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Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities / Grace L. FRANCIS in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Grace L. FRANCIS, Auteur ; Alexandra S. REED, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : parent transition involvement collaboration college disability Index. décimale : PER Périodiques Résumé : Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood. En ligne : https://doi.org/10.1177/1088357619827931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.246-256[article] Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities [Texte imprimé et/ou numérique] / Grace L. FRANCIS, Auteur ; Alexandra S. REED, Auteur . - p.246-256.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.246-256
Mots-clés : parent transition involvement collaboration college disability Index. décimale : PER Périodiques Résumé : Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood. En ligne : https://doi.org/10.1177/1088357619827931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Making the future together: Shaping autism research through meaningful participation / Sue FLETCHER-WATSON in Autism, 23-4 (May 2019)
[article]
Titre : Making the future together: Shaping autism research through meaningful participation Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; J. ADAMS, Auteur ; K. BROOK, Auteur ; Tony CHARMAN, Auteur ; L. CRANE, Auteur ; J. CUSACK, Auteur ; S. LEEKAM, Auteur ; D. MILTON, Auteur ; Jeremy R. PARR, Auteur ; E. PELLICANO, Auteur Article en page(s) : p.943-953 Langues : Anglais (eng) Mots-clés : autism community disability rights involvement methods participatory research Index. décimale : PER Périodiques Résumé : Participatory research methods connect researchers with relevant communities to achieve shared goals. These methods can deliver results that are relevant to people's lives and thus likely to have a positive impact. In the context of a large and growing body of autism research, with continued poor implementation, and some evidence of community dissatisfaction, there is a powerful case for participatory autism research. In order to develop a framework for such collaborative working, a UK seminar series was organised and co-produced by autistic and non-autistic people with academic, practitioner and lived expertise. This article reports on the outcomes from the series, identifying five topics relevant to building a community of practice in participatory research: Respect, Authenticity, Assumptions, Infrastructure and Empathy. Each topic is connected to a specific example from within and beyond research, to inspire new practices in the field. We call for the development of participatory research skills among the autism research community and the facilitation of greater autistic leadership of, and partnership in, research. Such work, if delivered to a high standard, is likely to lead to better translation into practice and improved outcomes for autistic people and those who support them. En ligne : http://dx.doi.org/10.1177/1362361318786721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.943-953[article] Making the future together: Shaping autism research through meaningful participation [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; J. ADAMS, Auteur ; K. BROOK, Auteur ; Tony CHARMAN, Auteur ; L. CRANE, Auteur ; J. CUSACK, Auteur ; S. LEEKAM, Auteur ; D. MILTON, Auteur ; Jeremy R. PARR, Auteur ; E. PELLICANO, Auteur . - p.943-953.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.943-953
Mots-clés : autism community disability rights involvement methods participatory research Index. décimale : PER Périodiques Résumé : Participatory research methods connect researchers with relevant communities to achieve shared goals. These methods can deliver results that are relevant to people's lives and thus likely to have a positive impact. In the context of a large and growing body of autism research, with continued poor implementation, and some evidence of community dissatisfaction, there is a powerful case for participatory autism research. In order to develop a framework for such collaborative working, a UK seminar series was organised and co-produced by autistic and non-autistic people with academic, practitioner and lived expertise. This article reports on the outcomes from the series, identifying five topics relevant to building a community of practice in participatory research: Respect, Authenticity, Assumptions, Infrastructure and Empathy. Each topic is connected to a specific example from within and beyond research, to inspire new practices in the field. We call for the development of participatory research skills among the autism research community and the facilitation of greater autistic leadership of, and partnership in, research. Such work, if delivered to a high standard, is likely to lead to better translation into practice and improved outcomes for autistic people and those who support them. En ligne : http://dx.doi.org/10.1177/1362361318786721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397