scholarly journals Advancing the Curriculum for Young People who have an Intellectual Disability. Advocacy in Health: A Pilot Study

2008 ◽  
Vol 32 (2) ◽  
pp. 177-186 ◽  
Author(s):  
Suzanne Carrington ◽  
Nick Lennox
Keyword(s):  
Intellectual Disability ◽  
Pilot Study ◽  
Young People ◽  
Independent Living ◽  
Well Being ◽  
School Curriculum ◽  
Health Needs ◽  
Self Advocacy ◽  
Reported Data ◽  
Health Diary

This article reports on the pilot work for a collaborative National Health and Medical Research Council project in Australia involving education and health professionals to improve the health and well-being of young people who have an intellectual disability. The pilot study was a qualitative exploration of teacher experiences using a health diary as part of the special education curriculum over a six-month period. The research questions were: (1) How did teachers include health-related matters in the curriculum before use of the Ask Health Diary?; and (2) How did teachers and students use the Ask Health Diary as a component of the school curriculum and what were the benefits? The Ask Health Diary was used to introduce students to the concept of self-advocacy in relation to their health needs and provide practical strategies for supporting students’ learning about self-advocacy in relation to their health. The reported data indicates that the Ask Health Diary was a popular resource for students and teachers and raised awareness of the importance of developing the communication skills and independent living abilities necessary for young people to advocate for their own health needs. The pilot study indicates that there is merit in including the diary in a health-based school curriculum for adolescents who have an intellectual disability.

scholarly journals Supporting the emotional needs of young people in care: a qualitative study of foster carer perspectives

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e033317
Author(s):  
Rachel M Hiller ◽  
Sarah L Halligan ◽  
Richard Meiser-Stedman ◽  
Elizabeth Elliott ◽  
Emily Rutter-Eley
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problems ◽  
Well Being ◽  
Health Needs ◽  
Depth Information ◽  
Emotional Needs ◽  
Mental Health Systems ◽  
Mental Health Needs ◽  
Qualitative Focus Groups

ObjectivesYoung people who have been removed from their family home and placed in care have often experienced maltreatment and there is well-developed evidence of poor psychological outcomes. Once in care, foster carers often become the adult who provides day-to-day support, yet we know little about how they provide this support or the challenges to and facilitators of promoting better quality carer–child relationships. The aim of this study was to understand how carers support the emotional needs of the young people in their care and their views on barriers and opportunities for support.Design and participantsParticipants were 21 UK foster carers, recruited from a local authority in England. They were predominantly female (86%), aged 42–65 years old and ranged from those who were relatively new to the profession (<12 months’ experience) to those with over 30 years of experience as a carer. We ran three qualitative focus groups to gather in-depth information about their views on supporting their foster children’s emotional well-being. Participants also completed short questionnaires about their training experiences and sense of competence.ResultsOnly half of the sample strongly endorsed feeling competent in managing the emotional needs of their foster children. While all had completed extensive training, especially on attachment, diagnosis-specific training for mental health problems (eg, trauma-related distress, depression) was less common. Thematic analysis showed consistent themes around the significant barriers carers faced navigating social care and mental health systems, and mixed views around the best way to support young people, particularly those with complex mental health needs and in relation to reminders of their early experiences.ConclusionsFindings have important implications for practice and policy around carer training and support, as well as for how services support the mental health needs of young people in care.

scholarly journals The status of adolescent medicine: building a global adolescent workforce

2016 ◽  
Vol 28 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Lana Lee ◽  
Krishna K. Upadhya ◽  
Pamela A. Matson ◽  
Hoover Adger ◽  
Maria E. Trent
Keyword(s):  
Young People ◽  
Adolescent Health ◽  
Health Workforce ◽  
Health Professionals ◽  
Care Delivery ◽  
Well Being ◽  
Health Needs ◽  
Adolescent Medicine ◽  
Global Networks ◽  
Global Workforce

Abstract Remarkable public health achievements to reduce infant and child mortality as well as improve the health and well-being of children worldwide have successfully resulted in increased survival and a growing population of young people aged 10–24 years. Population trends indicate that the current generation of 1.8 billion young people is the largest in history. However, there is a scarcity of dedicated resources available to effectively meet the health needs of adolescents and young adults worldwide. Growing recognition of the pivotal roles young people play in the cultures, societies, and countries in which they live has spurred an expanding global movement to address the needs of this special population. Building an effective global workforce of highly-skilled adolescent health professionals who understand the unique biological, psychological, behavioral, social, and environmental factors that affect the health of adolescents is a critical step in addressing the health needs of the growing cohort of young people. In this review, we aim to: 1) define a global assessment of the health needs for adolescents around the world; 2) describe examples of current training programs and requirements in adolescent medicine; 3) identify existing gaps and barriers to develop an effective adolescent health workforce; and 4) develop a call for targeted actions to build capacity of the adolescent health workforce, broaden culturally relevant research and evidence-based intervention strategies, and reinforce existing interdisciplinary global networks of youth advocates and adolescent health professionals to maximize the opportunities for training, research, and care delivery.

Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study

2013 ◽  
Vol 203 (2) ◽  
pp. 126-131 ◽  
Author(s):  
Willem Kuyken ◽  
Katherine Weare ◽  
Obioha C. Ukoumunne ◽  
Rachael Vicary ◽  
Nicola Motton ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Intervention Group ◽  
Well Being ◽  
School Curriculum ◽  
Lower Stress ◽  
Mindfulness Skills ◽  
Randomised Controlled ◽  
Health And Well Being

BackgroundMindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people.AimsTo assess the acceptability and efficacy of a schools-based universal mindfulness intervention to enhance mental health and well-being.MethodA total of 522 young people aged 12–16 in 12 secondary schools either participated in the Mindfulness in Schools Programme (intervention) or took part in the usual school curriculum (control).ResultsRates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up.ConclusionsThe findings provide promising evidence of the programme's acceptability and efficacy.

scholarly journals Social relationships and their connection to mental health for young people who have been in the care system

2021 ◽  
Author(s):  
Maritta Törrönen
Keyword(s):  
Mental Health ◽  
Social Networks ◽  
Young Adults ◽  
Young People ◽  
Social Relationships ◽  
Social Relations ◽  
Independent Living ◽  
Transition Period ◽  
Well Being ◽  
Sensitive Information

Abstract The mental health of young people is a pressing concern in global development. However, there is little research on how young adults report their own mental health. The interview data gathered in this study (n = 74) explored young adults’ well-being during the transition period from care to independent living under an English local authority and in Finland. Participatory action research methods were employed. The interview schedule included 71 open and closed questions, and was analysed by content and summarised using the SPSS software application and Excel tables. The themes concerning mental health and social relationships were divided into three categories: ‘They have been there for me’, ‘My friends are the only ones’ and ‘They just guided me’. Participants who felt they had supportive social networks also felt their mental well-being and security to be better than those who did not. Overall, the findings demonstrated that good, significant social relations provided a sense of security but did not guarantee a positive mental outlook. Exploring young adults’ own evaluations of their social networks provides social work practitioners with sensitive information with which to find ways for young people to support their mental health in their own terms.

scholarly journals An audit of the well-being of staff working in intellectual disability settings in Ireland during the COVID-19 pandemic

2020 ◽  
Vol 25 (4) ◽  
pp. 237-246
Author(s):  
Martin McMahon ◽  
Chris Hatton ◽  
Julie Stansfield ◽  
Gaynor Cockayne
Keyword(s):  
Intellectual Disability ◽  
Independent Living ◽  
Online Survey ◽  
Well Being ◽  
Anxiety And Depression ◽  
Future Research ◽  
Challenging Behaviour ◽  
Content Type ◽  
General Anxiety Disorder ◽  
Work Related

Purpose The severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) has infected millions of people worldwide. Individuals with intellectual disability are at a disproportionate risk of mortality, given the health inequalities they experience. This puts a significant burden of responsibility on staff who support these individuals. Consequently, this study aims to establish a baseline of the well-being of staff working in intellectual disability services in Ireland during the COVID-19 pandemic. Design/methodology/approach An online survey was carried out using the Copenhagen Burnout Inventory, a brief measure of depression (Patient Health Questionnaire-9) and a brief measure of anxiety (General Anxiety Disorder-7). Findings In total, 285 staff in the Republic of Ireland completed the survey. These staff reported moderate levels of personal and work-related burnout and mild levels of anxiety and depression. Higher mean scores were recorded across scales from staff who worked in independent living settings and from staff who supported individuals with challenging behaviour. Originality/value This study, an audit, provides initial data on the well-being of staff working with individuals with intellectual disability in Ireland during the COVID-19 pandemic. It highlights that employers need to consider staff well-being, given the levels of personal and work-related burnout, and anxiety and depression that were found. This is particularly true for staff who work in independent living settings and with adults with challenging behaviour. Future research should focus on proactive strategies for improving staff well-being in the short term, given the current resurgence of COVID-19 in Ireland.

Promoting Self-Determination for Better Health and Wellbeing for Adolescents who have an Intellectual Disability

2013 ◽  
Vol 38 (2) ◽  
pp. 93-114 ◽  
Author(s):  
Suzanne Carrington ◽  
Nicholas Lennox ◽  
Michael O'Callaghan ◽  
Lyn McPherson ◽  
Gitta Selva
Keyword(s):  
Intellectual Disability ◽  
School Curriculum ◽  
Self Determination ◽  
Special Schools ◽  
Health And Wellbeing ◽  
Education And Health ◽  
Curriculum Framework ◽  
Research Questions ◽  
Disability Education ◽  
Health Diary

The focus of this paper is on an Australian research project that evaluated the effectiveness of a resource called theAsk Health Diary, which is used in the school curriculum to promote self-determination for better health and wellbeing for adolescents who have an intellectual disability. Education and health researchers used questionnaires and interviews to gather data from adolescents attending special schools and special education units located in secondary schools in south-east Queensland, their teachers and their parents/carers. This paper reports on two research questions: First, ‘How did the teachers use theAsk Health Diaryto promote self-determination in health?’, and second, ‘How did teachers, parents/carers and students perceive the benefits and value of theAsk Health Diary?’ The findings indicate that theAsk Health Diaryprovides a sound curriculum framework for teachers, adolescents and parents/carers to work together to promote self-determination and better health outcomes for young people who have an intellectual disability.

scholarly journals Doing relationships and sexuality education with young people in state care

2016 ◽  
Vol 76 (2) ◽  
pp. 194-205 ◽  
Author(s):  
Abbey Hyde ◽  
Deirdre Fullerton ◽  
Caroline McKeown ◽  
Maria Lohan ◽  
Laura Dunne ◽  
...  
Keyword(s):  
Social Skills ◽  
Young People ◽  
Sexual Health ◽  
Sex Education ◽  
Sexuality Education ◽  
Service Providers ◽  
Care Delivery ◽  
Well Being ◽  
Health Needs ◽  
Analytical Strategy

Background: Existing literature indicates that young people in state care have particular sexual health needs that include addressing their social and emotional well-being, yet little has been published as to how these components of sex education are actually delivered by service-providers. Objective: The aim of this study was to analyse the processes involved in delivering relationship and sexuality education to young people in state care from the perspectives of a sample of service-providers with a role in sexual health-care delivery. Design: Qualitative methodological strategy. Setting: Service-delivery sites at urban and rural locations in Ireland. Method: A total of 22 service-providers were interviewed in depth, and data were analysed using a qualitative analytical strategy resembling modified analytical induction. Findings: Participants proffered their perceptions and examples of their practices of sex education in relation to the following themes: (1) acknowledging the multi-dimensional nature of sexual health in the case of young people in care; (2) personal and emotional development education to address poor self-esteem, emotional disconnectedness and an inability to recognise and express emotions; (3) social skills’ education as part of a repertoire of competencies needed to negotiate relationships and safer sex; (4) the application of positive social skills embedded in everyday social situations; and (5) factual sexuality education. Conclusion: Insights into service-providers’ perceptions of the multi-dimensional nature of the sexual health needs of young people in state care, and the ways in which these service-providers justified their practice make visible the complex character of sex education and the degree of skill required to deliver it to those in state care.

scholarly journals Habilitation provision for children and young people with vision impairment in the United Kingdom: A lack of clarity leading to inconsistencies

2017 ◽  
Vol 35 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Kat Hogg ◽  
Clare Thetford ◽  
Sara Louise Wheeler ◽  
Sarah York ◽  
Rachel Moxon ◽  
...  
Keyword(s):  
United Kingdom ◽  
Young People ◽  
Independent Living ◽  
Social Inclusion ◽  
Skills Training ◽  
Well Being ◽  
Vision Impairment ◽  
Children And Young People ◽  
The United Kingdom ◽  
Living Skills

The key to empowering and supporting children and young people (CYP) with vision impairment (VI) to achieve their potential lies in the delivery of habilitation training. Evidence has revealed that provision of habilitation services across the United Kingdom was inconsistent, with CYP with VI not receiving services in some areas. This research explored the accessibility and quality of habilitation provision for CYP with VI via two studies: (1) 12 qualitative case studies of habilitation practice and (2) surveys of habilitation training experiences, with CYP with VI ( n = 43) and with parents of CYP with VI ( n = 68). Five themes were identified highlighting inconsistencies and variability in the delivery of habilitation training in recent years, a lack of focus on independent living skills training, on social inclusion and emotional well-being, a lack of support for parents and a lack of clarity with regard to the definition of habilitation, and who is responsible for providing training.

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