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Results for “educational support”

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At least 19 recordsLinked to original sources
PubMed2026

Securing Educational Support for Children With Rare Genetic Conditions: Mothers' Experiences and Impacts on the Family.

BACKGROUND: Children with rare genetic conditions are more likely to experience neurodevelopmental challenges requiring additional educational support. Although the governments in the United Kingdom and Ireland are committed to providing such support, securing it can be challenging for parents, with potential adverse implications for their mental health. Children who do not receive the educational support they need are at greater risk of poorer educational outcomes. This study aimed to remedy the lack of empirical data about the experiences of parents of children with rare genetic conditions in obtaining educational support and how these experiences affect them and their families. METHOD: Sixteen mothers were interviewed about their experiences of securing educational support for their child(ren) with a rare genetic condition. Qualitative data were collected during the Covid-19 pandemic. Participants reflected on experiences both prior to and during this period. Data were analysed using Framework Analysis. RESULTS: Five main themes were identified: (1) fighting for access into 'the system', (2) a lengthy process to secure support, (3) factors enabling access, (4) challenges after securing support and (5) impact of experience on mothers. CONCLUSIONS: Accessing educational support was challenging, lengthy and stressful, with negative effects on mothers' mental health and relationships with wider family members. Parents of children with rare genetic conditions may face additional challenges securing support.

Humans↗
PubMed1991

Supported education: an additional program resource for young adults with long term mental illness.

Young adults with long term mental illness have been a particular challenge to mental health programs. Supported education is designed to present young adults with a programming resource which is significantly different from most existing mental health and rehabilitation programs. In this article the supported education concept is defined and alternative program models used to implement the concept are described. Young adults who have successfully experienced each of these program models discuss their experiences. Suggestions are presented as to how mental health and rehabilitation programs could develop supported education programs.

Activities of Daily Living↗
PubMed1989

Impact of an educational support group on family participants who take care of their schizophrenic relatives.

Using a stress-coping framework, we designed a six-session educational support group offering family caretakers information about schizophrenia, training in problem-solving skills for managing patient behavior, and greater access to social support and community resources. Subjects were recruited though local community mental health centers; 24 subjects participated in one of five identically structured caretakers' groups and another 24 subjects served as matched controls. Results of the multivariate analysis of covariance indicated a significant difference between the experimental and control caretakers following the intervention. Caretakers of the educational support group reported significantly reduced anxiety and personal distress and significantly more active coping behaviors (increased use of community resources and better management of home life with their schizophrenic family member). However, no changes were reported in the frequency of their negative feelings toward their mentally ill family member or in their generalized sense of self-efficacy.

Adult↗
PubMed1991

A supported education program for young adults with long-term mental illness.

Fifty-two young adults with severe psychiatric disabilities were selected to participate in a university-based supported education program aimed at helping them develop the skills to choose and implement a career plan. Thirty-five of the subjects completed the four-semester program. After the intervention, 42 percent of the students were competitively employed or enrolled in an educational program, compared with 19 percent before the intervention. The number of hospitalizations experienced by the subjects in the first year of the program decreased significantly, and the subjects' self-esteem increased significantly. The results indicate that rehabilitation services on a university campus may be a viable adjunct to more traditional rehabilitation services for persons with psychiatric disabilities.

Adolescent↗
PubMed1989

A supportive-educative telephone program: impact on knowledge and anxiety after coronary artery bypass graft surgery.

The purpose of this study was to investigate the impact of a supportive-educative telephone program on the levels of knowledge and anxiety of patients undergoing coronary artery bypass graft surgery during the first 6 weeks after hospital discharge. With a posttest-only control group design, the first 74 patients scheduled, between September 1986 and February 1987, for coronary artery bypass graft surgery in a large, western Canadian teaching hospital were randomly assigned to either an experimental or a control group. The effect of the intervention, which was implemented by a cardiac rehabilitation nurse specialist, was assessed by a knowledge test and a state anxiety inventory. Data were collected without knowledge of the participants' group assignment. As hypothesized, data analysis with independent t tests revealed a statistically significant (p less than 0.05) difference between the knowledge level of the experimental and the control group in the areas of coronary artery disease, diet, medications, physical activity restrictions, exercise, and rest. A statistically significant difference between the state anxiety level of the experimental and the control group was also evident, as was a statistically significant inverse relationship between participants' knowledge and anxiety levels. From these findings, several implications and recommendations for nursing practice and research have been generated.

Aged↗
PubMed1991

The irrationality of the catharsis theory of aggression as justification for educators' support of interscholastic football.

The notion that hostile feelings can be catharted from the psyche by playing football or other aggressive sports was virtually destroyed by behavioral scientists several decades ago. Nonetheless educators continue to support interscholastic football as a means of venting the aggressive emotions that supposedly characterize adolescence. This work examines this phenomenon, concluding that educators realize the sport actually increases aggression but hide behind the outdated hypothesis about catharsis to perpetuate the sport--an activity which gives them much pleasure.

Adolescent↗
PubMed1987

Adolescent pregnancy: effects of family support, education, and religion on the decision to carry or terminate among Puerto Rican teenagers.

Why do some pregnant teenagers decide to carry to term while others terminate their pregnancy? This study examined the influence of family relationships and support, religion, and education on the decision to carry or to abort. A nonrandom sample of 43 pregnant Puerto Rican teenagers (21 who carried and 22 who aborted) were interviewed in 1982 using a 34-item interview schedule. It was found that girls in the carry group were more significantly influenced and supported by family and friends than were those in the abort group. Fathers were the least influential persons in both carry and abort groups, while mothers were the most influential in the carry group, and sisters in the abort group. Brothers, boyfriends, and best friends were more influential for carry girls than for abort girls. Contrary to expectations, girls in the abort group reported a greater degree of religiosity than did those in the carry group. Further, girls who received strong support from family and friends reported a higher degree of satisfaction with their decision than did those who received less support. Finally, girls in the abort group were more likely to continue their education than were those in the carry group. Overall, the findings of this study have immediate implications for research and counseling services. Practitioners should focus on the girls in conjunction with their families in order to achieve better results in both treatment and preventive services.

Abortion, Induced↗
PubMed1987

The birth defects information system. A computer-based information resource for diagnostic support, education, and research.

The Center for Birth Defects Information Services, a non-profit scientific collaborative formed to promote scientific and professional communication in birth defects and human genetics, operates a number of print and electronic information services designed to support clinical practice, education, and research. Unique among these services is Micro BDIS; a self-contained Birth Defects Information System for the personal computer. Subscribers are able to describe clinical cases or search criteria in a standardized language, as well as free text. The Micro BDIS evaluation facility then assists in the development of a differential diagnosis. Unusual cases that do not fit established diagnosis may be submitted to an Unknowns Registry.

Congenital Abnormalities↗