Objective: A series of studies report elevated rates of autism and autistic characteristics among gender-diverse youth seeking gender services. Although youth with the co-occurrence present with ...complex care needs, existing studies have focused on co-occurrence rates. Further, clinical commentaries have emphasized provider-centered interpretations of clinical needs rather than key stakeholder-driven clinical approaches. This study aimed to employ community-based participatory research methodologies to develop a key stakeholder-driven clinical group program.
Method: Autistic/neurodiverse gender-diverse (A/ND-GD) youth (N = 31), parents of A/ND-GD youth (N = 46), A/ND-GD self-advocates (N = 10), and expert clinical providers (N = 10) participated in a multi-stage community-based participatory procedure. Needs assessment data were collected repeatedly over time from A/ND-GD youth and their parents as the youth interacted with one another through ongoing clinical groups, the curriculum of which was developed progressively through the iterative needs assessments.
Results: Separate adolescent and parent needs assessments revealed key priorities for youth (e.g., the importance of connecting with other A/ND-GD youth and the benefit of experiencing a range of gender-diverse role models to make gender exploration and/or gender affirmation more concrete) and parents (e.g., the need for A/ND-related supports for their children as well as provision of an A/ND-friendly environment that fosters exploration of a range of gender expressions/options). Integration and translation of youth and parent priorities resulted in 11 novel clinical techniques for this population.
Conclusions: With generally high acceptability ratings for each component of the group program, this study presents a community-driven clinical model to support broad care needs and preferences of A/ND-GD adolescents.
This study focuses on the correlation of leadership system, school culture, management strategy, and teacher’s performance among primary and secondary school teachers at West Indonesia Union Mission ...(WIUM). As it is hypothesized that teacher’s performance (dependent variable) received and perceived by the teacher is affected by leadership, leadership system, school planning, the relationship of teachers with leaders, school culture, communication system, school and working environment, managerial strategy, salary and allowance, and teacher training and development (independent variables). There are 362 teachers who responded to the researcher-made questionnaire. The questionnaire was pilot tested for validation. Cronbach’s alpha, a test of reliability, shows the score value of 07878 (or 87.78% reliable). A descriptive analysis shows that teachers considered/perceived that: (1) their role in the school; (2) Culture and communication at school; (3) working environment; (4) Training and development; (5) relationship with school leader; and (6) leadership system and school planning as a strong contribution for their working performance. However, the salary and allowances received have an interpretation score value of enough. The correlation analysis done on the data gathered shows that leadership system, school culture, and management strategy are correlating each other positively and significantly. Each and/or the three aspects mentioned gives a positive and significant effect or contribution to the teacher’s working performance, where the combination of the three aspects gives the highest or very strong effect or contribution with the score value of 113.78 (or 113.78%). In conclusion of the study, the finding shows that the leadership system, school culture, and management strategy of the primary and secondary Adventist school at West Indonesia Union Mission (WIUM) affect positively, significantly, and very strongly on the teachers in their working and teaching performance. However, the impact of salary and allowances need the attention of the school or the organization for improvement and a more positive and significant effect or contribution to teachers’ working performance. K
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