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6.00: Early concept development
Published in Fiona Broadley, Supporting Life Skills for Young Children with Vision Impairment and Other Disabilities, 2020
Progression from here will be to take a message and return with a response. However, before your child can undertake tasks alone without holding hands, she must reliably respond to her name and an instruction to ‘Stop’. The likelihood is that your child will be in school before this is achieved, but maybe not, as each child is different and has their own strengths. In primary school, children are often sent to collect the register, often accompanied by an adult, but this still requires them to go somewhere, remember what they are asking for, then obtain and return with the register. It demands a great deal of concentration and attention to detail and listening skills, as well as memory skills and retention of information and interaction with someone else. This is no mean feat – at all!
Not Just Another Old Person
Published in Audrey Di Maria, Exploring Ethical Dilemmas in Art Therapy, 2019
Half the time that I sit with a person in hospice care, we are holding hands. Touch is also an important way to communicate with those who have dementia. As an art therapist, I often use the hand-over-hand approach to assist some clients as they begin their work. Since touch is more likely to occur with older adults, it is crucial to learn how to use it in a professional and respectful way. One option is to ask the person’s permission before touching. When there is no chance to ask or the client does not have the ability to answer, I often place my hand close enough for the client to reach. I may slowly and softly place my hand on the client’s hand. If I touch someone and the person moves away—even after many positive responses in the past—I immediately remove my hand and sit back in my chair, giving the client more space. I will also apologize. It is important to respect where someone is at the moment, and not base our actions upon what has happened before.
Closing Down Prevention Programs
Published in Eric Rofes, Dry Bones Breathe, 2015
What would a program focused on community development look like? The work of Gay City Health Project in Seattle offers one window onto post-AIDS community-building efforts. Founded in 1995 by a group of gay men critical of existing HIV-prevention efforts, the organization wisely chose a name that was not specifically AIDS-related in order to embrace a broad agenda determined to support and develop the gay city in Seattle. The organization’s brochure opens with a statement proclaiming “Gay City is a Vision”: Imagine no more poignant memorial services. No more “twenty something and HIV-positive” support groups. No more AIDS protests, no more AIDS fund-raisers. And no more fucking red ribbons.Imagine a future of equality, diversity, community. Imagine a time when gay men count gray hairs, not T-cells. Imagine a world where we’re raised to love ourselves as healthy, whole and beautiful. Imagine.Imagine a place where holding hands is not an act of courage. And having sex is not against the law. Imagine no more fear, no more grief. Imagine no more new HIV infections.17
Subtle and Severe: Microaggressions Among Racially Diverse Sexual Minorities
Published in Journal of Homosexuality, 2018
Amanda Weber, Shelly-Ann Collins, Tracy Robinson-Wood, Elda Zeko-Underwood, Bianca Poindexter
Another example of this microaggression was Stephanie’s (White, lesbian, female) report about others being intrusive regarding her relationship: she stated, “I will get comments for holding my girlfriend’s hand on the street or at a bar. For example, just getting additional attention based on that…oh definitely sexual, like overly positive attention, inserting oneself into the situation.” This is an example of how gender and sexuality are conflated to invade one participant’s personal space by denying the participant and her partner space and inserting himself into the relationship, which would not happen to a heterosexual couple holding hands.
Sexual and Affectionate Behaviors in Asexual and Allosexual Adults
Published in The Journal of Sex Research, 2023
Alyssa N. Clark, Eva S. Lefkowitz, Corinne Zimmerman
Physical intimacy is a salient aspect of most romantic partner relationships (Gottman, 1994) that has important implications for relationship and sexual satisfaction among allosexual adults (i.e., individuals who experience sexual attraction; Heiman et al., 2011; Nicolosi et al., 2004; Sánchez-Fuentes et al., 2014). Researchers have used sexual script theory to explain sexual behavior in allosexual adults (Simon & Gagnon, 1986). In contrast to allosexual adults, asexual adults often disfavor sexual behaviors (e.g., Van Houdenhove et al., 2015b), but some asexual adults have been in or desire to be in a romantic partner relationship (Brotto et al., 2010; Carrigan, 2011; Dawson et al., 2016). Given that asexual adults’ sexual behaviors may not align with traditional sexual scripts, their sexual scripts may differ from allosexual adults’ scripts. However, sexual script theory has rarely, if ever, been used to understand asexual adults’ sexual behaviors. Additionally, research on asexual adults’ experiences has rarely differentiated sexual from affectionate behaviors or considered how asexual adults’ prior experiences may relate to their expected likelihood to engage in these behaviors in the future (e.g., Hille et al., 2020). Within romantic relationships, in addition to sexual behaviors, partners often engage in affectionate physical behaviors, such as holding hands, hugging, or kissing (Gulledge et al., 2004). Asexual adults might follow more traditional scripts for these affectionate behaviors than for sexual behaviors. In this study, we examined sexual and affectionate behaviors of both asexual and allosexual adults. We considered prior experience and expected likelihood to engage in a range of physical behaviors to better understand the sexual scripts of both allosexual and asexual adults.
Third-year nursing students’ lived experience of caring for the dying: a hermeneutic phenomenological approach
Published in Contemporary Nurse, 2018
Kristen Ranse, Jamie Ranse, Mikayla Pelkowitz
In addition to the physical tasks, participants described the emotional support of patients and their families as ‘being there’. Holding hands, being in the room and sitting with the patient or family member were exemplars of the nursing student being present to provide comfort. I just really wanted to, I suppose I wanted to make sure somebody was there when she was dying … that she wasn’t alone. (Interviewee 1)… It’s about being there with them [the patient and their family]. Addressing their fears, addressing their concerns. Holding their hand, sometimes even if you don’t have anything to do just going in and sitting down and having a chat with them. (Interviewee 2)… I guess you form a close relationship with the families and they just usually just kind of just sit there throughout the day, and just talk to the family member or friend. (Interviewee 4)… it was just a lot of reassurance for her and talking to her because if you just sat and held her hand and talked her through the process she kind of was okay and calmed down a lot. (Interviewee 5)… so I was holding his hand and like I wouldn't hold someone’s hand if they didn’t want me to, but he kind of reached out for me and wanted me and he was squeezing my hand so tight. (Interviewee 6)