Parent Involvement in Meaningful Post-School Experiences for Young Adults With IDD and Pervasive Support Needs

Abstract Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in meaningful post-school experiences by eight young adults with IDD and pervasive support needs. Secondary analysis of data from a prior interview study yielded this smaller sample of eight young adults with meaningful post-school experiences. Their parents were actively involved as fierce advocates and creative problem solvers. The active involvement of parents included: a) attitudinal facilitators, b) advocacy efforts and perceptions, and c) strategic actions. Implications for future research and practice are described.

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Exploring Predictors of Community Participation Among Young Adults with Severe Disabilities

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796919863650 ◽

2019 ◽

Vol 44 (3) ◽

pp. 186-199

Author(s):

Hyunjoo Lee ◽

Mary E. Morningstar

Keyword(s):

Social Networks ◽

Young Adults ◽

Community Participation ◽

Community Involvement ◽

Social Engagement ◽

Strong Predictor ◽

Secondary Analysis ◽

Severe Disabilities ◽

Future Research ◽

Functional Skills

A secondary analysis of data from the National Longitudinal Transition Study–2 (NLTS2) was conducted to examine predictors associated with improved postschool community participation of young adults with severe disabilities. Multidimensional item response theory was used to establish criterion and predictor constructs and examine predictive relationships between these constructs. Results identified two outcome constructs (community involvement, social engagement) and four predictors (functional skills, classroom behaviors, participation in social networks, access to vocational programs) establishing good model fit. Participation in social networks while in school was a strong predictor of both community involvement and social engagement. Functional skills of young adults predicted postschool community involvement. Implications for future research and practice promoting and supporting community participation are discussed.

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Exploring parents’ ongoing role in romantic development: Insights from young adults

Journal of Social and Personal Relationships ◽

10.1177/0265407520958475 ◽

2020 ◽

Vol 38 (1) ◽

pp. 84-102

Author(s):

Tyler B. Jamison ◽

Hung Yuan Lo

Keyword(s):

Young Adults ◽

Adult Children ◽

Role Models ◽

Secondary Analysis ◽

Romantic Partners ◽

Future Research ◽

Healthy Relationships ◽

The Family ◽

Relationship History ◽

Patterns Of Interaction

Important decisions about romantic relationships are often made during adulthood, but the foundations for healthy relationships begin during childhood. Romantic development is related to experiences in the family of origin such as parenting, parents’ romantic history, and patterns of interaction within families. In order to better understand how this process unfolds into adulthood, we used relationship history interviews from 35 young adults (ages 24–40) to explore the mechanisms through which parents influence their children’s romantic development. We used Applied Thematic Analysis to guide our secondary analysis of relationship histories data. The findings suggest adult children internalize and apply the examples of parents whom they perceive to be good role models. When parents are seen as poor role models, young adults engage in trial and error as they look for partners that will help them avoid their parents’ mistakes and/or they commit to a partner at a young age to form a family of their own. Adult children also seek love, affirmation, and support from their romantic partners when they feel those things were lacking from their parents. We explore implications of these findings for future research on romantic development.

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Sub-Ethnicity and Survivorship Experience: Asian American Breast Cancer Survivors

Western Journal of Nursing Research ◽

10.1177/01939459211031990 ◽

2021 ◽

pp. 019394592110319

Author(s):

Wonshik Chee ◽

Eun-Ok Im

Keyword(s):

Breast Cancer ◽

Cancer Survivors ◽

Asian American ◽

Breast Cancer Survivors ◽

Short Form ◽

Secondary Analysis ◽

Future Research ◽

Japanese American ◽

Personal Resource ◽

Cancer Data

The purpose of the study was to explore the associations of sub-ethnicity to the survivorship experience of Asian American breast cancer survivors and identify the multiple factors that influenced their survivorship experience. This was a secondary analysis of the data among 94 Asian American breast cancer survivors from a larger ongoing study. Instruments included: questions on background characteristics, the perceived isolation scale, the Personal Resource Questionnaire, the Memorial Symptom Assessment Scale-Short Form, and the Functional Assessment of Cancer Therapy-Breast Cancer. Data were analyzed using hierarchical logistic and multiple regression analyses. After controlling for other factors, being a Japanese American (ref. = being a Chinese American) was significantly associated with pain scores (odds ratio [OR] = −0.32, p < .01), symptom distress scores ( β = −0.27, p < .01), and the quality of life scores ( β = 0.22, p = .03). Sub-ethnic variations in cultural attitudes, values, and beliefs need to be considered in future research/practice with Asian American breast cancer survivors.

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Enhancing Internet Search Abilities for People with Intellectual Disabilities in Sri Lanka

ACM Transactions on Accessible Computing ◽

10.1145/3460202 ◽

2021 ◽

Vol 14 (2) ◽

pp. 1-36

Author(s):

Theja K. Arachchi ◽

Laurianne Sitbon ◽

Jinglan Zhang ◽

Ruwan Gamage ◽

Priyantha Hewagamage

Keyword(s):

Young Adults ◽

Sri Lanka ◽

Visual Memory ◽

Web Search ◽

Future Research ◽

Learning Needs ◽

Learning Tools ◽

Structured Interviews ◽

Starting Point ◽

Google Search

This article presents how young adults with intellectual disability (ID) from Sri Lanka, who had not previously used the Internet, interacted with Google search while enhancing their web search abilities throughout three web search workshops. Considering the little attention paid to the learning needs of people with ID in the current offering of web search learning tools, we iteratively developed a suite of learning tools to support our participants when they need help in the web search workshops. We employed an iterative participatory approach, with observations and semi-structured interviews, to reflect on how to design eLearning tools that enhance the participants’ interactions with web search. The qualitative thematic analysis resulted in five distinct themes on strategies to support, build on, and develop the abilities of young adults with IDs as they engage with Google search in their native language: application of existing abilities, basic skills to match learning needs, conceptual understanding, animations to facilitate visual memory, and promoting active engagement. These themes will be a starting point for understanding participants’ learning needs and behavior on web search, which would be important for future research on learning support as well as on software design.

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Creating Dementia-Friendly Communities for Social Inclusion: A Scoping Review

Gerontology and Geriatric Medicine ◽

10.1177/23337214211013596 ◽

2021 ◽

Vol 7 ◽

pp. 233372142110135

Author(s):

Lillian Hung ◽

Allison Hudson ◽

Mario Gregorio ◽

Lynn Jackson ◽

Jim Mann ◽

...

Keyword(s):

Scoping Review ◽

Social Inclusion ◽

Search Strategy ◽

Current Evidence ◽

Future Research ◽

Education Practice ◽

Active Involvement ◽

People With Dementia ◽

Index Terms ◽

Inclusion Methods

Aims: This scoping review explores key strategies of creating inclusive dementia-friendly communities that support people with dementia and their informal caregiver. Background: Social exclusion is commonly reported by people with dementia. Dementia-friendly community has emerged as an idea with potential to contribute to cultivating social inclusion. Methods: This scoping review follows the Joanna Briggs Institute scoping review methodology and took place between April and September 2020. The review included a three-step search strategy: (1) identifying keywords from CINAHL and AgeLine; (2) conducting a second search using all identified keywords and index terms across selected databases (CINAHL, AgeLine, MEDLINE, PsycINFO, Web of Science, ProQuest, and Google); and (3) hand-searching the reference lists of all included articles and reports for additional studies. Results: Twenty-nine papers were included in the review. Content analysis identified strategies for creating dementia-friendly communities: (a) active involvement of people with dementia and caregivers (b) inclusive environmental design; (c) public education to reduce stigma and raise awareness; and (d) customized strategies informed by theory. Conclusion: This scoping review provides an overview of current evidence on strategies supporting dementia-friendly communities for social inclusion. Future efforts should apply implementation science theories to inform strategies for education, practice, policy and future research.

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The Association Between Problem Recognition, Race/Ethnicity, and Professional Help-Seeking Intentions Across Psychological Disorders

Emerging Adulthood ◽

10.1177/21676968211000491 ◽

2021 ◽

pp. 216769682110004

Author(s):

Ayanda Chakawa ◽

Steven K. Shapiro

Keyword(s):

Mental Health ◽

Young Adults ◽

Help Seeking ◽

Mental Health Problems ◽

The United States ◽

Psychological Disorder ◽

Future Research ◽

Problem Recognition ◽

Professional Help ◽

Race Ethnicity

While 75% mental health problems emerge by young adulthood, there is a strong reluctance during this developmental stage to seek professional help. Although limitations in mental health literacy, such as incorrect problem recognition, may hinder professional help-seeking intentions, the relationship between these variables has been understudied among young adults in the United States (U.S.) and racial/ethnic differences in help-seeking intentions for specific disorders have not been well explored. Using a vignette-based design, the current study examines the association between psychological disorder recognition and professional help-seeking intentions among 1,585 Black/African American and White/European American young adults. Correctly identifying a psychological disorder was significantly associated with intentions to seek professional help for several disorders and race/ethnicity significantly influenced intentions to seek professional help for some disorders. Implications for ways to address unmet mental health care needs, especially among racially/ethnically diverse young adults, and directions for future research are discussed.

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Education as Healing: How Urban Aboriginal Men Described Post-Secondary Schooling as Decolonising

The Australian Journal of Indigenous Education ◽

10.1017/s132601110000404x ◽

2005 ◽

Vol 34 ◽

pp. 123-131 ◽

Cited By ~ 1

Author(s):

Jean-Paul Restoule

Keyword(s):

Identity Development ◽

Cultural Identity ◽

School Experiences ◽

Cultural Knowledge ◽

Secondary Schooling ◽

Course Content ◽

Post Secondary ◽

Aboriginal Students ◽

Language Courses ◽

Cultural Identity Development

AbstractThis paper relates findings from learning circles held in Toronto, Ontario, Canada, with urban Aboriginal men. The purpose of the circles was to determine how an Aboriginal cultural identity is formed in urban spaces. Education settings were mentioned by the research participants as a significant contribution to their cultural identity development. Participants described elementary and secondary school experiences as lacking in Aboriginal inclusion at best or as racist. In contrast to these earlier experiences, participants described their post-secondary education as enabling them to work on healing or decolonising themselves. Specific strategies for universities to contribute to individual decolonising journeys are mentioned. A university that contributes to decolonising and healing must provide space for Aboriginal students where they feel culturally safe. The students must have access to cultural knowledge and its keepers, such as elders. Their teachers must offer Indigenous course content and demonstrate respect and love for their students. Courses must be seen to be relevant to Indigenous people in their decolonising process and use teaching styles that include humour and engender a spirit of community in the classroom. In particular, Indigenous language courses are important to Aboriginal students.

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Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143421993027 ◽

2021 ◽

pp. 216514342199302

Author(s):

Joshua P. Taylor ◽

Holly N. Whittenburg ◽

Magen Rooney-Kron ◽

Tonya Gokita ◽

Stephanie J. Lau ◽

...

Keyword(s):

Content Analysis ◽

Research Policy ◽

Transition Services ◽

Future Research ◽

Policy And Practice ◽

Youth With Disabilities ◽

Individuals With Disabilities ◽

Integrated Employment ◽

Employment Transition ◽

Workforce Innovation

Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA State Implementation Plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.

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