Search results for ‘Author:"karim khalid"’ Sort:
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Diagnosing autistic spectrum disorder in the age of austerity
- Authors:
- KARIM Khalid, COOK L., O'REILLY M.
- Journal article citation:
- Child: Care, Health and Development, 40(1), 2014, pp.115-123.
- Publisher:
- Wiley
Background: Diagnosing autistic spectrum disorder is a challenge, typically involving myriad professionals. In the current climate the auhors explore how diagnosis is managed in the real world by professionals. Methods: Using semi-structured interviews the authors thematically analyse data from psychiatrists, paediatricians and educational psychologists. Results: While there is some consistency across and within these groups there are also a number of variances, and several important issues are highlighted. These include the problem of time and resources, the issue of location for diagnosis, the value of diagnostic tools and schedules, the need for supporting information, the difficulty of multi-agency working, the relevance of a physical examination and the eventual diagnostic label. Conclusions: In the current economic climate and considering changes in guidelines there is a need to evaluate current service provision and enhance services. However, attention needs to be paid to the practical and realistic application of the suggested guidance. (Edited publisher abstract)
Secondary school transition: does mentoring help 'at-risk' children?
- Authors:
- YADAV Vikram, O'REILLY Michelle, KARIM Khalid
- Journal article citation:
- Community Practitioner, 83(4), April 2010, pp.24-28.
- Publisher:
- Community Practitioners' and Health Visitors' Association
The transition from primary to secondary education can be a critical period for those children identified as 'at risk', for whom a poor outcome is associated with significant psychosocial morbidity. This study was designed to investigate whether a mentoring intervention could be valuable in this situation. Changes in psychosocial and behavioural variables in 88 'at-risk' children during transition and response to a 10-month mentoring intervention were evaluated. Participants were recruited from 10 primary schools in areas of lower poverty indices within one county (mean age 10 years 11 months). Data were collected via pre-, mid- and post-intervention questionnaires, changes were assessed in self-esteem, resilience, locus of control and mental health difficulties. Positive changes were found in all measures. The results demonstrate improvement in psychosocial outcomes through the transition period, and it is suggested that mentoring-type intervention may be a helpful service for pupils with mental health difficulties.
Trauma exposure in pre-school children in a war zone
- Authors:
- THABET Abel Aziz Mousa, KARIM Khalid, VOSTANIS Panos
- Journal article citation:
- British Journal of Psychiatry, 188(2), February 2006, pp.154-158.
- Publisher:
- Cambridge University Press
This study investigates the relationship between exposure to war trauma and behavioural and emotional problems among pre-school children. A total of 309 children aged 3–6 years were selected from kindergartens in the Gaza Strip, and were assessed by parental reports in regard to their exposure to war trauma, using the Gaza Traumatic Checklist, and their behavioural and emotional problems, using the Behaviour Checklist (BCL) and the Strengths and Difficulties Questionnaire (SDQ). The results found that pre-school children were exposed to a wide range of traumatic events. The total number of traumatic events independently predicted total BCL and SDQ scores. Exposure to day raids and shelling of the children’s houses by tanks were significantly associated with total behavioural and emotional problems scores. The authors conclude that direct and non-direct exposure to war trauma increases the risk of behavioural and emotional problems among pre-school children, which may present as non-specific psychopathology.