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The importance of identity and empowerment to teenagers with developmental co-ordination disorder
- Authors:
- LINGHAM R.P., et al
- Journal article citation:
- Child: Care, Health and Development, 40(3), 2014, pp.309-318.
- Publisher:
- Wiley
Aims: The aim of the current study was to gain an understanding of the experiences and aspirations of young people living with Developmental Coordination Disorder (DCD) in their own words. Methods: Eleven young people aged 11–16 years with a prior diagnosis of DCD were identified from child health records of two participating NHS trusts. The sample included seven boys and four girls, from different socio-economic backgrounds living in different parts of one large urban area in England. In depth one-to-one semi-structured interviews and subsequent follow-up small group interviews were carried out with the young people. Interviews were enhanced using participatory arts-based techniques. All interviews were recorded verbatim and transcribed. Narrative data were analysed using Lindseth's interpretive phenomenology. Results: The central theme of ‘We're all different’ described how the young person saw themselves and encompassed the formation of identity. Subthemes illustrated the attitude of the young people to their day to day lives, their difficulties and strategies used by the young people to overcome these difficulties in school and at home. The attitude of the school to difference, the presence of bullying, the accepting nature of the class, teachers and peers were vitally important. Areas of life that encouraged a positive sense of identity and worth included being part of a social network that gave the young people a sense of belonging, potentially one that valued differences as well as similarities. Conclusion: The current work highlights the need for services to adopt a model of DCD where the young person talks about what they can do and considers strategies of overcoming their difficulties. This has implications for education and future intervention strategies that focus on fostering psychological resilience and educational coping strategies rather than simply attempting to improve motor skills (Publisher abstract)
“Yes they are listening but do they hear us?” reflections on the journey of the Barnardo's participation project
- Author:
- MURRAY Rosemary
- Journal article citation:
- Child Care in Practice, 21(1), 2015, pp.78-90.
- Publisher:
- Taylor and Francis
The Barnardo's Participation Project, previously known as the Disabled Children and Young People's Participation Project, was established by Barnardo's (Northern Ireland) in 2002. The aim of the Project was to develop ways of involving children and young people with disabilities in decision-making in relation to health and social care and children's services planning processes. Since its inception, hundreds of children and young people, with a range of physical and learning disabilities, sensory impairments and autism as well as life-limiting conditions, have participated in the Project. This paper describes how the Project has evolved over the years in response to emerging issues identified by the members as well as the demands of changing organisational and political contexts. Reflecting on the journey of the Project, the paper identifies the factors that contribute to successful participation practice and the challenges to participatory practice in recent years. As the title of this article suggests, the Project has found that children and young people with disabilities are skilled in recognising the difference between tokenistic consultation and meaningful participation. Within policy there is a strong emphasis on service user involvement; however, the principles of good participation practice require specific knowledge and attention. Good participation practice requires policy-makers and professionals to realign themselves with the rights of children and young people to have their say. The value of true, meaningful participation is evidenced by seeking and acting on their views about issues that affect their lives.
My assistant and I: disabled children's and adolescents' roles and relationships to their assistants
- Authors:
- SKAR Lisa, TAMM Maare
- Journal article citation:
- Disability and Society, 16(7), December 2001, pp.917-931.
- Publisher:
- Taylor and Francis
Presents a grounded theory study to describes how children and adolescents with restricted mobility perceive their assistant with a focus on their roles and relationships with one another. The group investigated consisted of 13 children and adolescents with restricted mobility from northern Sweden, aged from 8 to 19 years. The findings showed that relation towards/from the assistant were both mutual and non-mutual, and that there were relations that by the children/adolescents were perceived as ambivalent and unequal. The findings are discussed on the basis of the significance of these roles and relations in the children and adolescents' development.
Leaving school special: the next step and future aspirations
- Author:
- MITCHELL Wendy
- Journal article citation:
- Disability and Society, 14(6), November 1999, pp.753-769.
- Publisher:
- Taylor and Francis
This paper focuses upon the transition experiences of disabled young people, a group frequently hidden within discussions of 'youth'. It initially discusses young people's next educational/vocational step after school leaving in relation to the traditional idea of a school to work transition. Taking a broader approach the paper then focuses on the complex concept of a more independent 'adult' status from the perspective of the study's young people and their parents/carers.
Social skills training and the professional helper
- Authors:
- COLLINS John, COLLINS Mary
- Publisher:
- Wiley
- Publication year:
- 1992
- Pagination:
- 220p.,bibliog.
- Place of publication:
- Chichester
Sets out the essential characteristics of social skills training as a method of developing the interpersonal skills of both professionals and the people they are trying to help. Surveys the range of interpersonal skills needed by practitioners and suggests ways of approaching the difficulties involved in developing these skills. Concludes by demonstrating, with case illustrations, the ways in which the SST method may be adapted for work with different groups of people.
Something to do: the development of peer support groups for young black disabled people
- Authors:
- BIGNALL Tracey, PAGARANI Deepa, BUTT Jabeer
- Publisher:
- Policy Press
- Publication year:
- 2001
- Pagination:
- 24p.,bibliog.
- Place of publication:
- Bristol
For young disabled people who are of Asian, Caribbean and African origin, peer support groups provide a forum for emotional and practical support, enabling them to discuss issues around race, ethnicity and religion and to share experiences with others from the same background. Using young people's own words this report explores the development of these informal support groups. Topics include: the purpose of peer support groups; how the groups have formed; what works within the groups and why; what affects the growth and maintenance of such groups; examples of processes such as decision making and planning.
South Asian disabled young people and their families
- Authors:
- HUSSAIN Ysmin, ATKIN Karl, AHMAD Waqar
- Publisher:
- Policy Press
- Publication year:
- 2002
- Pagination:
- 33p,bibliog.
- Place of publication:
- Bristol
Focusing on young disabled Asian people and their families, this report presents evidence of how they experience disability, and how they are treated in the context of family relationships. The report questions the relevance of the social model of disability to the experience of young disabled Asian people, and addresses weaknesses un current policy and practice. Contents include: young people's views on identity, religion and culture; views on marriage and the family; disabling barriers and racism at work and home; using the services; implications for policy and research.
Disability ethnicity and childhood: a critical review of research
- Authors:
- ALI Zoebia, et al
- Journal article citation:
- Disability and Society, 16(7), December 2001, pp.949-968.
- Publisher:
- Taylor and Francis
This literature review collates and analyses existing knowledge about the perceptions held by disabled and non-disabled children, and young people from black and Asian families concerning issues of disability and impairment. This review discusses the oppression faced by black and Asian disabled children, and concludes that their experience is unique and different from that of white disabled children. Accordingly, it emphasises the need for further research about the subjective experience of black and Asian disabled children in order to meet their particular needs.
Reviewing changes to the child disability allowance: giving parents a voice
- Authors:
- STRATTON Katrina, DELANEY Joanna
- Journal article citation:
- Australian Social Work, 53(2), June 2000, pp.5-11.
- Publisher:
- Taylor and Francis
A diabetes clinic at a hospital for children in Australia has been concerned at the impact of changes made in 1998 to eligibility for the Child Disability Allowance on families caring for a child with diabetes. A survey of those families was conducted to obtain their views on the changes. Results showed the number of families receiving Child Disability Allowance since the changes was significantly declined. The results formed part of a submission to the Department of Family and Community Services evaluation, giving parents a voice in this process. This project illustrates the capacity of social workers to attempt to impact on social policy within the context of their clinical practice.
Onwards and upwards: involving disabled children and young people in decision making: a training manual for professionals
- Authors:
- GRIFFITHS Jane, CUNNINGHAM Gail, DICK Sally
- Publisher:
- Children in Scotland
- Publication year:
- 2000
- Pagination:
- 100p.
- Place of publication:
- Edinburgh
Training manual based on a project on involving young people with special needs in decision making. Covers issues such as introducing participants to concepts such as involvement, communication and advocacy; the reasons why children and young people should be involved in decision making; what involvement actually is; how it can be facilitated; and how to draw up an action plan. Contains case studies, discussion sheets and practical activities, together with guidance for trainers.