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The sense of safety theoretical framework: a trauma-informed and healing-oriented approach for whole person care.
Front Psychol
January 2025
School of Population Health, Faculty of Medicine, The University of Queensland, Brisbane, QLD, Australia.
Objectives: This research describes four aspects of the development of the Sense of Safety Theoretical Framework for whole person care: exploring the meaning of the phrase "sense of safety"-the whole person ; the range of human experience that impacts sense of safety-whole person ; the dynamics that build sense of safety-the healing ; and the personal and cross-disciplinary trauma-informed practitioner that facilitate sense of safety.
Methods: This qualitative participatory study was conducted in two phases. Researchers iteratively explored the concept of sense of safety using focus groups and semi-structured interviews.
Exploring Oral Narrative Abilities of Chilean School-Age Children With Down Syndrome: A Preliminary Study.
Intellect Dev Disabil
February 2025
Victoria Sánchez-Gómez, Institute for Community Inclusion (INICO), University of Salamanca, Spain, Antonio M. Amor González, INICO, University of Salamanca, Spain, Laura Zampini, University of Milano-Bicocca, Italy, Miguel Ángel Verdugo, INICO, University of Salamanca, Spain, María Isabel Calvo, INICO, University of Salamanca, Spain.
Narrative abilities are essential for school achievement and quality of life, yet children with Down syndrome (DS) often struggle with these skills. This work explores the oral narrative abilities of school-age Chilean children with DS. The participants were 11 children with DS aged between 7;2 and 12;1 (years; months).
View Article and Find Full Text PDFAAC narrative intervention for children with autism.
Augment Altern Commun
January 2025
Rightpath Research & Innovation Center, University of South Florida, Tampa, FL, USA.
In research, augmentative and alternative communication (AAC) interventions have primarily focused on teaching children to make requests; however, AAC intervention should not stop there. There is a dearth of AAC intervention research targeting other communicative functions, despite there being a significant need to enhance children's communication competence in a variety of social and educational contexts. The purpose of this study was to examine the initial efficacy and feasibility of an AAC narrative intervention on the picture-supported retelling skills of three children with autism, aged 6-9 years old.
View Article and Find Full Text PDFNarratives of Chinese kindergarteners with Autism spectrum disorder: Comparison with typically developing children.
Clin Linguist Phon
January 2025
The Third Clinical Medical and Rehabilitation Medical College, Zhejiang Chinese Medical University, Zhejiang, China.
Autism spectrum disorder (ASD) is an early-onset neurodevelopmental disorder characterised by highly heterogeneous language abilities. These variations necessitate sensitive and comprehensive assessments, with narrative analysis being an effective method. This study aimed to examine the micro- and macrostructural aspects of narratives of Mandarin-speaking children with ASD.
View Article and Find Full Text PDFLack of context modulation in human single neuron responses in the medial temporal lobe.
Cell Rep
January 2025
Centre for Systems Neuroscience, University of Leicester, Leicester, UK; Hospital Del Mar Medical Research Institute (IMIM), Barcelona, Spain; Institució Catalana de Recerca I Estudis Avançats (ICREA), Barcelona, Spain; Ruijin Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China. Electronic address:
In subjects implanted with intracranial electrodes, we use two different stories involving the same person (or place) to evaluate whether and to what extent context modulates human single-neuron responses. Nearly all neurons (97% during encoding and 100% during recall) initially responding to a person/place do not modulate their response with context. Likewise, nearly none (<1%) of the initially non-responsive neurons show conjunctive coding, responding to particular persons/places in a particular context during the tasks.
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