Participant Demographics. The participant who was unable to complete the experiment was replaced with another participant at the end of the study who completed the same condition. One participant was allocated to the wrong group (no. 3 instead of no. 2). Hence, the final sample distribution was as follows: group 1 (n = 6), group 2 (n = 5), group 3 (n = 7), group 4 (n = 6). All participants in the final sample completed both the ‘tally’ and the ‘strategy’ condition was well as the first and second half of the SST. Overall, 10 women (41.7%) and 14 men took part in the study. The pre-injury occupational categories (using guidance from Office for National Statistics, 2010) included higher managerial, administrative or professional occupations (n = 2); lower managerial, administrative or professional occupations (n = 6); small employers and own account holders (n = 2); lower supervisory and technical occupations (n = 3); semi-routine occupations (n = 4); routine occupations (n = 4); and never worked or long-term unemployed (n = 3). Details regarding participants’ brain injuries were extracted from assessment reports. Injuries resulted from traumatic brain injury as the result of a road traffic accident (n = 11), traumatic brain injury due to another cause (n = 2), cerebrovascular insult (stroke; n = 5), tumour (n = 3), epilepsy (n = 1), encephalitis (n = 1), and intracranial cyst (n = 1). In terms of the severity of injury, Glasgow Coma Scale (Xxxxxxxx & Xxxxxxx, 1974) scores for TBI patients ranged from 3 to 15 out of 15, though this was not consistently recorded in assessment reports (n = 8 of 13 participants with TBI, or 61.5%). Loss of consciousness, or coma, was noted in 10 participants (76.9%). In three cases, this was an induced coma. Eight reports cited the presence of post-traumatic amnesia (61.5%). Demographics expressed as continuous variables are summarised in table 2.
Participant Demographics. Teacher Candidates Teacher candidates at School District’s A Induction Program completed 56 surveys. Out of the 56 respondents, 43 identified as Year 2 candidates, 12 identified as Year 1 candidates, and one identified as an Early Completion Option (ECO) candidate. The credentialed breakdown included: 63% (n = 35) single subject, 25% (n = 14) multiple subject, and 13% (n = 7) special education (Figure 8). It should be noted that seven respondents selected “special education” as their teaching credential. The researcher included this option to be inclusive of the preliminary credential that the teacher candidates hold including Mild Moderate (M/M), Moderate Severe (M/S), and Deaf and Hard of Hearing (D/H). All 56 teacher candidates in the study represented elementary, middle, high school, and continuation grade levels.
Participant Demographics. Participants of the quantitative portion of this study were district parents (=150) with children in elementary, middle schools, and high schools, both, GATE and non-GATE identified. Out of those 150 parents, 10 parents volunteered to be interviewed, which provided qualitative data. The following table reports their race, gender, age, household arrangement, birthplace, and year of education whether in the United States or their country of birth. Table 1. 1 Demographic Data for Parent Participants (=150) Background Categories Counts Percentage Characteristics Race African American 3 2 Asian 2 1 Latino/Hispanic 136 91 White 7 5 Other 2 1 Gender Male 15 10 Female 135 90 Age 21-31 24 16 00-00 00 00 00-00 00 00 52-61 6 4 Household Two Parent 118 79 Single Parent 29 19 Other 3 2 Birthplace USA 44 29 Mexico 99 00 Xxxxxxx Xxxxxxx 0 0 Xxxxx Xxxxxxx 1 <1 Asia 2 1 Education Elementary (K-6) 20 13 Middle School (7-9) 47 31 High School (10-12) 52 35 Undergraduate 19 13 Graduate 12 8 Parents GATE 64 43 Non-GATE 86 57 The majority of participants were Latino/Hispanic (=136) females (=135) between the ages of 32-41 (=83) reporting a two parent household (=118) with non-GATE students (=86). Most participants were born in Mexico (=99) and received at least a middle school or high school education in their country (=99). It is important to note that in Mexico, elementary school goes up to 6th grade, middle school from 7-9th grade, and high school from 10-12th grade. Anything above high school is considered college/university. Figure 3. 1 Parent Education Frequency (=150) GATE versus Non-GATE Parents Since this study focused on identifying GATE versus non-GATE parent involvement, it was necessary to identify parent characteristics to determine which types of parents had more home and school participation. The following trends emerged. GATE parents (=64) reported more years of education whether in the United States or in their home country with an average of
Participant Demographics. Participant ages ranged from 18-79 with the mean age of participants being 35 years old. Six (38%) of the participants were unmarried, 6 (38%) were married women aged 25-40 years old, and 4 (25%) were over 40 years old. Eleven (69%) participants completed more than primary education and 5 (31%) completed primary or less than primary. The most common religion among participants was Christian (non-Catholic) 9 (56%) and the two most common ethnic groups that participants belonged to were Acholi, 4 (25%) and Baganda 3 (19%). The living situations of the participants varied as 4 (25%) lived in a single family home, 7 (44%) lived in a compound with shared living spaces including their sanitation facilities, and 5 (29%) did not clearly specify(Table 1).
Participant Demographics. A total of 270 women were surveyed for this study. All participants were part of a neighbor women’s group, nearly two-thirds (63%) had a child under the age of 2, half were currently lactating (49%), and 11% were pregnant at the time of survey administration. Most participating women had not completed formal education beyond primary school (83%). Fewer than half (44%) of the participating households self-reported having access to a latrine, and roughly half (51%) reported using surface water as their primary source of drinking water. Food insecurity was very high among participating households, with nearly all households reporting anxiety and uncertainty about food supply as well as having insufficient food quality or quantity in the previous 30 days (Xxxxxx et al., 2007) (Table 2). Few households (12%) had a hygienic food preparation space by operational definition, and fewer than half of households (42%) were storing food hygienically. A quarter of the women (26%) were able to list 5 of 6 key handwashing times, and water and soap presence at handwashing stations was low (12% and 7%, respectively); nearly half (41%) of observed CU2 hands were clean, and self-reported handwashing with soap was high. About a third of households (34%) demonstrated an absence of human and animal feces, garbage, and other xxxxx in the area that caretakers reported as the primary play location of the CU2 (Table 3).
Participant Demographics. Demographic Characteristic Total Sample (n=30) Age Age Range 18-29 Median Age 24.20 Ethnicity: n (%) African-American 27 (90.00%) African-American/Latino 1 (3.33%) African-American/ American Indian 2 (6.67%) Annual Income*: n (%) x <20,000 17 (56.67%) 20,000< x <40,000 9 (30.00%) 40,000< x <60,000 3 (10.00%) Not Reported 1 (3.33%) Education Level: n (%) High School Diploma/ GED 9 (30.00%) Trade Certification 1 (3.33%) Some College 13 (43.33%) Associate’s Degree 2 (6.67%) Bachelor’s Degree 5 (16.67%) Daily Medication Adherence Yes 21 (70.00%) No 9 (30.00%) GED- General Equivalency Diploma; *Measured in US Dollars Chapter 4: Recommendations This study aimed to explore the health implications of internalized homonegativity experienced over the life course of YB-GBMSM living with HIV in Atlanta, Georgia. Our findings illustrated several barriers and hardships that this population may face due to homonegativity, both external and internalized, during their lives. This study presented a number of implications for future public health interventions, research, and policy. This chapter describes specific recommendations aimed to promote the health of YB-GBMSM living with HIV. All recommendations given are not necessarily novel initiatives – in some cases, this chapter underscores the necessity of pre-existing programs.
Participant Demographics. Pharmaceuticals CBD (2 x 300mg) capsules and matching placebo were provided by STI Pharmaceuticals UK. Synthetic ∆9-THC was acquired from STI Pharmaceuticals UK, via ∆9-THC Pharm GmbH (Frankfurt am Main, Germany) and prepared as 1 mg/mL vials for IV injection, by Xxxxxxx Laboratories (Interlaken, Switzerland). 1.5mg ∆9-THC was diluted in 8.5ml normal saline in a 10ml syringe. ∆9-THC was administered over 10 minutes with 1ml of the solution being injected each minute. Cognitive and Psychological measures Baseline predictive measures Participants provided demographic information and completed the Green et al Paranoid Thought Scale (part B, trait paranoia) (Xxxxx, Xxxxxxx, Kuipers, Xxxxxxxxxx, Xxxxxx, Xxxx, and P. a Garety, 2008), Schizopytal Personality Questionnaire (SPQ) ( a Raine, 1991), Cannabis Experience Questionnaire (CEQ) (Xxxxxx and Xxxxx, 2008), Wechslers Test for Adult Reading (WTAR) (Xxxxxxxx, 2001) at the start of the study. These scales were used to compare the two groups on levels of trait paranoia (GPTS), psychosis-proneness (SPQ), cannabis and drug use history as well as levels of paranoid/dysphoric experiences during cannabis use (CEQ), and levels of pre-morbid IQ. There were no significant differences between the CBD and placebo groups on any of these measures (Table 3.2.).
Participant Demographics. 45 Quantitative Data Analysis ........................................................................................ 51 Research Question #1 Parent Findings ...................................................................... 52 Research Question #2 Parent Findings ...................................................................... 55 Qualitative Data Research Findings .......................................................................... 56 Parent Interviews ....................................................................................................... 57 Research Question #2 Parent Findings ...................................................................... 59 Research Question #3 Parent Findings ...................................................................... 63 Research Question #2 GATE Teacher/Coordinator Findings ................................... 65 Summary.................................................................................................................... 68 CHAPTER 5: DISCUSSION ................................................................................................ 70 Summary of the Study ............................................................................................... 70 Discussion.................................................................................................................. 70 Research Question #2 Discussion ............................................................................. 73 Research Question #3 Discussion ............................................................................. 75
Participant Demographics. From January to March 2019 we approached 43 staff, and 25 of took part in the focus groups. Those who declined did so because of the focus group timing (n=9), or they were required to remain on the xxxx to maintain minimum staff numbers and carry out clinical duties (n=4); five did not specify a reason. A total of 18 participants were also available to take part in the member-checking focus groups. Table 5 presents participants’ demographics. We identified five primary themes, which we discuss below in addition to subthemes. Figure 8 provides a visual overview of these themes and subthemes. Table 5 Participant demographics Characteristics Focus group Total (N=25) Member-checking groups (N=18) 1 (n=6) 2 (n=6) 3 (n=4) 4 (n=5) 5 (n=4) Age (years) Mean (SD) 37.8 (12.4) 39.5 (11.3) 37 (10.8) 55.4 (7.4) 44.5 (5.1) 42.7 (11.6) 44.4 (12.8) Range 00-00 00-00 00-00 00-00 00-00 00-00 22-64 Sex, n Women 3 6 3 3 1 16 12 Ethnicity, n Black African 4 0 4 4 4 16 15 Black Caribbean 1 3 0 1 0 5 1 White British 1 3 0 0 0 4 2 Job title, n Staff nurse 5 6 1 4 4 20 16 Student nurse 1 0 2 0 0 3 1 Xxxx manager 0 0 1 1 0 2 1 Highest educational attainment, n Time in post (years), Mean (SD) 5.4 (3.4) 5 (4.8) 4 (5.7) 10.8 (4.7) 4.6 (2.1) 6.5 (3.4) 6.4 (4.8) 70 Figure 8 Visual overview of themes and sub-themes
Participant Demographics. Participants were 48 females, 47 males and one non-binary participant, ranging in age from 21 to 79 years (M = 49.95, SD = 17.19). The education level of participants ranged from secondary school, GCSE’s, O-levels or below (n = 29) to college, A-levels or further education (n = 33) to degree or equivalent (n = 34). Six participants were currently engaged in ongoing education. Categories recommended by the Office for National Statistics (ONS; 2010) were utilised to classify participants’ occupations. Participants fell within the following professional categories: higher managerial and/or professional roles (n = 15), lower professional or higher technical or self-employed roles (n = 43), intermediate roles like clerical, sales or administrative positions (n = 23), small industry employers like agriculturalists or craftsmen (n = 3), semi-routine workers like child care providers or support workers (n = 10) and full-time students (n = 2). Current employment status of participants ranged from employed full-time (n = 37), employed part-time (n = 20), engaged in full-time or part-time education or training (n = 6), unemployed (n = 5), retired (n = 20) or self-employed (n = 8). As per the inclusion criteria, all participants were living independently in the community or at home with family, for younger participants. Table 1.2 presents detailed demographics of participants.
