Search results for ‘Subject term:"cerebral palsy"’ Sort:
Results 1 - 10 of 14
Expectations and realisations: the employment story of a young man with cerebral palsy
- Author:
- CRITTEN Val
- Journal article citation:
- Disability and Society, 31(4), 2016, pp.573-576.
- Publisher:
- Taylor and Francis
Britain has laws and a range of policies which promote the employment of disabled people. The lack of progress to get disabled people into paid work has resulted in huge dissatisfaction for some. Evidence of disability and employment problems is often expressed as hard data, but what of the personal experiences of trying to find employment? This article is based on interviews with ‘Nick’, a young man with cerebral palsy who wanted to recount his preparation for work, including work experience, through school, the Connexions service and the local Employment Office. He explained how he felt his voluntary work and work experiences were not fully planned and ultimately unsatisfactory. Nick found paid employment, but soon discovered that there were too many problems for him to continue. He reflected on his experiences, including his own initial confidence, his despair at the ending of his paid employment and the realities of what employment means for him. (Publisher abstract)
Barriers for adults with Cerebral Palsy on achieving full life participation: access to healthcare services and progressing at work
- Author:
- ALL PARTY PARLIAMENTARY GROUP ON CEREBRAL PALSY
- Publisher:
- All Party Parliamentary Group on Cerebral Palsy
- Publication year:
- 2022
- Pagination:
- 20
- Place of publication:
- London
This is the third report by the All-Party Parliamentary Group on Cerebral Palsy exploring Cerebral Palsy as a lifelong condition. It focuses on two key areas. Firstly, it examines the transition from childhood into maturity, and how this impacts the ability of adults with Cerebral Palsy to access healthcare services. Access to specialist health and social services is the core for enabling adults with Cerebral Palsy to live their lives as fully as possible. Secondly, the report assesses the barriers facing the adult Cerebral Palsy community in entering, remaining, and progressing through the world of work. The report highlights that the problems faced by the community are multifaceted and that collaboration between health, social care and employment is essential. Among the recommendations, Parliamentarians call on NHS England, social care, education, and employment specialists to agree a new national specification for adult Cerebral Palsy to commission dedicated specialist services across the new 42 Integrated Care Systems (ICSs) in England. Devolved governments should put in similar measures in their respective health systems. Other proposals contained in report include: guaranteeing adults living with Cerebral Palsy annual medical reviews to better assess their evolving health and care needs; ringfencing funding for the ICSs to develop specialist services; enhancing employment rights for adults with Cerebral Palsy to better reflect the varied, fluctuating, and complex nature of their conditions; creating a new online information hub for employers to better understand the needs of member of the adult Cerebral Palsy community in their workforces. (Edited publisher abstract)
Accessible digital assessments of temporal, spatial, or movement concepts for profoundly motor impaired and non-verbal individuals: a pilot study
- Authors:
- MOSELEY Mark, et al
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, 16(3), 2021, pp.350-360.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Purpose: Here we present a study of two new Assistive Technology (AT) accessible digital assessments which were developed to address the current paucity of (English) spoken language comprehension assessments accessible to individuals who are both non-verbal and have profound motor impairments. Such individuals may rely heavily upon AT for communication and control. However, many assessments require that responses are given either verbally, by physical pointing or manipulating physical objects. A further problem with many assessments is their reliance upon static images to represent language components involving temporal, spatial or movement concepts. These new assessments aim to address some of these issues. Materials and methods: The assessments were used with 2 young people who are non-verbal and have profound motor impairments (GMFCS level IV/V) and who use eye gaze as their primary method of communication and access. One assessment uses static images and the other short video clips to represent concepts containing temporal, spatial or movement elements. The assessments were carried out with each participant, both before and after an intervention, as part of a larger study. Results: The assessments were accessible using AT (eye gaze) for both participants, although assessment scores varied. The design of the assessments particularly suited one participant who scored near maximum, but they appeared less suitable for the other participant. Conclusions: Making assessments AT accessible removes a barrier to assessing aspects of the spoken language comprehension abilities of some. Video may be a better medium for representing certain concepts within assessments compared with static images. (Edited publisher abstract)
"If I had been given that information back then": an interpretive description exploring the information needs of adults with cerebral palsy looking back on their transition to adulthood
- Authors:
- FREEMAN M., et al
- Journal article citation:
- Child: Care, Health and Development, 44(5), 2018, pp.689-696.
- Publisher:
- Wiley
Background: Young people with cerebral palsy (CP) and their families have identified lack of information received during the transition to adulthood as a barrier to successful outcomes. To date, few studies have explored the information needs, preferences, timing, and method of provision from the perspective of individuals with CP. Method: The methodological approach to this qualitative study was interpretive description. Nine adults living with CP, between the ages of 20 and 40, were purposively recruited in Ontario, Canada, to explore, retrospectively, their information needs during the transition to adulthood. Participants completed a 1‐hour interview that explored their experiences seeking and receiving information. Interviews were transcribed verbatim, and data were analysed to create a thematic description of adults' experiences with information. Results: Three themes emerged: (a) “Recognizing and supporting information needs,” which highlighted the importance of support systems to assist young people in receiving and seeking information throughout the transition; (b) “Getting creative,” which highlighted strategies young people use when confronted with environmental barriers when seeking information; and (c) “Gaps and advice for the future,” which highlighted the need for real‐life opportunities, during the transition to adulthood, to experience some of the responsibilities of adult life. Conclusion: Clinicians assisting young people with CP need purposefully to foster knowledge and skills during the transition to adulthood. They should be not only providers of information but also enablers of opportunities for immersion in real‐life experiences to prepare for adult life. It is important for young people to have the opportunity to discuss challenges and exchange information with their peers. (Edited publisher abstract)
Experiences of participation in a Swedish society among adults with cerebral palsy or spina bifida: involvement and challenges
- Authors:
- TORNBOM Karin, TORNBOM Marie, SUNNERHAGEN Stibrant
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 12(4), 2013, pp.256-271.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Participation in society is vital to mental health and is beneficial to individuals and society. The goal of this study was to provide insight into how people with cerebral palsy and spina bifida view their experiences of participation and to examine factors that might influence this issue. The results show that participants emphasised the importance of being accepted and treated equally. Living independently and being able to play an active and leading role in their lives was also essential. Participation was described as a process of interaction between a person and society, with mutual responsibility in respect to integration. (Publisher abstract)
Journeys back into work
- Authors:
- IRISS, SUSE (SCOTTISH UNION OF SUPPORTED EMPLOYMENT)
- Publisher:
- IRISS
- Publication year:
- 2013
- Place of publication:
- Glasgow
Four video case studies on supported employment which explain how four individuals were supported by different agencies to find permanent employment. Cornerstone helped Julie, who has systematic lupus erthymatosis, regain her self confidence through a new career as a catering assistant in a care home. Fraktul, a web design and marketing company, found helpful advice and support from Capability Scotland on making adaptations to the workplace when they employed Victoria, who lives with cerebral palsy. Elizabeth found her way back into employment after a long period of severe depression, with the help of the Scottish Association for Mental Health (SAMH). Lyndsay and the RNIB demonstrate that visual impairment need not be a barrier to working in and managing a cafe. Their stories provide a picture of the outcomes that supported employment can achieve. The transcripts and videos can be downloaded. (Edited publisher abstract)
Active citizens or passive recipients: how Australian young adults with cerebral palsy define citizenship
- Authors:
- YEUNG Polly H.Y., PASSMORE Anne E., PACKER Tanya L.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 33(1), March 2008, pp.65-75.
- Publisher:
- Taylor and Francis
Citizenship participation by young adults has reciprocal benefits both for the individual and for society. This paper provides an insight into the ways young people with cerebral palsy (CP) perceive their citizenship experiences, and also examines factors which may influence citizenship participation for this group. Qualitative methodology was used to explore perceptions of citizenship experiences in young people with CP. Nine participants (aged 18-30 years), were interviewed using a semi-structured interview format. Four themes emerged: (i) contribution, (ii) inclusion, (iii) equal opportunity, and (iv) a barrier-free context. The nine participants indicated that they aspired to make a contribution to society, play an active role, be accepted by others, and live with dignity and respect, as well as pursue their dreams and passions.
Social participation to support good mental health in neurodisability
- Authors:
- BROOKS Rob, et al
- Journal article citation:
- Child: Care, Health and Development, 47(5), 2021, pp.675-684.
- Publisher:
- Wiley
Background: Young people with neurodisability experience lower levels of mental wellbeing and are at increased risk of mental illness compared with their non-disabled peers. Social participation is recognized as a protective factor against mental illness and a potential pathway to support better mental wellbeing in neurodisability. Method: This co-design study involved young people, parents and clinicians. First, possible interventions were identified through a rapid systematic evidence review. Any study designs were considered, which included people with a neurodisability aged 0–18 years, which evaluated a therapy intervention with social participation and mental health outcomes. Titles and abstracts were screened by two reviewers, from the included studies data were extracted and then presented using written summaries. Second, the summaries were discussed and prioritized in stakeholder groups with young people, parents and clinicians. Groups were audio recorded and framework analysis was used to identify and specify intervention elements and their delivery. Results: The evidence review identified 13,870 records, from which 43 were included. These records were published 1994–2017 and reported studies with 4–249 participants aged 16 months—18 years with a range of neurodisabilities. Five intervention approaches (social skills training, arts, sports, technology and play) were identified from the review. Two themes emerged from the stakeholder groups: intervention in the real world, feeling judged and feeling safe. The groups prioritized an intervention in real-world social leisure contexts (i.e. existing clubs and groups) using nine key intervention elements (e.g. feedback and positive verbal reinforcement) delivered by club leaders trained by healthcare professionals using five intervention procedures (e.g. a manual and video training). Conclusion: This study has identified core elements of social participation interventions that may improve mental health outcomes in young people with neurodisability, which should now be tested. (Edited publisher abstract)
I am who I need to be: reflections on parental identity development from a father of a child with disabilities
- Author:
- SINGH Shailen
- Journal article citation:
- Disability and Society, 34(5), 2019, pp.837-841.
- Publisher:
- Taylor and Francis
This article, is a personal reflection by the father of a child diagnosed with cerebral palsy. The article describes the process of internalized disability as a construct of self identity. This process was focused on the skillsets needed to develop to navigate structures associated with disability on behalf of the child. In doing so, an identity focused on negotiating/maintaining the borders between the father's own perspective as an able-bodied individual and the needs of my disabled son emerged. (Edited publisher abstract)
What does the literature say about using robots on children with disabilities?
- Authors:
- MIGUEL CRUZ Antonio, et al
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, 12(5), 2017, pp.429-440.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Purpose: The purpose of this study is to examine the extent and type of robots used for the rehabilitation and education of children and young people with CP and ASD and the associated outcomes. Methods: The scholarly literature was systematically searched and analysed. Articles were included if they reported the results of robots used or intended to be used for the rehabilitation and education of children and young people with CP and ASD during play and educative and social interaction activities. Results: The authors found 15 robotic systems reported in 34 studies that provided a low level of evidence. The outcomes were mainly for children with ASD interaction and who had a reduction in autistic behaviour, and for CP cognitive development, learning, and play. Conclusion: More research is needed in this area using designs that provide higher validity. A centred design approach is needed for developing new low-cost robots for this population. Implications for rehabilitation: a) In spite of the potential of robots to promote development in children with ASD and CP, the limited available evidence requires researchers to conduct studies with higher validity; b) The low level of evidence plus the need for specialised technical support should be considered critical factors before making the decision to purchase robots for use in treatment for children with CP and ASD; c) A user-entered design approach would increase the chances of success for robots to improve functional, learning, and educative outcomes in children with ASD and CP. The authors recommend that developers use this approach; d) The participation of interdisciplinary teams in the design, development, and implementation of new robotic systems is of extra value; e) The authors recommend the design and development of low-cost robotic systems to make robots more affordable. (Edited publisher abstract)