Search results for ‘Author:"ginevra maria cristina"’ Sort:
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Career adaptability, resilience, and life satisfaction: a mediational analysis in a sample of parents of children with mild intellectual disability
- Authors:
- GINEVRA Maria Cristina, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(4), 2018, pp.473-482.
- Publisher:
- Taylor and Francis
Background: Parents of children with intellectual disability (ID) have been found to be more likely to experience lower levels of life satisfaction than parents of typically developing children as a result of the increased challenges they experience. Based on a life design approach, which emphasises the role of career adaptability and resilience in dealing with life challenges, this study aimed at analysing the relationship between career adaptability and life satisfaction through the mediational role of resilience in parents of children with mild ID. Method: One hundred and fifty-two (62 fathers and 90 mothers) parents of children with mild ID were involved and were administered measures of life satisfaction, career adaptability, and resilience. Results: The structural equation model showed that career adaptability is indirectly, through resilience, related to life satisfaction. Conclusion: This result has important implications for practice, and it underscores the need to support parents’ life satisfaction, promoting their resilience, and especially their career adaptability. (Publisher abstract)
School inclusion of children with intellectual disability: an intervention program
- Authors:
- NOTA Laura, GINEVRA Maria Cristina, SORESI Salvatore
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(4), 2019, pp.439-446.
- Publisher:
- Taylor and Francis
Background: This study evaluated the impact of a structured 10-didactic units intervention on promoting the school inclusion of elementary school students with intellectual disability (ID). Method: The intervention was devised for 152 Italian typically developing (TD) elementary school students that were randomly assigned to the experimental (EG) or to the control (CG) group. Specifically, the research examines the positive and negative social behaviours that took place in naturalistic class settings between TD students and their classmates with ID and the positive and negative peer sociometric nominations that children with ID received from their TD classmates. Results: At post-test, the children with ID included in the classes randomly assigned to the EG, received more positive sociometric nominations and social behaviours than peers with ID of the CG, and adopted more positive behaviours towards TD peers. Conclusions: The study highlighted the potential of the intervention to promote the school inclusion of students with ID. (Edited publisher abstract)
Career interests and self-efficacy beliefs among young adults with an intellectual disability
- Authors:
- NOTA Laura, GINEVRA Maria Cristina, CARRIERI Loredana
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(4), December 2010, pp.250-260.
- Publisher:
- Wiley
Work is important for people with disabilities, and fosters their career development and quality of life. Findings from social cognitive theory suggest that transition to work and work inclusion processes should be based on opportunities to explore the world of work, awareness of professional options, and consideration of career interests and self-efficacy beliefs. This study was aimed at verifying whether people with an intellectual disability present interests and self-efficacy beliefs in less complex occupations, and whether self-efficacy beliefs can predict career interests, similar to results observed with individuals without intellectual disability. The study also investigated differences associated with intellectual disability level and with gender. One hundred and twenty-nine young adults with intellectual disability were interviewed about their interests in and self-efficacy beliefs concerning occupations in six different occupational areas (realistic, investigative, artistic, social, enterprising, and conventional). The results showed that participants with intellectual disability tended to be interested in, and have higher self-efficacy belief levels, in low-to-mid-complexity occupations and also showed the predictive role of self-efficacy beliefs. Contrary to expectations, however, no intellectual disability level or gender effects were observed. The findings underscore the importance of very early vocational guidance activities that emphasise these aspects in helping persons with intellectual disability set their professional goals.