Feeling safe, avoiding harm: Safety priorities of children and young people with disability and high support needs

2020 ◽  
pp. 174462952091749
Author(s):  
Sally Robinson ◽  
Anne Graham
Keyword(s):  
Young People ◽  
Support Needs ◽  
Opportunities To Learn ◽  
Children And Young People ◽  
Institutional Settings ◽  
Safety Strategies ◽  
People With Disability ◽  
Specific Skill ◽  
Facilitators And Barriers ◽  
High Support

This study explored what helped and constrained children and young people with disability and high support needs, in feeling and being safe in institutional settings. Through adapted qualitative methods, 22 children and young people aged 7–25 years shared their conceptualizations of safety, along with facilitators and barriers to interpersonal safety in their everyday lives. Key themes were feeling safe and known in relationships, minimizing risk, having strategies and the opportunity to practice these, opportunities to learn about safety and supported transitions. The living patterns and environments of children and young people were different to their non-disabled peers, and they faced systemic barriers to activating safety strategies. Building meaningful prevention strategies for children and young people with disability requires specific skill in design and implementation. Without focused attention to their specific circumstances, measures promoting child safety may overlook the experiences of children and young people with intellectual disability.

Care and support needs of children and young people with cancer and their parents

2006 ◽  
Vol 15 (9) ◽  
pp. 805-816 ◽  
Author(s):  
Wendy Mitchell ◽  
Susan Clarke ◽  
Patricia Sloper
Keyword(s):  
Young People ◽  
Support Needs ◽  
Children And Young People ◽  
Care And Support

scholarly journals ‘Positive recognition’ as a preventive approach in child and youth welfare services

2018 ◽  
Author(s):  
Jouni Häkli ◽  
Riikka Korkiamäki ◽  
Kirsi Pauliina Kallio
Keyword(s):  
Young People ◽  
Theoretical Background ◽  
Children And Youth ◽  
Professional Practices ◽  
Children And Young People ◽  
Welfare Services ◽  
Institutional Settings ◽  
Social Pedagogy ◽  
Child And Youth Welfare ◽  
Response Alternatives

The public welfare services provided to children and young people in Finland have proved insufficient and costly. Some concerns have also been voiced about the ways in which measures intended as supportive end up labelling their recipients as ‘problem youth’. In response, alternatives to the dominant ‘early intervention’ paradigm have been developed, with emphasis on preventive support for children and youth in general. In line with these policies, this article introduces the idea of ‘positive recognition’, developed in our recent study. Drawing from recognition theories, and in collaboration with professionals working with children and youth, we have developed a theoretically informed practical approach to fostering children and young people’s wellbeing at large, as part of everyday professional practices in institutional and non-institutional settings, and explored its potential in the prevention of social problems and marginalisation among children and youth. The paper provides a brief overview of the theoretical background of positive recognition in the context of social pedagogy, introduces how the approach can be implemented in professional practices with children and young people, and discusses the potentials of these alternative welfare practices to social pedagogy in Finland and beyond.

scholarly journals HEALTH-RELATED FAMILY QUALITY OF LIFE WHEN A CHILD OR YOUNG PERSON HAS A DISABILITY

2018 ◽  
Vol 9 (4) ◽  
pp. 49-74 ◽  
Author(s):  
Margaret R. Kyrkou
Keyword(s):  
Quality Of Life ◽  
Young People ◽  
Emotional Health ◽  
Family Members ◽  
Young Person ◽  
Family Quality Of Life ◽  
Children And Young People ◽  
People With Disability ◽  
Health Related

Parents of a child or young person with disability face not only the same challenges as parents of typically developing children and young people, but also the extra challenges of supporting the child or young person with disability in such a way as to maximise both their own quality of life (QOL) and family quality of life (FQOL) for all family members. Health-related quality of life (HRQOL) encompasses not only physical health but also mental and emotional health, equally important for FQOL. This article builds on information from previous publications, and illustrates relevant issues and the innovative methods parents, caregivers, and professionals have devised to enhance the HRQOL for children and young people with disability, and to improve FQOL. The author draws upon her personal lived experiences of having two daughters, the eldest an adult with disability, as well as being the medical consultant and manager of a newly created health unit tasked with supporting students with disability, who often have high health needs, in educational settings. The health conditions selected are those that have a major impact, not only on the young person with disability but also on family members. Vignettes, all deidentified true stories, will be included to illustrate the multiple issues faced by children and young people with disability, their families and extended families, and treating clinicians. These stories will hopefully resonate with families in particular.

scholarly journals The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research

2015 ◽  
Vol 3 (6) ◽  
pp. 56-68 ◽  
Author(s):  
Sarah Parsons
Keyword(s):  
Decision Making ◽  
Informed Consent ◽  
Young People ◽  
Social Inclusion ◽  
Social Research ◽  
Digital Technologies ◽  
Support Needs ◽  
Tablet Devices ◽  
Children And Young People ◽  
Support Autonomy

How children and young people understand and exercise their autonomy, engagement and decision-making is fundamental to learning how to become active and engaged citizens, and to be socially included. Digital technologies are increasingly an integral part of children’s everyday lives and, therefore, valuable tools for supporting social inclusion. This paper discusses how digital technologies might positively support autonomy, engagement and decision-making through the lens of informed consent practices within social research. Current research practices are dominated by paper-based methods for obtaining informed consent which could be exclusionary for children and young people generally, and children with additional learning and support needs in particular. Digital technologies (laptops, PCs, tablet devices, smartphones) offer the potential to support accessibility and understanding of ideas and activities, as well as engagement with and autonomy in decision-making and participation. This paper explores this potential as well as the challenges that researchers may face in this context.

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