Relevant bibliographies by topics / Challenging behaviour

Academic literature on the topic 'Challenging behaviour'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Challenging behaviour"

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Boer, Harm, and Anupama Iyer. "Challenging behaviour and offending behaviours." Tizard Learning Disability Review 25, no. 3 (November 30, 2020): 117–24. http://dx.doi.org/10.1108/tldr-04-2020-0005.

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Purpose The purpose of this paper is to explore three main areas in relation to the interface between challenging behaviour and offending. Design/methodology/approach The first aim is to explore the labelling of behaviours as challenging or offending behaviour in the light of legal definitions, staff knowledge and beliefs and the mental capacity and mental health acts. The second is to explore challenging behaviour as a risk factor for offending in people with Intellectual Disability (ID).The third aim is to discuss the challenging behaviour as a barrier to discharge from secure services. Findings There is limited research suggesting that challenging behaviour such as physical aggression can lead to longer stay in forensic services, and this warrants further research. Originality/value This paper aims to promote discussion about the interface of offending and challenging behaviour in people with IDs and to promote best practice.
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Gates, Bob. "Challenging behaviour." Learning Disability Practice 10, no. 7 (September 2007): 26. http://dx.doi.org/10.7748/ldp.10.7.26.s19.

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Clements, John. "Challenging Behaviour." Journal of Applied Research in Intellectual Disabilities 26, no. 4 (June 12, 2013): 349. http://dx.doi.org/10.1111/j.1468-3148.2011.00656.x.

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Unwin, Gemma L. "Challenging Behaviour." Journal of Intellectual Disability Research 57, no. 2 (January 4, 2013): 198–200. http://dx.doi.org/10.1111/j.1365-2788.2011.01521.x.

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Van Berckelaer-Onnes, I. A., J. Van Loon, and A. Peelen. "Challenging Behaviour." Autism 6, no. 3 (September 2002): 259–70. http://dx.doi.org/10.1177/1362361302006003004.

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Shirley, Louisa, Emma Gudgeon, and Ian A. James. "Challenging Behaviour." FPOP Bulletin: Psychology of Older People 1, no. 104 (July 2008): 60–62. http://dx.doi.org/10.53841/bpsfpop.2008.1.104.60.

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COLLINS, GRAHAM. "Challenging behaviour-challenging the term." Journal of the British Institute of Mental Handicap (APEX) 17, no. 1 (August 26, 2009): 39. http://dx.doi.org/10.1111/j.1468-3156.1989.tb00510.x.

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O'BRIEN, TIM. "Challenging behaviour: Challenging an intervention." Support for Learning 11, no. 4 (November 1996): 162–64. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00252.x.

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Paterson, Brodie. "Challenging behaviour – supporting changeChallenging Behaviour Foundation Challenging behaviour – supporting change £63(www.challengingbehaviour.org.uk)." Learning Disability Practice 12, no. 4 (May 2009): 11. http://dx.doi.org/10.7748/ldp.12.4.11.s19.

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Stanley, Julian. "Tackling challenging behaviour." SecEd 2017, no. 23 (September 7, 2017): 14. http://dx.doi.org/10.12968/sece.2017.23.14a.

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Dissertations / Theses on the topic "Challenging behaviour"

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Powis, Laurie Anne. "Challenging behaviour in Phelan-McDermid syndrome." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4405/.

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To date, no research has examined the presence of challenging behaviour in Phelan McDermid syndrome (PMS). In this paper, study one adopts a questionnaire methodology to delineate the prevalence and aetiology of challenging behaviour in thirty participants with PMS. Study two adopts an interview methodology to examine the form, frequency, severity and function of this behaviour in eighteen participants. Responses to the Challenging Behaviour Questionnaire indicated that, thirteen (43.3%) participants with PMS showed self-injurious behaviour, thirteen (43.3%) showed physical aggression, and twenty (66.7%) showed destruction of property. Examination of associated characteristics indicated that self-injury was associated with impulsivity; aggression was associated with younger age and compulsive behaviour; and destruction of property was associated with impulsivity and stereotyped behaviour. In study two, responses to the Challenging Behaviour Interview highlighted multiple topographies of challenging behaviour. The behaviour of most concern typically occurred every fifteen minutes. Examination of behavioural function showed that self-stimulation was the predominant function for self-injury and destruction of property. However, many behaviours were found to serve multiple functions. The results of this paper emphasise the importance of building causal models of challenging behavior that incorporates both person characteristics and environmental factors. Limitations and areas for future research are discussed.
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Noone, Stephen J. "Analysis of staff explanations about challenging behaviour." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364557.

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Hobley, Victoria. "Constructing identities : examining discourse of challenging behaviour." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439454.

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Allen, David. "Challenging behaviour in people with learning disabilities." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388791.

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Herron, Denise. "The attributional style of paid carers of people with learning disabilities." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300067.

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Langley, Dene John. "Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools." The University of Waikato, 2009. http://hdl.handle.net/10289/2796.

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Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture. The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so. Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice. The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims. Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.
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Navarathna, Rajitha Dharshana Bandara. "Robust recognition of human behaviour in challenging environments." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/66235/1/Rajitha%20Dharshana%20Bandara_Navarathna_Thesis.pdf.

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Novel techniques have been developed for the automatic recognition of human behaviour in challenging environments using information from visual and infra-red camera feeds. The techniques have been applied to two interesting scenarios: Recognise drivers' speech using lip movements and recognising audience behaviour, while watching a movie, using facial features and body movements. Outcome of the research in these two areas will be useful in the improving the performance of voice recognition in automobiles for voice based control and for obtaining accurate movie interest ratings based on live audience response analysis.
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Lavan, Gary. "Capable special school environments for behaviour that challenges." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4012.

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Numerous interventions have been identified by research as being effective in reducing the severity of some of the core impairments and challenging behaviours of young people with autistic spectrum disorders (ASDs) and learning difficulties. However, the literature cites significant disparity between what is demonstrated to be effective in supporting young people with ASD and challenging behaviour and the support young people and families actually receive in practice. Paper 1 examines the extent to which evidence-based practice translates into actual practice in special schools in the UK for young people with ASD, severe learning difficulties (SLD) and challenging behaviour. A questionnaire survey targeting 64 special schools in the Midlands was used in conjunction with a series of follow-up semi-structured interviews of school staff. The findings indicate that: 1) the ideal of eclectic provision is potentially undermined by a limited range of training received by staff in evidence-based approaches; 2) mechanisms for supporting staff emotional reactions are inconsistently implemented; 3) limited mechanisms exist for developing staff understandings of challenging behaviour. Furthermore, staff attributions regarding challenging behaviour are pivotal to the consistency and effectiveness of any support programme. Implications and future research directions are discussed.
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Russell, Paul. "Carer responses to challenging behaviour : the role of optimism." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423986.

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Shackleton, Amanda. "An investigation into the effects of a training course regarding dealing with aggression on direct care staff in a learning disabilities service." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318574.

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Books on the topic "Challenging behaviour"

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L, Einfeld Stewart, ed. Challenging behaviour. 3rd ed. Cambridge, UK: Cambridge University Press, 2011.

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Managing very challenging behaviour. 2nd ed. New York: Continuum International Pub. Group, 2009.

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O'Regan, Rosalie. Staff attitudes to challenging behaviour. (s.l: The Author), 2000.

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Felce, D. Challenging behaviour and severe learning difficulties. Kidderminster: BIMH, 1991.

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Burchess, Ivan. Who needs help with challenging behaviour? Kidderminster: BIMH, 1991.

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Alison, Jenifer. Challenging classes: Focus on pupil behaviour. London: Centre for Information on Language Teaching and Research, 2002.

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How to manage children's challenging behaviour. 2nd ed. London: Sage Publications, 2009.

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Imray, Peter. Turning the tables on challenging behaviour. Milton Park, Abingdon, Oxon: Routledge, 2007.

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Understanding challenging behaviour in inclusive classrooms. New York: Pearson Education, 2011.

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Challenging behaviour: A fresh look at promoting positive learning behaviours. London: Network Continuum Education, 2006.

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Book chapters on the topic "Challenging behaviour"

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Smith, David, and William Howie. "Challenging Behaviour." In Intellectual Disability Psychiatry, 115–32. Chichester, UK: John Wiley & Sons, Ltd, 2009. http://dx.doi.org/10.1002/9780470682968.ch9.

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Corr, Philip J. "Challenging Behaviour." In Hans Eysenck, 71–90. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-57323-0_6.

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Scruton, Jackie. "Challenging behaviour." In Key Issues for Teaching Assistants, 122–33. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-13.

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Murphy, Glynis. "Understanding challenging behaviour." In Severe Learning Disabilities and Challenging Behaviours, 37–68. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-2961-7_3.

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Salomon, Rita. "Handling challenging behaviour." In Seeing Beyond Dementia, 62–63. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429272196-12.

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Hindley, Peter, and Matthew Fernando. "Challenging behaviour in children." In Psychiatry: Breaking the ICE, 451–54. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118557211.ch75.

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Hedges, Stephanie. "Appropriate Handling of Challenging Patients." In Companion Animal Behaviour Problems, 183–200. GB: CABI, 2022. http://dx.doi.org/10.1079/9781800621312.0014.

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Grimmer, Tamsin. "Strategies to support challenging behaviour." In Supporting Behaviour and Emotions in the Early Years, 87–104. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003137474-7.

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Coleman, John. "Risk-taking and challenging behaviour." In Why Won’t My Teenager Talk to Me?, 143–55. 2nd Edition. | New York, NY : Routledge, 2019. | Revised edition of the author’s Why won’t my teenager talk to me?, 2014.: Routledge, 2018. http://dx.doi.org/10.4324/9780203711583-14.

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Neenan, Michael, and Windy Dryden. "Challenging Each Thought In The Downward Arrow Procedure." In Cognitive Behaviour Therapy, 235–36. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-102.

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Conference papers on the topic "Challenging behaviour"

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Parbhoo-Ebrahim, Naaliah, and Ina Fourie. "Pathways to research participant recruitment in a challenging information behaviour context: South African cold case investigators as exemplar." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2026.

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Introduction. Research participant recruitment is challenging – especially in vulnerable, stigmatised, high security, poorly demarcated contexts and contexts with diverse and interchangeable job labelling and poorly centralised reporting infrastructures. Cold case investigators in South Africa is an example of the latter. Method. Scoping literature review of information behaviour and other disciplines to note challenges and solutions in research participant recruitment. Analysis. Brief review of challenges noted in research methodology textbooks and applied thematic analysis mapped to problems and correlating solutions for research participant recruitment (various disciplines including information behaviour). Results. There are many challenges and solutions noted across disciplines including information behaviour e.g. job confidentiality, poor context demarcation, diverse and interchangeable job labels for the same context. Solutions reported include exploring related job/role labels, snowball sampling, non-intrusive social media methods. Conclusion. Based on experience with information search heuristics we suggest an additional novel approach for information behaviour research (and other) participant recruitment; a South African cold case investigator information behaviour study serves as exemplar to demonstrate how search heuristics can be used to identify potential research participants and solicit referrals for research participant recruitment.
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Lo, Sing Kai. "Positive Behaviour Support To Manage Challenging Behaviour Of Children On Autism Spectrum." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.103.

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Fábry Lucká, Zuzana, and Zuzana Ťulák Krčmáriková. "CHALLENGING BEHAVIOUR AND POSSIBILITIES OF MANAGING IT THROUGH THERAPEUTIC INTERVENTION." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202276.

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Yordanova, Kristina, Sebastian Bader, Sarah Weschke, Frank Kruger, Judith Henf, Stefan Teipel, and Thomas Kirste. "Discovery of Causal Relations in the Challenging Behaviour of People with Dementia." In 2018 IEEE International Conference on Pervasive Computing and Communications Workshops (PerCom Workshops). IEEE, 2018. http://dx.doi.org/10.1109/percomw.2018.8480263.

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Yordanova, Kristina, Sebastian Bader, Christina Heine, Stefan Teipel, and Thomas Kirste. "Towards a situation model for assessing challenging behaviour of people with dementia." In iWOAR '16: 3rd international Workshop on Sensor-based Activity Recognition and Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2948963.2948970.

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Winkle, Katie, Gaspar Isaac Melsión, Donald McMillan, and Iolanda Leite. "Boosting Robot Credibility and Challenging Gender Norms in Responding to Abusive Behaviour." In HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3434074.3446910.

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Peter, Cruickshank, Gemma Webster, and Frances Ryan. "Assisting information practice: from information intermediary to digital proxy." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2017.

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Introduction. Dependence on social media and other online systems as part of everyday life has grown considerably over the years. At the same time, the complexity and security of online systems has been increasing, making it more challenging for some people to access the services they need. This impacts the information practices of many users, leading to several scenarios where individuals need assistance in information related tasks, from registering for government services to updating social media content. This poster presents a summary of findings from two qualitative studies and serves as the initial foundation for a larger investigation related to digital proxies. Method. Different methods of investigation were used for each of the two studies. Study One used a combination of interviews and focus groups to determine how social media accounts are managed by and for older adults through the use of digital proxies. Study Two considered a series of scenarios in a workshop with information professionals and volunteers offering digital proxy services to older and vulnerable adults. Analysis. A narrative analysis of data was undertaken from each study independently. The results of these were then considered in tandem to determine patterns of information practices between the digital proxy roles in different contexts. Results. This work confirmed that digital proxies assist older and vulnerable adults in the use of social media and other online platforms, and that proxy roles are undertaken by a range of actors including information professionals, care workers, volunteers, and family members. Conclusion. This work provides a foundation in theorising the role of digital proxies from an information science perspective whilst providing a roadmap for future research in this vital area.
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Erden, Zu¨hal. "Representation of the Operational Behaviour of an Educational Robot at Conceptual Design Using Petri Nets." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24880.

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Increasing demand for computational support at conceptual design makes behavioural modeling a challenging area for design research. This is mainly because a behavioural model of a nonexistent design artifact at conceptual level is the basis for behavioural simulation and resulting computational design support. Behavioural models are particularly important for top-down design of multidisciplinary products such as mechatronic systems. During the conceptual design of such systems, intended “operational behavior” of the artifact is described without any physical realization. As design stages become more concrete, operational behaviour can be refined so as to represent well defined mathematical descriptions of corresponding physical behaviors. In this study, a model for representing the intended operational behaviour of a nonexistent educational robot, namely a rabbit robot, is presented for conceptual design. The operational behaviour of the robot is defined as composed of states and state transitions independent of any physical embodiment. Discrete Event System Specification (DEVS) and Petri Net formalism are used for the model. This representational model is the first step towards the development of a virtual prototype for the operational behaviour of an educational robot.
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Yordanova, Kristina, Sebastian Bader, Frank Krüger, Albert Hein, and Thomas Kirste. "Automatic Detection of Challenging Behaviour of People with Dementia and Identification of Intervention Strategies - Requirements and Challenges." In European Project Space on Intelligent Technologies, Software engineering, Computer Vision, Graphics, Optics and Photonics. SCITEPRESS - Science and Technology Publications, 2016. http://dx.doi.org/10.5220/0007904401660180.

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Tirel, Christophe, Marie-Charlotte Renoult, Christophe Dumouchel, and Jean-Bernard Blaisot. "Behaviour of free falling viscoelastic liquid jets." In ILASS2017 - 28th European Conference on Liquid Atomization and Spray Systems. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/ilass2017.2017.4700.

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In a recent work, a protocol to measure the relaxation time of dilute polymer solutions, known to be challenging,has been established [1]. This protocol is based on a 2D multi-scale description of free-falling low velocity viscoelastic liquid jets. Although the relaxation time reached an asymptotic value for high jet velocities, a significant dependence with the jet velocity is observed for low velocities. The present work reconsiders these previous experimental data using a 3D multi-scale analysis in order to identify the origin of the dependence between the relaxation time and the jet velocity. The 3D analysis demonstrates the importance of a velocity–dependent coalescence mechanism in the jet behaviour. Thanks to a simple model of jet deformation it is demonstrated that this coalescence mechanism prevents the elasto-capillary contraction of the smallest scales from occurring whenthe jet velocity is reduced.DOI: http://dx.doi.org/10.4995/ILASS2017.2017.4700
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Reports on the topic "Challenging behaviour"

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Lewis, Roger. Challenging Behaviour Unit ST Helena: Technical review of proposals. Evidence on Demand, January 2014. http://dx.doi.org/10.12774/eod_hd.jan2014.lewis.

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Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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McGinnity, Frances, Emma Quinn, Evie McCullough, Shannen Enright, and Sarah Curristan. Measures to combat racial discrimination and promote diversity in the labour market: a review of evidence. ESRI, December 2021. http://dx.doi.org/10.26504/sustat110.

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Racial discrimination in this report is understood to mean ‘any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin’ (ICERD, Article 1). Discrimination is distinct from racial prejudice (an attitude) and stereotypes (beliefs). Discrimination can be damaging to both individuals’ life chances and their wellbeing, as well as to society (OECD, 2013; Fibbi et al., 2021). Yet discrimination is difficult to measure accurately. It is also challenging to devise measures to combat discriminatory behaviour and promote diversity. This report reviews international literature on racial discrimination in the labour market and the effectiveness of measures to combat it. The aim is to distil the evidence into a short report to inform measures addressing discrimination in the labour market, including the current development of the National Action Plan Against Racism. The focus is on specific measures that can be implemented now to address current racial discrimination in the labour market.
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Kangave, Jalia, Ronald Waiswa, and Nathan Sebaggala. Are Women More Tax Compliant than Men? How Would We Know? Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/ictd.2021.006.

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Most research on tax compliance, including research on gender differences in compliance, is based on one of two problematic sources of data. One is surveys enquiring about attitudes and beliefs about taxpaying, or actual taxpaying behaviour. The other is experiments in which people who may or may not have experience of paying different types of taxes are asked to act out roles as taxpayers in hypothetical situations. Much more accurate and reliable research is possible with access to ‘tax administrative data’, i.e. the records maintained by tax collection organisations. With tax administrative data, researchers have access to tax assessments and tax payments for specific (anonymised) individual or corporate taxpayers. Further, tax administrative data enables researchers to take account of a phenomenon largely ignored in more conventional compliance research. Tax payment is best understood not as an event, but as part of a multi-stage process of interaction between taxpayers and tax collectors. In particular, actually making a tax payment typically represents the culmination of a process that also involves: registering with the tax collecting organisation; filing annual tax returns; filing returns that indicate a payment liability; and receiving an assessment. The multi-stage character of this process raises questions about how we conceptualise and measure tax compliance. To what extent does ‘compliance’ refer to: registration, filing, accurate filing, or payment? The researchers employed this framework while using tax administrative data from the Uganda Revenue Authority to try to determine gender differences in compliance. The results are sensitive to the adoption of different definitions of compliance and subject to year-to-year changes. Finding robust answers to questions about gender differences in tax compliance is more challenging than the research literature indicates.
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Jauny, Ray, and John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.72017.

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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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Challenging Behaviour and Demand Avoidance – Episode 8 ‘Autism a parents guide’ with Dr Ann Ozsivadjian. ACAMH, August 2020. http://dx.doi.org/10.13056/acamh.12724.

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International Day of Families. ACAMH, May 2020. http://dx.doi.org/10.13056/acamh.11947.

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Research on the importance of attachment and positive relationships, families ability to be a mental health intervention and some timely tips for practitioners to help parents manage challenging behaviour with homeschooling and lockdown.
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HIV voluntary counseling and testing among youth ages 14 to 21: Results from an exploratory study in Nairobi, Kenya, and Kampala and Masaka, Uganda. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1007.

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HIV voluntary counseling and testing (VCT) programs increase safe sexual behavior and use of care and support services among adults. By helping clients learn their HIV serostatus and creating a personalized HIV risk-reduction plan, VCT can provide the information and support necessary to change risky behaviors that could lead to HIV infection or transmission. Counseling and a risk-reduction plan are the key features distinguishing VCT from other HIV testing services. VCT has become a widely advocated HIV/AIDS prevention strategy among adults. Sixty percent of all new HIV infections in sub-Saharan Africa, however, occur among young people ages 10–24. Because few young people use any health services, using VCT as a strategy to reduce risk behaviors among young people appears to be more challenging than it would be among adults. Findings from exploratory research in Uganda and Kenya provide some answers. Specifically, researchers sought to understand young people’s experiences with HIV testing and the factors that inhibit or motivate youth to use testing services. As noted in this report, researchers and service-providing organizations used these findings to develop strategies to reach youth with VCT services.
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