The potential of critical social theory as an educational framework for people with epilepsy

Bennett, Louise and Bergin, Michael and Wells, John S.G. (2016) The potential of critical social theory as an educational framework for people with epilepsy. Epilepsy and Behavior, 54. pp. 80-87. ISSN 1525-5050

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Effective education can support people with epilepsy to develop the attributes and skills required to function as equal partners with clinical service providers, make informed decisions, and competently self-manage their healthcare. However, despite knowledge deficits, unmet information needs, and a poor sense of empowerment, the study of education for people with epilepsy is often neglected and is a poorly understood component of holistic practice within epilepsy healthcare. Historically, the only debate with regard to education and people with epilepsy has been guided either within a positivist or within a constructivist philosophy. We argue that new pedagogies are warranted, recognizing the views of people with epilepsy regarding their illness. Therefore, this paper explores the potential of an educational framework for people with epilepsy based upon critical social theory (CST). By utilizing a CST approach for education, people with epilepsy are engaged with as active 'participants'. This is a key difference that distinguishes CST from other metatheoretical frameworks. It has the potential to support people with epilepsy to acquire the skills and confidence to manage the biopsychosocial challenges associated with their condition.

Item Type: Article
Additional Information: Funding Information: This paper was funded by the Health Service Executive, Ireland ( P1438 ). Publisher Copyright: © 2015 Elsevier Inc.
Uncontrolled Keywords: /dk/atira/pure/subjectarea/asjc/2800/2808
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Depositing User: Admin SSL
Date Deposited: 19 Oct 2022 23:04
Last Modified: 07 Jun 2023 18:43

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