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The CLAP Group: a group for children with cleft lip and palate
- Author:
- O'DRISCOLL Pádraig
- Journal article citation:
- Groupwork, 21(2), 2011, pp.22-34.
- Publisher:
- Whiting and Birch
This article describes the rationale and implementation of a closed group of pre-adolescent children with a cleft lip and palate facial disfigurement (CLAP). The aim of the group was to expose the children to other children with similar facial disfigurement and to create a forum of understanding and self-help. A solution-focused child-centred approach aimed to educate the children to handle issues of self-esteem and bullying. The article underlines the importance of meticulous preparation, going through various steps of planning for the group including need, purpose, composition, structure and context. Weekly sessions were led by 2 facilitators and incorporated games, art, role playing and drama. The article examines the implications for leadership and group facilitation in the context of values for empowering practice for children and facilitators. The potential limitations of the group are also discussed in detail.
Timely intervention
- Author:
- McCURRY Patrick
- Journal article citation:
- Care and Health Magazine, 28, 29.1.03, 2003, pp.26-27..
- Publisher:
- Care and Health
Looks at the idea of Time Banks, which are now being used by GPs and social care professionals to promote self-esteem and better health and well-being of marganised individuals. The idea began in the US, with participants depositing their time the bank by giving practical and support to others.
The role of self-advocacy in work for people with learning difficulties
- Authors:
- SKELTON Judd, MOORE Michele
- Journal article citation:
- Community Work and Family, 2(2), August 1999, pp.133-145.
- Publisher:
- Taylor and Francis
This article explores the relationship between self-advocacy and work for people with learning difficulties. Explorations are based mainly on participant observation study in which members of a self-advocacy group for people with learning difficulties included the researcher in their regular meetings. Discussions about work, most broadly defined as meaningful activity which makes a contribution to society, emerged as a preoccupations.
Disability and adult education: the consumer view
- Author:
- PREECE Julia
- Journal article citation:
- Disability and Society, 10(1), 1995, pp.87-102.
- Publisher:
- Taylor and Francis
Developments in recent years have shown an increasing interest in the educational needs and aspirations of disabled adults. There is still, however, limited research information representing the disabled person's voice. This paper describes the outcomes from a survey of the educational experiences of 44 physically disabled adults in the North West of England. The findings indicated that, usually, the earlier someone has acquired a disability, the less likely they were, as adults, to have achieved professional or higher qualifications, and that the level of attendance reflect both attitudinal and practical access issues, with underachievement often the result of oppression from a variety of sources. Both positive and negative experiences from disabled adults form the basis of recommendations for an equal opportunities approach to adult education for disabled people around the themes of integration, self worth, empowerment and consultation.