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Academic literature on the topic 'Understanding your child’s behaviour'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Understanding your child’s behaviour"

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Bayley, Julie. "Is this normal? Understanding your child's sexual behaviour." Sex Education 13, no. 3 (May 2013): 369–70. http://dx.doi.org/10.1080/14681811.2012.733167.

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Madigan, Sarah, Kate Paton, and Naomi Mackett. "The Springfield Project service: evaluation of a Solihull Approach course for foster carers." Adoption & Fostering 41, no. 3 (September 18, 2017): 254–67. http://dx.doi.org/10.1177/0308575917719373.

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Many young people in care have experienced trauma. The emotional and behavioural issues that often ensue, along with foster carers’ varying levels of confidence and skills, are cited as the main reasons for placement disruption. Placement breakdown can represent a further trauma for young people and is also highly costly for local authorities. The need for interventions to develop foster carers’ competence and confidence in understanding and managing foster children’s behaviour is therefore significant. The Solihull Approach (SA) promotes the parent and child relationship by emphasising the need for emotional containment and a reciprocal relationship so as to form a framework for thinking about, understanding and effectively managing behaviour. The ‘Solihull Approach course for foster carers: understanding your foster child’s behaviour’ is a 12-week programme tailored to the demands of this task. It has been run within the Springfield Project in Fife, Scotland for the past four years. In the reported study 83 participants completed evaluation forms. A thematic analysis of their replies revealed that the most important things learned were: taking a step back; understanding the effects of trauma; reciprocity; communication and play; containment (of my child); understanding my child; and the ability to offload when full up. The course helped participants to better understand their foster child by clarifying the nature of the relationship and their role, understanding the impact of the child’s early experiences and appreciating that she or he is not to blame. Participants took from the course: increased understanding; being part of the group; staying calm and thinking before they act; feeling more confident; and looking after themselves and seeking containment. Pre- and post-Child Behaviour Checklist (CBCL) questionnaires were collected from 34 carers with children in the six to 18 age group and 13 looking after children aged one-and-a-half to five years. Paired samples t-tests revealed no statistically significant difference in pre- and post-scores in either the six- to 18-year-olds (t(33) = 1.6, p = 0.114) or the one-and-a-half- to five-year-olds (t(12) = 2, p = 0.069). Possible reasons for this and its implications are explored. However, the identified qualitative themes suggest that the aims of the training are being met. There was a strong overall sense that foster carers found the course helpful and informative, suggesting that it could represent a valuable intervention for promoting placement security.

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Vella, L. R., R. E. Butterworth, R. Johnson, and G. Urquhart Law. "Parents' experiences of being in the Solihull Approach parenting group, ‘Understanding Your Child's Behaviour’: an interpretative phenomenological analysis." Child: Care, Health and Development 41, no. 6 (September 10, 2015): 882–94. http://dx.doi.org/10.1111/cch.12284.

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Nemeth, Blaise A. "Supporting Patients in the Pursuit of Adaptive Sports." Journal of the Pediatric Orthopaedic Society of North America 4, no. 3 (August 1, 2022): 1–2. http://dx.doi.org/10.55275/jposna-2022-0073.

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Physical activity and sport participation are integral to all children’s health, benefitting mental health, behavior and cognitive performance, in addition to physical health1. Making sure children with disabilities have access to physical activity opportunities is important to make sure they experience the same benefits2. Dr. Tabaie and colleagues wonderfully present an overview of some of the important concepts for children with disability participating in sports, including benefits, risks, barriers and resources for participation. The preparticipation physical exam (PPE) is of particular note. The most recent edition of the multi-organizational PPE Monograph contains a section on athletes with disabilities, including an athlete history form supplement3,4; it should be noted that Special Olympics has their own form5. One critical consideration is input from subspecialists on restrictions regarding, but more importantly adaptations to allow, participation in sport. This not only helps the child and family understand the child’s health, but also enlightens coaches and event organizers to the child’s abilities and needs. This approach allows the child to participate in a way that is safe and invites success, while still feeling a sense of challenge and accomplishment. While there are numerous adaptive sport organizations nationally and locally, many opportunities may develop de novo through local organizations that have no experience working with children with special healthcare needs. Having families or providers reach out to instructors, teachers, trainers, coaches and organizers inquiring about opportunities to work with a child often opens the door. Meeting as a group and working together, whether virtually or at the venue of the activity, allows for an individualized approach to identify modifications and adaptations that increase the likelihood of a positive experience by all involved. Parents bring the greatest understanding of their child, medical providers (physicians and therapists) contribute experience on the medical conditions specific to the child and coaches/instructors/organizers bring the knowledge of their sport. It’s important to understand that with every experience more knowledge is gained and modifications might occur. Over the last 10 years, I have worked with numerous local, regional and national organizations developing adaptive opportunities for my patients, ranging from power lifting to dance and triathlons to Nordic skiing. Some have developed as a result of interest on the part of the child – I have one patient who is well-known for calling organizers asking if they have a wheelchair division. If the answer is “no”, the response is “Well, why not? I’d like to compete”. Others have come from the organization wanting to increase opportunities or through a personal connection. Apprehension on the part of parents and organizers commonly occurs during the planning phase, both worried about the risk of injury and failure. Communicating with both parties about the child’s abilities, and limitations in joint range of motion and neuromuscular function helps set reasonable expectations. Physical therapists provide valuable insights, and most are willing to advocate for their clients and participate as well. The physical therapy students from the University of Wisconsin have been critical to the success of many events in our area with some continuing their careers and volunteer involvement in the arena of sports and children with special healthcare needs. A “walk- (or wheel-) through” of the activity and venue with everyone involved a week or two prior to the event has proved invaluable to trial various course and equipment adjustments. My experience is that after one or two times through this process, an adaptive division or class takes on a permanent presence. Most experts in their discipline are excited to take on an area of new development, having to think about their passion in new light, and putting their skills to work. Seeing the joy on a child’s face when participating validates the effort and investment. I still get emotional remembering one mother’s comment after her daughter’s first event – “She has spent her entire life sitting in the stands watching her brothers compete. This is the first time they have been able to come and watch her”. All it takes is overcoming the initial hesitancy around something new and unfamiliar on everyone’s part. I challenge the readers of this article who have not been involved in adaptive sport to consider how they might use the information presented in your practice, and how to encourage, support or create an opportunity for one of your patients, whether it be recreationally or competitively.

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Fahmida Hussain. "Understanding and Managing Your Child’s Food Allergies (review)." Journal of Health Care for the Poor and Underserved 21, no. 3 (2010): 1090–91. http://dx.doi.org/10.1353/hpu.0.0337.

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Calluen, Carmelo, and Thomas Oakland. "If you do not know the child's temperament you do not know the child." Estudos de Psicologia (Campinas) 31, no. 1 (March 2014): 3–14. http://dx.doi.org/10.1590/0103-166x2014000100001.

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Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.

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Putri, Alfi Rahma, Dian Novita Chandra, and Luh Ade Ari Wiradnyani. "Food avoidance behaviour among children aged 2 – 6 years in North Jakarta and its correlation with weight and energy intake." World Nutrition Journal 5, no. 1 (February 26, 2021): 121. http://dx.doi.org/10.25220/wnj.v05.i1.0016.

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Background: Children generally facing food avoidance or food refusal behaviour and it may affect their food consumption. But there is limited information on food avoidance behaviour among Indonesian children. Therefore, this study aimed to assess whether energy intake and body weight are influenced by food avoidance behaviour in children aged 2-6 years in North Jakarta.Methods: Participants (N=168) were recruited between February – March 2020. Data collection was obtained via interviews with the mother or caregiver of the children. Food avoidance behaviour consisting of satiety responsiveness, slowness in eating, emotional under-eating, and food fussiness was measured with the Child Eating Behaviour Questionnaire. The child’s weight and dietary intake were assessed using a digital weighing scale and 2 x 24 hours food recall. Spearman test was performed to analyse the correlation between these variables. Multivariate analysis was done using linear regression to determine predictors of a child’s body weight and energy intake.Results: Energy intake among children was below the recommendation, and it was significantly correlated with the child’s body weight. Satiety responsiveness was negatively correlated with the child’s body weight (r = -0.166; p-value < 0.05) and energy intake (r = -0.210; p-value < 0.05). After running a linear regression test, we found that satiety responsiveness along with family income and child’s age was a significant predictor of energy intake among children.Conclusions: Children who are more responsive to satiety had lower body weight and energy intake. Understanding the child’s food avoidance behaviour is useful for designing intervention programs related to optimizing intake in children and malnutrition.

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Bar-on, Dorit. "Semantic Eliminativism and the Theory-Theory of Linguistic Understanding." Canadian Journal of Philosophy Supplementary Volume 30 (2004): 158–99. http://dx.doi.org/10.1080/00455091.2004.10717604.

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Suppose, familiarly, that you and a friend have landed in an alien territory, amidst people who speak a language you do not know. Upon seeing you, one of them starts yelling, seemingly alarmed. You say to your friend, “She thinks we want to hurt her. She's scared. We must seem very strange to her.” Your friend, who is facing you, says, “No, I think she's actually trying to warn you: there's a snake right above your head, on that tree. You see the sling in her hand? I think she's going to try to shoot it down.“On a prevalent view, much discussed in recent years, you and your friend have engaged in a mini-theoretical enterprise. Using certain observations of the alien's behaviour as your data, and deploying certain generalizations and principles concerning human behaviour, you advance hypotheses regarding the internal psychological states which issued in her observed behaviour.

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Paul, Howard A. "Pride & Joy: A Guide to Understanding Your Child’s Emotions and Solving Family Problems." Child & Family Behavior Therapy 41, no. 3 (July 3, 2019): 171–77. http://dx.doi.org/10.1080/07317107.2019.1635393.

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Mohanty, Mugdha, Forrest Beaulieu, Spoorthi Sampath, Dimira Tambunan, Shivangi Kataria, and N. Paul Rosman. "“Your Child Has Cerebral Palsy”: Parental Understanding and Misconceptions." Journal of Child Neurology 36, no. 8 (February 23, 2021): 648–54. http://dx.doi.org/10.1177/0883073821991300.

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Importance: Caregivers of children with cerebral palsy can best help their child if they understand the disorder and the correct terminology. Objective: To assess caregiver understanding of cerebral palsy. Design: This was a cross-sectional study from a large tertiary medical center in Boston, to assess understanding of the term cerebral palsy by primary caregivers of children and adolescents with cerebral palsy. All cases were obtained from hospital electronic medical records. Telephone surveys were conducted. Caregiver understanding of cerebral palsy was assessed by open-ended responses (50%) and success in answering true/false questions about cerebral palsy (50%). Participants: Primary caregivers of children 18 years and younger with cerebral palsy. Results: Thirty-three percent of caregivers denied ever being told that their child had cerebral palsy. Most caregivers identified cerebral palsy as a brain problem (79%), lifelong condition (73%), often caused by a perinatal (60%) or gestational (40%) insult. Fifty-two percent knew that cerebral palsy was nonprogressive. Sixty-two percent of caregivers believed they had a good, very good, or excellent understanding of cerebral palsy, whereas the investigators found 69% of caregivers had a good, very good, or excellent understanding of cerebral palsy (P = .006). Most caregivers rated very good or excellent the setting where cerebral palsy was discussed (58%), the explanations provided (55%), and the amount of time spent (45%), yet using a Pearson correlation coefficient, most important was the time spent ( r = 0.53). Conclusions: Following discussion with their child’s physician, most primary caregivers of children with cerebral palsy have a good, very good, or excellent understanding of cerebral palsy. Most critical to a good understanding of cerebral palsy was the time spent in explaining the diagnosis.

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Books on the topic "Understanding your child’s behaviour"

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The cat's mind: Understanding your cat's behaviour. London: Pelham, 1995.

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Bitgood, Stephen. Understanding your visitors: Ten factors that influence visitor behaviour. Jacksonville, Ala: Psychology Institute, Jacksonville State Univrsity, 1986.

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Bayley, Lesley. Understanding your horse: How to overcome common behaviour problems. North Pomfret, Vt: Trafalgar Square Pub., 1996.

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Hofmann, Helga. The natural cat: Understanding your cat's needs and instincts : everything you should know about your cat's behaviour. Shrewsbury: Swan Hill, 1994.

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When Harry Hit Sally Understanding Your Childs Behaviour. Simon & Schuster (UK), 2008.

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Understanding Your Child's Behavior. Harvest House Publishers, 1988.

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Johnson, Toni Cavanagh. Understanding Your Child's Sexual Behavior: What's Natural and Healthy. New Harbinger Publications, 1999.

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Eyre, Janet. Clinical approach to developmental neurology. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0171.

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The objectives and principles of neurological history and examination in children are the same as those in adults. This chapter therefore, will not provide an all-encompassing description of the neurological assessment of children, but highlights where the approach must differ substantially from that used in adults. Further it aims to provide a practical and useful approach to the examination of children, who may be preverbal and certainly will show less stamina for cooperation than adults. Of course as children get older, the examination can become more conventional and systematized. By adolescence the examination can be the same as the adult examination.The first and overriding factor for success is to be flexible and to make observations when the opportunity arises rather than to wait for abnormalities to arise during the course of a more systematic approach. Nonetheless a systematic approach to recording these results is essential, so as to bring together related observations made disparately in time. The history is of paramount importance in guiding the examination. Since it is unlikely that you will be able to complete a full examination, it is important to prioritize the observations needed in light of a differential diagnosis before you begin examining. Rather than rushing straight into the examination it is rewarding to gain a young child’s confidence by playing briefly with them. Also, instead of insisting on examining the child on a couch, it helps to become adept at examining young children on their parent’s or caretaker’s knee. Finally, no matter how cooperative a child is, potentially disturbing investigations should be left until last, including tendon reflexes or examination of the tongue, fundi, and ears. Otherwise all subsequent cooperation from the child may be lost after these examinations.The examination room environment is the key to a successful neurological examination and requires careful thought. There should be sufficient space to accommodate families and for the children to play. The room needs to be friendly and conducive to encouraging play. It needs to be equipped with carefully selected toys, pictures, pencils and paper, and books of interest to children over a wide age range. Observation of the child’s play whilst you are taking a history from the parents or caregivers will allow assessment of the child’s motor skills and developmental stage. Their use of play material can yield important clues to the nature of a deficit, by revealing ataxia, weakness, involuntary movements, tics, or spasticity. Play also provides an opportunity to assess the child’s behaviour, for instance their impulsivity, distractibility, and attention span. Interaction of the child with parents or caregivers can be observed also. If the child participates actively in the history taking, their understanding and contribution to the session allows you to make assessments of their language and intellectual skills.

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Rashid, Harun Al. Kid's Psychology: How Can You Get More Understanding for Your Child's Behavior to Better Influence Their Behavior. Independently Published, 2018.

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Herschkowitz, Elinore Chapman, M. D. Norbert Herschkowitz, and Foreword by Jerome Kagan. A Good Start in Life: Understanding Your Child's Brain and Behavior. Joseph Henry Press, 2002.

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Book chapters on the topic "Understanding your child’s behaviour"

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Mikami, Amori Yee, and Sébastien Normand. "Understanding Your Child's Social Behaviors." In Parents as Friendship Coaches for Children with ADHD, 17–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221715-3.

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Kearney, Christopher A. "Understanding Your Child’s School Attendance Problem." In Getting Your Child Back to School, 25–56. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197547496.003.0002.

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This chapter is designed to help parents keep track of and record their child’s attendance, level of distress, and morning behavior problems. The chapter is designed to assist parents in becoming more aware of a child’s actual time in school, identify how their child’s behavior changes during the week, discover why their child is having trouble attending school, seeing whether the methods in the book are indeed working, exchange more detailed information with school officials and others, and look for signs that a school attendance problem may be recurring after the initial problem was fixed. Worksheets are provided to assist parents in these tasks and to ease communication with school officials. An introduction is given regarding different reasons why students have trouble attending school to steer parents in the right directions in the book.

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Clifford-Poston, Andrea, and Liz Roberts. "You Really Got Me! the Child Who Gets Under Your Skin." In A Playworker's Guide to Understanding Childeren's Behaviour, 39–44. Routledge, 2018. http://dx.doi.org/10.4324/9780429471438-6.

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Selikowitz, Mark. "How a specific learning difficulty is diagnosed." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0007.

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In many cases it is the teacher who first suspects that a child may have a specific learning difficulty. Teachers are able to compare a child’s work and behaviour to that of his peers, and so can often spot a child who is experiencing difficulties before this is noticed by his parents. Sometimes, however, parents are the first to realize that their child may have a problem. There is no completely reliable way of detecting that your child has a specific learning difficulty, but here are some pointers that may alert you to the need for further evaluation of your child’s difficulties. . . . Pointers to a specific learning difficulty . . . It is quite normal for a child to struggle with skills such as reading, writing, spelling, and arithmetic in the first year or two of school, but after this period, he should attain a basic level of competence. If your child continues to struggle beyond this period, he may have a specific learning difficulty. This should be suspected if he seems to be out of his depth and is not showing signs of becoming competent in basic academic skills. It may also be apparent to you that he seems brighter than these difficulties in his academic work would suggest. His reading may be slow and hesitant, with elementary errors. When reading, he may make up the story based on the illustrations to cover his difficulties, or he may guess wildly at words. He may be unable to spell the words in his spelling list, despite trying reasonably hard. His writing may remain very immature or illegible despite his best efforts. Another warning sign is a child who can write neatly, but only if he writes at an extremely slow speed. If his arithmetic skills are affected, he will seem to be lost when asked to do the calculations expected of a child in his class. He may have great difficulties understanding the meaning of arithmetical operations such as addition, subtraction, and multiplication. Another clue that a child may have a specific learning difficulty is speech delay.

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"Understanding Problem Behavior:." In You and Your Deaf Child, 105–28. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rr3dtx.11.

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Burnard, Sonia. "Your working chapter." In Understanding and Managing Learning Behaviour, 81–96. Routledge, 2019. http://dx.doi.org/10.4324/9780429346644-5.

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Selikowitz, Mark. "Behaviour modification." In ADHD: The Facts, 139–46. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867371.003.0014.

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When your child has ADHD, the first step in a behaviour modification programme is to observe your child’s behaviour and identify the behaviour you want to change. One of the advantages of medication is that it allows children to be more successful in a behaviour modification programme. Should you need help when working on a behaviour modification programme, do not hesitate to consult your doctor and ask for a referral to a psychologist. This chapter describes behaviour modification in the management of ADHD, including encouraging good behaviour so it can be rewarded, how to reward good behaviour, how to discourage undesirable behaviour, and important considerations in a behaviour modification plan.

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Watkin, Sara, and Andrew Vincent. "Understanding You and Your Interviewers." In The Consultant Interview. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199594801.003.0008.

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This chapter seeks to demystify the complex area of human behaviour and motivation in a manner that makes it not only accessible but also useful to someone facing an interview situation. Far from being filled with complex, interrelated behavioural constructs, we have simplified a genuinely complex area sufficiently to allow practical application in the form of conscious competence. A thorough understanding of what makes people tick is a significant competitive advantage in an interview. This section is in sufficient depth to give you the edge, but if you would like to understand more about behaviour, difference and influencing, then we’d strongly recommend attending a good course on the subject. It will benefit your interview and indeed the rest of your working life. . . . Can and should we consider ‘classifying’ individuals? . . . Some might consider that delving into human psychology in interviews represents a risky departure from the factual and predictable into a less ‘tangible’ field. We see it differently. An otherwise good candidate who ignores interpersonal difference at interview runs the risk of being inadvertently declined, not because he/she is not worthy of appointment but because he/she is simply a poor behavioural match to the decision makers. It is vital that we appreciate the decision to appoint is as much an emotional one as a logical one, however much we would like to kid ourselves otherwise. Interviewers hold a mandate to assess candidates for ‘fit’ to the department they will join. After all, you may well work with your new colleagues for many years and those years could seem long for everyone if the fit is not good. Fit is very much an emotional judgement, rather than an objectively detached one. Whereas many inputs will form the ultimate decision to appoint or not, likely fit with fellow department members will be an important consideration, with roots firmly in ‘gut feeling’ rather than rational assessment. What is important is that you adopt a simple and easily manageable framework for behaviour that allows you to adequately and smoothly adapt your approach with confidence.

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White, Peter A. "The Child’s Understanding of Action and Causation in the Realm of Human Behaviour." In The Understanding of Causation and the Production of Action, 77–113. Psychology Press, 2018. http://dx.doi.org/10.4324/9781315791234-4.

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"The impact of external circumstances on a child’s ability to learn and succeed at school." In Understanding and Managing Children's Behaviour through Group Work Ages 5-7, 31–44. Routledge, 2014. http://dx.doi.org/10.4324/9781315740645-12.

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Conference papers on the topic "Understanding your child’s behaviour"

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Serfontein, Zaria, Marco Rigamonti, Edouard Demers, Gonzalo Temprano, and Jennifer Kingston. "LEOniDAS drag sail experiment on the 2021 ESA Fly Your Thesis! parabolic flight campaign." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.110.

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Space engineering students and academics from Cranfield University have developed two space debris mitigation drag sail concepts and three sails are currently in orbit. The sails enable a reduced time to atmospheric re-entry by increasing the natural aerodynamic drag forces acting on the host satellite. Intended to be used on small, low Earth orbit satellites, these sails provide a low-cost solution to achieving compliance with the IADC target of removal from orbit within 25 years of end-of-mission. The LEOniDAS team, comprising one PhD and three MSc students, submitted a proposal to the ESA Fly Your Thesis! parabolic flight campaign to perform microgravity deployment testing on a more scalable and adaptable hybrid design. The project aimed to qualify the new design, provide a better understanding of deployment behaviour in microgravity and allow for a deeper understanding of the effect of deployment on the host satellite. Participation in the programme provided significant educational benefits to the students involved, resulting in three Masters theses and a major input to a PhD thesis, as well as publications and outreach activities. The experiment was presented by the students at the ESA Academy Gravity-Related Training week in January 2021. There followed extensive design, prototyping and assembly work, with regular review and input from ESA and Novespace, culminating in the two-week parabolic flight campaign in October 2021. The planned deployment experiments were successfully completed across all three flights, with the experimenters accumulating a total of more than 30 minutes of microgravity. Data on dynamics of the sail deployments was recorded via high-speed video cameras, accelerometers and torque sensors. This paper will highlight the key scientific and educational achievements of the project, and summarise the lessons learned for the benefit of future participants in this exceptional student opportunity.

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García Mozos, Luis, Devonjit Saroya, Yannick Roelvink, Naël dos Santos D'Amore, Stefano Gabetti, Jorge Galván Lobo, Catarina Lobo, et al. "Artery in Microgravity (AIM): Assembly, integration, and testing for a student payload for the ISS." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.097.

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The Artery in Microgravity (AIM) project was the first experiment to be selected for the “Orbit Your Thesis!” programme of the European Space Agency Academy. It is a 2U cube experiment that will be operated in the International Commercial Experiment (ICE) Cubes facility onboard the International Space Station. The experiment is expected to be launched on SpaceX-25 in mid-2022. The project is being developed by an international group of students from ISAE-SUPAERO and Politecnico di Torino. The objective of the experiment is to study haemodynamics in the space environment applied to coronary heart disease. The outcomes of this testbench will contribute to understanding the effects of radiation and microgravity on the circulatory system of an astronaut, specifically the behaviour in long-term human spaceflight. It will also help to ascertain the feasibility of individuals suffering from this kind of disease going to space someday. The cornerstones of the experiment are two models of 3D-printed artificial arteries, in stenotic and stented conditions respectively. Blood-mimicking fluid composed of water and glycerol is circulated through the arteries in a closed hydraulic loop, and a red dye is injected for flow visualisation. Drops of pressure and image analysis of the flow will be studied with the corresponding sensors and camera. The pH of the fluid will also be monitored to assess the effect of augmented radiation levels on the release of particles from the metallic stent. Some delays were experienced in the project due to the COVID-19 pandemic and to implement design improvements. Improvements were made to several aspects of the design including mechanics (e.g. remanufacturing the reservoir with surface treatment against corrosion, leak prevention measures), software (e.g. upgrading to Odroid-C4 and migrating the code to Python), and electronics (e.g. several iterations of the interface PCB design). This iterative process of identifying areas of concern and designing and implementing solutions has resulted in many lessons learned. The paper will outline in detail Phase D – Qualification and Production of the AIM experiment cube, with special insight on the implementation of the improvements. Previously, at the Symposium on Space Educational Activities in 2019 in Leicester, the initial phases of the design and development of the cube were presented. This year, the final flight model and the results of validation testing before launching on SpaceX-25 are presented. Lessons learned throughout the course of the project are also highlighted for students embarking on their own space-related educational activities.

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