Magister Artium (Social Work) - MA(SW) / The National Policy on Orphans and Vulnerable defines an orphan as a child, who has lost one, or both parents, and is under the age of 18, while a vulnerable child is one, who is in need of care and protection. The Orphans and Vulnerable Children (OVCs) are placed in residential childcare facilities (RCCFs), such as children’s homes, shelters, safe havens, or any other alternative form of care. They are provided with psychosocial support, depending on the facility, in which they are placed.Failure to provide proper and specialised care by the caregivers could prove harmful to the overall wellbeing of the child, resulting in children with developmental difficulties, poor interpersonal relationships, mental health difficulties, behavioural difficulties, and poor academic achievement.

Darbo tema – Tėvų ir specialistų bendradarbiavimas ruošiant sutrikusio intelekto vaikus savarankiškam gyvenimui. Sutrikusio intelekto žmonės iki šiol mūsų visuomenėje yra laikomi silpnais ir nesavarankiškais, nesugebančiais spręsti gyvenimiškų problemų. Dažnai jie yra tapatinami su niekad nesuaugančiais vaikais. Pagrindinis sutrikusio intelekto vaikų ugdymo tikslas – parengti auklėtinius gyventi kaip galima savarankiškiau , todėl juos lavinant turi būti daug gyvenimiškų situacijų pratybų, mokymosi kartoti veiklą pagal jos nuoseklumą. Didelę įtaką ruošiant šiuos vaikus savarankiškam gyvenimui turi ugdymo kryptingumas. Sutrikusio intelekto vaikų rengimas savarankiškam gyvenimui yra sudėtingas ir įvairiapusis procesas, kuriam realizuoti reikia naujų pedagoginių būdų, metodų. Ypač aktualu kalbėti apie vaikų, turinčių negalią, savarankiškumo ugdymo ir realizavimo problemas ir galimybes tapo vykstant integracijai ir pradėjus rūpintis šių žmonių gyvenimo sąlygų bei kokybės gerinimu. Tyrimo objektas – tėvų ir specialistų bendradarbiavimas, ruošiant sutrikusio intelekto vaikus savarankiškam gyvenimui. Tyrimo tikslas – atskleisti tėvų ir specialistų bendradarbiavimo problemas, ruošiant sutrikusio intelekto vaikus savarankiškam gyvenimui. Tyrimo uždaviniai : Apibūdinti sutrikusio intelekto vaikų savarankiškumo bruožus. Atskleisti sutrikusį intelektą turinčių vaikų savarankiškumo formavimo ypatumus. Nustatyti tėvų ir specialistų bendradarbiavimo būdus ir problemas... [toliau žr. visą tekstą] / The topic of the thesis – the partnership of parents and specialists while training children with mental disorders to live independently. Nowadays in our society people with mental disorders are considered to be weak and non self-sufficient, being not able to solve life difficulties. They are often compared with children who never grow up. The major purpose of children with intellectual disabilities training is to prepare them to live as more independently as possible; therefore, there should be much practice of real-life situations and learning to repeat an activity under its sequence while training pupils. The purposefulness of education has a great impact on these children’s preparation for an autonomous life. The training of children with mental disorders to live on their own is a complicated and diverse process which needs new educational techniques and methods to get it realized. It became particularly relevant to talk about problems and possibilities of self-sufficiency training and implementation of children with intellectual disabilities during the process of integration and starting paying attention on the improvement of life conditions and quality. The subject-matter is the collaboration of parents and specialists while preparing children with mental disorders to live independently. The research goal is to reveal the problems of the partnership of parents and specialists while preparing intellectually disorded pupils to live on their own. The tasks of the... [to full text]

Individuals with Traumatic Brain Injury (TBI) often need to be taught independent living skills in order to reintegrate into community settings. This study examined the use of video modeling to teach culinary skills to three individuals with TBI. Video modeling is easily accessible, inexpensive, and not reliant on an additional person to directly teach skills. For all three participants, video modeling resulted in increases in cooking skills using a task analysis created for each food item prepared. For one participant, the skills maintained over two weeks and generalized to a novel food. For another participant video modeling was insufficient in reaching high skills levels therefore a second phase utilizing reinforcement and corrective feedback was implemented. This phase demonstrated with the additional component including reinforcement and corrective feedback, the third participant reached high skill levels.

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Background Individuals with intellectual disabilities need continued supports in completing daily living tasks to increase the likelihood of achieving independence. Fortunately, research has shown that assistive technology, and particularly video prompting helps support independent living for individuals with intellectual disabilities. Aims This study investigated the efficacy of a highly customizable task analysis smartphone application in assisting three young adults with intellectual disabilities learn how to cook three different multistep recipes. Materials & Methods Three young adults with intellectual disabilities enrolled in a four-year postsecondary education program (PSE) participated in a multiple probe design across participants to examine the effect of a Task Analysis app on the participants' completion of three cooking tasks. Results In this present study, the use of video prompting to teach a daily living skill resulted in large and meaningful effect size gains of 99%–100% for all three participants, as measured by Tau-U. Discussion Video prompting is an effective instructional strategy which allows the user to self-prompt and manage their ability to successfully complete daily living skills. In this current study, video prompting made a substantial difference in the safety of participants. Conclusion The use of video prompting can decrease the reliance on others (e.g., teachers and caregivers), improve self-confidence of the user, and improve the user's level of autonomy.