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Improving the well-being of disabled young people
- Authors:
- KELLY Grace, KELLY Bernie, MACDONALD Geraldine
- Publisher:
- Queen's University Belfast. Institute of Child Care Research
- Publication year:
- 2016
- Pagination:
- 127
- Place of publication:
- Belfast
Drawing on the views of 37 young disabled people in Northern Ireland, this report looks at how they feel about their own well-being and how they experience everyday life. The report identifies common triggers for positive and negative feelings and highlights opportunities for improving well-being. Participants were between 10 and 24 years of age and included young people with physical and learning and communication difficulties. The report provides an overview of the policy landscape, discusses the concept of subjective well-being, the role it plays in contributing to the quality of life and ways of measuring subjective well-being. Drawing on interviews, the report discusses the findings in the following areas: the extent to which adolescents are satisfied with their life; how their experiences contribute to the conditions that can enhance or diminish well-being; and the factors that young people feel are most important for building their capability to enjoy a happy and fulfilled life. Key messages include: the need to protect disabled young people and their families from poverty; the importance of formal sources of participation for social interaction in improving well-being; and how involvement of young people with particular needs in the design stages of programmes can overcome barriers to participation. (Edited publisher abstract)
Learning self-determination: lessons from the literature for work with children and youth with emotional and behavioral difficulties
- Author:
- ACKERMAN Beth
- Journal article citation:
- Child and Youth Care Forum, 35(4), August 2006, pp.327-337.
- Publisher:
- Springer
Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities. However, there is an important, current issue identified by researchers and individuals with disabilities - the issue of self-determination. This article explores how self-determination can and should be taught to children and youth with disabilities.
Peer and adult relationships of adolescents with disabilities
- Author:
- SKAR R. N. Lisa
- Journal article citation:
- Journal of Adolescence, 26(6), December 2003, pp.635-649.
- Publisher:
- Academic Press
The purpose of this study was to enhance knowledge of what it is like to grow up with a disability, specifically, with focus on how adolescents with restricted mobility perceive social roles and relationships to peers and adults. The group investigated consisted of 12 adolescents with restricted mobility from northern Sweden, aged from 15 to 19 years. The adolescents were individually interviewed. The analysis resulted in a core category (Who am I), which describes how the adolescents perceive themselves. The core category was related to three subcategories: Relationships to friends--describes the adolescents' experiences of peer relationships, Relationships to adults--describes adolescents' relationships to adults, Thoughts about relationships in the future--comprises wishes for future relationships. The results indicated that the 12 disabled adolescents saw themselves as regular members of the adolescent peer group but that the members of the adolescent group saw them as being different. The relationships to friends of the same age were either markedly defective or did not exist at all, while relationships to adults were often characterized as ambivalent or asymmetric, i.e. the adults were simultaneously helpful and supportive while over protective and dominant. The study revealed that despite the many hindrances, the adolescents had a comparatively positive view of their future.
From adolescence to young adulthood: the partnership challenge for learning disability services in England
- Author:
- HUDSON Bob
- Journal article citation:
- Disability and Society, 18(3), May 2003, pp.259-276.
- Publisher:
- Taylor and Francis
The transition from adolescence to young adulthood is acknowledged to be difficult for all young people, but the problems facing those with a learning disability will tend to be greater. This article identifies these additional difficulties, and considers the extent to which new policy requirements and expectations in England can address them. At the heart of this new approach is the need for partnership working between a complex range of agencies and professionals. What is at stake is not only a better system of support for some vulnerable young people, but also--in microcosm--the viability of partnership working as a policy tool for addressing complex issues.
The views and experiences of disabled children and their siblings: a positive outlook
- Authors:
- CONNORS Clare, STALKER Kirsten
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 187p.,bibliog.
- Place of publication:
- London
This book considers the following topics: disabled children's understanding of disability; thew ways in which children negotiate the experience of disability in their daily lives; children's perceptions of their relationships with professionals and their knowledge and views of service provisions; siblings' perception of the effects on them of having a disabled brother or sister
Completing the story: connecting relational and psychological processes of exclusion
- Author:
- VECK Wayne
- Journal article citation:
- Disability and Society, 17(5), August 2002, pp.529-540.
- Publisher:
- Taylor and Francis
This article describes how the author's approach to investigating youth transitions and social exclusion, shifted when conducting a case study about a mature student in transition from a further education college. Having relayed the findings of a study about his experiences of social exclusion, the author reveals how he began to know the client in his own right, to grasp his feelings and views about his life, and to show how this caused his client to become a participator in and not merely the subject of the study about his life.