tayah Burnett
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Emily Capstick
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Catherine Elder
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Olivia Slee
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Sonya Girdler
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Melissa scott
- grid.1032.00000 0004 0375 4078Curtin Scool of Allied Health, Curtin University, 6102 Perth, Western Australia
| | - Ben Milbourn
- Curtin Scool of Allied Health, Curtin University, 6102, Perth, Western Australia.
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Smith H, Black MH, Thompson C, Falkmer M, Falkmer T, Girdler S, Milbourn B. Exploration of caregiver experiences of reported first signs of autism. Child Care Health Dev 2023. [PMID: 36633565 DOI: 10.1111/cch.13096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 11/07/2022] [Accepted: 12/18/2022] [Indexed: 01/13/2023]
Abstract
AIM This study explored caregiver-reported first signs of autism and caregiver experiences of reporting these signs to health professionals using a multiple methods approach. BACKGROUND Within the Australian context, children who have been diagnosed with autism represent a significant proportion of individuals requiring access to disability services. Due to the importance of accessing early intervention services to support future outcomes, it is vital that first signs are noticed, reported, and the diagnosis process begun as soon as possible. METHOD Phase 1 of the study included a secondary analysis of a survey of caregivers, while phase 2 consisted of focus groups of caregivers of children on the autism spectrum. RESULTS Survey data indicated that most children were aged 12-18 months when first signs were noticed, with first signs noticed earlier in females than males. Children were age 2-6 years when caregivers sought advice and received a diagnosis. Uncertainty and a lack of information often left caregivers feeling frustrated and under-supported when seeking advice and diagnosis. Despite first signs being recognised early by caregivers, barriers to information and seeking help and support resulted in significant delays in receiving a diagnosis. CONCLUSIONS The study provides valuable consideration of the caregiver perspective regarding reported first signs of autism and the additional challenges faced by caregivers living in regional and rural areas. By being more informed of what caregivers first notice, health professionals may also be able to provide better support and advice to caregivers in regard to access to diagnosis and early intervention services.
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Affiliation(s)
- Holly Smith
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Melissa H Black
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Craig Thompson
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Marita Falkmer
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Torbjorn Falkmer
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Sonya Girdler
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Ben Milbourn
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
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Jones M, Falkmer M, Milbourn B, Tan T, Bölte S, Girdler S. The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence. Rev J Autism Dev Disord 2022. [DOI: 10.1007/s40489-022-00302-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
AbstractStrength-based programs that incorporate technology have gained increasing popularity as an approach to improve outcomes for individuals with autism spectrum disorder (ASD). Despite this, the core elements of strength-based technology programs remain poorly described. This study aimed to identify the core elements of strength-based technology programs for youth with ASD through a systematic review of the literature. Electronic databases were searched for qualitative studies delivering strength-based technology-driven interventions to youth on the spectrum. Ten of the 874 studies identified met the criteria. Qualitative analysis revealed three core elements of strength-based technology programs for this population: mutual respect, demonstrating skills, and interests. The findings underpin the design of future strength-based technology programs for youth with ASD.
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Milbourn B, Black MH, Afsharnejad B, Snyman Z, Baker-Young E, Thompson C, McGarry S, Scott M, Clifford R, Zimmermann F, Kacic V, Hasking P, Romanos M, Bölte S, Girdler S. The "Talk-to-Me" MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial. Contemp Clin Trials 2021; 112:106645. [PMID: 34861409 DOI: 10.1016/j.cct.2021.106645] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 11/22/2021] [Accepted: 11/27/2021] [Indexed: 01/04/2023]
Abstract
INTRODUCTION Mental health problems are common among tertiary education students, with concerning levels of suicide ideation frequently observed in this population. There is a need for evidence-based mental health education and suicide prevention programs designed to meet the specific needs of these students. The "Talk-to-Me" Mass Open Online Course (MOOC) is a strengths-based mental health education program underpinned by a six-phase model for managing a suicidal crisis. METHODS To evaluate the efficacy of the "Talk-to-Me" MOOC in improving student knowledge of appropriate responses to suicide crisis via a randomised control trial (RCT) comparing tertiary education health science and education students attending the program to a waitlist control group. Overall, 170 will be screened and randomly allocated to either the "Talk-to-Me" MOOC or a waitlist control group, with data collection occurring at three-time points (baseline, 10-weeks and 24-weeks from baseline) over one year. The primary outcome will be participants' knowledge and responses to suicidal statements as measured by the Suicide Intervention Response Inventory. Secondary outcomes will be knowledge of mental health and coping skills as well as the overall utility of the program. CONCLUSIONS This pragmatic RCT will demonstrate the efficacy of the "Talk-to-Me" MOOC in improving the students' ability to respond to suicidal and mental health concerns compared to the waitlist group. This design will enable rigorous evaluation of the "Talk-to-Me" MOOC, contributing to a greater understanding of the online-delivered safe-paced suicide prevention programs for tertiary students. Australian New Zealand Clinical Trials Registry (ANZCTR): #12619000630112.
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Affiliation(s)
- Ben Milbourn
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Melissa H Black
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Bahareh Afsharnejad
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Zelma Snyman
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Ellie Baker-Young
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Craig Thompson
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Sarah McGarry
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Melissa Scott
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, Australia.
| | - Frank Zimmermann
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Germany
| | - Viktor Kacic
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Germany.
| | | | - Marcel Romanos
- University Hospital Würzburg, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Würzburg, Germany.
| | - Sven Bölte
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden; Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
| | - Sonya Girdler
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
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11
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Abstract
ABSTRCTBackground: Parents continue to support to autistic university students, and consequently, experience considerable stress.Aim: To explore the experiences of parents of specialist peer mentored university students and to examine these using the ICF as a theoretical framework.Method: Thirteen semi-structured interviews were completed and analyzed using thematic analysis. Directive content analysis linked the data to the ICF core set for autism spectrum disorders (ASD).Results: Five interrelated themes emerged: The mentoring relationship is a facilitator, Developing skills for university, Mentoring changes lives, Mentoring is not a substitute for other supports, and University is an emotional rollercoaster. Specialist peer mentoring was linked to Activity and Participation (44%) and Environmental factors (32%) of the ICF core set for ASD.Conclusion: These results add to the specialist peer mentoring evidence-base, and indicate perceived benefits for autistic university students and their parents. An unintended consequence was that parents broadened their participation in activities.
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Affiliation(s)
- C Thompson
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - B Milbourn
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - J L Taylor
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, USA
| | - T Falkmer
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Pain and Rehabilitation Centre, and Department of Medical and Health Sciences, Linköping University, Linköping, Sweden
| | - S Bölte
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Department of Women's and Children's Health, Center for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - K Evans
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Telethon Kids Institute, University of Western Australia, Perth, Western Australia, Australia
| | - S Girdler
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia
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12
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Jones M, Falkmer M, Milbourn B, Tan T, Bölte S, Girdler S. Identifying the Essential Components of Strength-based Technology Clubs for Adolescents with Autism Spectrum Disorder. Dev Neurorehabil 2021; 24:323-336. [PMID: 33684320 DOI: 10.1080/17518423.2021.1886192] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Background: Strength-based technology clubs for adolescents with autism spectrum disorder (ASD) have become increasingly popular; however, they remain poorly described in the literature. Before the impact and benefit of strength-based technology clubs can be measured, consistency in their design and delivery must be established. This study aimed to identify the essential components of strength-based technology clubs by exploring context, mechanisms, and outcomes of existing strength-based technology clubs.Method: Twenty-three adolescents with ASD (mean age 12.96 years, SD = 1.86, range = 10-18 years), 25 parents (mean age 46.08 years, SD = 8.27, range = 33-69 years), and 20 facilitators (mean age 27.93 years, SD = 6.55, range = 20-46 years) were purposively sampled from three established strength-based technology clubs. Data were obtained via ethnographic methods, including participant observations, interviews, and focus groups. Data analysis was underpinned by a realist evaluation, which provided the context-mechanism-outcome framework.Results: Data analysis revealed that strength-based technology clubs had four context themes (personal factors of adolescents, personal factors of facilitators, personal factors of parents, institution), three mechanism themes (activity design, strengths and abilities, environment), and three outcome themes (skill building, connection with others, emotion).Conclusion: The results highlighted the importance of understanding the personal context of adolescents, providing an individualized approach, leveraging individual interests, and modifying the environment to suit the individual. The findings contributed to defining a strength-based approach within ASD, and have demonstrated that positive outcomes can be achieved by focusing on strengths rather than deficits. Future ASD services can use the results as a framework for applying a strength-based approach. The efficacy of newly designed strength-based programs can then be tested.
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Affiliation(s)
- Matthew Jones
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia
| | - Marita Falkmer
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia.,School of Education and Communication, Swedish Institute for Disability Research, Jönköping University, Gjuterigatan, Sweden
| | - Ben Milbourn
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia
| | - Tele Tan
- School of Mechanical Engineering, Faculty of Science and Engineering, Curtin University, Perth, Australia
| | - Sven Bölte
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia.,Centre of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm, Sweden
| | - Sonya Girdler
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia.,Centre of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm, Sweden
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13
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Chen N, Miller S, Milbourn B, Black MH, Fordyce K, Van Der Watt G, Alach T, Masi A, Frost G, Tucker M, Eapen V, Girdler S. "The big wide world of school": Supporting children on the autism spectrum to successfully transition to primary school: Perspectives from parents and early intervention professionals. Scand J Child Adolesc Psychiatr Psychol 2020; 8:91-100. [PMID: 33520781 PMCID: PMC7685497 DOI: 10.21307/sjcapp-2020-009] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
Background: The transition to primary school is often a complex and uncertain time for autistic children and their families. Understanding how best to develop school readiness and support transition to primary school for autistic children is essential. School readiness and transition planning are influenced by a range of personal and contextual factors, and it is important to understand the perspectives of the various stakeholders involved in the transition process. Methods: A qualitative exploration employing focus groups and interviews was undertaken with early intervention (EI) staff (n = 45) and parents (n = 18) across Australia to understand their perspectives on school readiness and the transition to primary school. Results: Thematic analysis identified four emerging themes facilitating transition including: 1) building the child; 2) building the parents; 3) building the receiving school; and, 4) connecting the system. Conclusion: Findings highlight the need to consider school readiness and transition planning from a holistic perspective, ensuring clear, collaborative and ongoing communication between parents, teachers and EI staff, using a strength-based approach, and individualizing transition planning.
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Affiliation(s)
- Nigel Chen
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
| | - Scott Miller
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Autism Association of Western Australia, Perth, Western Australia, Australia.,Autism Specific Early Learning and Care Centre, Perth, Western Australia, Australia
| | - Ben Milbourn
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
| | - Melissa H Black
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
| | - Kathryn Fordyce
- St Giles Society North West Tasmania Autism Specific Early Learning and Care Centre, Burnie, Tasmania, Australia
| | - Gerdamari Van Der Watt
- Autism Association of Western Australia, Perth, Western Australia, Australia.,Autism Specific Early Learning and Care Centre, Perth, Western Australia, Australia
| | - Tasha Alach
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Autism Association of Western Australia, Perth, Western Australia, Australia.,Autism Specific Early Learning and Care Centre, Perth, Western Australia, Australia
| | - Anne Masi
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,School of Psychiatry, University of New South Wales, Sydney, New South Wales, Australia
| | - Grace Frost
- Anglicare SA Daphne St Autism Specific Early Learning and Care Centre, Prospect South Australia, Australia
| | - Madonna Tucker
- AEIOU Foundation, Queensland Autism Specific Early Learning and Care Centre, Nathan, Queensland, Australia
| | - Valsamma Eapen
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,School of Psychiatry, University of New South Wales, Sydney, New South Wales, Australia.,Academic Unit of Child Psychiatry, South West Sydney (AUCS), ICAMHS, Mental Health Centre, Liverpool, New South Wales, Australia
| | - Sonya Girdler
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
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14
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Whitehorne-Smith P, Burns S, Milbourn B, Abel W, Martin R. Cross-sectional mixed-methods study protocol exploring the enablers and barriers for people with severe and enduring mental illness in Jamaica when accessing healthcare for chronic physical illness. BMJ Open 2020; 10:e038245. [PMID: 32753453 PMCID: PMC7406117 DOI: 10.1136/bmjopen-2020-038245] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Revised: 06/19/2020] [Accepted: 06/25/2020] [Indexed: 11/28/2022] Open
Abstract
INTRODUCTION Extant international research suggests that people with severe and enduring mental illness (PWSEMI) experience increased rates of chronic physical illness (CPI), reduced life expectancy and higher mortality than those in the general population. The high prevalence of CPI among PWSEMI is associated with a number of barriers that this population experiences when accessing physical healthcare. Although substantial research has been conducted in North America, Europe and Australia, there appears to be a paucity of research exploring CPI among PWSEMI in the Caribbean region, although this region has reported very high rates of non-communicable diseases within its populations. The current study will be situated in Jamaica and will explore the enablers and barriers to PWSEMI accessing healthcare for CPI. METHODS AND ANALYSIS A convergent mixed-method design will explore the enablers and barriers to accessing healthcare for CPI among PWSEMI. This cross-sectional study will collect data from PWSEMI, caregivers and family members, community health aides, primary care physicians, psychiatrists and health policymakers. ETHICS AND DISSEMINATION The study findings will provide baseline data describing the prevalence of CPI among PWSEMI in Jamaica and will identify enablers for, and barriers to, PWSEMI accessing CPI care. Findings will be disseminated widely in Jamaica and internationally to key stakeholders through publications and conferences. Institutional ethical approval was granted from Jamaica's Ministry of Health and Wellness Medico-legal Ethics Review Panel (# 2019/49), the Curtin University Human Research and Ethics Committee (HRE 2020-0022) and the University of the West Indies FMS Ethics Committee (ECP 101, 19/20).
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Affiliation(s)
| | - Sharyn Burns
- School of Public Health, Curtin University, Perth, Western Australia, Australia
| | - Ben Milbourn
- School of Occupational Health, Social Work and Speech Pathology, Curtin University Faculty of Health Sciences, Perth, Western Australia, Australia
| | - Wendel Abel
- Community Health & Psychiatry, University of the West Indies, Kingston, Kingston, Jamaica
| | - Robyn Martin
- School of Occupational Health, Social Work and Speech Pathology, Curtin University Faculty of Health Sciences, Perth, Western Australia, Australia
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15
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Mahoney N, Wilson NJ, Buchanan A, Milbourn B, Hoey C, Cordier R. Older male mentors: Outcomes and perspectives of an intergenerational mentoring program for young adult males with intellectual disability. Health Promot J Austr 2019; 31:16-25. [PMID: 30959560 DOI: 10.1002/hpja.250] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Accepted: 04/04/2019] [Indexed: 11/07/2022] Open
Abstract
ISSUE ADDRESSED Intergenerational mentoring is emerging as a way to provide meaningful engagement and improve wellbeing for older adults in retirement. However, there is little, if any, Australian research concerning the benefits for older mentors involved in such mentoring. This study aims to investigate the experiences of older male mentors involved in an intergenerational mentoring program with young men with intellectual disability and identify any benefits to physical and mental health and generativity. METHODS This study used a mixed methods concurrent triangulation design. Quantitative outcomes data were collected pre and postintervention using the SF-36 and Loyola Generativity Scale. Qualitative data were collected using a single-interview approach. Mentors and mentees took part in a 6-month mentoring program based in Australian Men's Sheds. RESULTS No significant changes were seen in physical health and generativity. Investigation of mental health scores revealed a significant improvement in scores on the mental health subscale. Qualitative analysis revealed the main theme as "Learning together through a relational and practical routine" and four sub-themes. CONCLUSION Men's Shed intergenerational mentoring programs present an environment for older, retired men to express generativity, improve their mental health and bond with younger generations.So what? The potential wellbeing implications for older men through intergenerational mentoring should form the basis of future research and intervention.
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Affiliation(s)
- Natasha Mahoney
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
| | - Nathan J Wilson
- School of Nursing and Midwifery, Western Sydney University, Richmond, NSW, Australia
| | - Angus Buchanan
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
| | - Ben Milbourn
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
| | - Ciarain Hoey
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia.,Department of Special Needs Education, University of Oslo, Oslo, Norway
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16
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Black MH, Milbourn B, Desjardins K, Sylvester V, Parrant K, Buchanan A. Understanding the meaning and use of occupational engagement: Findings from a scoping review. Br J Occup Ther 2019. [DOI: 10.1177/0308022618821580] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Introduction It is theorized that occupational therapy practice is underpinned by the construct of occupational engagement, with a focus on examining the subjective meaning of occupation. The theoretical definition of occupational engagement presents significant challenges to its use, evaluation, and measurement within evidence-based contemporary occupational therapy practice. Method A scoping review was conducted to examine how occupational engagement is defined within occupational therapy literature and how occupational engagement is evaluated. Results Twenty-six journal articles were identified. Definitions were fragmented and inconsistent across studies. Key themes relating to definitions of occupational engagement included active involvement in occupation, finding value and meaning, balanced engagement, subjective experience of engagement, developing identity through occupation, and social and environmental interactions. Measures seeking to understand occupational engagement were varied across studies, with a consistent measure applied only in the area of mental health. Conclusion The lack of consistency in definitions and measurement of occupational engagement presents significant issues for occupational therapy practice and evaluation. There is a need for a common definition of occupational engagement to be applied in the literature. Outcome measures seeking to understand occupational engagement are also required; however, these rely on a clearly defined construct.
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Affiliation(s)
- Melissa H Black
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Ben Milbourn
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Kyle Desjardins
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Victoria Sylvester
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Kimberley Parrant
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Angus Buchanan
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
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17
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Scott M, Milbourn B, Falkmer M, Black M, Bӧlte S, Halladay A, Lerner M, Taylor JL, Girdler S. Factors impacting employment for people with autism spectrum disorder: A scoping review. Autism 2018; 23:869-901. [DOI: 10.1177/1362361318787789] [Citation(s) in RCA: 87] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
The aim of this study is to holistically synthesise the extent and range of literature relating to the employment of individuals with autism spectrum disorder. Database searches of Medline, CINAHL, PsychINFO, Scopus, ERIC, Web of Science and EMBASE were conducted. Studies describing adults with autism spectrum disorder employed in competitive, supported or sheltered employment were included. Content analysis was used to identify the strengths and abilities in the workplace of employees with autism spectrum disorder. Finally, meaningful concepts relating to employment interventions were extracted and linked to the International Classification of Functioning, Disability and Health Core Sets for autism spectrum disorder. The search identified 134 studies for inclusion with methodological quality ranging from limited to strong. Of these studies, only 36 evaluated employment interventions that were coded and linked to the International Classification of Functioning, Disability and Health, primarily focusing on modifying autism spectrum disorder characteristics for improved job performance, with little consideration of the impact of contextual factors on work participation. The International Classification of Functioning, Disability and Health Core Sets for autism spectrum disorder are a useful tool in holistically examining the employment literature for individuals with autism spectrum disorder. This review highlighted the key role that environmental factors play as barriers and facilitators in the employment of people with autism spectrum disorder and the critical need for interventions which target contextual factors if employment outcomes are to be improved.
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Affiliation(s)
- Melissa Scott
- Curtin University, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Australia
| | | | - Marita Falkmer
- Curtin University, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Australia
- Jönköping University, Sweden
| | - Melissa Black
- Curtin University, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Australia
| | - Sven Bӧlte
- Karolinska Institutet, Sweden
- Stockholm County Council, Sweden
| | | | | | - Julie Lounds Taylor
- Vanderbilt Kennedy Centre, USA
- Vanderbilt University, USA
- Monroe Carell Jr. Children’s Hospital at Vanderbilt, USA
| | - Sonya Girdler
- Curtin University, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Australia
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18
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Milbourn B, Falkmer M, Black MH, Girdler S, Falkmer T, Horlin C. An exploration of the experience of parents with children with autism spectrum disorder after diagnosis and intervention. Scand J Child Adolesc Psychiatr Psychol 2017. [DOI: 10.21307/sjcapp-2017-014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
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19
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Cordier R, Milbourn B, Martin R, Buchanan A, Chung D, Speyer R. A systematic review evaluating the psychometric properties of measures of social inclusion. PLoS One 2017; 12:e0179109. [PMID: 28598984 PMCID: PMC5466312 DOI: 10.1371/journal.pone.0179109] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2016] [Accepted: 05/10/2017] [Indexed: 12/03/2022] Open
Abstract
INTRODUCTION Improving social inclusion opportunities for population health has been identified as a priority area for international policy. There is a need to comprehensively examine and evaluate the quality of psychometric properties of measures of social inclusion that are used to guide social policy and outcomes. OBJECTIVE To conduct a systematic review of the literature on all current measures of social inclusion for any population group, to evaluate the quality of the psychometric properties of identified measures, and to evaluate if they capture the construct of social inclusion. METHODS A systematic search was performed using five electronic databases: CINAHL, PsycINFO, Embase, ERIC and Pubmed and grey literature were sourced to identify measures of social inclusion. The psychometric properties of the social inclusion measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. RESULTS Of the 109 measures identified, twenty-five measures, involving twenty-five studies and one manual met the inclusion criteria. The overall quality of the reviewed measures was variable, with the Social and Community Opportunities Profile-Short, Social Connectedness Scale and the Social Inclusion Scale demonstrating the strongest evidence for sound psychometric quality. The most common domain included in the measures was connectedness (21), followed by participation (19); the domain of citizenship was covered by the least number of measures (10). No single instrument measured all aspects within the three domains of social inclusion. Of the measures with sound psychometric evidence, the Social and Community Opportunities Profile-Short captured the construct of social inclusion best. CONCLUSIONS The overall quality of the psychometric properties demonstrate that the current suite of available instruments for the measurement of social inclusion are promising but need further refinement. There is a need for a universal working definition of social inclusion as an overarching construct for ongoing research in the area of the psychometric properties of social inclusion instruments.
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Affiliation(s)
- Reinie Cordier
- School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Ben Milbourn
- School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Robyn Martin
- School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Angus Buchanan
- School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Donna Chung
- School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Renée Speyer
- College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia
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