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Niedbalski J. The impact of individuals with profound intellectual and multiple disabilities on peer relationships of typically developing siblings. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024; 28:514-532. [PMID: 36972705 DOI: 10.1177/17446295231168184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION/BACKGROUND This study aims to determine the impact of a person with profound intellectual and multiple disabilities on peer relationships of their siblings. METHODS Information obtained from typically developing siblings of individuals with profound intellectual and multiple disabilities served as research material for this study. There were a total of 18 participants in the study. The analysis and interpretation were based on the procedures of grounded theory. RESULTS AND CONCLUSION The results of the study show that young adults with a brother or sister with profound intellectual and multiple disabilities have some difficulties in establishing relationships with their peers, especially those more intimate such as friendships or romantic endeavors. At the same time, research confirms that siblings of individuals with profound intellectual and multiple disabilities have high levels of empathy and understanding for others as well as sincere attachment to family.
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Affiliation(s)
- Jakub Niedbalski
- Institute of Sociology, Faculty of Economics and Sociology, University of Łódź, Poland
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de Beer C, Bennett RJ, Eikelboom RH, le Roux T. Impact of paediatric cochlear implantation on family life: a conceptual framework informed by parents. Disabil Rehabil 2024:1-14. [PMID: 38606527 DOI: 10.1080/09638288.2024.2337094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2023] [Accepted: 03/24/2024] [Indexed: 04/13/2024]
Abstract
PURPOSE While the impact of paediatric cochlear implantation on parents and siblings are recognised, limited evidence exists regarding the effect of paediatric cochlear implantation on the entire family life (e.g., routine interactions, family activities). This study aimed to describe the impact of paediatric cochlear implantation on family life as perceived by parents, using concept mapping. MATERIALS AND METHODS Parents of paediatric cochlear implant (CI) recipients (n = 29) participated in this concept mapping study to generate, group, and rate statements regarding the impact of paediatric cochlear implantation on family life. RESULTS In total, 99 unique statements described the impact of paediatric cochlear implantation on family life. The concept map revealed six concepts, namely (i) Financial Outlay and Supports; (ii) Education and Therapy; (iii) Responsibilities and Sacrifices; (iv) Extended Family and Community; (v) Spouses and Siblings and (vi) Achievements and Enrichments. CONCLUSIONS This study highlights the multiple areas of family life affected by paediatric cochlear implantation. To improve patient-and-family-centered care, these factors must be considered during pre-operative and successive counselling of paediatric CI recipients and their families.
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Affiliation(s)
- Chané de Beer
- Department of Speech-Language Pathology and Audiology, University of Pretoria, Pretoria, South Africa
| | - Rebecca J Bennett
- Ear Science Institute Australia, Subiaco, WA, Australia
- Curtin University, Perth, WA, Australia
- National Acoustic Laboratories, Macquarie University, Sydney, NSW, Australia
| | - Robert H Eikelboom
- Department of Speech-Language Pathology and Audiology, University of Pretoria, Pretoria, South Africa
- Ear Science Institute Australia, Subiaco, WA, Australia
- Curtin University, Perth, WA, Australia
- Centre for Ear Sciences, University of Western Australia, Perth, WA, Australia
| | - Talita le Roux
- Department of Speech-Language Pathology and Audiology, University of Pretoria, Pretoria, South Africa
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Veerman LKM, Willemen AM, Derks SDM, Brouwer-van Dijken AAJ, Sterkenburg PS. The effectiveness of the serious game "Broodles" for siblings of children with intellectual disabilities and/or visual impairment: study protocol for a randomized controlled trial. Trials 2023; 24:336. [PMID: 37198687 DOI: 10.1186/s13063-023-07358-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 05/05/2023] [Indexed: 05/19/2023] Open
Abstract
BACKGROUND Siblings of children with disabilities also need support. However, there are only a few evidence-based interventions for these siblings. The current study aims to assess the effectiveness of a newly developed serious game for young siblings of children with intellectual disability (ID) and/or visual impairment (VI). This serious game is hypothesized to improve sibling's quality of life, adjustment to their brother's or sister's disability, and multiple aspects of psychosocial well-being. METHODS The intervention consists of a serious game called "Broodles" (in Dutch: "Broedels") that helps children to recognize and deal with thoughts, feelings, and difficult situations. The game consists of eight 20-minute levels that all have the same structure with eight game elements. Each level addresses a domain of sibling quality of life and combines animations, mini-documentaries, fun mini-games, and multiple-choice questions. In addition to the game, siblings make a worksheet after playing each level. In order to support the child, the parents or caregivers receive a short brochure with information and tips. The effectiveness of the intervention will be investigated among a sample of 154 children aged 6-9 years and their parents or caregivers, using a two-arm parallel RCT design. The experimental group will play the serious game "Broodles" over a period of 4 weeks, whereas the control group will be placed on a waiting list. Assessments will take place at three time points: pre-test (week 1), post-test (week 5), and follow-up (weeks 12-14). At each timepoint, children and parents will complete several questionnaires on quality of life and different aspects of psychosocial well-being. In addition, children will make drawings to assess the sibling relationship. Next to that, parents and children will answer closed and open-ended questions about the sibling adjustment to their brother or sister's disability. Finally, parents and children will evaluate the serious game through closed and open-ended questions. DISCUSSION This study contributes to the knowledge about sibling interventions and serious games. Additionally, if the serious game is proven to be effective, it will be a readily available, easily accessible, and free of charge intervention for siblings. TRIAL REGISTRATION ClinicalTrials.gov, NCT05376007, registered prospectively on April 21, 2022.
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Affiliation(s)
- Linda K M Veerman
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands.
| | - Agnes M Willemen
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands
| | - Suzanne D M Derks
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands
| | | | - Paula S Sterkenburg
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands
- Bartiméus, Doorn, Oude Arnhemse Bovenweg 3, 3941 XM, the Netherlands
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Donagh B, Bradbury-Jones C, Swift A, Taylor J. Domestic Abuse Sibling studY (DASY): a multimethod study protocol. BMJ Open 2022; 12:e065022. [PMID: 36253046 PMCID: PMC9577929 DOI: 10.1136/bmjopen-2022-065022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
INTRODUCTION Domestic violence and abuse (DVA) is an everyday aspect of many children and young people's lives, both in the home and in their own relationships. Studies estimate that up to one million children and young people experience some form of DVA each year in the UK. Although the majority of families experiencing DVA have more than one child, most research to date has focused on individual children within these families. This study aims to explore the views of practitioners, parent/carers and young people on sibling responses in the context and aftermath of DVA. Our protocol has followed SPIRIT guidelines. METHODS AND ANALYSIS We propose a multimethod study consisting of semistructured interviews, the completion of Sibling Relationship Questionnaires, photovoice interviews and illustrative case studies to explore sibling experiences in the context and aftermath of DVA. A purposive sample of front-line practitioner participants will be recruited and interviewed first. We will ask them to introduce us to parent/carer and young people participants using a snowball approach (n=70). Qualitative data will be analysed through reflexive thematic analysis, theoretically underpinned by critical realism, to explore patterns in participants' views and experiences of siblings in the context and aftermath of DVA. Quantitative data collected from the Sibling Relationship Questionnaire's four domains (warmth/closeness, power/status, conflict and rivalry) will be analysed. Data triangulation of the quantitative and qualitative data within this study will occur at the results interpretation stage. ETHICS AND DISSEMINATION Ethical approval has been obtained from the University of Birmingham Research Ethic Committee (ERN_21-0795). Findings will be published in open access peer-reviewed journals and presented at relevant conferences and events. Child-facing infographics and front-line practitioner guides will also be produced.
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Affiliation(s)
- Ben Donagh
- School of Nursing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Caroline Bradbury-Jones
- School of Nursing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Amelia Swift
- School of Nursing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Julie Taylor
- School of Nursing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
- Birmingham Women's and Children's Hospital NHS Foundation Trust, Birmingham, UK
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Coburn KL, Jung S, Ousley CL, Sowers DJ, Wendelken M, Wilkinson KM. Centering the family in their system: a framework to promote family-centered AAC services. Augment Altern Commun 2021; 37:229-240. [PMID: 34967273 DOI: 10.1080/07434618.2021.1991471] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Families are the most significant communication partners for an individual with complex communication needs. Even though family-centered approaches are recommended to support augmentative and alternative communication (AAC) services for an individual, it is difficult to establish a successful plan that fits each individual's family. A framework for practitioners is proposed to effectively obtain and understand information about a family's unique dynamics as part of service delivery to positively impact AAC device uptake and long-term use. The goal of using this model is to minimize the disruption to the family while maximizing the integration of the AAC system. This paper proposes and illustrates a framework to enrich AAC services through the integration of several theoretical models of family systems theory, family paradigms, and a procedure called the self-created genogram. This paper begins by reviewing ecological family systems theory and family systems to guide and provide a framework to support effective AAC implementation. The process of self-creating genograms is then introduced as a means to obtain a rich perspective on family characteristics and dynamics that is informed by the individual who uses AAC. All of this information allows professionals to provide relevant information and tailor options for the family. As a result, the family is able to make informed decisions about AAC intervention in a manner most consistent with how they typically operate. Finally, we apply this framework to a hypothetical case of a child with autism and complex communication needs across three timepoints (preschool, late elementary/early middle school, and high school/post-secondary transition) to demonstrate how this framework can be used in clinical practice.
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Affiliation(s)
- Kelly L Coburn
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Sojung Jung
- Department of Educational Psychology, Counseling and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - Ciara L Ousley
- Department of Educational Psychology, Counseling and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - Dawn J Sowers
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Meghan Wendelken
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Krista M Wilkinson
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
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Freitag VL, Motta MDGCD, Milbrath VM, Gabatz RIB, Bazzan JS. Child/adolescent caring for the disabled sibling in the family world. Rev Gaucha Enferm 2021; 42:e20200153. [PMID: 34878009 DOI: 10.1590/1983-1447.2021.20200153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 01/12/2021] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE To understand the meaning for the child/adolescent of participating in the care of the disabled sibling. METHOD Research in the light of the Heideggerian phenomenological approach, carried out in the northern region of Rio Grande do Sul - Brazil. Twenty children/adolescents who lived with their disabled sibling participated. The information was collected through phenomenological interviews, interpreted in the light of hermeneutics from Paul Ricoeur. RESULTS The child/adolescent helps the family in caring for the disabled sibling, in feeding, bathing, dressing, among other activities, at sometimes there is excessive responsibility of the child/adolescent for the care of the sibling. FINAL CONSIDERATIONS The inclusion of the child/adolescent who lives with a disabled sibling and their families in the planning and implementation of health care activities is essential. It stands out as a research contribution to the qualification of the practice of health professionals, especially the nurse in the scope of care for the child/adolescent who experience this phenomenon.
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Affiliation(s)
- Vera Lucia Freitag
- Universidade de Cruz Alta (UNICRUZ), Centro de Ciência da Saúde e Agrárias, Departamento de Enfermagem. Cruz Alta, Rio Grande do Sul, Brasil
| | - Maria da Graça Corso da Motta
- Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Departamento Materno Infantil. Porto Alegre, Rio Grande do Sul, Brasil.,Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Programa de Pós-Graduação em Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil
| | - Viviane Marten Milbrath
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
| | | | - Jéssica Stragliotto Bazzan
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
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Avrahami-Winaver A, Regev D, Reiter S. Pictorial Phenomena Depicting the Family Climate of Deaf/Hard of Hearing Children and Their Hearing Families. Front Psychol 2020; 11:2221. [PMID: 33101105 PMCID: PMC7546900 DOI: 10.3389/fpsyg.2020.02221] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Accepted: 08/07/2020] [Indexed: 12/02/2022] Open
Abstract
This mixed method study (Explanatory Design – the Participant Selection Model) investigated the use of joint drawing (the Family Squiggle) as a family climate assessment tool for hearing families who have a deaf/hard of hearing (D/HH) child. The goal was to evaluate the possibilities of applying a quantitative approach to characterize the pictorial phenomena produced by hearing families who have a D/HH child and then apply qualitative research approaches to better understand the meaning of these phenomena. Twenty-eight hearing families (parents and child) whose child was diagnosed as D/HH and used hearing devices (hearing aids and implant) were recruited along with 16 families with a hearing child of a similar age enrolled in a mainstream school. The sessions involved a joint drawing followed by a family interview. In the quantitative stage, pictorial phenomena for which there was a significant association between the phenomena and the group of families were defined. These were: (1) the number of dominant images, (2) images occupying less than a quarter of the page, (3) images with accentuated outlines, (4) moderate colorfulness with four to five colors in each drawing, (5) minimal representation of the face, (6) concrete rather than creative titles, (7) muting of conflictual themes, and (8) images reminiscent of hearing devices (hearing aids and implant). In the qualitative phase, interviews were conducted with the hearing families with a D/HH child to better understand the meaning of these pictorial phenomena. The findings suggest that each of these phenomena represent the preoccupation of the family with D/HH, capture a certain aspect of family dynamics, and together provide a broader and deeper picture of the family climate and the interactions between the children’s family and hearing. This assessment tool may thus be utilized when verbal tools cannot be easily applied.
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Affiliation(s)
| | - Dafna Regev
- The Emili Sagol Creative Arts Therapies Research Center, The Graduate School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Shunit Reiter
- Faculty of Education, University of Haifa, Haifa, Israel
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Overheating in Schools: Factors Determining Children’s Perceptions of Overall Comfort Indoors. SUSTAINABILITY 2020. [DOI: 10.3390/su12145772] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Climate change is raising the length and intensity of the warm season in the academic year, with a very significant impact on indoor classroom conditions. Increasingly frequent episodes of extreme heat are having an adverse effect on school activities, whose duration may have to be shortened or pace slackened. Fitting facilities with air conditioning does not always solve the problem and may even contribute to discomfort or worsen health conditions, often as a result of insufficient ventilation. Users have traditionally adopted measures to adapt to these situations, particularly in warm climates where mechanical refrigeration is absent or unavailable. Implementation of such measures or of natural ventilation is not always possible or their efficacy is limited in school environments, however. Such constraints, especially in a context where reasonable energy use and operating costs are a primary concern, inform the need to identify the factors that contribute to users’ perceptions of comfort. This study deploys a post-occupancy strategy combined with participatory action to empower occupants as agents actively engaging in their own comfort. It addresses user-identified classroom comfort parameters potentially applicable in the design and layout of thermally suitable spaces meriting occupant acceptance.
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Cebula K, Kovshoff H. Editorial - Understanding sibling relationships in developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 99:103607. [PMID: 32078913 DOI: 10.1016/j.ridd.2020.103607] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Katie Cebula
- School of Education and Sport, University of Edinburgh, United Kingdom.
| | - Hanna Kovshoff
- School of Psychology, University of Southampton, United Kingdom
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