Past studies from various cultures have reported that parents of children with special needs experience more distress. The present study aimed to explore the psychological states of local Chinese parents of children with special needs in Hong Kong with the construct of coping flexibility incorporated. Participants were 116 parents of children with special needs and 62 parents of children without special needs. Results indicated that Chinese parents of children with special needs had higher anxiety and lower life satisfaction than did parents of children without special needs. The former also had lower perceived social support, perceived controllability, and coping flexibility for childcare than did parents in the control group. Another aim of the current study was to identify factors for prediction of anxiety, depression, and life satisfaction. Status of having children with special needs predicted depression, but not anxiety and life satisfaction. Social support not only demonstrated a main effect on anxiety, depression, and life satisfaction, but also showed a buffering effect on coping flexibility for childcare in predicting anxiety and depression respectively. Social support moderated the relation between controllability and life satisfaction as well. The results in this study guide us in designing suitable services for parents. / published_or_final_version / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

No description available.

No description available.

There has been a tremendous increase in the study of school bullying over the past 20 years, where research findings have shown that bullying occurs in school settings regardless of particular country or culture. The vast majority of this research has addressed the behavior of the aggressor (i.e., the bully), whereas relatively few studies have focused on children who are the targets of peer aggression (i.e., the victim). Research findings specific to victims of bullying have shown certain characteristics that indicate increased risk of victimization, such as social isolation, insecurity, and physical weakness.Based on circumstances or manifestations associated with having a disability in a school setting, students with disabilities may have some of the characteristics identified as risk factors for victimization. The purpose of the present study was to determine whether Hispanic students who have disabilities report higher rates of victimization by bullies in comparison to their non-disabled peers, and whether having a particular disability, if any, resulted in more frequent victimization. Forty-three (43) students participated in the study and completed the Reynolds Bully Victimization Scale (BVS) and the Olweus' Bully/Victim Questionnaire (OBVQ). The data from these measures were evaluated using Analysis of Variance, Multivariate Analysis of Variance, and Fisher's Exact Test.The results showed that students identified as having a disability obtained significantly higher BVS scores for victimization, and their BVS T-scores reached clinical significance levels significantly more often than those of non-disabled students. However, results from the OBVQ did not yield significant difference between students with and without disabilities. With respect to having different disabilities (specific learning disability, speech language impairment, & mild mental retardation), the results showed no significant differences in victimization rates for the BVS or the OBVQ. Similarly, no significant differences emerged for victimization across grade/school level. Further research is needed in this area, since the present study appears to be the first research in the United States that has attempted to compare bully victimization rates across students having various different disabilities.

The purpose of this study was to analyze the coach-athlete interactions occurring in a successful sport program for athletes with disabilities and their able-bodied siblings. The successful nature of this program was established by its athletes’ competitive achievements and by the athletes’ reports of positive experiences within this sport environment. This study utilized state space grid and observational methodology and was the second application of this methodology in field-based sport psychology research (Erickson, Côté, Hollenstein, & Deakin, in press). The head coach of the program and twenty-four athletes were observed over multiple practice sessions. Both coach and athlete behaviour was coded continuously for the duration of each practice session. Measures of coach-athlete interaction structure, based on dynamic systems concepts, were derived from these coded behaviours. These measures were examined for the team as a whole and compared between groups within the team (competitive vs. recreational athletes and athletes with disabilities vs. able-bodied athletes). Results indicated that the coach-athlete interactions of the team were highly patterned. Within this consistent pattern, the coach spent most of her time silently observing the athletes. Other commonly exhibited behaviours included individualized technical instruction, organization, and positive feedback. With regards to behavioural sequencing, the coach’s time spent observing the athletes was often interspersed with periods of organization, instruction, and feedback. The coach appeared to adapt her coaching style according to the competitive levels of the athletes, but no differences emerged when comparing the coach-athlete interactions between athletes with disabilities and able-bodied athletes. Overall, this successful sport environment was characterized by positive coach-athlete interactions that were deliberately patterned and mutually respectful. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2011-06-29 11:00:23.466

This study investigated the attitudes toward disability on the part of children with special needs, average-achieving children, and high-achieving children as well as the latter two groups' experiences in inclusive elementary school classes. According to the Attitudes Toward Disabled Persons Questionnaire (ATDP), attitudes toward disability did not differ according to achievement level (p = .099). However, females were significantly more accepting than males (p = .008). In classes where the most severe disability was a mental handicap, children held significantly more positive attitudes toward disability than those who had classmates with learning, behavioral, or severe developmental disorders (p = .026). Based on interview data, average- and high-achieving children shared similar perceptions about their experiences in inclusive classes. Both groups frequently noted that classmates with disabilities enjoyed similar activities as nondisabled classmates yet exhibited more frequent inappropriate behavior. Interviewees most often acknowledged as their first response that making new friends was a benefit for children with special needs and that dealing with their disability was difficult. Learning about disabilities was viewed as a benefit for nondisabled children while feeling comfortable with their classmate with disabilities was seen as challenging. When questioned about the ramifications of inclusion on their academics, high-achievers were significantly more likely to report that they learned less (p = .01). Results are discussed in light of sensitivity theories that would predict high-achievers to be more accepting of disability because they are attuned to their classmates with disabilities' needs, and theories suggesting that high-achieving children whose academic needs are unmet may develop negative attitudes toward children with disabilities.

No description available.

Graduate

Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.