This thesis focused on the situation of family members of persons with psychotic illness, particular on their experience of the approach of the healthcare professionals and of their feelings of alienation regarding the professional care of their family member. A further aim was to explore how siblings who have participated in a support group for siblings experienced their situation. A questionnaire was developed that enabled the aims of this thesis to be investigated (I). Seventy family members from various parts of Sweden participated, and data were collected via the questionnaire developed in study I (II-III). Thirteen siblings who previously had participated in a support group participated in follow-up focus groups interviews (IV). The questionnaire developed was shown to be reliable and valid in these studies (I). In many cases, the participants had experienced an approach from professionals that indicated that they did not experience openness, confirmation and cooperation, and that they felt powerless and socially isolated in relation to the care. There was also found to be a certain degree of association between how the participants experienced the approach and whether they felt alienation (II). The majority of the participants considered openness, confirmation, and cooperation to be important aspects of professional’s approach. The result also identified a low level of agreement between the participants’ experience and what they considered to be significant in the professional’s approach (III). The findings revealed the complexity of being a sibling of an individual with psychotic illness. Participating in a support group for siblings can be of importance in gaining knowledge and minimizing feelings of being alone (IV). Although the psychiatric care services in Sweden have been aware of the importance of cooperating with family members, the results indicated that there is a need for further research in this area.

Made available in DSpace on 2016-04-27T18:12:46Z (GMT). No. of bitstreams: 1 Juliana Habiro de Souza Miguel.pdf: 1525931 bytes, checksum: 8a913eeb0a392601511bc1cec27b49fb (MD5) Previous issue date: 2010-07-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Introduction: Early diagnosis of hearing loss in children, as well as fast intervention, have been shown to be determining factors for hearing and language development, with important implications for the social inclusion process and communicative performance. However, intervention success is directly related to the parents adhesion to the Hearing Care Service, understanding of choices, and potential of their children, in order to adjust their expectations during the treatment. The present study aims to analyze alternatives that guarantee adhesion to use of Hearing Aids, and greater family participation in the initial steps of the intervention. Goal: Discuss family adhesion to the initial part of the intervention, regarding hearing aid usage and participation in the process, as well as its link with hearing and language performance of hearing impaired children. It also aims to examine how adhesion-related issues are problematized in the Family Adhesion Group (GrAF). Method: The study comprehended parents / caregivers of 16 hearing impaired children who attended the ADAPTI (Hearing Aid Fitting and Initial Therapy) in 2009, who had formally applied for the Hearing Care Service (Centro Audição na Criança CeAC). The parents were divided in three groups: Previously Determined (Families that attend both the speech therapy and the GrAF, from the first day set for the beginning of sessions, to the last day); Continuous Flow (Families that started attending the group from the moment they arrived at the CeAC for the ADAPTI); and Control (Families that only attended speech therapy, but not the GrAF). The instruments used included: registering the information from the charts of subjects involved in the research, interviews with the parents (NOVAES, 1986), Family Involvement Scale Evaluation (MOELLER, 2000), MUSS, IT MAIS, cultural awareness activities (NOVAES, 1986) and effective hearing aid usage evaluation. Outcomes: The study verified the effectiveness of parent adhesion to their children s treatment, with over 50% of attendance in the proposed activities (therapeutic intervention and / or GrAF). Regarding the operation and the activities performed at the GrAFs, it was possible to evaluate the differences concerning ties and experience exchanges among the participants. The statistical analysis of children groups, internally homogeneous and heterogeneous among themselves regarding the variables: IT MAIS and MUSS, it was possible to establish three distinct groups regarding datalog usage (hours a day), family participation and degree of hearing loss. Conclusion: The systematic use of hearing aids was the only variable closely related to hearing and language skills. Degree of hearing loss and age at the beginning of amplification, have not explained the development of the children in the study. Establishing routines and procedures at the Hearing Care Services to evaluate adhesion of hearing impaired children s families to the treatment, at the beginning of the intervention are essential, especially concerning the use of hearing aids and participation in the hearing rehabilitation process / Introdução: Diagnóstico precoce da deficiência auditiva em crianças, bem como início da intervenção o mais cedo possível têm sido apontados como determinantes no desenvolvimento auditivo e de linguagem, com importantes implicações no processo de inclusão social e desempenho comunicativo. No entanto, o sucesso da intervenção está diretamente relacionado à adesão dos pais ao Serviço de Saúde Auditiva, à compreensão das escolhas e do potencial de seus filhos, de modo que possam ajustar suas expectativas no decorrer do tratamento. O presente estudo busca analisar alternativas que garantam a adesão ao uso do Aparelho de Amplificação Sonora Individual (AASI) e maior envolvimento da família nas etapas iniciais da intervenção. Objetivo: discutir a adesão das famílias na fase inicial de intervenção quanto ao uso do AASI e participação no processo, bem como sua relação com desempenho auditivo e de linguagem das crianças com deficiência auditiva. Visa ainda analisar como questões relativas à adesão são problematizadas no Grupo de Adesão Familiar (GrAF). Método: Participaram do estudo pais e/ou responsáveis de 16 crianças deficientes auditivas que frequentavam o ADAPTI (Adaptação de AASI e Terapia Inicial) no ano de 2009 e que estavam regularmente inscritas no Serviço de Saúde Auditiva - Centro Audição na Criança CeAC. Os pais foram divididos em três grupos: PRÉ DETERMINADO - PD (Famílias participantes tanto da terapia fonoaudiológica quanto do GrAF, desde o primeiro dia estabelecido para o início dos atendimentos até o último dia), FLUXO CONTÍNUO - FC (Famílias que iniciavam a participação no grupo a partir do momento em que chegavam ao CeAC para o ADAPTI) e CONTROLE - C (Famílias que participaram somente da terapia fonoaudiológica, mas não do GrAF). Os instrumentos utilizados foram: registro das informações dos prontuários dos sujeitos da pesquisa, entrevista com os pais (NOVAES, 1986), Escala de Avaliação de Envolvimento Familiar (MOELLER, 2000), MUSS, IT MAIS, atividades de sensibilização cultural (NOVAES, 1986) e Avaliação do uso efetivo do AASI. Resultados: Foi constatada a efetividade da adesão dos pais ao tratamento dos filhos, sendo registrado comparecimento em mais de 50% dos atendimentos propostos (intervenção terapêutica e/ou GrAF). No que se refere ao funcionamento e às dinâmicas realizadas nos GrAF, foi possível avaliar diferenças quanto aos vínculos e troca de experiências entre os participantes. Na análise estatística dos agrupamentos de crianças, homogêneos internamente e heterogêneos entre si quanto às variáveis: IT MAIS e MUSS, foi possível a formação de três diferentes grupos no que se refere ao uso do datalog (horas/dia), envolvimento familiar e grau de perda auditiva. Conclusão: O uso sistemático de AASI foi a única variável com forte relação com habilidades auditivas e de linguagem. Grau de perda auditiva e idade de início de amplificação não explicaram o desenvolvimento das crianças do estudo. Estabelecimento de rotinas e procedimentos nos Serviços de Saúde Auditiva para avaliar a adesão das famílias de crianças com deficiência auditiva ao tratamento, na fase inicial de intervenção são necessários, em especial no que se refere ao uso do AASI e participação no processo de reabilitação auditiva

This thesis focused on the situation of family members of persons with psychotic illness, particular on their experience of the approach of the healthcare professionals and of their feelings of alienation regarding the professional care of their family member. A further aim was to explore how siblings who have participated in a support group for siblings experienced their situation. A questionnaire was developed that enabled the aims of this thesis to be investigated (I). Seventy family members from various parts of Sweden participated, and data were collected via the questionnaire developed in study I (II-III). Thirteen siblings who previously had participated in a support group participated in follow-up focus groups interviews (IV). The questionnaire developed was shown to be reliable and valid in these studies (I). In many cases, the participants had experienced an approach from professionals that indicated that they did not experience openness, confirmation and cooperation, and that they felt powerless and socially isolated in relation to the care. There was also found to be a certain degree of association between how the participants experienced the approach and whether they felt alienation (II). The majority of the participants considered openness, confirmation, and cooperation to be important aspects of professional’s approach. The result also identified a low level of agreement between the participants’ experience and what they considered to be significant in the professional’s approach (III). The findings revealed the complexity of being a sibling of an individual with psychotic illness. Participating in a support group for siblings can be of importance in gaining knowledge and minimizing feelings of being alone (IV). Although the psychiatric care services in Sweden have been aware of the importance of cooperating with family members, the results indicated that there is a need for further research in this area.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-15T20:16:03Z No. of bitstreams: 1 ericsonaraujodacosta.pdf: 1164360 bytes, checksum: fe0efa863e02c8d748b2691c2b94cf11 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:16:37Z (GMT) No. of bitstreams: 1 ericsonaraujodacosta.pdf: 1164360 bytes, checksum: fe0efa863e02c8d748b2691c2b94cf11 (MD5) / Made available in DSpace on 2016-04-24T03:16:37Z (GMT). No. of bitstreams: 1 ericsonaraujodacosta.pdf: 1164360 bytes, checksum: fe0efa863e02c8d748b2691c2b94cf11 (MD5) Previous issue date: 2015-01-27 / Esta dissertação, desenvolvida no Programa de Pós-graduação Profissional em Gestão e Avaliação Pública da Universidade Federal de Juiz de Fora, é resultado de uma pesquisa que investigou ações voltadas à efetivação do envolvimento parental na vida escolar e, consequentemente, na melhoria do desempenho dos alunos do Ensino Fundamental de uma escola do interior do Acre. Nosso principal objetivo foi detectar o que já havia sido feito nessa instituição de ensino em relação ao fomento de ações de envolvimento parental, relativo à responsabilização das famílias, partindo do pressuposto de que as iniciativas deveriam ser criadas pela escola através de seu corpo docente. A investigação se baseou na análise documental, por do Projeto Político Pedagógico da escola e dados documentados durante a reelaboração do mesmo, além da aplicação de questionários para a equipe gestora, a uma amostra de professores do Ensino Fundamental do 1º ao 9º ano, ao presidente e vice-presidente do Grêmio Estudantil e ao representante dos pais no Conselho Escolar da escola pesquisada. Nossa análise dos dados coletadas foi feita em diálogo com os estudos de Epstein (1989) e Epstein e Dauber (1991), que propõem seis formas de envolvimento parental, das quais nos apropriaremos de três consideradas mais pertinentes ao nosso foco de análise das ações desenvolvidas pela escola EBA; além das considerações de Lahire (1997) sobre a influência das condições socioeconômicas no desenvolvimento da aprendizagem e sua ligação com o conceito de envolvimento parental. A investigação nos permitiu perceber que não havia iniciativas concretas de incentivo ao envolvimento das famílias com a vida escolar dos alunos. Com base nesses pressupostos, elaboramos um Plano de Ação Educacional com vistas à institucionalização do envolvimento parental nessa unidade escolar, contribuindo, assim, com a melhoria do desempenho dos alunos de vários níveis socioeconômicos aos quais a escola atende. / This dissertation is the result of a survey on the actions to the concrete realization of parental involvement in the learning process and, consequently, improving the performance of elementary school students in a school in the interior of Acre. Our main goal was to detect what had already been done in this institution in relation to the development of parental involvement actions on the responsibility of families, assuming the initiatives being taken by the school through its faculty. The research was based on document analysis through the school Pedagogical Policy Project, and the use of data collected through the questionnaires for the management team, to elementary school teachers from 1st to 9th grade students and vice president student-body president and the representative of parents in the school board of the studied school. Such research, as well as allow us to analyze the case management also allowed us to introduce the school community searched an Educational Action Plan to serve as the parental involvement institutionalization parameter in this school unit, thus contributing to the improvement of the performance of students of various socioeconomic levels to which the school serves.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-29T11:19:58Z No. of bitstreams: 1 adrianaijanomotta.pdf: 842069 bytes, checksum: 7ccbabce5cc728bc40e58c47b973113e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T14:14:05Z (GMT) No. of bitstreams: 1 adrianaijanomotta.pdf: 842069 bytes, checksum: 7ccbabce5cc728bc40e58c47b973113e (MD5) / Made available in DSpace on 2016-03-03T14:14:05Z (GMT). No. of bitstreams: 1 adrianaijanomotta.pdf: 842069 bytes, checksum: 7ccbabce5cc728bc40e58c47b973113e (MD5) Previous issue date: 2013-08-14 / O presente trabalho investigou nuances do envolvimento parental que pudessem impactar positivamente o desempenho acadêmico de um grupo de alunos da educação infantil e ensino fundamental de uma escola pública municipal em Limeira- S.P. A investigação se deu em um grupo específico de alunos da Unidade Escolar que, apesar de se encontrarem sob as mesmas condições socioeconômicas e estarem submetidos a um mesmo projeto pedagógico, apresentavam desempenho superior ao demais. A metodologia utilizada constituiu-se de questionários e grupos focais aplicados junto aos pais, questionários respondidos por professores e entrevistas semiestruturadas realizadas junto ao núcleo gestor da escola. O principal objetivo foi o de captar tais nuances e, a partir delas, elaborar um Plano de Ação Educacional com vistas a instrumentalizar a comunidade escolar como um todo, acerca da importância e das formas mais assertivas de envolvimento parental que possam produzir impactos positivos no desempenho acadêmico dos alunos. / The present work investigated nuances in parental involvement that could positively impact the academic performance of a group of students from the kindergarten and primary school of a municipal public school in Limeira-SP. The investigation was given in a specific group of a School Unit that despite the fact that they were in the same social economic conditions and being under the same pedagogical project, they showed higher performance compared to others. The methodology used was made up of quizzes and focal groups applied with the parents, quizzes answered by teachers and semi structured interviews accomplished with the school manager nucleus. The main goal was to get those nuances and from them, create an Educational Action Plan in order to equip the school community as a whole, about the importance and more assertive ways of involving parents who can produce positive impacts in students’ academic performance.

El delirio es un estado disfuncional cerebral agudo que se presenta en pacientes críticos en unidades de cuidados intensivos (UCI), produce resultados clínicos desfavorables, mayor estancia y deterioro cognitivo a largo plazo. La participación de la familia, aún no es clara, pero podría desempeñar un papel importante en su prevención. El objetivo que guió esta revisión crítica, fue describir el efecto de las estrategias que incluyen a la familia en la prevención del delirio en el adulto critico de una UCI. La metodología que se empleó fue la Enfermería basada en la Evidencia (EBE), elaborándose el esquema PIS para plantear la pregunta clínica ¿Cómo es el efecto de las estrategias que incluyen a la familia en la prevención del delirio en el adulto crítico de una unidad de cuidados intensivos? Se realizó la búsqueda de evidencias en base de datos, encontrándose 244 artículos, considerándose 11, que cumplieron con los criterios de selección, sometiéndose a la lista de Gálvez Toro, finalmente se seleccionó uno, que se analizó con la guía de lectura crítica de CASPe para Revisión Sistemática. La revisión concluye que las intervenciones de tratamiento múltiple, especialmente involucradas en movilización temprana y participación familiar, deben incorporarse en la atención diaria de los pacientes en las UCI, porque son las más efectivas para la prevención del delirio, aunque no para su duración. Los resultados respondieron a la pregunta clínica y demuestran que la participación de la familia como intervención no farmacológica se recomienda para prevenir eficazmente el delirio en la UCI. / Delirium is an acute dysfunctional cerebral state that occurs in critically ill patients in intensive care units (ICUs). It can cause unfavorable clinical results, longer stays, and long-term cognitive impairment. Family involvement is not yet clear, but it could play an important role in its prevention. The objective of this critical review was to describe the effect of strategies that include the family in the prevention of delirium in the critically ill adult in an ICU. The methodology used was Evidence-Based Nursing (EBE), developing the PIS scheme to pose the clinical question: Which is the effect of strategies that include the family in the prevention of delirium in critically ill adults treated in the intensive care unit? The search for evidence in the database was carried out, finding 244 articles, considering 11 of them, which met the selection criteria, submitting to the Gálvez Toro list, finally one was selected, which was analyzed with the critical reading guide. of CASPe for Systematic Review. The review concludes that multiple treatment interventions, especially involving early mobilization and family involvement, should be incorporated into the daily care of patients in ICUs, because they are the most effective for delirium prevention, although not for its duration. The results answered the clinical question and demonstrate that family involvement as a non-pharmacological intervention is recommended to effectively prevent delirium in the ICU.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-03T19:09:00Z No. of bitstreams: 1 Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5) / Made available in DSpace on 2015-07-03T19:09:00Z (GMT). No. of bitstreams: 1 Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5) Previous issue date: 2013-01-14 / Nenhuma / Valendo-se do arcabouço teórico da análise da fala-em-interação (SACKS, 1992; SACKS; et al., 1974; C.GOODWIN, 1984) e da etnometodologia (GARFINKEL, 1967), este estudo etnográfico (O´REILLY, 2009) objetivou compreender como duas famílias, nomeadas como família de Catarina e família de Mila, e pertencentes a classes sociais distintas, significam suas responsabilidades vinculadas ao domínio escolar dentro de casa ao participar da rotina escolar das crinanças. Responsabilidade origina-se do caráter responsivo de nossas ações (HILL; IRVINE, 1992), que a qualifica, portanto, como intersubjetiva (OCHS; IZQUIERDO, 2009). Os resultados apontam orientações distintas em cada família, as quais nomeio como de responsabilidade compartilhada e de responsabilidade partilhada. Na responsabilidade compartilhada, evidencia-se a centralidade da criança e de seu universo escolar cotidiano, na conarração das experiências escolares da criança, na coconstrução do entendimento sobre o mundo escrito, e na oferta de roteiros (EMMISON et al., 2011) de ação futura pelos adultos. Além disso, adultos compartilham com a escola os fazeres pedagógicos de mediar o conhecimento, através de sequências IRA (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituindo escola e família como extensão uma da outra (CARVALHO, 2004). Responsabilidade partilhada, por outro lado, aponta para busca pela autonomia da criança com relação aos seus afazeres escolares e para a distinção entre a natureza social da escola e da família através da distribuição e manutenção das responsabilidades de cada membro familiar no que tange à escola, na negociação explícita de responsabilidade (FINCH; MASON, 2006) e na fulcral distinção entre narradora e plateia nos eventos narrativos da experiência escolar. As análises também evidenciam o constituição generificada da responsabilidade paternal pelo trabalho invisível de organização das tarefas escolares domésticas (REAY, 2005) na família de Catarina, e da mãe como gatekeeper (GOTTZÉN, 2011) da participação paterna na família de Mila. Esse trabalho generificado desestabiliza discursos normativizados sobre a participação paterna, especialmente em classes sociais menos privilegiadas, nas quais os pais são vistos como gerentes da rotina familiar apesar do número crescente de famílias chefiadas, financeiramente, por mulheres (FONSECA, 2004). O estudo contribui com os estudos sobre a participação familiar na trajetória escolar das crianças propondo que participação é intrínseca à noção familiar de responsabilidade, posicionando a escola como uma tarefa a ser cumprida ou como um direito a ser garantido à criança. / Based on the theoretical and analytcal framework of the analysis of talk-in-interaction (SACKS, 1992; SACKS; SCHEGLOFF; JEFFERSON, 1974; C. GOODWIN, 1984) and of ethnomethodology (GRAFINKEL, 1967), this ethnographic study (O ́REILLY, 2009) aimed at understanding how two families, named as Catarina ́s family and Mila ́s family, which belong to different social classes, give meaning to their responsibilities concerning the school within the household environment while participanting in the child ́s school rotine. Responsibility originates from the responsive character of our actions (HILL; IRVINE, 1992), which thus qualifies it as intersubjective (OCHS; IZQUIERDO, 2009). The results point to distinct orientations in each family, named here as shared responsibility and divided responsibility. Shared responsibility evidences the centrality of the child and her school universe through the conarration of the child ́s school experiences, the coconstruction of a mutual understanding of the written world and script proposals (EMMISON et al., 2011) by the adults. They also share with school its pedagogical doings of mediating knowledge, through IRF sequences (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituting school and family as an extension of each other (CARVALHO, 2004). Divided responsibility, on the other hand, points to the pursuit of the child ́s autonomy concerning her school tasks and to the distinction between the school and the family ́s social nature, achieved through distribution, maintenance and the explicit negotiation of members ́s responsibilities (FINCH; MASON, 2006), and the crucial distinction between narrator and audience in narratives of school experience. Analyses also evidence the gendered constitution of fatherhood as encompassing the invisible work of organizing school at home (REAY, 2005) in Catarina ́s family, and motherhood as gatekeeper (GOTTZÉN, 2011) of the father ́s participation in Mila ́s family. This gendered work destabilizes normative discourses on paternal participation, especially in low income social classes, in which fathers are seen as managers of the household despite the fact that these households are, increasingly, being financially afforded by women (FONSECA, 2004). This study contributes to the understanding of family participation in the child ́s school trajectory as it proposes that participation is constitutive of the understanding families hold of their responsibilities towards the school, which ends up positioning the school either as a task to be performed or as a right to be offered to the child.

Made available in DSpace on 2016-04-26T20:23:36Z (GMT). No. of bitstreams: 1 Juliana Izar Soares da Fonseca Segalla.pdf: 1426559 bytes, checksum: 97b910350639f16921292412839825f4 (MD5) Previous issue date: 2015-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is developed to demonstrate that education and the law plays a key role in changing cultural paradigm about the inclusion of people with disabilities. Therefore, it is observed that family participation in school life of students is very important. The publicity, transparency and the provision of information about comprehensive educational process of the educational institution brings clarifications that may contribute to the transformation in the way they see disability.These multipliers actions are analyzed from some elements of the Niklas Luhmann s Social Systems Theory, leading to the conclusion that the structural couplings between social subsystems Law-School-Family, and the reduction of the complexity and contingency cause its evolution and the evolution of society as macrosystem / O presente estudo se desenvolve com o objetivo de demonstrar que a Educação e o Direito tem um papel fundamental na mudança de um paradigma cultural acerca da inclusão das pessoas com deficiência. Para tanto se observa que a participação familiar na vida escolar dos educandos é muito importante. A publicidade, a transparência e o fornecimento de informações sobre o processo pedagógico inclusivo da instituição de ensino traz esclarecimentos que podem contribuir para a transformação na maneira de enxergar a deficiência. Essas ações multiplicadoras são analisadas a partir de alguns elementos da Teoria dos Sistemas Sociais, de Niklas Luhmann, levando à conclusão que os acoplamentos estruturais entre os subsistemas sociais Direito-Escola-Família podem, além de diminuir a complexidade e a contingência dos sistemas, causar sua evolução e a evolução da sociedade enquanto macrossistema social

L'implantation cochléaire permet aux enfants sourds profonds d'acquérir la parole et de développer leur compréhension du langage oral. Cependant, les équipes cliniques et les chercheurs soulignent l'existence de variabilités interindividuelles importantes dans les résultats obtenus après l'implantation, même lorsque celle-ci est précoce. L'objectif de notre travail a donc consisté à essayer de dégager des facteurs entrant enjeu dans le développement perceptif, communicatif et langagier des enfants implantés, en prenant en compte à la fois des variables endogènes et des variables exogènes. Pour ce faire, nous avons donc réalisé deux études monocentriques :1'une longitudinale chez 7 enfants âgés de 10 à 36 mois lors du bilan pré-implantation, rencontrés ensuite à 3, 6, 9 et 12 mois post-activation, l'autre transversale chez 26 enfants, âgés de 6 à 10 ans, porteurs d'un implant cochléaire depuis en moyenne 6 ans 2 mois. Plusieurs tests communément utilisés par les cliniciens et les chercheurs ont été proposés aux enfants et deux épreuves perceptives ont été spécifiquement créées pour cette étude. Nos deux études mettent en évidence que les résultats avec l'implant cochléaire chez l'enfant dépendent de caractéristiques présentes avant l'implantation (tels que l'âge, le niveau de développement pré-implantation, le type de communication...) et de facteurs cognitifs, communicatifs et perceptifs se développant après la mise en route de l'implant. Par ailleurs, nos résultats montrent, dans les deux études, que la participation familiale est un facteur crucial pour le bon développement langagier des enfants sourds porteurs d'un implant cochléaire. / Cochlear implantation allows profoundly deaf children to develop their production and their comprehension of oral language. However, clinicians and researchers highlight the existence of an important interindividual variability in post-implantation outcomes even in the case of early intervention. The aim of our work was then to bring out factors involved in the perception, communication, speech and language development of implanted children. Some endogenous variables (such as global development, verbal and non-verbal cognitive development, or age at implantation) and exogenous variables (such as environmental characteristics) were taken into account. Therefore, we performed two monocentric studies. The first, a longitudinal study, involved 7 children aged between 10 and 36 months at the pre-implantation assessment. They were evaluated every 3 months during the first year after implant activation. The second, a transversal study, involved 26 children aged between 6 and 10 years implanted since 6 years and 2 months on average. We proposed to the children several tests commonly used by clinicians and researchers and two perceptive tests designed for this present research. Both of our studies show evidence that cochlear implant outcomes depend on characteristics already present before implantation (such as age, pre-implantation development level, and communication type) and on cognition, communication and perception factors developed after the activation of the implant. Furthermore, our results show, in both studies, that family participation is a crucial factor for the strong linguistic development of profoundly deaf cochlear implanted children.

How youths’ with physical disabilities experience social participation in physical activities is a subject that has not been extensively researched in Greece. Asking youths can give a deeper insight of their perceptions related to their social participation and how their contexts contribute to that. The family Participation Related Construct (fPRC) framework was used under the umbrella of the Systems Theory to guide the whole procedure of this study. A qualitative approach was conducted by five in-depth interviews with Greek youths (mean age 23) with physical disabilities using online video-call applications. A deductive content analysis was applied for this study, including four themes: 1) the construct of participation in the context of physical activity, 2) Intrinsic factors that influence social participation, 3) Intrinsic factors that are influenced by social participation, and 4) extrinsic factors that influence social participation. Results showed that youths overall described their social participation as a sense of belongingness and social connection with others. They perceived that attending the physical activities that were meaningful to them strongly influenced their social involvement. They also described that social participation in those specific contexts increased their self-confidence. Admittedly, family and activities were contextual aspects that positively influenced youths’ social participation. Results also showed the negative influence of the environment, such as the accessibility, state support and the COVID-19 pandemic, either directly or indirectly influenced youths’ social participation. Findings of this study support the need for future practical interventions in the Greek community, considering all aspects of the fPRC framework. Finally, collecting a broader number of perspectives will benefit the presented topic in order to create a more holistic view of what needs to be done to bring balance into the system.