Student perceptions of independent living skills development as a result of the residence hall experience

This mixed-methods case study examined how students perceived the development of independent living skills because of their residence hall experience. Using Astin's (1993) Inputs-Environment-Outputs (IEO) framework to guide the research methodology and analyze data, this study highlighted the importance of students living with, and among, their peers in shared living space. Sharing living spaces with peers was found to be a key contributor to developing interpersonal and intrapersonal skills. Students expressed the importance of the residence hall experience during their first year and highlighted the relationship with their Resident Assistant as the most significant residence hall intervention strategy. Upperclass students discussed wanting fewer points of contact with residence hall staff, resources, and programs. Lastly, residence hall leadership positions (Resident Assistant and Hall Government involvement) were noted as significant contributors to developing independent living skills associated with interacting with others. Findings will inform adjustments to the Resident Assistant role in upperclass student living areas and help address specific learning strategies that students shared some helpful perspective and insight regarding their effectiveness (e.g., roommate agreement). This study established a research framework that will support future research regarding the residence hall experience.

LEVEL OF INDEPENDENT LIVING SKILLS OF DAY SCHOLAR MODERATE MENTALLY RETARDED CHILDREN

Introduction Mental-retardation run with life, it is untreatable. But it can person having such situation can be trained by various methods. Mental-retardation cannot be said as mental disease. Mental-retardation is a situation where mental age is not matching with chronological age. The children having moderate mental retardation and their independent living skills can be assessed by scientific method. The aim of our study To find out the levels of achievement in independent living skills of day scholar moderate mentally retarded children Methods and materials The present study is a descriptive research to find out the achievement of independent living skills in day scholars with moderate mental retardation 3-18 years of age in State Institute of Rehabilitation Training and Research (SIRTAR), Gandhi Nagar, Rohtak. The sample consists 20 children from day care with moderate mental retardation. Behavioural Assessment Scale for Indian Children – Mental-retardation-BASIC-MR ( having two parts -Part A and B) find out the levels of achievement in independent living skills. All seven domains BASIC-MR were assessed in day scholar moderate mentally retarded children. Results: Mean score is 375.35 and SD is 54.86. The mean values of language and reading writing domains are higher. The mean values of M, ADL, N.T., D.S. and P.M. domains are lower. Conclusion: Day scholar children remain lack behind in achieving ILS. Therefore this was not an effective service.

Satisfaction, independent living skills and perceived change of patients undergoing community psychiatric treatment

To estimate quality parameters in the treatments offered, these criteria be evaluated in a continuous and integrated manner, considering patients' and family members' perspectives as well as that of professionals. Literature has highlighted the need to evaluate the results of treatment in psychosocial care facilities from the user point of view. From a quantitative perspective, some studies seek to identify a “degree” of social reinsertion, presenting some variables. Thus, the present study evaluated parameters considered as possible indicators of good results in the psychosocial rehabilitation process, constituting a tool for the planning of managers and mental health professionals. This is a observational study performed between January 2015 and August 2016 in Brazil. The study included 84 patients invited to a verbal interview. The sample consisted of 84 patients treated by Psychosocial Care Facility. The results obtained reveal the achievement of a satisfactory mean regarding the service, about which 85% of the users declare themselves satisfied. However, we found that patients need significant support to perform simple tasks. Independent living skills and perceived change have a lower score when related to satisfaction with the services provided, suggesting, then, that rehabilitation needs to focus on the acquisition of independent living skills, so that the patient can seek a life as close to normal as possible.

Independent living skills and cognition in early-onset and late-onset of schizophrenia patients: a pilot study

Aim. To evaluate cognitive functions and independent living skills in patients with late-onset schizophrenia (LOS) compared to patients with early-onset schizophrenia (EOS). Methods. The study included two clinical groups: 8 EOS patients (M=51.37.2; 7 males) and 8 LOS patients (M=67.89.9; 8 females), with comparable illness duration (22.69.1 and 19.911.9 respectively). Cognitive functions were assessed through the Brief Assessment of Cognition in Schizophrenia (BACS). The Autonomy Assessment Scale (AS) was used to measure independent living skills. The MannWhitney U-test was applied to determine differences between groups. Results. LOS group performed significantly better on Digit Sequencing Task, Verbal Fluency and Tower Test of the BACS. Composite score on AS was also significantly better in LOS group along with better scores on AS`s subscales assessing primarily social skills. Conclusion. LOS patients have milder cognitive dysfunction along with better independent living and social skills compared to AOS patients.

Pilot Study on Nutrition and Cooking Education Seminars for Young Adults with Intellectual Disabilities

Objectives Obesity and irregular food behaviors are prevalent in populations with intellectual disabilities. Nutrition and cooking education would be particularly useful in this population to improve health and independent living skills. This pilot study assessed the feasibility, acceptability, and attitudes of nutrition and cooking seminars in young adults living with intellectual disabilities. Methods We assessed 12 young adults living with intellect disabilities, who were enrolled in a University program to gain independent living skills. A registered dietitian conducted the seminars, which included 6 modules on topics related to basic nutrition, food safety, food preparation, food measurements, and basic cooking skills. In addition, the participants actively participated in food preparation and basic cooking skills. A pre and post-test was provided to assess basic nutrition knowledge, confidence in cooking skills and acceptance of the program. Descriptive statistics and Wilcoxon Signed Rank test were completed. Results The mean age of the participants was 24.5 ± 1.7 years and 69% were males. A trend towards significance was seen with an increase in participants’ basic nutrition knowledge, a 24% increase in their knowledge of fruit and vegetable recommendations (67% to 91%, P = 0.180). Confidence in following a simple recipe (42 to 82%, P = 0.257), 64% willing to change the foods they eat daily, and an increase in being extremely confident in trying new foods (42% to 55%, P = 0.096) was demonstrated. An increase in enjoyment of cooking (42% to 82%) was also found, however only 36% said they applied their new cooking skills at home. None of the participants stated they were “not confident” in following a simple recipe or cooking from raw/basic ingredients after completion of the seminars. Conclusions This small study highlights the positive attitudes of the participants towards a program that may improve their knowledge of nutrition and cooking. Due to the limited length of the nutrition education seminars and a relatively small sample size, more associations could not be drawn from the data. Nevertheless, our results indicate a need for a program that would continue to increase their basic nutrition knowledge and make them more confident in their cooking abilities and independent living skills. Funding Sources FIU EMBRACE.