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Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder / Vedrana BOLIC BARIC in Autism, 20-2 (February 2016)
[article]
Titre : Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur Article en page(s) : p.183-195 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder autism spectrum disorders education educational provision psychosocial support qualitative research services special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.183-195[article] Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur . - p.183-195.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.183-195
Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder autism spectrum disorders education educational provision psychosocial support qualitative research services special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Annual Research Review: A multilevel bioecological analysis of factors influencing the mental health and psychosocial well-being of refugee children / Stella ARAKELYAN in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)
[article]
Titre : Annual Research Review: A multilevel bioecological analysis of factors influencing the mental health and psychosocial well-being of refugee children Type de document : Texte imprimé et/ou numérique Auteurs : Stella ARAKELYAN, Auteur ; Alastair AGER, Auteur Article en page(s) : p.484-509 Langues : Anglais (eng) Mots-clés : Refugee children mental health protective factors psychosocial support stressors Index. décimale : PER Périodiques Résumé : BACKGROUND: This paper revisits the themes of an influential 1993 review regarding the factors shaping the mental health and psychosocial well-being of refugees to take stock of developments in the evidence base and conceptualisation of issues for refugee children over the last 25 years. METHODS: The study deployed a systematic search strategy. This initially identified 784 papers, which was reduced to 65 studies following application of inclusion and exclusion criteria. We used a later iteration of Bronfenbrenner's bioecological model of human development - the PPCT model - to consolidate evidence. RESULTS: We identify a range of risk and protective factors operating at individual, familial, community and institutional and policy levels that influence outcomes for refugee children. The dynamics shaping the interaction of these influences are linked to the life course principles of socio-historical time and developmental age, proximal processes and child agency. CONCLUSIONS: Actions at individual, familial, community, school, institutional and policy levels all have potential traction on mental health and psychosocial well-being of refugee children. However, evidence suggests that greatest impact will be secured by multilevel interventions addressing synergies between ecological systems, approaches engaging proximal processes (including parenting programmes) and interventions facilitating the agency of the developing refugee child. En ligne : http://dx.doi.org/10.1111/jcpp.13355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.484-509[article] Annual Research Review: A multilevel bioecological analysis of factors influencing the mental health and psychosocial well-being of refugee children [Texte imprimé et/ou numérique] / Stella ARAKELYAN, Auteur ; Alastair AGER, Auteur . - p.484-509.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.484-509
Mots-clés : Refugee children mental health protective factors psychosocial support stressors Index. décimale : PER Périodiques Résumé : BACKGROUND: This paper revisits the themes of an influential 1993 review regarding the factors shaping the mental health and psychosocial well-being of refugees to take stock of developments in the evidence base and conceptualisation of issues for refugee children over the last 25 years. METHODS: The study deployed a systematic search strategy. This initially identified 784 papers, which was reduced to 65 studies following application of inclusion and exclusion criteria. We used a later iteration of Bronfenbrenner's bioecological model of human development - the PPCT model - to consolidate evidence. RESULTS: We identify a range of risk and protective factors operating at individual, familial, community and institutional and policy levels that influence outcomes for refugee children. The dynamics shaping the interaction of these influences are linked to the life course principles of socio-historical time and developmental age, proximal processes and child agency. CONCLUSIONS: Actions at individual, familial, community, school, institutional and policy levels all have potential traction on mental health and psychosocial well-being of refugee children. However, evidence suggests that greatest impact will be secured by multilevel interventions addressing synergies between ecological systems, approaches engaging proximal processes (including parenting programmes) and interventions facilitating the agency of the developing refugee child. En ligne : http://dx.doi.org/10.1111/jcpp.13355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Short- and longer-term impacts of Child Friendly Space Interventions in Rwamwanja Refugee Settlement, Uganda / J. METZLER in Journal of Child Psychology and Psychiatry, 60-11 (November 2019)
[article]
Titre : Short- and longer-term impacts of Child Friendly Space Interventions in Rwamwanja Refugee Settlement, Uganda Type de document : Texte imprimé et/ou numérique Auteurs : J. METZLER, Auteur ; K. DIACONU, Auteur ; S. HERMOSILLA, Auteur ; R. KAIJUKA, Auteur ; G. EBULU, Auteur ; K. SAVAGE, Auteur ; Alastair AGER, Auteur Article en page(s) : p.1152-1163 Langues : Anglais (eng) Mots-clés : Humanitarian crisis impact longitudinal protection psychosocial support refugees Index. décimale : PER Périodiques Résumé : BACKGROUND: The establishment of Child Friendly Spaces (CFSs) has become a widespread intervention targeting protection and support for displaced children in humanitarian contexts. There is a lack of evidence of impact of these interventions with respect to both short-term outcomes and longer-term developmental trajectories. METHODS: We collected data from caregivers of Congolese refugee children residing in Rwamwanja Refugee Settlement at three timepoints. To assess short-term impact of CFSs, we compared indicators assessed shortly after refugees' arrival (baseline, T1) and endline (T2, three to six months after CFS implementation) amongst 430 CFS attenders and 161 nonattenders. Follow-up assessments after the end of CFS programming were conducted 18 months post-baseline (T3) with caregivers of 249 previous CFS attenders and 77 CFS nonattenders. RESULTS: In the short-term, attendance at CFSs was associated with better maintenance of psychosocial well-being (PSWB; beta = 2.093, p < .001, Cohen's d = .347) and greater increases in developmental assets (beta = 2.517, p < .001, Cohen's d = .231), with significantly stronger impacts for girls. CFS interventions meeting higher programing quality criteria were associated with greater impact on both PSWB and development assets (beta = 2.603 vs. beta = 1.793 and beta = 2.942 vs. beta = 2.337 for attenders at higher and lower-quality CFSs c.f. nonattenders, respectively). Amongst boys, benefits of program attendance were only indicated for those attending higher-quality CFS (beta = 2.084, p = .006 for PSWB). At follow-up, however, there were no discernable impacts of prior CFS attendance on any measures. Age and school attendance were the only characteristics that predicted an outcome - developmental assets - at follow-up. CONCLUSIONS: Attendance at CFSs - particularly involving higher-quality programming - supported children's well-being and development. However, sustained impact beyond active CFS programming was not demonstrated. Intervention goals and strategies in humanitarian contexts need to address the challenge of connecting children to other resources to facilitate developmental progress in conditions of protracted displacement. En ligne : http://dx.doi.org/10.1111/jcpp.13069 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1152-1163[article] Short- and longer-term impacts of Child Friendly Space Interventions in Rwamwanja Refugee Settlement, Uganda [Texte imprimé et/ou numérique] / J. METZLER, Auteur ; K. DIACONU, Auteur ; S. HERMOSILLA, Auteur ; R. KAIJUKA, Auteur ; G. EBULU, Auteur ; K. SAVAGE, Auteur ; Alastair AGER, Auteur . - p.1152-1163.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1152-1163
Mots-clés : Humanitarian crisis impact longitudinal protection psychosocial support refugees Index. décimale : PER Périodiques Résumé : BACKGROUND: The establishment of Child Friendly Spaces (CFSs) has become a widespread intervention targeting protection and support for displaced children in humanitarian contexts. There is a lack of evidence of impact of these interventions with respect to both short-term outcomes and longer-term developmental trajectories. METHODS: We collected data from caregivers of Congolese refugee children residing in Rwamwanja Refugee Settlement at three timepoints. To assess short-term impact of CFSs, we compared indicators assessed shortly after refugees' arrival (baseline, T1) and endline (T2, three to six months after CFS implementation) amongst 430 CFS attenders and 161 nonattenders. Follow-up assessments after the end of CFS programming were conducted 18 months post-baseline (T3) with caregivers of 249 previous CFS attenders and 77 CFS nonattenders. RESULTS: In the short-term, attendance at CFSs was associated with better maintenance of psychosocial well-being (PSWB; beta = 2.093, p < .001, Cohen's d = .347) and greater increases in developmental assets (beta = 2.517, p < .001, Cohen's d = .231), with significantly stronger impacts for girls. CFS interventions meeting higher programing quality criteria were associated with greater impact on both PSWB and development assets (beta = 2.603 vs. beta = 1.793 and beta = 2.942 vs. beta = 2.337 for attenders at higher and lower-quality CFSs c.f. nonattenders, respectively). Amongst boys, benefits of program attendance were only indicated for those attending higher-quality CFS (beta = 2.084, p = .006 for PSWB). At follow-up, however, there were no discernable impacts of prior CFS attendance on any measures. Age and school attendance were the only characteristics that predicted an outcome - developmental assets - at follow-up. CONCLUSIONS: Attendance at CFSs - particularly involving higher-quality programming - supported children's well-being and development. However, sustained impact beyond active CFS programming was not demonstrated. Intervention goals and strategies in humanitarian contexts need to address the challenge of connecting children to other resources to facilitate developmental progress in conditions of protracted displacement. En ligne : http://dx.doi.org/10.1111/jcpp.13069 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408