Thesis (M.S.W.)--University of Hong Kong, 1986.

Thesis (M.S.W.)--University of Hong Kong, 1981.

Research has consistently shown a greater likelihood of negative outcomes later in life for children with early-onset behavior problems. Understanding the educational outcomes for these children is essential information that can help educators and families to provide targeted interventions in an effort to positively impact these at-risk childrens school experiences. The current study used archival data and a causal comparative research design to examine the educational outcomes (academic achievement, suspension rates, retention rates, and dropout rates/failure to complete high school) for children identified as at-risk for early-onset behavior problems in grades 1 through 3 for a cohort of children in a large suburban Florida school district. Educational outcomes for students with early-onset behavior problems were compared to those of a comparison group of students not identified as having behavior problems in early elementary school. Additionally, the outcomes for students with early-onset behavior problems who received special education services and those who did not receive ESE services were compared. Results indicated that children with early-onset behavior problems were more likely to have been retained, suspended, and fail to complete high school when compared to their peers without early-onset behavior problems. They also had a lower high school grade point average. Among these students with early-onset behavior problems, those who received special education and those who did not were equally at risk for these negative educational outcomes.

published_or_final_version / Social Work / Master / Master of Social Sciences

College is a time of pressure and stress for students. The presence of a physical disability can be a factor which lends additional complications and adds to the stress and adjustment difficulties in the college years. In recognition of the stresses and pressures and in response to legislative mandates, colleges are beginning to offer programs of support services for physically disabled students. Although the literature supports such offerings as helpful in the adjustment process, little research has been done to determine effectiveness of support services. The purpose of this study was to assess the effects of two types of support services, Adaptive Physical Education and Group Counseling on the adjustment of physically disabled students as measured by pre and post treatment mean scores on the Tennessee Self Concept Scale and the Rotter Internal-External Locus of Control Scale. Additionally, Goal Attainment Scaling was used with students who participated in a Counseling Group. Subjects were 21 physically disabled volunteers who were students at The University of Arizona, Tucson, during the fall semester 1980. Subjects were divided into three groups: students enrolled in Adaptive Physical Education classes (n = 7), students participating in a semester long counseling group (n = 6), and students who were neither enrolled in Adaptive Physical Education nor participating in a counseling group (n = 8). The experimental treatment consisted of participation in Adaptive Physical Education twice a week over the course of the semester for Group 1. Group 2 participated in a once per week counseling group for 10 weeks. Subjects in the Control Group did not report receiving regular counseling and were not enrolled in Physical Education classes. The Tennessee Self Concept Scale and Rotter I-E Scale were administered to subjects at the beginning and end of the semester. Additionally, subjects in the Counseling Group established and rated themselves on goals as part of the pre and post treatment assessment. This group also rated the group counseling experience at the end of the semester. The study was designed to see if participation in Adaptive Physical Education or Group Counseling would significantly effect the pre and post treatment mean scores on the Tennessee Self Concept Scale and the Rotter I-E Scale. Analysis of variance of the pre and post treatment mean scores for all three groups did not reveal any statistically significant differences in either Self Concept or Locus of Control scores. All students in the Counseling Group reported achieving their goals and reported the group experience to be a positive one. From the evidence gathered in the study, it was concluded that neither Adaptive Physical Education nor Group Counseling have a statistically significant effect on the self concept or locus of control of physically disabled college students. The small numbers of subjects in the three groups may have been a contributing factor in the failure to achieve any statistically significant difference between the three groups. Recommendations include further study of support services with a larger number of subjects over a longer period of time, further research to identify alternate methods of measuring change and further study of other types of support services.

Stroke innebär ofta fysiska, kognitiva och beteendemässiga funktionsnedsättningar som påverkar både den drabbade och dennes familj. Tonåringar, speciellt flickor, anses ha störst risk att utveckla emotionella problem när föräldern blivit sjuk. Förälderns stöd till barnet är väsentligt men även sjukvårdspersonalens. I denna studie undersöktes hur barn uppmärksammas till strokedrabbade föräldrar samt vilket stöd som erbjuds. Fem överläkare och fem sjuksköterskor på en neurologisk rehabiliteringsklinik i Mellansverige intervjuades. Materialet analyserades induktivt genom meningskoncentrering. Det framkom att stödet som ges är situationsberoende, inget strukturerat stöd för barn finns och generellt ses anhöriga som resurser. Ett bra anhörigbemötande ska erbjudas men barnomhändertagandet borde bli bättre. Ökade kunskaper efterfrågades för att kunna stödja barn i kris. En mer familjecentrerad sjukvård behövs för att man ska kunna uppmärksamma barns behov vid förälderns sjukdom.

This thesis is a study of the treatment of mental disability in Canadian literature. Literature reflects the perceptions and practises of the culture of which it is a part. Radical changes have been made in recent years in the thinking about persons with mental handicaps. The issue of whether the changes are reflected in literature prompted the writing of this thesis. Little is known about characters labelled as mentally disabled in non-didactic, Canadian Literature. They are not commonly discussed in the academic journals of Canadian Literature and Education. The purpose of this thesis was to get to know ten of the above characters. The following questions were drawn from issues in the academic literature regarding mental disability. All seven questions were applied to each character in turn. (1) Label? (2) Personal relationships? (3) Thoughts and feelings? (4) Choices? (5) Daily activity? (6) Relationship with service providers? (7) Personal assets and abilities? Short story characters: Benny Parry, "The Time of Death," Munro, 1968; Dolores Boyle, "Dance of the Happy Shades," Munro, 1968; Kelvin, "Circle of Prayer," Munro, 1986; Neddy Baker, "Hello Cheeverland, Goodbye," Findley, 1984; Stella Bragg, "Bragg and Minna," Findley, 1988. Characters from novels: Francis Cornish, "What's Bred in the Bone," Davies, 1985; John-Gustav Skandl, "What the Crow Said," Kroetsch, 1978; Lotte, "Not Wanted on the Voyage," Findley, 1984; Rowena Ross, "The Wars," Findley, 1977; Tehmul Lungraa, "Such a Long Journey," Mistry, 1991. Findings indicated that Canadian literature is not yet reflecting the new movement to develop full personhood. Most characters were limited in the choices they made. A variety of labels were used. Little was said about what the characters think or feel. No characters were married, had children, or a job. Most of the characters had a personal relationship with another character.

Protiškai atsilikę paaugliai skiriasi nuo įgaliųjų bendraamžių savo fiziniais ir motoriniais ypatumais. Kuo sunkesnis protinis atsilikimas, tuo mažiau motorinės raidos pagrindinių etapų pasiekiama. Protiškai atsilikę jaunuoliai dažnai vaikšto ir kalba lėčiau, yra imlesni įvairioms infekcijoms. Šie vaikai yra silpni ir linkę į neaktyvų gyvenimo būdą, kas lemia atrofiją, kitas medicinos, fizines problemas – rigidiškumą, širdies ir kraujagyslių sistemos ligas, judesių amplitudės mažėjimą. Dažnai vidutiniškai ir sunkiai protiškai atsilikę vaikai turi ir kompleksinę negalią, atsilieka jų neurodinaminė raida, įskaitant normalių, apsauginių refleksų nebuvimą ir negebėjimą įgyti pagrindinių motorinių įgūdžių. Judėjimas yra gyvybės, veiklumo ir aktyvumo požymis Judri fizinė veikla stimuliuoja normalų fizinį ir psichinį vaiko vystymąsi, gerina fizinį parengtumą ir funkcinį organizmo pajėgumą, atveria galimybę pažinti sveiko, stipraus, išlavinto kūno gerovę, fizinį ir psichinį komfortą, sudaro prielaidas vaiko saviraiškai, savirealizacijai ir aktyvios gyvenimo pozicijos formavimuisi. Tyrime pateikiami taikomosios kūno kultūros įtaka Gelgaudiškio specialios internatinės mokyklos sutrikusio intelekto paauglių fiziniam išsivystymui bei laikysenai. Tyrimu aiškintasi tiriamųjų fizinė veikla, mokinių požiūris į sveikatą, mokinių kūno laikysena ir mankštos įtaka laikysenos korekcijai. Tyrimo metu išsiaiškinta, kad taikant taikomosios kūno kultūros užsiėmimus sutrikusio intelekto paaugliams... [toliau žr. visą tekstą] / Teenagers, which are mentally handicapped, are differ from their contemporaries by their physical and motor abilities. The higher level of disability is, the lower stage of motor development he achieves. Youngsters, who are mentally handicapped, speak and walk slower and are very susceptible to infections. Such kids are very weak and inactive. These factors influence atrophy and other medical and physical problems – petrifaction, heart and blood vessel’s diseases, the decrease of movement’s amplitude. Very often children with moderate and severe learning difficulties have complex disability. Their neurodynamic process is not developed as it should be, including the absence of normal, protective reflexes and disability to gain basic motor skills. Movement is the sign of vitality and activity. Sportive physical activity stimulates child’s normal physical and psychical development, improves physical qualification and functional organism’s capability. Also it enables to know wellbeing of healthy, strong and educated body, psychical comfort. It forms backgrounds for child’s self-expression, self-realization and the development of active life position. In this research we present the influence of exact physical education upon mentally handicapped children from Gelgaudiškis special boarding-school for their physical development and carriage. It was trying to assert the physical activity of mentally handicapped children, their attitude toward health, children’s carriage and the... [to full text]

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<p>Physical inactivity together with overweight and obesity has emerged as a major health risk factor for chronic disease of lifestyle as coronary heart disease, diabetes type 2, and hypertension affecting adolescents with physical disabilities in developed countries. This has contributed to the increase of social and economic costs of healthcare and social services in these countries. Review of literature has revealed that little has been documented about the status of adolescents with physical disabilities in developing countries. This study, therefore, aimed at establishing the degree of physical inactivity among high school adolescents with physical disabilities in Kenya.</p>