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Qualities in friendship: within an outside perspective: definitions expressed by adolescents with mild intellectual disabilities
- Author:
- SIGSTAD Hanne Marie Hoybraten
- Journal article citation:
- Journal of Intellectual Disabilities, 21(1), 2017, pp.20-39.
- Publisher:
- Sage
- Place of publication:
- London
Background: This study examined how adolescents with mild intellectual disabilities define qualities of friendship and discussed the extent to which these definitions adhere to established definitions of close friendship. Materials and Methods: The study was based on qualitative interviews with 11 adolescents in secondary school. The interviews were supplemented with information from six parents. A thematic structural analysis was used to identify themes. Results: Qualities of friendship were categorised as mutual preference, mutual enjoyment, shared interactions, care, mutual trust and bonding. The criteria for close friendship seem to be fulfilled, albeit to a moderate degree. Closeness and reciprocity appear to be significant in this study, although these features have been considered less relevant within this target group in previous research. Conclusions: Differences in definitions may explain divergent results compared with other studies, and the need to achieve equivalence in friendship may be another. (Edited publisher abstract)
Physical activity engagement in young people with Down Syndrome: investigating parental beliefs
- Authors:
- ALESI Marianna, PEPI Annamaria
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(1), 2017, pp.71-83.
- Publisher:
- Wiley
Background: Despite the wide documentation of the physical/psychological benefits derived from regular physical activity (PA), high levels of inactivity are reported among people with Down syndrome. This study aims to explore parental beliefs concerning involvement, facilitators/barriers and benefits of PA in young people. Method: Semi-structured interviews were conducted with 13 parents of young people with Down syndrome. Results: Three facilitation themes were identified: (i) the support derived from family; (ii) the availability of APA (Adapted Physical Activity) expert instructors and coaches; (iii) the challenging nature of sport activities. Three barrier themes were identified: (i) the lack of APA expert coaches and specialized gyms; (ii) the characteristics of Down syndrome; and (iii) the parental beliefs and worries. Conclusions: Family plays a key role, as facilitator and barrier, to the participation of their children with Down syndrome in PA. Crucial is the implementation of evidence-based exercise programmes involving people with Down syndrome and their families. (Publisher abstract)
Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability
- Authors:
- MOORE Danielle, NETTLEBECK Ted
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(3), 2013, pp.223-231.
- Publisher:
- Taylor and Francis
Background: Schoolboys (N = 156, M age = 13 years) participated in a disability awareness training programme that included guest speakers (athletes from the Paralympics and the Special Olympics), a documentary about people with a disability, a disability simulation activity, and factual information about different disabilities. Method: Participants were allocated to a training program or a control condition. Subsequently, control participants completed the training program. Attitudes toward disability were measured by the Chedoke–McMaster Attitudes Towards Children With Handicaps (CATCH) Scale and the scale from the “Just Like You” disability awareness intervention, before and after training. Results: Training improved attitude scores, and gains were retained at one-month follow-up. Conclusions: Disability awareness training that delivered relevant information by involving guest speakers with a disability, included documentary evidence about the lives of people with a disability, and included interactive discussion, was successful. CATCH and “Just Like You” are useful tools for measuring self-reported attitudes about disability. (Publisher abstract)
Enabling integration in sports for adolescents with intellectual disabilities
- Authors:
- GRANDISSON Marie, TÉTREAULT Sylvie, FREEMAN Andrew R.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(3), May 2012, pp.217-23.
- Publisher:
- Wiley
Integration in sports can be a powerful tool for improving the health and social participation of individuals with intellectual disability. The aim of this study was to explore the outcomes of sports participation for adolescents with intellectual disabilities, and to gain an understanding of the factors that can facilitate or hinder integration of adolescents with intellectual disability in sports alongside their non-disabled peers. Individual interviews were completed with 40 adolescents with intellectual disability and their parents, while 39 rehabilitation staff participated via either a discussion group or self-administered questionnaires. The Disability Creation Process (DCP) theoretical model was used to frame the analysis and the presentation of the findings. A variety of personal and environmental factors were identified as impacting on integration in sports. Significant among these were; attitudes, practical support, individuals’ experiences in sports and in integrated settings, and behaviour control. The authors collude that inclusion in integrated sports can engender many benefits for individuals with intellectual disability, their parents and non-disabled athletes. However there are a many barriers to be removed before such benefits can be more widely realised.
Students’ behavioural intentions towards peers with disability
- Authors:
- BROWN Hilary K., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.322-332.
- Publisher:
- Wiley
Inclusive education is an important element of the current focus on social inclusion for individuals with disabilities. A barrier to the social inclusion of students with disabilities is the attitude of their non-disabled peers towards them. The aim of this study was to compare the behavioural intentions of high school students towards individuals with intellectual disabilities and individuals with physical disabilities, and to explore reasons for these behavioural intentions. A sample of 319 Grade 9 and Grade 12 students in Ontario, Canada completed a questionnaire regarding their behavioural intentions towards peers with intellectual or physical disabilities. They also responded to open-ended questions concerning their feelings about participating in a class task or social activity with these individuals. The findings showed that behavioural intentions towards students with intellectual disabilities were significantly more negative than were those towards students with physical disabilities. This difference was also reflected in responses to the open-ended questions. Common reasons for discomfort were perceived dissimilarities in interests or abilities. The findings demonstrate a need to provide interventions to support students with and without disabilities to find commonalities and to encourage reciprocity in their interactions.
Understanding challenging behaviour: perspectives of children and adolescents with a moderate intellectual disability
- Authors:
- BYRNE Alison, HENNESSY Eilis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.317-325.
- Publisher:
- Wiley
The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (n = 39) completed a modified Friendship Activity Scale (FAS) following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (n = 31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Analysis of the data from the FAS indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include the possibility that it is a response to transient emotional states and to external events. The authors conclude that the findings are consistent with the findings of other studies on young people's understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.
Self- and caregiver-reported experiences of young adults with developmental disabilities
- Authors:
- ROUSH Susan E., et al
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 6(4), 2007, pp.53-73.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Six males and ten females (mean age 24) with developmental disabilities were interviewed, and the narrative data analysed to reveal six themes: home life; relationships; health and health care; personal growth and accomplishments; occupation; and transportation. The subjects’ most positive experiences were associated with integrated, timely and comprehensive services delivered by knowledgeable and sensitive service providers. Strong parental advocacy was important in this context. Experiences were also most positive when daily activities occurred within the sphere of either the family or the disability community, as opposed to the broader community. The authors conclude that further research is needed into the issues surrounding the transition to adulthood for young people with developmental disabilities. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Improving quality of life and career attitudes of youth with disabilities
- Authors:
- WOLF-BRANIGIN Michael, SCHUYLER Vincent, WHITE Patience
- Journal article citation:
- Research on Social Work Practice, 17(3), May 2007, pp.324-333.
- Publisher:
- Sage
Improving quality of life is the primary focus as adolescents with disabilities enter adulthood. They increasingly, however, encounter difficulties transitioning into domains such as employment as these services occur near the end of their high school experience. Using an ecosystems model within a developmental approach, this American program sought to improve the likelihood that adolescents will find and maintain meaningful employment as adults. The authors measured physical health, psychosocial functioning, and attitude toward employment of adolescents participating in the program during a 2-year period. Physical health, school functioning, and total functioning improved during the 2 years. Career attitudes were above the norms in earlier grades but fell in later grades. This suggests the need for early and continued intervention.
Quality of life for young adults with severe intellectual disability: mothers' thoughts and reflections
- Authors:
- McINTYRE Laura Lee, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(2), June 2004, pp.131-146.
- Publisher:
- Taylor and Francis
Thirty mothers of transition-aged young adults (18-24 years) with severe intellectual disability were interviewed regarding their son or daughter's quality of life. All mothers completed the standardised Quality of Life Questionnaire and responded to several open-ended questions to further delineate quality of life for their child. Mothers were asked to describe quality of life for their young adult child and to evaluate their child's quality of life. Most mothers (73%) mentioned recreation, activities, and hobbies as important components of their young adult child's quality of life. Other common responses included having their son or daughter's basic needs met (53%), having their son or daughter belong to a social network (40%), and having their son or daughter be happy or content (37%). Less common responses included work (7%) for their son or daughter, communication capabilities (10%), health (13%), and consistency (17%) in their son or daughter's life. Mothers' visions for their sons and daughters, environmental and social supports for family members, and family quality of life issues are explored. Discussion focuses on contributions of this study to the burgeoning quality of life literature.
Frameworks for resolving value conflicts in social work practice: a case study
- Author:
- FURMAN Rich
- Journal article citation:
- Australian Social Work, 54(1), March 2001, pp.81-90.
- Publisher:
- Taylor and Francis
This article discusses how two theoretical frameworks can be used in the analysis of conflict situations in social work practice. By viewing situations from the perspective of competing and differing values, social workers are able to come to respect the positions of those with whom they are in conflict. The respect that emanates from being empathic and validating towards another's values is crucial for negotiating resolution to difficult conflict situations.