Responding to the support needs of children and young people caring for parents with HIV

2018 ◽  
pp. 269-308
Keyword(s):  
Young People ◽  
Support Needs ◽  
Children And Young People

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 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.

scholarly journals Parental perspectives on the grief and support needs of children and young people bereaved during the Covid-19 pandemic: Qualitative findings from a national survey

2021 ◽  
Author(s):  
Emily Harrop ◽  
Silvia Goss ◽  
Mirella Longo ◽  
Kathy Seddon ◽  
Anna Torrens-Burton ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problems ◽  
Family Members ◽  
Unmet Need ◽  
Support Needs ◽  
Free Text ◽  
Text Data ◽  
Survey Question ◽  
Children And Young People

AbstractBackgroundDuring the Covid-19 pandemic, many children and young people have experienced the death of close family members, whilst also facing unprecedented disruption to their lives. This study aimed to investigate the experiences and support needs of bereaved children and young people from the perspective of their parents and guardians.MethodsWe analysed cross-sectional qualitative free-text data from a survey of adults bereaved in the UK during the pandemic. Participants were recruited via media, social media, national associations and community/charitable organisations. Thematic analysis was conducted on free text data collected from parent/guardian participants in response to a survey question on the bereavement experiences and support needs of their children.ResultsFree-text data from 104 parent and grandparent participants was included. Three main themes were identified: the pandemic-related challenges and struggles experienced by children and young people; family support and coping; and support from schools and services. Pandemic-related challenges include the impacts of being separated from the relative prior to their death, isolation from peers and other family members, and disruption to daily routines and wider support networks. Examples were given of effective family coping and communication, but also of difficulties relating to parental grief and children’s existing mental health problems. Schools and bereavement organisations’ provision of specialist support was valued, but there was evidence of unmet need, with some participants reporting a lack of access to specialist grief or mental health support.ConclusionChildren and young people have faced additional strains and challenges associated with pandemic bereavement. We recommend resources and initiatives that facilitate supportive communication within family and school settings, adequate resourcing of school and community-based specialist bereavement/mental health services, and increased information and signposting to the support that is available.

scholarly journals Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

2017 ◽  
Vol 23 (4) ◽  
pp. 512-525
Author(s):  
Adelinda Araújo Candeias ◽  
Maria Luísa Grácio ◽  
Maria José Saragoça ◽  
Heldemerina Pires
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Training Needs ◽  
International Classification Of Functioning ◽  
Support Needs ◽  
Educational Legislation ◽  
Children And Young People ◽  
Teachers Perceptions ◽  
Short Period

Upon the publication in Portugal of Decree-Law No. 3/2008, inclusive education for all children in regular schools became compulsory. In a short period of time, the educational community (special education teachers, regular education teachers, administrators, and technicians) were required to include and teach all students in regular schools. This article characterizes Portuguese teachers’ perceptions (TPs; N = 105) about the training needs of practitioners working with children and young people with complex and intense support needs (CISNs). In this work, we use data collected using the questionnaire for practitioners working with children and young people with CISN—TPs, which was drawn up under the auspices of project ENABLIN+. The results of content analysis showed that the most frequently mentioned themes were special education, intervention strategies, international classification of functioning, disability and health, educational legislation, and family support/intervention. In conclusion, training should focus on specific contents, should be for everyone (practitioners and nonpractitioners), and should aim to improve practices, while being sufficiently flexible and differentiated to meaningfully inform each professional.

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