[article]
| Titre : |
Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism |
| Type de document : |
texte imprimé |
| Auteurs : |
W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur |
| Article en page(s) : |
p.2080-2089 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
advocacy autism empowerment knowledge parents transition |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. |
| En ligne : |
https://dx.doi.org/10.1177/13623613231221126 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 |
in Autism > 28-8 (August 2024) . - p.2080-2089
[article] Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism [texte imprimé] / W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - p.2080-2089. Langues : Anglais ( eng) in Autism > 28-8 (August 2024) . - p.2080-2089
| Mots-clés : |
advocacy autism empowerment knowledge parents transition |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. |
| En ligne : |
https://dx.doi.org/10.1177/13623613231221126 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 |
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Faire une suggestion Affiner la rechercheBrief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
