1
|
Plett P, Gewurtz R, Oudshoorn A, Forchuk C, Marshall CA. Belonging through meaningful activity in the transition from unhoused to housed. PLoS One 2024; 19:e0310701. [PMID: 39325751 PMCID: PMC11426477 DOI: 10.1371/journal.pone.0310701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2024] [Accepted: 09/05/2024] [Indexed: 09/28/2024] Open
Abstract
BACKGROUND Belonging is closely associated with well-being, yet individuals with experiences of being unhoused are likely to experience social exclusion and challenges with developing a sense of belonging. Engagement in meaningful activity has been linked to belonging; however, there are no focused studies exploring experiences of how engaging in meaningful activities influences belonging. Meaningful activities are things we do that bring value to our lives. PURPOSE To explore how engaging in meaningful activities may influence experiences of belonging following homelessness through a secondary analysis of qualitative interviews. METHOD Using interviews conducted in a community-based participatory action study exploring the transition to housing following homelessness (n = 19), we conducted a thematic analysis using the method described by Braun and Clarke. Participants were recruited through communication with local organizations supporting individuals with lived and living experiences of being unhoused as well as through presentations at drop-in organizations. An intentional effort was made to recruit diverse participants regarding housing status, age, and gender. Inductive analysis was used to conduct initial coding, focusing on belonging and engaging in meaningful activities. We then analyzed the codes abductively, using Bourdieu's Social Capital Theory to inform this analysis. FINDINGS The overarching essence generated in our analysis was: "I don't feel like I belong…everything in the world is not for me…it's for people with…enough money to…enjoy those things". Within this overall essence, we generated three themes: 1) Human connection: "being where I am with people who care about me, I actually feel good"; 2) Social exclusion: being a "regular member of society"; and 3) Non-human connection: "my cats…are like my kids to me." Participants described numerous contextual factors that challenged them as they sought belonging following homelessness, including financial limitations and other societal factors. CONCLUSION Our findings suggest that meaningful activity was an important pathway to belonging for participants in this study.
Collapse
Affiliation(s)
- Patti Plett
- Social Justice in Mental Health Research Lab, School of Occupational Therapy, Western University, London, Ontario, Canada
| | - Rebecca Gewurtz
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - Abe Oudshoorn
- School of Nursing, Western University, London, Ontario, Canada
| | - Cheryl Forchuk
- Lawson Health Research Institute, Western University, London, Ontario, Canada
| | - Carrie Anne Marshall
- Social Justice in Mental Health Research Lab, School of Occupational Therapy, Western University, London, Ontario, Canada
| |
Collapse
|
2
|
Wu W, Hao W, Zeng G, Du W. From personality types to social labels: the impact of using MBTI on social anxiety among Chinese youth. Front Psychol 2024; 15:1419492. [PMID: 39295764 PMCID: PMC11408848 DOI: 10.3389/fpsyg.2024.1419492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2024] [Accepted: 08/19/2024] [Indexed: 09/21/2024] Open
Abstract
Introduction As the Myers-Briggs Type Indicator (MBTI) gains popularity among Chinese young people, it has undergone a gradual transition from being perceived as a personality assessment tool to being regarded as a social label. The objective of this study was to ascertain whether the use of the MBTI as a social label has an impact on social anxiety among Chinese youth groups. Methods A questionnaire survey was conducted on social media platforms to recruit Chinese youth aged 18 to 35. A total of 247 males and 222 females participated in the study, and the data was analyzed quantitatively using SPSS software and the Process macro plugin. Results The study found no strong correlation between MBTI as a social label and social anxiety. Moreover, this study introduced ego identity, belonging, and impression management as mediating variables and found that, under the influence of ego identity and impression management, the use of MBTI has a significant impact on social anxiety. Discussion The research reveals the complex role of MBTI among Chinese youth and provides a new perspective for understanding the impact of online social labels on the mental health of youth groups. Of course, this study also has limitations in terms of sample size and variable control. Future research should expand the sample size, introduce more potential influencing factors, and further validate and expand the existing conclusions.
Collapse
Affiliation(s)
- Wenjing Wu
- School of Journalism and Communication, Shanghai International Studies University, Shanghai, China
| | - Wenzhu Hao
- School of Journalism and Communication, Shanghai International Studies University, Shanghai, China
| | - Gao Zeng
- School of Journalism and Communication, Shanghai International Studies University, Shanghai, China
| | - Weiyi Du
- School of Journalism and Communication, Shanghai International Studies University, Shanghai, China
| |
Collapse
|
3
|
Long T. Inclusion, Participation, Belonging = Surviving, Thriving, Flourishing. Pediatr Phys Ther 2024; 36:298-306. [PMID: 39023758 DOI: 10.1097/pep.0000000000001111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/20/2024]
Abstract
PURPOSE To share my perspectives on how pediatric physical therapists support children with disabilities and their families to maximize their potential to flourish. KEY POINTS Best practice supports the inclusion of people with disabilities in all aspects of society. Policy statements from governmental agencies, research universities, advocacy, and non-governmental organizations all support inclusion. The concept of belonging and how pediatric physical therapists can promote belonging is less familiar to pediatric physical therapists than inclusion and participation. Essential elements necessary to bring about a sense of belonging in young children will be presented, leading to a discussion on the role of the pediatric physical therapist and key implications for the early childhood system of care. CONCLUSIONS Pediatric physical therapists support children with disabilities and their families to maximize the potential of every child. I propose that to do this, we must focus our interventions to promote a child's active participation in community life and build programs and relationships that promote belonging. CLINICAL RELEVANCE Interventions for children with disabilities will be successful by focusing on the outcomes that promote inclusion, participation, and belonging.
Collapse
Affiliation(s)
- Toby Long
- Department of Pediatrics, Center for Child and Human Development, Georgetown University, Washington, District of Columbia
| |
Collapse
|
4
|
Wah TH, Ong AJX, Naidu KNC, Hanafi S, Tan K, Tan A, Ong TJJ, Ong E, Ho DWS, Subramaniam M, See MY, Tan RKJ. Navigating drug use, cessation, and recovery: a retrospective case notes review among sexual minority men at a community-based service in Singapore. Subst Abuse Treat Prev Policy 2024; 19:23. [PMID: 38627809 PMCID: PMC11020317 DOI: 10.1186/s13011-024-00605-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 03/29/2024] [Indexed: 04/19/2024] Open
Abstract
BACKGROUND In Singapore, where drug use is a highly stigmatized and criminalized issue, there is limited understanding of the challenges faced by individuals, particularly sexual minority men, in their journey towards recovery from substance dependence or addiction. This qualitative study aimed to investigate the driving forces behind drug use, the factors contributing to drug cessation, and the elements influencing the recovery process. METHODS Data were extracted from clinical records provided by The Greenhouse Community Services Limited between January 2020 to May 2022. These records encompassed information from four distinct forms: the intake assessment, progress notes, case closing summary, and the care plan review. Thematic analysis was employed to identify and categorize recurring themes within the data. RESULTS Data from beneficiaries (n = 125) were analyzed and yielded a series of themes related to facilitators of drug use, motivations to cease drug use, and managing one's ongoing recovery. Within the facilitators of drug use, two sub-themes were identified: (a) addressing trauma and triggers and (b) managing emotions. Additionally, managing one's recovery was marked by four significant sub-themes: (a) uncovering personal identities, (b) losing motivation and drive, (c) overcoming obstacles, and (d) preparing for aftercare. CONCLUSIONS The study contributes valuable insights into the dynamics of ongoing recovery management, offering potential avenues for interventions that could enhance support for individuals in their journey to overcome substance dependence. Enhancing psychoeducation and fostering peer support have the potential to facilitate the recovery process. Clearly, a holistic approach is needed to address these complex issues that cuts across our societies.
Collapse
Affiliation(s)
- Tzy Hyi Wah
- The Greenhouse Community Services Limited, Singapore, Singapore
| | | | - Kuhanesan N C Naidu
- The Greenhouse Community Services Limited, Singapore, Singapore
- Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, 12 Science Drive 2, MD1 Tahir Foundation Building #10-01, Singapore, Singapore
- Department of Psychological Medicine, National University Health System, Singapore, Singapore
| | - Syaza Hanafi
- The Greenhouse Community Services Limited, Singapore, Singapore
| | - Kelvin Tan
- The Greenhouse Community Services Limited, Singapore, Singapore
| | - Alaric Tan
- The Greenhouse Community Services Limited, Singapore, Singapore
| | | | - Eleanor Ong
- The Greenhouse Community Services Limited, Singapore, Singapore
- Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, 12 Science Drive 2, MD1 Tahir Foundation Building #10-01, Singapore, Singapore
| | | | - Mythily Subramaniam
- The Greenhouse Community Services Limited, Singapore, Singapore
- Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, 12 Science Drive 2, MD1 Tahir Foundation Building #10-01, Singapore, Singapore
- Research Division, Institute of Mental Health, Singapore, Singapore
| | | | - Rayner Kay Jin Tan
- The Greenhouse Community Services Limited, Singapore, Singapore.
- Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, 12 Science Drive 2, MD1 Tahir Foundation Building #10-01, Singapore, Singapore.
| |
Collapse
|
5
|
Bodey D. Fostering belongingness: strategies to enhance learner retention in NHS healthcare education. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2024; 33:312-313. [PMID: 38512793 DOI: 10.12968/bjon.2024.33.6.312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/23/2024]
|
6
|
Ordaz OH, Croff RL, Robinson LD, Shea SA, Bowles NP. Belonging, endurance, and resistance: Black placemaking theory in primary care. Soc Sci Med 2024; 342:116509. [PMID: 38184964 PMCID: PMC10903339 DOI: 10.1016/j.socscimed.2023.116509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 12/04/2023] [Accepted: 12/10/2023] [Indexed: 01/09/2024]
Abstract
Black-Americans continue to experience pervasive health disparities. Factors contributing to increased disease risk include a general mistrust of biomedical institutions among Black Americans. The purpose of this focus group study was to identify, among Black patients who regularly seek care from a primary provider, salient themes regarding barriers to 1) receiving quality primary care; and 2) adhering to medical recommendations. We examined transcripts of eight focus groups held remotely with 29 Black patients (aged 30-60 years) who had established primary care providers. Using grounded theory and an inductive thematic analysis of the transcripts, we identified three themes (belonging, endurance, and resistance) consistent with Black placemaking theory. Our findings suggest that reducing health disparities for Black Americans will require clinical initiatives that emphasize: 1) attention to social influences on health behavior and to features of medical institutions that mark them as White spaces (belonging); 2) recognition of, as well as sensitivity to, community awareness of the systemic and interpersonal barriers to health and safety that many Black adults endure; and 3) reframing avoidant (resistant) behaviors as protective strategies among Black patients. Examining primary care in this way-through the lens of Black placemaking theory-reveals how culturally meaningful approaches to harnessing the specialized knowledge and resilience that clearly exists among many Black communities can improve health care delivery.
Collapse
Affiliation(s)
- Omar H Ordaz
- Oregon Institute of Occupational Health Sciences, Oregon Health & Science University, Portland, OR, USA
| | - Raina L Croff
- School of Medicine Department of Neurology, Oregon Health & Science University, Portland, OR, USA
| | - LaTroy D Robinson
- Oregon Institute of Occupational Health Sciences, Oregon Health & Science University, Portland, OR, USA
| | - Steven A Shea
- Oregon Institute of Occupational Health Sciences, Oregon Health & Science University, Portland, OR, USA
| | - Nicole P Bowles
- Oregon Institute of Occupational Health Sciences, Oregon Health & Science University, Portland, OR, USA.
| |
Collapse
|
7
|
Garcia-Lee B, Strnadová I, Dowse L. Researching belonging in the context of research with people with intellectual disabilities: A systematic review of inclusive approaches. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13178. [PMID: 37994268 DOI: 10.1111/jar.13178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 09/07/2023] [Accepted: 11/07/2023] [Indexed: 11/24/2023]
Abstract
BACKGROUND In disability studies belonging is emerging as a promising area of study. Inclusive research, based as it is on lived experience perspectives, is likely to provide salient insights into belonging in the lives of people with intellectual disabilities. METHOD A systematic review utilising four databases and five leading journals in the field of intellectual disabilities was used. Content analysis and a deductive synthesis of the extracted data was undertaken. RESULTS A high level of confluence was found between the findings of the included studies and key themes of belonging identified in the wider literature. Beyond this, studies utilising inclusive research approaches have contributed novel findings about belonging in the lives of people with intellectual disabilities. CONCLUSIONS Inclusive research approaches to belonging may provide innovative and responsive frameworks to support people to develop a sense of being connected and "at home" in themselves and in their communities.
Collapse
Affiliation(s)
- Benjamin Garcia-Lee
- School of Education, Faculty of Arts, Design and Architecture, UNSW, Sydney, New South Wales, Australia
- Inclusive Research Development Officer, UNSW Disability Innovation Institute, UNSW, Sydney, New South Wales, Australia
| | - Iva Strnadová
- School of Education, Faculty of Arts, Design and Architecture, UNSW, Sydney, New South Wales, Australia
- Inclusive Research Development Officer, UNSW Disability Innovation Institute, UNSW, Sydney, New South Wales, Australia
| | - Leanne Dowse
- School of Education, Faculty of Arts, Design and Architecture, UNSW, Sydney, New South Wales, Australia
| |
Collapse
|
8
|
Alimi Y, Bevilacqua LA, Snyder RA, Walsh DS, Jackson PG, Betsy JE, Altieri MS. The Elephant in the Room: Racial Microaggressions and Implicit Bias in Surgical Training. Ann Surg 2024; 279:167-171. [PMID: 37565351 DOI: 10.1097/sla.0000000000006074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/12/2023]
Abstract
OBJECTIVE The aim of this study was to examine the association between race, experience of microaggressions, and implicit bias in surgical training. BACKGROUND There is persistent underrepresentation of specific racial and ethnic groups in the field of surgery. Prior research has demonstrated significant sex differences among those who experience microaggressions during training. However, little research has been conducted on the association between race and experiences of microaggressions and implicit bias among surgical trainees. METHODS A 46-item survey was distributed to general surgery residents and residents of surgical subspecialties through the Association of Program Directors in Surgery listserv and social media platforms. The questions included general information/demographic data and information about experiencing, witnessing, and responding to microaggressions during surgical training. The primary outcome was the prevalence of microaggressions during surgical training by self-disclosed race. Secondary outcomes were predictors of and adverse effects of microaggressions. RESULTS A total of 1624 resident responses were obtained. General surgery residents comprised 825 (50.8%) responses. The female-to-male ratio was nearly equal (815:809). The majority of respondents identified as non-Hispanic White (63.4%), of which 5.3% of residents identified as non-Hispanic Black, and 9.5% identified as Hispanic. Notably, 91.9% of non-Hispanic Black residents (n=79) experienced microaggressions. After adjustment for other demographics, non-Hispanic Black residents were more likely than non-Hispanic White residents to experience microaggressions [odds ratio (OR): 8.81, P <0.001]. Similar findings were observed among Asian/Pacific Islanders (OR: 5.77, P <0.001) and Hispanic residents (OR: 3.35, P <0.001). CONCLUSIONS Race plays an important role in experiencing microaggressions and implicit bias. As the future of our specialty relies on the well-being of the pipeline, it is crucial that training programs and institutions are proactive in developing formal methods to address the bias experienced by residents.
Collapse
Affiliation(s)
- Yewande Alimi
- Department of Surgery, Medstar Georgetown University Hospital, Washington, DC
| | - Lisa A Bevilacqua
- Department of General Surgery, Thomas Jefferson University Hospitals, Philadelphia, PA
| | - Rebecca A Snyder
- Department of Surgery, Brody School of Medicine at East Carolina University, Greenville, NC
| | | | - Patrick G Jackson
- Department of Surgery, Medstar Georgetown University Hospital, Washington, DC
| | - J E Betsy
- Department of Surgery, Brody School of Medicine at East Carolina University, Greenville, NC
| | - Maria S Altieri
- Department of Surgery, University of Pennsylvania, Philadelphia, PA
| |
Collapse
|
9
|
Fortune D, Weisgarber B. Negotiating Experiences of Belonging Alongside Age-Related Life Transitions. Can J Aging 2023; 42:668-677. [PMID: 37518953 DOI: 10.1017/s0714980823000338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/01/2023] Open
Abstract
Belonging is a pervasive human need that is vital to our well-being as we age. Ageist attitudes, stereotyping, and life transitions tend to jeopardise older adults' experiences of belonging. Although community involvement can lead to the development of social relationships that support belonging in older adulthood, little is known about how belonging is perceived and experienced by older adults. The purpose of this article is to share findings from research conducted with members of a community centre for people 50 years of age and older who shared their perceptions and experiences of belonging. Findings highlight the ways that age-related life transitions affect experiences of belonging. Findings also reveal that features of a belonging experience include feeling worthwhile, being welcomed and accepted, having opportunities for connection, and seeking to belong. We draw from these findings to suggest ways to enhance belonging for older adults.
Collapse
Affiliation(s)
- Darla Fortune
- Department of Applied Human Sciences, Concordia University, Montreal, QC, Canada
| | - Brittany Weisgarber
- Department of Applied Human Sciences, Concordia University, Montreal, QC, Canada
| |
Collapse
|
10
|
Long T, Guo J. Moving beyond Inclusion to Belonging. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6907. [PMID: 37887645 PMCID: PMC10606306 DOI: 10.3390/ijerph20206907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 09/27/2023] [Accepted: 10/06/2023] [Indexed: 10/28/2023]
Abstract
This paper explores the concepts of inclusion, participation, and belonging in the context of development for children with disabilities. The importance of creating an environment that embraces diversity, encourages active engagement, and nurtures a sense of belonging for children is discussed. The authors provide insights into the benefits of inclusive practices, strategies to enhance participation, and methods to foster a sense of belonging in children with disabilities. The authors argue that service providers and service systems must move beyond fostering social inclusion and inclusive education, although emphasized globally, and focus on promoting participation and ultimately belonging to ensure that children with disabilities are full members of their communities.
Collapse
Affiliation(s)
- Toby Long
- Center for Child and Human Development, Georgetown University, 2115 Wisconsin Avenue NW, Washington, DC 20007, USA
| | | |
Collapse
|
11
|
Herczyk JM, Zullig KJ, Davis SM, Mallow J, Hobbs GR, Davidov DM, Lander LR, Theeke L. Association of Loneliness and Mindfulness in Substance Use Treatment Retention. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6571. [PMID: 37623157 PMCID: PMC10454177 DOI: 10.3390/ijerph20166571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 08/10/2023] [Accepted: 08/11/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND Elevated mental illness prevalence complicates efforts designed to address the opioid crisis in Appalachia. The recovery community acknowledges that loneliness impacts mood and engagement in care factors; however, the predictive relationship between loneliness and retention in medication-assisted outpatient treatment programs has not been explored. Our objectives were to identify associations between mental health factors and retention in treatment and elucidate treatment retention odds. Data were collected from eighty participants (n = 57 retained, n = 23 not retained) of a mindfulness-based relapse prevention (MBRP) intervention for individuals receiving medication for opioid use disorder (MOUD) in Appalachia. Loneliness, depression, and anxiety did not differ between the retained and not retained, nor did they predict not being retained; however, mindfulness was significantly lower among those not retained in treatment compared to those retained (OR = 0.956, 95% CI (0.912-1.00), and p < 0.05). Preliminary findings provide evidence for mindfulness training integration as part of effective treatment, with aims to further elucidate the effectiveness of mindfulness therapies on symptom reduction in co-occurring mental health disorders, loneliness, and MOUD treatment retention.
Collapse
Affiliation(s)
- Johnathan M. Herczyk
- Department of Social and Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV 26506, USA
| | - Keith J. Zullig
- Department of Social and Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV 26506, USA
| | - Stephen M. Davis
- Department of Health Policy, Management and Leadership, School of Public Health, West Virginia University, Morgantown, WV 26506, USA
| | - Jennifer Mallow
- School of Nursing, West Virginia University, Morgantown, WV 26506, USA
| | - Gerald R. Hobbs
- Department of Statistics, West Virginia University, Morgantown, WV 26506, USA
| | - Danielle M. Davidov
- Department of Social and Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV 26506, USA
| | - Laura R. Lander
- Department of Behavioral Medicine and Psychiatry, Rockefeller Neurosciences Institute, School of Medicine, West Virginia University, Morgantown, WV 26506, USA
| | - Laurie Theeke
- School of Nursing, The George Washington University, Washington, DC 20052, USA
| |
Collapse
|
12
|
Shaw A. Women in mid-life and older age in recovery from illicit drug use: connecting and belonging. Front Psychiatry 2023; 14:1221500. [PMID: 37636828 PMCID: PMC10450501 DOI: 10.3389/fpsyt.2023.1221500] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Accepted: 07/24/2023] [Indexed: 08/29/2023] Open
Abstract
Background Establishing and maintaining healthy social connections and relationships are important in encouraging a sense of belonging that can help mid-life and older aged women in recovery from illicit drug use. This paper contributes to an under-researched area of substance use recovery among women in mid-life and older age by asking what influence social relationships have on their sense of self as they age into recovery from illicit drugs. Methods In-depth qualitative interviews were undertaken with 19 women in the United Kingdom who self-identified as 'in recovery' from illicit drug use. The interviews were transcribed verbatim and analyzed using Braun and Clarke's thematic analysis techniques. The study received ethical approval from the University of Glasgow. Results As their drug use progressed, the women experienced feelings of estrangement and separation from others. Entering and maintaining a healthy recovery from drug use required the women to break their connections to people considered disruptive or challenging. Creating and setting boundaries enabled some of the women to gain a sense of control over their relationships and recovery. Positive reinforcement from others was pivotal to the process of the women's self-acceptance, contributing to better self-concepts that helped them maintain their recovery. Discussion This investigation into substance use recovery among women in mid-life and older age offers new insights into the relationship challenges they face. It offers suggestions for further research that could support the development of family support programs for mid-life and older age women in active drug use or recovery.
Collapse
Affiliation(s)
- April Shaw
- Salvation Army Centre for Addiction Services and Research, Faculty of Social Science, University of Stirling, Stirling, United Kingdom
| |
Collapse
|
13
|
Afonso JD, Barros S, Albert I. The Sense of Belonging in the Context of Migration: Development and Trajectories Regarding Portuguese Migrants in Luxembourg. Integr Psychol Behav Sci 2023; 57:518-546. [PMID: 36085348 DOI: 10.1007/s12124-022-09721-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/28/2022] [Indexed: 11/05/2022]
Abstract
The sense of belonging can be defined as a highly subjective and dynamic feeling of acceptance, inclusion, and connectedness to a specific contextual entity. Perceiving belongingness to others is positively related to psychological well-being, happiness, or higher self-esteem. The present contribution examined how the sense of belonging to spatial, social, and cultural entities evolves over the migration process of Portuguese first-generation migrants and their second-generation offspring residing in Luxembourg. The current study drew on the qualitative content analysis of ten semi-structured interviews, carried out with ten Portuguese migrant family dyads (one parent and one adult child per dyad). The results affirmed that the sense of belonging showed to be a complex and multi-faceted concept and highly shaped by specific contexts. The initially unfamiliar Luxembourgish context became a familiar setting and even a "home" over time. While the older generation presented noticeable belongingness to Luxembourg as a homeland, their affiliation to the Luxembourgish community and culture remained rather low. Simultaneously, they preserved a high connectedness to the Portuguese culture as well as to fellow Portuguese migrants living in the Grand Duchy. The younger generation expressed a much more pronounced attachment to Luxembourg, since they perceived belongingness to the Luxembourgish spatial, social, and (multi)cultural milieu. In addition to this, a certain affiliation to the Portuguese culture and language could be discerned. Although some factors, which might have contributed to this evolution, could be identified in the present study, one can assume that there are significantly more that have not been addressed yet.
Collapse
Affiliation(s)
- Joyce D Afonso
- Faculty of Humanities, Education and Social Sciences, Université du Luxembourg, Esch/Alzette, Luxembourg
| | - Stephanie Barros
- Faculty of Humanities, Education and Social Sciences, Université du Luxembourg, Esch/Alzette, Luxembourg
| | - Isabelle Albert
- Faculty of Humanities, Education and Social Sciences, Université du Luxembourg, Esch/Alzette, Luxembourg.
| |
Collapse
|
14
|
Gur A, Bina R. Facilitators of Sense of Belonging Among People With Intellectual and Developmental Disabilities: A Systematic Review. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:516-538. [PMID: 35271785 DOI: 10.1177/17446295211068424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Background: This review synthesizes the available literature regarding factors which facilitate a sense of belonging in people with intellectual and developmental disabilities, and provide a comprehensive integrative view of the subject. Methods: Four electronic databases were searched, and 13 studies met inclusion criteria for review. The "standard quality assessment criteria for evaluating primary research papers from a variety of fields" indicated satisfactory quality. Factors which facilitate a sense of belonging in people with intellectual and developmental disabilities were analyzed into themes. Results: Sense of belonging is enhanced by feeling respected, accepted, and valued (Subjectivity). These experiences are more likely to be achieved in a familiar and safe environment (Dynamism), and with access to platforms for social interactions (Groundedness), where a sense of relatedness and connectedness achieved by shared experiences with others (Reciprocity). Sense of belonging is associated with committed action of people with disability, taking assertive action or being agentic (Self-determination). Conclusion: Sense of belonging is a unique concept that should be addressed in disability research and practice.
Collapse
Affiliation(s)
- Ayelet Gur
- Social Work Department, Tel-Hai College, Kiryat Shmona, Israel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan, Israel
| | - Rena Bina
- Social Work Department, Tel-Hai College, Kiryat Shmona, Israel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan, Israel
| |
Collapse
|
15
|
Tang C, Thyer L, Bye R, Kenny B, Tulliani N, Peel N, Gordon R, Penkala S, Tannous C, Sun YT, Dark L. Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives. BMC MEDICAL EDUCATION 2023; 23:100. [PMID: 36755277 PMCID: PMC9906584 DOI: 10.1186/s12909-023-04061-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 01/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift away from in-person to online learning. Using the situated-learning framework, our study explores first year clinical health students' sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. METHODS We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. RESULTS 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. CONCLUSION While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student's need to belong will always be present in the face of challenges or change.
Collapse
Affiliation(s)
- Clarice Tang
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Liz Thyer
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia.
| | - Rosalind Bye
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Belinda Kenny
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Nikki Tulliani
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Nicole Peel
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Rebecca Gordon
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Stefania Penkala
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Caterina Tannous
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Yu-Ting Sun
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| | - Leigha Dark
- School of Health Sciences, Western Sydney University, Sydney, NSW, Australia
| |
Collapse
|
16
|
Reeves P, McConnell D, Phelan SK. The (radical) role of belonging in shifting and expanding understandings of social inclusion for people labelled with intellectual and developmental disabilities. SOCIOLOGY OF HEALTH & ILLNESS 2023; 45:317-330. [PMID: 36307972 DOI: 10.1111/1467-9566.13574] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 10/12/2022] [Indexed: 06/16/2023]
Abstract
There is a gap between the desired outcomes of social inclusion policy and the everyday experiences of people labelled with intellectual and developmental disabilities. Despite belonging rhetorically named in social inclusion policy and practice, belonging is often absent in the lives of people labelled with intellectual and developmental disabilities and remains undertheorised in its relationship to social inclusion. In this paper, we explore the role belonging might play in narrowing the gap between how social inclusion is theorised and how it is experienced. Drawing on critical disability and feminist relational theories, we outline a relational conceptualisation of belonging and use it to 'crip' the construct of social inclusion. Exploring the synergies and tensions that surface when social inclusion and belonging are held together as discrete but interconnected constructs, we name four conceptual shifts and expansions that allow us to see social inclusion differently. Through the centring of the experiences of people labelled with intellectual and developmental disabilities, we explore the ways belonging can help to reimagine inclusion from assimilationist, static, objective and formal towards inclusion as fluid, negotiated, (inter)subjective, (in)formal and intimate.
Collapse
Affiliation(s)
- Paige Reeves
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - David McConnell
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - Shanon K Phelan
- Faculty of Health, Dalhousie University, Nova Scotia, Halifax, Canada
| |
Collapse
|
17
|
Napper LE, Stone MM, Neely PO. Capturing connections during COVID-19: Using photography to assess US college students' sense of belonging. HIGHER EDUCATION RESEARCH AND DEVELOPMENT 2022; 42:920-936. [PMID: 37377602 PMCID: PMC10292764 DOI: 10.1080/07294360.2022.2128074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Accepted: 08/29/2022] [Indexed: 06/29/2023]
Abstract
Past research has highlighted a range of factors that impact college students' sense of belonging. It is less clear how the COVID-19 pandemic has shaped college students' experience of belonging. The current study used a reflective photography approach to examine US college students' experience of belonging to their institution during the COVID-19 pandemic. Student responses included themes of: Physical Space, Community, Adaptation/Continuity, Identity, and Negative Affect. Physical space emerged as the most common theme. Regardless of whether students were studying on campus or remotely, students described the role of the natural and built environment in finding a sense of connection and belonging. In comparisons based on students' class year, first-year students talked more about the role of structured groups and other cohorts highlighted the role of past shared experiences. The findings have implications for interventions aimed at promoting student belonging.
Collapse
Affiliation(s)
- Lucy E Napper
- Department of Psychology, Lehigh University, 17 Memorial Drive-East, Bethlehem, PA18015
| | - Meg Munley Stone
- Student Affairs, Lehigh University, 17 Memorial Drive-East, Bethlehem, PA18015
| | - Princess O Neely
- Department of Psychology, Lehigh University, 17 Memorial Drive-East, Bethlehem, PA18015
| |
Collapse
|
18
|
Martínez-Medina A, Morales-Calvo S, Rodríguez-Martín V, Meseguer-Sánchez V, Molina-Moreno V. Sixteen Years since the Convention on the Rights of Persons with Disabilities: What Have We Learned since Then? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11646. [PMID: 36141926 PMCID: PMC9517366 DOI: 10.3390/ijerph191811646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Revised: 09/12/2022] [Accepted: 09/13/2022] [Indexed: 06/16/2023]
Abstract
Persons with disabilities have historically been subjected to discrimination and exclusion, placing them in dangerous situations of social vulnerability. The Convention on the Rights of Persons with Disabilities, passed on the 13th of December 2006, was an important legislative landmark for valuing the rights of this population group. This study involved a bibliometric analysis of 1024 research articles published in Scopus on the social, workplace, educational, and financial inclusion of persons with disabilities since the Convention. The results show an increase in scientific production, and there is also a great deal of multi-disciplinarity, which has led to important breakthroughs for the all-encompassing inclusion of this section of the population. The most productive journals, authors, institutions, and countries, as well as the international cooperation networks, are presented here. The review concludes by setting out the main themes and trends in the research.
Collapse
Affiliation(s)
- Andrés Martínez-Medina
- Health Sciences PhD Program, Catholic University of Murcia, Campus de los Jerónimos nº135, Guadalupe, 30107 Murcia, Spain
| | - Sonia Morales-Calvo
- Department of Research and Diagnostic Methods in Education, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | - Vicenta Rodríguez-Martín
- Department of Social Work and Social Services, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | | | | |
Collapse
|
19
|
Byrd MY. Creating a culture of inclusion and belongingness in remote work environments that sustains meaningful work. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2022. [DOI: 10.1080/13678868.2022.2047252] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Marilyn Y. Byrd
- Department of Human Relations, University of Oklahoma, Norman, ME, US
| |
Collapse
|
20
|
Carapellotti AM, Rodger M, Doumas M. Evaluating the effects of dance on motor outcomes, non-motor outcomes, and quality of life in people living with Parkinson's: a feasibility study. Pilot Feasibility Stud 2022; 8:36. [PMID: 35139914 PMCID: PMC8827282 DOI: 10.1186/s40814-022-00982-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Accepted: 01/19/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Community-based dance programs for people living with Parkinson's have grown in popularity over the past two decades. Studies investigating these programs have demonstrated multidimensional benefits in motor, non-motor, and quality of life related outcomes, yet there is a need to focus on the feasibility of larger trials. The primary objective of this study was to assess the feasibility and acceptability of conducting a trial investigating dance and Parkinson's in Northern Ireland. The secondary objectives were to conduct preliminary analyses of the classes' effects and to assess the appropriateness of outcome measures for a randomized controlled trial. METHODS Participants were recruited through the community, Parkinson's UK, and university contacts to participate in a 12-week dance intervention inspired by the Dance for PD® model. Pre- and post-intervention, participants completed the following outcomes: MDS-UPDRS III, TUG, DT-TUG, Sensory Organization Test, MoCA, Trail Making Tests A&B, Digit Symbol Substitution Test, Digit Span, PDQ-39, FOG-Q, PHQ-9, FES-I, and an exit questionnaire (post-test only). Data were analyzed using paired samples t tests or Wilcoxon signed ranked test. RESULTS Ten people living with Parkinson's participated. Running a larger trial was deemed infeasible in this setting due to recruitment issues; conversely, the dance intervention was accepted by participants with all but one completing the study. Functional mobility (TUG), symptoms of depression (PHQ-9), and bodily discomfort showed improvement. All other outcomes did not. The exit questionnaire revealed that the social aspect of classes was important, and improvements in mood or mental state were cited most frequently as perceived benefits. Outcome measures were feasible, with some changes suggested for future trials. CONCLUSIONS This study highlighted the infeasibility of running a larger trial using this design in this setting despite demonstrating the acceptability of implementing a dance program in Northern Ireland for people living with Parkinson's. The results support existing evidence demonstrating that dance may improve functional mobility and symptoms of depression in people living with Parkinson's, though the study design and small sample size prevent the generalizability of results. The findings also support the idea that dancing has the potential to support several aspects of physical, emotional, mental, and social health.
Collapse
Affiliation(s)
- Anna M Carapellotti
- School of Psychology, Queen's University Belfast, 18-30 Malone Road, Belfast, BT9 5BN, UK.
| | - Matthew Rodger
- School of Psychology, Queen's University Belfast, 18-30 Malone Road, Belfast, BT9 5BN, UK
| | - Michail Doumas
- School of Psychology, Queen's University Belfast, 18-30 Malone Road, Belfast, BT9 5BN, UK
| |
Collapse
|
21
|
Cudjoe E, Amoateng I, Nti-Gyeabour J, Wisti P. Exploring the support services of foster care leavers: An institutional ethnographic study. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:685-694. [PMID: 32965041 DOI: 10.1111/hsc.13178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2020] [Revised: 08/01/2020] [Accepted: 08/31/2020] [Indexed: 06/11/2023]
Abstract
Research has documented the challenges faced by foster care leavers in their transition to independent living or adult lives revolving around education, employment, accommodation, substance use and criminal involvement. Although studies have investigated the support available to foster care leavers, there is inadequate research on the contribution of social service organisations where most foster leavers receive services. More particularly, in Denmark, child welfare services do not reach foster care leavers as a specific target group beyond 23 years. Therefore, the perspectives of foster care leavers about their experiences with support resources from a non-governmental social service organisation in Denmark were explored. This was an institutional ethnographic study involving in-depth interviews with 17 foster care leavers at the organisation where they received services. Data from the interviews were analysed following a thematic analysis. Themes including networking and social skills, practical support and sense of family were reported. The study demonstrates that the need for social connections and relationships, education and employment is a priority for foster care leavers. Professionals working with foster care leavers should teach the population relevant skills that could help them build healthy relationships with others. Policies should be developed to support the roles performed by such social service organisations to ensure that foster care leavers do not experience difficult transitions into independent living.
Collapse
Affiliation(s)
- Ebenezer Cudjoe
- Department of Social and Behavioural Sciences, City University of Hong Kong, Kowlon Tong, Kowloon, Hong Kong
- Department of Sociology and Social Work, Aalborg University, Aalborg, Denmark
| | - Isaac Amoateng
- Department of Sociology and Social Work, Aalborg University, Aalborg, Denmark
| | - James Nti-Gyeabour
- Department of Sociology and Social Work, Aalborg University, Aalborg, Denmark
| | - Pernille Wisti
- Department of Sociology and Social Work, Aalborg University, Aalborg, Denmark
| |
Collapse
|
22
|
Ingham L, Jackson E, Purcell C. Learning from adversity: Occupational therapy staff experiences of coping during Covid-19. Br J Occup Ther 2022. [DOI: 10.1177/03080226211064490] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Introduction The Occupational Therapy profession is adaptable and flexible (Thorner (1991) and these characteristics have the potential to act as protective factors during the COVID-19 pandemic. Understanding the mechanisms that support coping during adversity can help promote future wellbeing. The aim of this study was to explore how Occupational Therapy staff felt and coped during the first peak of the pandemic. Method A questionnaire was developed to explore the experiences of Occupational Therapy staff during the first wave of the COVID-19 pandemic. The questions explored feelings, mechanisms of support and challenges to both practice and wellbeing. A total of 75 staff responded across one NHS Health Board and reflections were analysed using inductive content analysis. Findings Staff reflected on how their ability to adapt and remain flexible were protective factors. This combined with supportive family members, friends and colleagues led respondents to reflect on how well they coped. Barriers to coping included organisational challenges, personal challenges and professional challenges. Conclusion The importance of consistent communication, the need for staff to remain connected to their profession and the importance of engaging in meaningful occupations were highlighted as key to maintaining wellbeing during adversity.
Collapse
Affiliation(s)
- Laura Ingham
- Swansea Bay University Health Board, Singleton Hospital, Swansea, UK
| | - Esther Jackson
- Swansea Bay University Health Board, Singleton Hospital, Swansea, UK
| | - Catherine Purcell
- School of Healthcare Sciences, College of Biomedical and Life Sciences, Cardiff University, Heath Park, UK
| |
Collapse
|
23
|
Scoulas JM. College students' perceptions on sense of belonging and inclusion at the academic library during COVID-19. JOURNAL OF ACADEMIC LIBRARIANSHIP 2021; 47:102460. [DOI: 10.1016/j.acalib.2021.102460] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 10/04/2021] [Accepted: 10/05/2021] [Indexed: 11/25/2022]
|
24
|
Tomberli L, Ciucci E. Sense of School Belonging and Paediatric Illness: A Scoping Review. CONTINUITY IN EDUCATION 2021; 2:121-134. [PMID: 38774888 PMCID: PMC11104300 DOI: 10.5334/cie.32] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 06/28/2021] [Indexed: 05/24/2024]
Abstract
The experience of hospitalization leads children to move away from their everyday life, such as school attendance. Participating in school activities and relating with classmates are important experiences in children's development and promote a general sense of school belonging. A scoping review was conducted on the sense of school belonging (SoSB) of school-age children with medical conditions. The review concerned four specific research questions: (a) How is SoSB studied and indexed? (b) Has research on this topic changed over time? (c) What methods and techniques are used to study this topic? and (d) What role does SoSB play in the life of pupils with medical conditions? Four databases were searched: PubMed, Scopus, PsycInfo, and Education Source. The abstract and full-paper screening process identified 10 articles. A qualitative line of argument metasynthesis highlighted numerous interesting aspects: SoSB is a psychological need for pupils with a medical condition and information and communication technologies (ICT) offer an opportunity to promote SoSB and make pupils feel greater levels of well-being, less pain, and fewer negative emotions. Promoting SoSB is important for fostering a better quality of life for children with illness, helping them feel more normal and part of the class, despite not being present; hospital and regular schools should engage in creating connection opportunities for pupils with medical condition and their classes.
Collapse
|
25
|
Wagle R, Dowdy E, Nylund-Gibson K, Sharkey JD, Carter D, Furlong MJ. School belonging constellations considering complete mental health in primary schools. EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2021. [DOI: 10.1080/20590776.2021.1964071] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Rhea Wagle
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Erin Dowdy
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Karen Nylund-Gibson
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Jill D. Sharkey
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Delwin Carter
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Michael J. Furlong
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| |
Collapse
|
26
|
Haegele JA, Maher AJ. Male autistic youth experiences of belonging in integrated physical education. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:51-61. [PMID: 34075806 DOI: 10.1177/13623613211018637] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means "to be included," our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.
Collapse
|
27
|
Social Sustainability through Children’s Expressions of Belonging in Peer Communities. SUSTAINABILITY 2021. [DOI: 10.3390/su13073839] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The aim of this article is to explore the social dimension of sustainable development through children’s expressions of belonging in peer communities in preschool. Social sustainability and sustainable communities emphasize practices, human activity, and interactions that are equitable, inclusive, and sustainable, and preschool provides children with experiences of participation in collective groups and networks. Belonging to a community is an existential need and belonging, itself, is a relational phenomenon. Belonging is connected to power; the notion of “us” sets boundaries and creates a “them”. Based on Yuval-Davis’ analytical concepts and using video observation of children’s (aged 3–5) free play, this article explores children’s belonging in peer communities. This study contributes new knowledge in the field of social sustainability by illuminating communities of belonging built on closeness, conflict/negotiations, and joyfulness. Together, these elements embody experiences of importance to children’s belonging. A common thread running through these communities is the relationship between the individual and the community.
Collapse
|
28
|
Fulton L, Kinnear D, Jahoda A. Belonging and reciprocity amongst people with intellectual disabilities: A systematic methodological review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 34:1008-1025. [PMID: 33723903 DOI: 10.1111/jar.12881] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 01/17/2021] [Accepted: 02/01/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Social inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities. METHOD A systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed. RESULTS Seventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed. CONCLUSIONS More nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships.
Collapse
Affiliation(s)
- Lauren Fulton
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Deborah Kinnear
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Andrew Jahoda
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| |
Collapse
|
29
|
Labra P, Vargas M, Céspedes C. The University as a Source of Social Capital in Chile. Front Psychol 2021; 12:601143. [PMID: 33613384 PMCID: PMC7892780 DOI: 10.3389/fpsyg.2021.601143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 01/08/2021] [Indexed: 11/13/2022] Open
Abstract
This paper investigates the structure and composition of the social network formed on the campus of the Faculty of Economics and Business of Diego Portales University, Chile, exposing a series of characteristics that are aligned with similar research in the field of networks. We use a model of social networks formation in order to understand socioeconomic and academic factors that predict the formation of friendship between two students. Specifically, we test empirically our model, using students' administrative information. Of special interest is the impact of the length of stay of the students in the university, with which we refer to the years completed in the degree course, in the probability of establishing friendship ties where being socioeconomically different is a condition. The mechanism behind a result like this is the sense of belongingness that being part of the same institution may induce amongst students. By means of counterfactual simulations we found evidence in favor that passing through the university increases the probability of forming friendship networks, which can mean a kind of social capital, thus reducing socioeconomic segregation from the Chilean school system. Given the importance of this finding, we believe that policies that increase the sense of belongingness such as cultural events, leaderships programs, and community should be implemented on university campuses.
Collapse
Affiliation(s)
- Pascale Labra
- Facultad de Economía y Negocios, Universidad Andrés Bello, Santiago, Chile
| | - Miguel Vargas
- Facultad de Economía y Negocios, Universidad Andrés Bello, Santiago, Chile
| | - Cristián Céspedes
- Facultad de Economía y Negocios, Universidad Andrés Bello, Santiago, Chile.,Head of Foreign Languages Unit, Facultad de Administración y Economía, Universidad de Santiago de Chile, Santiago, Chile
| |
Collapse
|
30
|
Hirano KA, Khurana A, Lindstrom L, DeGarmo D. Examining the Role of Peer Support on Work Experiences for Young Women With Disabilities. JOURNAL OF CAREER DEVELOPMENT 2021. [DOI: 10.1177/0894845321991647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examined the protective effect of perceived peer support on involvement in work experiences in a sample of 366 young women receiving special education services in 26 high schools. Career self-efficacy and career outcome expectations are well-established predictors of behaviors aimed at achieving career goals, such as obtaining work experiences. Hence, we also evaluated their role as mediators of the hypothesized effect of perceived peer support on work experiences. Regression analyses (accounting for clustering within schools) revealed that perceived peer support had an indirect effect on work experiences, with the effect being channeled through career self-efficacy, but not through career outcome expectations. Although perceived peer support was significantly associated with career self-efficacy and career outcome expectations, only career self-efficacy predicted work experiences at follow-up. Our findings suggest that perceived peer support, a relatively malleable factor, can promote career self-efficacy and career outcomes for this population.
Collapse
Affiliation(s)
- Kara A. Hirano
- College of Education, Illinois State University, Normal, IL, USA
| | | | | | | |
Collapse
|
31
|
McCausland D, McCallion P, Carroll R, McCarron M. The nature and quality of friendship for older adults with an intellectual disability in Ireland. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:763-776. [DOI: 10.1111/jar.12851] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Revised: 10/07/2020] [Accepted: 11/30/2020] [Indexed: 01/07/2023]
Affiliation(s)
- Darren McCausland
- Centre for Ageing and Intellectual Disability School of Nursing & Midwifery Trinity College Dublin Dublin 2 Ireland
| | | | - Rachael Carroll
- Centre for Ageing and Intellectual Disability School of Nursing & Midwifery Trinity College Dublin Dublin 2 Ireland
| | - Mary McCarron
- Centre for Ageing and Intellectual Disability School of Nursing & Midwifery Trinity College Dublin Dublin 2 Ireland
| |
Collapse
|
32
|
Zhao WM, Thirumal K, Renwick R, DuBois D. Belonging through sport participation for young adults with intellectual and developmental disabilities: A scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:402-420. [PMID: 33086436 DOI: 10.1111/jar.12817] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Revised: 07/28/2020] [Accepted: 09/16/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Research suggests that sport facilitates belonging for diverse athletes. This scoping review characterizes literature on sport participation and belonging for young adults with intellectual and developmental disabilities. MATERIALS AND METHODS A search of five databases identified 17,497 articles. Selected articles (N = 39) underwent data extraction and analysis guided by a theoretical framework of belonging, outlining four processes through which belonging is experienced by individuals with intellectual and developmental disabilities. RESULTS Articles originated from developed countries and in the context of Special Olympics (N = 17). Studies commonly used qualitative interviews with proxy respondents. While all studies described at least one belonging process, only 11 studies applied the term "belonging," and no study defined the construct. CONCLUSION Belonging is not well-conceptualized in sports literature for athletes with intellectual and developmental disabilities. Understanding belonging through sport participation for this population may inform sport-based policies and programming.
Collapse
Affiliation(s)
- Winnie Mai Zhao
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Kirtana Thirumal
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Rebecca Renwick
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Denise DuBois
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| |
Collapse
|
33
|
Ogundipe E, Sælør KT, Dybdahl K, Davidson L, Biong S. “Come together”: a thematic analysis of experiences with belonging. ADVANCES IN DUAL DIAGNOSIS 2020. [DOI: 10.1108/add-03-2020-0002] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to explore, describe and interpret two research questions: How do persons with co-occurring mental health and substance abuse problems, living in supportive housing, experience belonging? How do residential support staff experience promoting a sense of belonging for persons with co-occurring mental health and substance abuse problems, living in a supportive housing?
Design/methodology/approach
Individual semi-structured interviews were conducted with five persons with co-occurring mental health and substance abuse problems living in supportive housing in a Norwegian district. In addition, one semi-structured focus group was conducted with nine residential support staff. All interviews were transcribed verbatim and analyzed using thematic analysis.
Findings
Analysis resulted in three main themes: “I do not go to sleep in my pajamas”, “Do I have a choice?” and “Be kind to each other”.
Research limitations/implications
More research on how inclusive practices that are commonly described in guidelines actually affect the experience of residents and residential support staff is needed.
Practical implications
Practices that incorporate a communal and contextual understanding when assigning supportive housing are warranted.
Originality/value
By paying attention to the components of social recovery, this paper provides a nuanced understanding of how persons with co-occurring mental health and substance abuse problems, living in supportive housing, experience belonging. In addition, residential support staffs’ experiences with promoting a sense of belonging for this group are explored.
Collapse
|
34
|
Sikstrom L. "Dirty like a Tenant": Migration and Embodied Dispositions in Malawi. Med Anthropol 2020; 39:474-490. [PMID: 32264701 DOI: 10.1080/01459740.2020.1743288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Much has been written about how structural (e.g. colonialism) and social (e.g. gender) determinants shape embodied health outcomes. However, little attention has been paid to the ways that marginalized populations become complicit in their own oppression. Ethnographic data collected over two years at a rural public hospital in Malawi show that the tobacco political economy produces significant intra-rural inequalities that result in the exclusion of migrant farm workers, called "tenants," from HIV care. Using an analytical framework informed by Bourdieu's concepts of social field and habitus, I illustrate how social inequalities persist unchallenged, even by the most disadvantaged people.
Collapse
Affiliation(s)
- Laura Sikstrom
- Anthropology, University of Toronto , Toronto, Ontario, Canada
- The Krembil Centre for Neuroinfomatics, Centre for Addiction and Mental Health , Toronto, Ontario, Canada
| |
Collapse
|
35
|
Umb Carlsson Õ. Changes in Living Conditions of People with ID: A Follow‐Up after 16 Years. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2020. [DOI: 10.1111/jppi.12355] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Õie Umb Carlsson
- Department of Public Health and Caring Sciences, Disability and Habilitation Uppsala University Box 564 Uppsala SE‐751 22 Sweden
| |
Collapse
|
36
|
Weiss JA, Robinson S, Harlow M, Mosher A, Fraser-Thomas J, Balogh R, Lunsky Y. Individual and contextual predictors of retention in Special Olympics for youth with intellectual disability: who stays involved? JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2020; 64:512-523. [PMID: 32390189 DOI: 10.1111/jir.12731] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 03/30/2020] [Accepted: 03/31/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Despite the recognised benefits of sport, participation is often reported to be low for youth with intellectual disability (ID). The current study was the first to longitudinally examine sport retention in this population, a critical aspect of ensuring participation. METHODS Study participants were parents/caregivers of athletes with ID involved in community Special Olympics (SO), 11-22 years of age (N = 345). Participants completed an online survey in 2012 that included caregiver demographic and athlete intrapersonal, interpersonal and broader contextual variables. Retention rates for 2019 were determined using the SO provincial registration lists. RESULTS Of the 345 survey participants, 81.7% remained active athletes in 2019. Caregiver demographic and athlete intrapersonal factors were largely unrelated to retention. In contrast, retention was associated with the frequency and number of sports athletes participated in, the perceived psychosocial gains of SO involvement and the environmental supports that were available to facilitate participation; frequency of sport participation was the strongest predictor of remaining a registered athlete. CONCLUSIONS This study has implications for future initiatives aimed at increasing sport retention in a population that struggles to be engaged in sport. Efforts should focus on the athlete experience and sport-specific factors. Coaches and caregivers can foster positive experiences and play an important role in continued sport participation.
Collapse
Affiliation(s)
- J A Weiss
- Department of Psychology, York University, Toronto, Ontario, Canada
| | - S Robinson
- Department of Psychology, York University, Toronto, Ontario, Canada
| | - M Harlow
- School of Kinesiology and Health Science, York University, Toronto, Ontario, Canada
| | - A Mosher
- School of Kinesiology and Health Science, York University, Toronto, Ontario, Canada
| | - J Fraser-Thomas
- School of Kinesiology and Health Science, York University, Toronto, Ontario, Canada
| | - R Balogh
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Ontario, Canada
- Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada
| | - Y Lunsky
- Azrieli Adult Neurodevelopmental Centre, Centre for Addictionand Mental Health, Toronto, Ontario, Canada
- Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
| |
Collapse
|
37
|
|
38
|
Anthony BJ, Robertson HA, Verbalis A, Myrick Y, Troxel M, Seese S, Anthony LG. Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 24:95-108. [PMID: 31113212 DOI: 10.1177/1362361319847927] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age ⩽ 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research.
Collapse
Affiliation(s)
- Bruno J Anthony
- University of Colorado School of Medicine, USA.,Georgetown University, USA
| | | | | | | | - Mary Troxel
- University of Colorado School of Medicine, USA
| | | | | |
Collapse
|
39
|
Marshall CA, Davidson L, Li A, Gewurtz R, Roy L, Barbic S, Kirsh B, Lysaght R. Boredom and meaningful activity in adults experiencing homelessness: A mixed-methods study. The Canadian Journal of Occupational Therapy 2019; 86:357-370. [PMID: 30987447 DOI: 10.1177/0008417419833402] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND. Boredom has been reported as a frequent problem experienced by homeless persons, with implications for mental and social well-being. PURPOSE. This study aimed to explore the nature and impact of boredom in the lives of homeless and formerly homeless persons. METHOD. A mixed-methods design was used to engage 13 participants in a structured 92-item quantitative interview using six standardized measures, followed by a semistructured qualitative interview. Correlational analyses were performed with the data compiled from the quantitative interviews, and grounded theory strategies were used to analyze our qualitative data. The two analyses were integrated at the stage of interpretation. FINDINGS. Boredom was described as a profound and pervasive experience for homeless persons, imposing deleterious impacts on mental well-being and driving substance use. A strong positive correlation between meaningful activity and mental well-being (r s = .767, p <. 01) and a strong negative correlation between boredom and belonging in one's community (r s = -.771, p < .01) were identified. IMPLICATIONS. Boredom is a critical topic of study for occupational therapy in the area of homelessness. Future research is needed to design and test interventions to optimize the mental well-being, participation, and social connectedness of this population.
Collapse
|
40
|
|
41
|
Strnadová I, Johnson K, Walmsley J. "… but if you're afraid of things, how are you meant to belong?" What belonging means to people with intellectual disabilities? JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 31:1091-1102. [PMID: 29761916 DOI: 10.1111/jar.12469] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/09/2018] [Indexed: 11/27/2022]
Abstract
BACKGROUND A policy commitment to social inclusion has brought about some positive changes in the lives of people with intellectual disabilities; yet many also continue to experience social isolation, poverty and abuse. The authors introduce a framework for belonging from the literature and then present a study exploring the views of people with intellectual disabilities about belonging. These are discussed in relation to the framework identified from the literature. METHOD Three focus groups with 24 participants with intellectual disabilities were conducted in New South Wales and Victoria (Australia). The authors used inductive content analysis to identify four meanings of belonging: (i) belonging in relation to place, (ii) as being part of a community, (iii) as having relationships and (iv) as identity. Also discussed are commonly experienced barriers to belonging identified by participants. CONCLUSIONS Implications for policy, service provision and practice are discussed.
Collapse
Affiliation(s)
- Iva Strnadová
- Faculty of Arts & Social Sciences, School of Education, University of New South Wales, Sydney, Australia
| | - Kelley Johnson
- Faculty of Arts & Social Sciences, University of New South Wales, Sydney, Australia
| | | |
Collapse
|
42
|
Lindahl L, Andersson M, Paulsson J. Perceived Safety in Extra-Care Housing for Senior Residents. ACTA ACUST UNITED AC 2017. [DOI: 10.1080/02763893.2017.1393487] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Lisbeth Lindahl
- The Department of Research and Development, The Gothenburg Region Association of Local Authorities, Gothenburg, Sweden
| | - Morgan Andersson
- Department of Architecture, Chalmers University of Technology, Gothenburg, Sweden
| | - Jan Paulsson
- Department of Architecture, Chalmers University of Technology, Gothenburg, Sweden
| |
Collapse
|
43
|
Beliefs in social inclusion: Invariance in associations among hope, dysfunctional attitudes, and social inclusion across adolescence and young adulthood. Dev Psychopathol 2017; 30:1403-1419. [PMID: 28925350 DOI: 10.1017/s0954579417001195] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Social disability in youth is an important precursor of long-term social and mental health problems. Social inclusion is a key policy driver and fits well within a new paradigm of health and well-being rather than illness-oriented services, yet little is known about social inclusion and its facilitators for "healthy" young people. We present a novel exploratory structural analysis of social inclusion using measures from 387 14- to 36-year-olds. Our model represents social inclusion as comprising social activity and community belonging, with both domains predicted by hopeful and dysfunctional self-beliefs but hopefulness more uniquely predicting social inclusion in adolescence. We conclude that social inclusion can be modeled for meaningful comparison across spectra of development, mental health, and functioning.
Collapse
|
44
|
Werner S, Hochman Y. Social inclusion of individuals with intellectual disabilities in the military. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 65:103-113. [PMID: 28495659 DOI: 10.1016/j.ridd.2017.04.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Revised: 04/20/2017] [Accepted: 04/24/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Despite policies advocating the social inclusion of persons with disabilities in all settings that are a part of everyday life within society, individuals with intellectual disabilities (ID) are usually excluded from service in the military. AIMS This study examined the meaning of service in the military for individuals with ID from the perspective of various stakeholder groups. METHODS AND PROCEDURES Semi-structured qualitative interviews were conducted with 31 individuals with ID, 36 relatives, and 28 commanders. The recent model for social inclusion developed by Simplican et al. (2015) served as the basis for analyses. OUTCOMES AND RESULTS Findings suggest a successful social inclusion process for individuals with ID, which resulted in them feeling as an integral part and as contributing members of the military unit and of society at large. Social inclusion in the military was described with reference to two overlapping and interacting domains of interpersonal relationships and community participation. CONCLUSIONS AND IMPLICATIONS The interaction between interpersonal relationships within the military and community participation has led to positive outcomes for soldiers with ID. Recommendations are provided for the continued inclusion of individuals with ID in the military and in other everyday settings.
Collapse
Affiliation(s)
- Shirli Werner
- Paul Baerwald School of Social Work and Social Welfare, Hebrew University of Jerusalem, Mount Scopus, Jerusalem, 91905, Israel.
| | - Yael Hochman
- Sapir Academic College, School of Social Work, Sederot, Israel
| |
Collapse
|
45
|
Haney JL, Cullen JA. Learning About the Lived Experiences of Women with Autism from an Online Community. JOURNAL OF SOCIAL WORK IN DISABILITY & REHABILITATION 2017; 16:54-73. [PMID: 28187695 DOI: 10.1080/1536710x.2017.1260518] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The experience of being an adult female with an autism spectrum disorder (ASD) has been understudied in social work literature. The purpose of this study was to develop an understanding of females with ASD, from their perspective, by examining content from an online autism community Web site. Using a phenomenological approach, data analysis on content obtained from the forum revealed several themes about the women's experiences concerning the diagnostic process, managing and understanding symptoms, and the impact of ASD on their personal and work relationships. Implications for social work practice, including creating more effective services for females with ASD, are discussed.
Collapse
Affiliation(s)
- Jolynn L Haney
- a Center for Social Work Education , Widener University , Chester , PA , USA
| | - Jennifer A Cullen
- a Center for Social Work Education , Widener University , Chester , PA , USA
| |
Collapse
|
46
|
Fulford C, Cobigo V. Friendships and Intimate Relationships among People with Intellectual Disabilities: A Thematic Synthesis. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 31:e18-e35. [DOI: 10.1111/jar.12312] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/03/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Casey Fulford
- School of Psychology; University of Ottawa; Ottawa ON Canada
| | - Virginie Cobigo
- School of Psychology; University of Ottawa; Ottawa ON Canada
| |
Collapse
|
47
|
Blank A, Finlay L, Prior S. The lived experience of people with mental health and substance misuse problems: Dimensions of belonging. Br J Occup Ther 2016. [DOI: 10.1177/0308022615627175] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Introduction People with co-occurring mental health and substance misuse problems are among the most excluded in society. A need to feel connected to others has been articulated in the occupational science literature although the concept of belonging itself has not been extensively explored within this paradigm. This paper reports findings from research that explored the meaning and experience of belonging for four people living with dual diagnosis in the United Kingdom. Method Researchers employed an interpretative phenomenological approach to the study. Four semistructured interviews were carried out. The interviews were guided by questions around the meaning of belonging, barriers to belonging and how belonging and not belonging impacted on participants’ lives. Data analysis facilitated the identification of themes across individual accounts and enabled comparisons. Findings Data analysis identified four themes – belonging in family, belonging in place, embodied understandings of belonging and barriers to belonging. Conclusion The findings add further insights into the mutable nature of belonging. A link between sense of belonging and attachment theory has been proposed, along with a way to understand the changeable and dependent nature of belonging through ‘dimensions of belonging’.
Collapse
Affiliation(s)
- Alison Blank
- Senior Lecturer in Occupational Therapy, University of Worcester, Worcester, UK
| | - Linda Finlay
- Integrative Psychotherapist and Academic Consultant, Scarborough, North Yorkshire, UK
| | - Sarah Prior
- Lecturer in Occupational Therapy, Brunel University London, London, UK
| |
Collapse
|
48
|
Hynan A, Goldbart J, Murray J. A grounded theory of Internet and social media use by young people who use augmentative and alternative communication (AAC). Disabil Rehabil 2015; 37:1559-75. [DOI: 10.3109/09638288.2015.1056387] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
|
49
|
Simplican SC, Leader G, Kosciulek J, Leahy M. Defining social inclusion of people with intellectual and developmental disabilities: an ecological model of social networks and community participation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 38:18-29. [PMID: 25543997 DOI: 10.1016/j.ridd.2014.10.008] [Citation(s) in RCA: 131] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2014] [Accepted: 10/02/2014] [Indexed: 06/04/2023]
Abstract
Social inclusion is an important goal for people with intellectual and developmental disabilities, families, service providers, and policymakers; however, the concept of social inclusion remains unclear, largely due to multiple and conflicting definitions in research and policy. We define social inclusion as the interaction between two major life domains: interpersonal relationships and community participation. We then propose an ecological model of social inclusion that includes individual, interpersonal, organizational, community, and socio-political factors. We identify four areas of research that our ecological model of social inclusion can move forward: (1) organizational implementation of social inclusion; (2) social inclusion of people with intellectual and developmental disabilities living with their families, (3) social inclusion of people along a broader spectrum of disability, and (4) the potential role of self-advocacy organizations in promoting social inclusion.
Collapse
Affiliation(s)
- Stacy Clifford Simplican
- MSU-DOCTRID (Michigan State University - Daughters of Charity - Technology, Research Into Disability) Research Institute, Hegarty Fellow Program, Michigan State University, USA; Department of Counseling, Educational Psychology and Special Education, Michigan State University, USA
| | - Geraldine Leader
- Department of Psychology, National University of Ireland, Galway, Ireland.
| | - John Kosciulek
- MSU-DOCTRID (Michigan State University - Daughters of Charity - Technology, Research Into Disability) Research Institute, Hegarty Fellow Program, Michigan State University, USA; Department of Counseling, Educational Psychology and Special Education, Michigan State University, USA
| | - Michael Leahy
- MSU-DOCTRID (Michigan State University - Daughters of Charity - Technology, Research Into Disability) Research Institute, Hegarty Fellow Program, Michigan State University, USA; Department of Counseling, Educational Psychology and Special Education, Michigan State University, USA
| |
Collapse
|
50
|
Gonzalez MT, Andvig E. Experiences of Tenants with Serious Mental Illness Regarding Housing Support and Contextual Issues: A Meta-Synthesis. Issues Ment Health Nurs 2015; 36:971-88. [PMID: 26735505 DOI: 10.3109/01612840.2015.1067262] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
This study aimed to analyze and synthesize findings from qualitative studies that explored the experiences of tenants with serious mental illness regarding housing support and contextual issues. Twenty-four articles were identified using a systematic search strategy. The total number of informants was N = 769. The reported findings were transcribed and analyzed using a systematic text condensation approach. The tenants' experiences were categorized into two main categories and subcategories (in parenthesis): Support Issues (Experience of Support Needs, Experiences with Receiving Support, Experiences with Support Approach) and Contextual Issues (Neighborhood Experiences, Community Experiences). The subcategories, with themes and subthemes, offer an in-depth understanding of the tenants' complex experiences concerning housing support and contextual issues.
Collapse
Affiliation(s)
| | - Ellen Andvig
- b Buskerud and Vestfold University College , Faculty of Health Sciences , Drammen , Norway
| |
Collapse
|