A typology of families with children in self-care: Implications for school-age child care programming

School-age children (N=43) with insulin-dependent diabetes mellitus were studied to determine if the coping strategies they used were associated with their Self -care management and/or with their metabolic control. Instruments used included the Schoolagers Coping Strategy Inventory and the Self-Care Questionnaire. Results indicated that the choice qf (-ol)iiig strategies did not differ by demographic characteristics, and level of self-care was not associated with metabolic control. Participants used cognitive coping strategies most often; higher frequencies tended to be associated with highter levels of self-care and metabolic control. Those who utilized distracting strategies also tended to have higher levels of self-care. Emotional coping strategies tended to be related to poorer metabolic control. The use of coping strategies explained approximately 18% of the variance in metabolic control. These data suggest that healthcare providers should assess what coping strategies are employed by school-age children with diabetes because the choice of strategies may have a significant impact on their metabolic Control. The use of strategies related to poorer metabolic control (eg, emotional strategies) should be discouraged, and the use of more effective strategies related to higher levels of self-care and metabolic control (eg, cognitive strategies) should be modeled and encouraged.

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Program and policy considerations for school age child care: The California experience

Child & Youth Care Quarterly ◽

10.1007/bf01089399 ◽

1988 ◽

Vol 17 (1) ◽

pp. 24-35

Author(s):

Karen Smith Thiel ◽

Jacquelyn McCroskey ◽

Deanna J. Marquart

Keyword(s):

Child Care ◽

School Age

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School-age child care: Having fun while learning to think

Day Care and Early Education ◽

10.1007/bf01617679 ◽

1992 ◽

Vol 20 (2) ◽

pp. 32-34

Author(s):

Ronald F. Howells

Keyword(s):

Child Care ◽

School Age

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Children's Perceptions of the Psychosocial Climate of School-Age Child Care Programs

Journal of Research in Childhood Education ◽

10.1080/02568540509594549 ◽

2005 ◽

Vol 20 (1) ◽

pp. 37-48 ◽

Cited By ~ 1

Author(s):

Alice Henderson Hall ◽

Jennie E. Long Dilworth

Keyword(s):

Child Care ◽

School Age ◽

Children's Perceptions ◽

Children’S Perceptions ◽

Psychosocial Climate

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A Special Needs Approach: A Study of How Libraries Can Start Programs for Children with Disabilities

Children and Libraries ◽

10.5860/cal.13n3.28 ◽

2015 ◽

Vol 13 (3) ◽

pp. 28 ◽

Cited By ~ 5

Author(s):

Denice Adkins ◽

Bobbie Bushman

Keyword(s):

Special Needs ◽

Independent Living ◽

Self Care ◽

Census Bureau ◽

Common Type ◽

Community Survey ◽

School Age Children ◽

American Community Survey ◽

Cognitive Disability ◽

School Age

The Census Bureau reports that 5.2 percent of school-age children (2.8 million) were reported to have a disability. The American Community Survey defines a person with a disability as a person having a “vision, hearing, cognitive, ambulatory, self-care, or independent living difficulty.” Per the American Community Survey, the most common type of disability diagnosed in school-age children is cognitive disability, which they define as “serious difficulty concentrating, remembering, or making decisions.”

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The Presence of Pedagogy and Care in Leisure-time Centres’ Local Documents: Leisure-time Teachers’ Documented Reflections

Australasian Journal of Early Childhood ◽

10.23965/ajec.43.4.07 ◽

2018 ◽

Vol 43 (4) ◽

pp. 57-63 ◽

Cited By ~ 2

Author(s):

Maria Hjalmarsson

Keyword(s):

Professional Development ◽

Child Care ◽

School Children ◽

Leisure Time ◽

School Age ◽

Holistic View ◽

Education And Care ◽

Development Course

MANY COUNTRIES OFFER younger school children school-age child care. However, the governance, organisation and practical activities and its relation to education and care differs within and between countries. In Scandinavia, the concept of Educare acknowledges the need for emotional, social and intellectual aspects of the holistic view of learning. The Swedish leisure-time centres (LTC) designed for younger school children have, by tradition, an identity that strongly relates to aspects of care. This study aims to gain knowledge of leisure-time teachers’ (LTT) reflections on how pedagogy and care appear in LTCs’ local documents. After examining the written reflections of 22 groups of LTTs involved in a professional development course, it can be argued that care is fundamental to the LTC activities; however, this notion is simultaneously challenged by neoliberal tendencies.

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