Search results for ‘Subject term:"activities of daily living"’ Sort:
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100 days of care: diary entries of children and young people in care, in residential education or receiving social care
- Author:
- OFSTED. Office of the Children's Rights Director
- Publisher:
- Ofsted. Office of the Children's Rights Director
- Publication year:
- 2011
- Pagination:
- 36p.
- Place of publication:
- Manchester
The Children’s Rights Director has the duty to ask children and young people in care, children who receive any sort of help from council social care services, care leavers and children and young people living away from home in any type of boarding school, residential special school or further education college for their views about their rights, their welfare, and how they are looked after in England. Early in 2011, Ofsted asked for volunteer children and young people to fill in a diary for a week for this report. Twenty-three children and young people agreed to do this, and this is their report on their own lives, told through 100 of the diary entries they provided. The entries are anonymous and other names and places have been disguised to preserve confidentiality.
Groupwork for children with autism spectrum disorder: ages 11-16: an integrated approach
- Authors:
- EGGETT Alison, et al
- Publisher:
- Speechmark
- Publication year:
- 2008
- Pagination:
- 256p., bibliog.
- Place of publication:
- Milton Keynes
The authors of this book believe strongly in developing a team approach to working with children who have autism spectrum disorder. This is the third in a series of books progressing though a child’s school years. The writing team includes speech and language therapists and occupational therapists, who draw on their experience of working together to create a practical resource for professionals working with young people with ASD in small groups. The book aims to improve the participants’ skills in seven key areas of development; language and communication; socialisation; leisure activities and independent living; sensory; motor; behaviour; and emotional. Special consideration is given to issues relevant to this age group, such as transitions, awareness of diagnosis and the development of coping strategies. Case studies, working examples, photocopiable checklists, assessment forms and session sheets are provided. Together these should assist group facilitators to assess needs, set targets and create programmes for individuals, to plan and run group sessions, evaluate progress and carry out peer reviews.
Self-control and subjective-wellbeing of adolescents in residential care: the moderator role of experienced happiness and daily-life activities with caregivers
- Authors:
- ORUZAR Harry, et al
- Journal article citation:
- Children and Youth Services Review, 98, 2019, pp.125-131.
- Publisher:
- Elsevier
Literature on subjective-wellbeing (SWB) of children and adolescents in residential care is still scarce. In addition, few studies relate self-control and SWB at these ages, particularly in this population. This study aims to examine this relationship based on different measures to assess the cognitive component of this construct: Personal Wellbeing Index (PWI), Overall Life Satisfaction (OLS) and Students Life Satisfaction Scale (SLSS). The main objective is to explore, from a bottom-up perspective, the moderating effect of an experienced happiness indicator (OHS) and the daily-life activities shared between caregivers and adolescents in the residential care system. The sample is composed of 391 adolescents between 12 and 18 years old (M = 14.62; SD = 1.60), who are living in 47 residential care centers (RCC) from Peru. The results show a positive and significant relationship between self-control and the cognitive and affective measurements of SWB, specifically, a stronger relationship with SLSS. A moderating effect of daily-life activities with caregivers and OHS is observed on the relationship between self-control and the two indicators of life satisfaction (SLSS and OLS). In the case of SLSS only daily-life activities show a significant moderation. In contrast, there are non-significant moderations for PWI. Finally, results are discussed to enhance the socio-educative function of residential care centres, considering the importance of daily activities for SWB. (Edited publisher abstract)
Social participation of teenagers and young adults with developmental co-ordination disorder and strategies that could help them: results from a scoping review
- Authors:
- GAGNON-ROY M., JASMIN E., CAMDEN C.
- Journal article citation:
- Child: Care, Health and Development, 42(6), 2016, pp.840-851.
- Publisher:
- Wiley
Background: The impact of developmental co-ordination disorder (DCD) on teenagers' and young adults' participation is not well documented. This article aims to synthesize the current knowledge on social participation, which is the performance of an individual in realizing his or her daily activities and social roles within its life environment. Strategies and interventions to support youths (15–25 years old) with DCD were also synthesized. Methods: A scoping review interrogating three databases and using ‘snowballing techniques’ was performed to identify both scientific and grey literature published between 2004 and 2014. Over 1000 documents were screened and 57 were read in full; 28 met inclusion criteria. A charting form based on 12 life habits described in the disability creation process and developed by two reviewers was used to extract data and report the results. Results: All life habits were reported to be affected for teenagers and young adults with DCD, with education and interpersonal relationships being the most frequently discussed. During adolescence and adulthood, new tasks and subsequent difficulties emerge, such as driving. Mental health difficulties emerged as a key theme. Few strategies and interventions were described to support social participation of youths with DCD. Conclusion: Many life habits are challenging for youths with DCD, but few evidence-based strategies and interventions have been designed to help them to increase their social participation. (Publisher abstract)
An exploratory study using camera and Talking Mats to access the views of young people with learning disabilities on their out-of-school activities
- Author:
- GERMAIN Ruth
- Journal article citation:
- British Journal of Learning Disabilities, 32(4), December 2004, pp.170-174.
- Publisher:
- Wiley
Explores the use of disposable cameras and Talking Mats as research tools to access the views of young people with learning disabilities about their social activities. A pilot study was carried out with nine 16-year-olds in a special school who were given a single-use motorised camera used to record their out-of-school activities both in the home and community, for 1 week. They were asked to sort their photographs using Talking Mats symbols. This was followed by parental interviews to check for validity and reliability. Reports on the potential use of photography and Talking Mats as research tools with young people with learning disabilities, and how their use may break down some of the language barriers inherent in traditional interview methods. Discusses some of the practical and methodological issues arising from the study.
After care, then where? Outcomes of an independent living program
- Author:
- MALLON Gerald P.
- Journal article citation:
- Child Welfare Journal, 77(1), January 1998, pp.61-78.
- Publisher:
- Child Welfare League of America
Discusses how the USA has made a major capital investment in the out-of-home care system and, to a lesser extent, in preparing youths exiting out-of-home care for self-sufficiency. The field of child and family services has begun to evaluate the effectiveness of independent living skills programmes and to measure outcomes that document the extent to which these social investments are cost effective and linked to positive outcomes. This article provides descriptive and evaluative outcome data for all youth discharged to independent living in a New York City-based independent living programme.
The role of music within the home-lives of young people with profound and multiple learning disabilities: parental perspectives
- Authors:
- RUSHTON Rosie, KOSSYVAKI Lila
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.29-40.
- Publisher:
- Wiley
Background: Music is weaved within our cultures; it is ever-present within daily-life and can considerably influence our mood, well-being and relationships. This study explores parental perceptions of the role of music in the home-lives of children and young people with profound and multiple learning disabilities in the UK. It considers parental views of how listening to and making music can shape the mood and behaviours of their child and their relationship. Methods: Using a mixed-method explanatory sequential design and cross-sectional survey methodology, the study collected data from parents and carers of children and young people with profound and multiple learning disabilities. Data were collected from an online questionnaire (n = 48) followed by online one-to-one interviews (n = 10). Findings: Parents reported that children and young people with profound and multiple learning disabilities more frequently listen to music than make music within the home. They also stated that music is used for enjoyment, to support mood-regulation and to add structure to the lives of young people with profound and multiple learning disabilities. Parents finally reported that listening to music together helps families feel more connected and strengthened their relationships. Conclusion: This paper outlines the positive role music may have in the home lives of people with profound and multiple learning disabilities and their families. (Edited publisher abstract)
Patterns of support to adolescents related to disability, family situation, harassment, and economy
- Authors:
- MOLLER Berit, et al
- Journal article citation:
- Child: Care, Health and Development, 45(5), 2019, pp.644-653.
- Publisher:
- Wiley
Introduction: Adolescents need support from family, friends, and teachers to increase their involvement in everyday life. Their environment and their own characteristics also influence their ability to participate in an everyday supportive environment. Aim: The aim of the study was to investigate patterns of support from parents, teachers, and very important persons such as peers to the ability of adolescents to participate in everyday life, as well as the importance of interpersonal relations as experienced by the adolescents. Method: The study has a cross‐sectional design. The data compiled and analysed in this study are part of a longitudinal study of adolescents and their development into adults—LoRDIA (Longitudinal Research on Development In Adolescence). A combination of person‐ and variable‐oriented design was used to capture patterns of support. Results: Adolescents with a complicated home situation and low economic prerequisites who received little support from parents and friends participated to a lower degree in home activities. A substantial number of these adolescents had self‐reported neurodevelopmental disorders and, as a group, were more often exposed to harassment. However, these adolescents participated to a higher extent in school activities, although they received little support from the teachers. The adolescents who received most support from parents and teachers were those with a country of origin other than Sweden and those who lived with both of their parents and had more siblings than average. However, this did not mean that they participated to a higher extent in home and school activities. (Edited publisher abstract)
Supporting the participation of youth with physical disabilities: parents' strategies
- Authors:
- KILLEEN Hazel, et al
- Journal article citation:
- British Journal of Occupational Therapy, 82(3), 2019, p.153–161.
- Publisher:
- Sage
Introduction: Little is known about strategies used by parents to explicitly promote the participation in meaningful occupations of transition-age youth. This descriptive study explored the type and scope of parents' strategies to facilitate the participation of youth living with a physical disability. Methods: Twenty-two parents of youths (12 to 18 years) with mobility restriction reported strategies used at home, school, and in the community by completing the Participation and Environment Measure for Children and Youth at two time points. Content analysis was conducted. Strategies were extracted and coded, and sub-categories were identified and organised into the three domains (person, occupation, environment) of the Canadian Model of Occupational Performance – Engagement. Findings: Overall, 241 strategies were reported, of which 130 were distinct. The strategies encompassed all three domains of the Canadian Model of Occupational Performance – Engagement, with an emphasis on youths' immediate physical environment and no reference to institutional policies at the macro level. The majority of strategies focused on facilitating youths' participation in the school setting through collaboration, advocacy, and involvement. Conclusion: Findings can increase our understanding of the range of actions parents take in supporting participation of transition-age youth. Occupational therapists can build on those strategies and, through family-centred practice, jointly promote youth participation and inclusion. (Edited publisher abstract)
Homeless youths’ interests in social action via Photovoice
- Authors:
- BENDER Kimberley, et al
- Journal article citation:
- Journal of Community Practice, 26(1), 2018, pp.107-120.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philapelphia, USA
Engaging homeless youth in services is challenging. Novel methods are needed to better retain and empower this population. Photovoice, an innovative form of community-based participatory research, facilitates participants’ use of photography to document their everyday lives and struggles, while advocating for social change. This study examines, among 22 homeless youth, whether and why youth would be interested in participating in Photovoice activities, the types of social issues youth would be motivated to explore, and homeless youths’ opinions about committing to a longer-term, group-oriented project. Photovoice may represent promise in engaging marginalised and difficult-to-retain populations. (Edited publisher abstract)