11 recherche sur le mot-clé 'empowerment'

Caregiver-centred empowerment for families raising autistic children: A qualitative case study from Argentina / Zsófia SZLAMKA in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2768 - 2778 Titre : Caregiver-centred empowerment for families raising autistic children: A qualitative case study from Argentina Type de document : texte imprimé Auteurs : Zsófia SZLAMKA, Auteur ; Sebastián CUKIER, Auteur ; Charlotte HANLON, Auteur ; Rosa A. HOEKSTRA, Auteur Article en page(s) : p.2768 - 2778 Langues : Anglais (eng) Mots-clés : advocacy  Argentina  autism spectrum disorder  developmental disabilities  empowerment Index. décimale : PER Périodiques Résumé : Autistic children and their caregivers in Argentina often lack access to information, resources and evidence-based interventions. Caregiver empowerment may help support families to uphold their child?s rights and access suitable education and support. This study aimed to examine the perceptions on empowerment of caregivers of autistic children in Argentina. This was a phenomenological, qualitative study. We conducted 32 semi-structured individual interviews remotely. Participants included caregivers, health service providers, non-governmental organisation representatives, special education teachers and policy representatives. Data were analysed thematically. We developed three main themes: Caregiver agency: from intuitive coping strategies to entrepreneurship; 'I had to cut down on therapy': Economic instability and inequality affecting service access; and Equipping caregivers to be empowered. Both caregivers and professionals talked about the contribution of socio-economic inequalities to caregivers' sense of disempowerment. Caregivers identified coping strategies and discussed their experiences with advocacy. They expressed that in-person and online support groups have an empowering effect. Based on participant views, strategies supporting caregiver empowerment may involve: interventions are co-designed by professionals and caregivers; focusing on caregiver mental health; and addressing the profound impact of poverty on the quality of life of families. Lay abstract Caregivers of children with developmental disabilities, including autism, often struggle to access services, information and resources in Argentina. Little is known about how caregivers can be empowered to support their children as they wish to in the Argentinian setting. We spoke with 32 people online to understand existing and potential practices of supporting caregivers. The people we spoke with included caregivers, health service providers, non-governmental organisations' representatives providing services or technical support, special education teachers and policy representatives. Participants said that poverty, and inequalities in accessing support, impact how caregivers can support their children. They mentioned examples that help caregivers feel empowered, such as peer support groups and caregiver training. Many caregivers spoke about how they became advocates for their children and how they developed initiatives such as advocacy campaigns and well-being support groups. Caregivers in Argentina may be empowered in various ways, and the following strategies can improve empowerment: strengthening collaboration between professionals and caregivers; focusing on caregiver mental health; and addressing the profound impact of poverty on the quality of life of families. En ligne : https://dx.doi.org/10.1177/13623613241238254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Caregiver-centred empowerment for families raising autistic children: A qualitative case study from Argentina [texte imprimé] / Zsófia SZLAMKA, Auteur ; Sebastián CUKIER, Auteur ; Charlotte HANLON, Auteur ; Rosa A. HOEKSTRA, Auteur . - p.2768 - 2778. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2768 - 2778 Mots-clés : advocacy  Argentina  autism spectrum disorder  developmental disabilities  empowerment Index. décimale : PER Périodiques Résumé : Autistic children and their caregivers in Argentina often lack access to information, resources and evidence-based interventions. Caregiver empowerment may help support families to uphold their child?s rights and access suitable education and support. This study aimed to examine the perceptions on empowerment of caregivers of autistic children in Argentina. This was a phenomenological, qualitative study. We conducted 32 semi-structured individual interviews remotely. Participants included caregivers, health service providers, non-governmental organisation representatives, special education teachers and policy representatives. Data were analysed thematically. We developed three main themes: Caregiver agency: from intuitive coping strategies to entrepreneurship; 'I had to cut down on therapy': Economic instability and inequality affecting service access; and Equipping caregivers to be empowered. Both caregivers and professionals talked about the contribution of socio-economic inequalities to caregivers' sense of disempowerment. Caregivers identified coping strategies and discussed their experiences with advocacy. They expressed that in-person and online support groups have an empowering effect. Based on participant views, strategies supporting caregiver empowerment may involve: interventions are co-designed by professionals and caregivers; focusing on caregiver mental health; and addressing the profound impact of poverty on the quality of life of families. Lay abstract Caregivers of children with developmental disabilities, including autism, often struggle to access services, information and resources in Argentina. Little is known about how caregivers can be empowered to support their children as they wish to in the Argentinian setting. We spoke with 32 people online to understand existing and potential practices of supporting caregivers. The people we spoke with included caregivers, health service providers, non-governmental organisations' representatives providing services or technical support, special education teachers and policy representatives. Participants said that poverty, and inequalities in accessing support, impact how caregivers can support their children. They mentioned examples that help caregivers feel empowered, such as peer support groups and caregiver training. Many caregivers spoke about how they became advocates for their children and how they developed initiatives such as advocacy campaigns and well-being support groups. Caregivers in Argentina may be empowered in various ways, and the following strategies can improve empowerment: strengthening collaboration between professionals and caregivers; focusing on caregiver mental health; and addressing the profound impact of poverty on the quality of life of families. En ligne : https://dx.doi.org/10.1177/13623613241238254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism / W. Catherine CHEUNG ; Meghan M. BURKE ; Julie Lounds TAYLOR ; Leann S. DAWALT in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.2080-2089 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 [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

Incorporating self-advocacy and empowerment into small group therapy for adults on the autism spectrum: A pilot study / Grace M. DIGIOVANNI ; Elizabeth S. MCKEOWN ; Chandni K. SHAH ; Edward S. BRODKIN in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102425 Titre : Incorporating self-advocacy and empowerment into small group therapy for adults on the autism spectrum: A pilot study Type de document : texte imprimé Auteurs : Grace M. DIGIOVANNI, Auteur ; Elizabeth S. MCKEOWN, Auteur ; Chandni K. SHAH, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : p.102425 Langues : Anglais (eng) Mots-clés : Autism  Empowerment  Advocacy  Group therapy  Adults Index. décimale : PER Périodiques Résumé : Purpose Few programs exist which address the needs of autistic adults. Training to Understand and Navigate Emotions and Interactions (TUNE In), a 17-week cognitive-behavioral treatment program, was developed to support autistic adults by addressing social anxiety and motivation, social skills and cognition, and generalization of skills. The most recent iteration of TUNE In included a 4-session self-advocacy component which provided an opportunity to apply the skills learned from earlier parts of TUNE In. Methods As part of a novel program, Training to Understand and Navigate Emotions and Interactions (TUNE In), participants advocated for themselves and described their experiences to an audience of health care practitioners, researchers, and therapists who work with people on the autism spectrum. Of 18 participants who completed the TUNE In program, 15 participated in a qualitative interview, using a phenomenological approach, about their understanding of and receptivity to TUNE In, as well as its usefulness and utility in their daily lives. Results The majority of participants found benefit from the self-advocacy project component, with most participants indicating they felt empowered by the experience. Participants reported enjoyment and empowerment in presenting to the audiences, as the participants could express their interests, engage others in conversation, hear other autistic perspectives, and engage in dialogues about how psychological and medical treatments should change. Participants felt they were able to apply skills learned from earlier sessions of TUNE In throughout the advocacy presentations. Conclusion This study highlights that advocacy can be incorporated into treatment without sacrificing the goals of the treatment itself. Based on participant feedback, suggestions for program refinement, implications for social skills programs, and application of advocacy and empowerment to adult group therapies are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Incorporating self-advocacy and empowerment into small group therapy for adults on the autism spectrum: A pilot study [texte imprimé] / Grace M. DIGIOVANNI, Auteur ; Elizabeth S. MCKEOWN, Auteur ; Chandni K. SHAH, Auteur ; Edward S. BRODKIN, Auteur . - p.102425. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102425 Mots-clés : Autism  Empowerment  Advocacy  Group therapy  Adults Index. décimale : PER Périodiques Résumé : Purpose Few programs exist which address the needs of autistic adults. Training to Understand and Navigate Emotions and Interactions (TUNE In), a 17-week cognitive-behavioral treatment program, was developed to support autistic adults by addressing social anxiety and motivation, social skills and cognition, and generalization of skills. The most recent iteration of TUNE In included a 4-session self-advocacy component which provided an opportunity to apply the skills learned from earlier parts of TUNE In. Methods As part of a novel program, Training to Understand and Navigate Emotions and Interactions (TUNE In), participants advocated for themselves and described their experiences to an audience of health care practitioners, researchers, and therapists who work with people on the autism spectrum. Of 18 participants who completed the TUNE In program, 15 participated in a qualitative interview, using a phenomenological approach, about their understanding of and receptivity to TUNE In, as well as its usefulness and utility in their daily lives. Results The majority of participants found benefit from the self-advocacy project component, with most participants indicating they felt empowered by the experience. Participants reported enjoyment and empowerment in presenting to the audiences, as the participants could express their interests, engage others in conversation, hear other autistic perspectives, and engage in dialogues about how psychological and medical treatments should change. Participants felt they were able to apply skills learned from earlier sessions of TUNE In throughout the advocacy presentations. Conclusion This study highlights that advocacy can be incorporated into treatment without sacrificing the goals of the treatment itself. Based on participant feedback, suggestions for program refinement, implications for social skills programs, and application of advocacy and empowerment to adult group therapies are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment / Jonathan A. WEISS in Autism, 16-3 (May 2012)  

Public ISBD [article]  inAutism > 16-3 (May 2012) . - p.261-274 Titre : The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment Type de document : texte imprimé Auteurs : Jonathan A. WEISS, Auteur ; M. Catherine CAPPADOCIA, Auteur ; Jennifer Anne MACMULLIN, Auteur ; Michelle VIECILI, Auteur ; Yona LUNSKY, Auteur Année de publication : 2012 Article en page(s) : p.261-274 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  challenging behavior  mental health  parenting  childhood  coping  acceptance  empowerment  Faire face Index. décimale : PER Périodiques Résumé : Raising a child with an autism spectrum disorder (ASD) has often been associated with higher levels of parenting stress and psychological distress, and a number of studies have examined the role of psychological processes as mediators of the impact of child problem behavior on parent mental health. The current study examined the relations among child problem behavior, parent mental health, psychological acceptance, and parent empowerment. Participants included 228 parents of children diagnosed with ASD, 6–21 years of age. As expected, psychological acceptance and empowerment were negatively related to the severity of parent mental health problems. When acceptance and empowerment were compared with each other through a test of multiple mediation, only psychological acceptance emerged as a significant partial mediator of the path between child problem behavior and parent mental health problems. As child problem behavior increased, parent psychological acceptance decreased, resulting in an increase in parent mental health problems. These findings suggest that for problems that are chronic and difficult to address, psychological acceptance may be an important factor in coping for parents of young people with ASD, in line with the growing literature on positive coping as compared with problem-focused coping. En ligne : http://dx.doi.org/10.1177/1362361311422708 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment [texte imprimé] / Jonathan A. WEISS, Auteur ; M. Catherine CAPPADOCIA, Auteur ; Jennifer Anne MACMULLIN, Auteur ; Michelle VIECILI, Auteur ; Yona LUNSKY, Auteur . - 2012 . - p.261-274. Langues : Anglais (eng) in Autism > 16-3 (May 2012) . - p.261-274 Mots-clés : autism spectrum disorder  challenging behavior  mental health  parenting  childhood  coping  acceptance  empowerment  Faire face Index. décimale : PER Périodiques Résumé : Raising a child with an autism spectrum disorder (ASD) has often been associated with higher levels of parenting stress and psychological distress, and a number of studies have examined the role of psychological processes as mediators of the impact of child problem behavior on parent mental health. The current study examined the relations among child problem behavior, parent mental health, psychological acceptance, and parent empowerment. Participants included 228 parents of children diagnosed with ASD, 6–21 years of age. As expected, psychological acceptance and empowerment were negatively related to the severity of parent mental health problems. When acceptance and empowerment were compared with each other through a test of multiple mediation, only psychological acceptance emerged as a significant partial mediator of the path between child problem behavior and parent mental health problems. As child problem behavior increased, parent psychological acceptance decreased, resulting in an increase in parent mental health problems. These findings suggest that for problems that are chronic and difficult to address, psychological acceptance may be an important factor in coping for parents of young people with ASD, in line with the growing literature on positive coping as compared with problem-focused coping. En ligne : http://dx.doi.org/10.1177/1362361311422708 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder / Meghan M. BURKE in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2532-2538 Titre : Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Meghan M. BURKE, Auteur ; Sandra MAGAÑA, Auteur ; Marlene GARCIA, Auteur ; Maria P. MELLO, Auteur Article en page(s) : p.2532-2538 Langues : Anglais (eng) Mots-clés : Advocacy  Empowerment  Family–School Partnership  Family  Services Index. décimale : PER Périodiques Résumé : Latino, Spanish-speaking families of children with autism spectrum disorder (ASD) face unique barriers in special education advocacy. Although advocacy programs are becoming more common in the United States, none of these programs target Latino families. This is a pilot study to examine the feasibility and effectiveness of an advocacy program for Latino families of children with ASD. Using a quasi-experimental design, 40 Latino family members of children with ASD participated in this study. Results demonstrated consistent attendance, low attrition, and high participant satisfaction. Intervention (versus control) group participants demonstrated significantly increased empowerment and special education knowledge, and stronger family–school partnerships. Findings provide preliminary support for advocacy programs for Latino families of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2765-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder [texte imprimé] / Meghan M. BURKE, Auteur ; Sandra MAGAÑA, Auteur ; Marlene GARCIA, Auteur ; Maria P. MELLO, Auteur . - p.2532-2538. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2532-2538 Mots-clés : Advocacy  Empowerment  Family–School Partnership  Family  Services Index. décimale : PER Périodiques Résumé : Latino, Spanish-speaking families of children with autism spectrum disorder (ASD) face unique barriers in special education advocacy. Although advocacy programs are becoming more common in the United States, none of these programs target Latino families. This is a pilot study to examine the feasibility and effectiveness of an advocacy program for Latino families of children with ASD. Using a quasi-experimental design, 40 Latino family members of children with ASD participated in this study. Results demonstrated consistent attendance, low attrition, and high participant satisfaction. Intervention (versus control) group participants demonstrated significantly increased empowerment and special education knowledge, and stronger family–school partnerships. Findings provide preliminary support for advocacy programs for Latino families of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2765-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities / Kristina RIOS in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

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Synapse: A co-designed neurodivergent peer support programme for higher education settings / Liam O'HARE ; Devon RAMEY in Autism, 29-7 (July 2025)  

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Training Parents of Youth with Autism Spectrum Disorder to Advocate for Adult Disability Services: Results from a Pilot Randomized Controlled Trial / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

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Cadê o Kauê? Co-design and acceptability testing of a chat-story aimed at enhancing youth participation in the promotion of mental health in Brazil / Sheila Giardini MURTA ; Josimar Antônio de Alcântara MENDES ; Felipe Rodrigues SISTON ; Rafa Ribeiro Alves DE SOUZA ; Rafaela DE OLIVEIRA DA CUNHA ; Julyana ALVES FERREIRA ; Victor Hugo de Lima DE SANTOS ; Brenda Thallys Rocha SEABRA ; TALK2U ; Ilina SINGH in Journal of Child Psychology and Psychiatry, 66-5 (May 2025)  

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A critical hit: Dungeons and Dragons as a buff for autistic people / Gray ATHERTON ; Rhys HATHAWAY ; Ingela VISURI ; Liam CROSS in Autism, 29-2 (February 2025)  

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