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Academic literature on the topic 'Empowerment – special needs – psychosocial skills'
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Journal articles on the topic "Empowerment – special needs – psychosocial skills"
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Wiratman, Arwan, Ivo Yuliana, and Roihana MW. "LEARNING OF VOCATIONAL SKILL FOR EMPOWERMENT THE SPIRIT OF SPECIAL NEEDS OF CHILDREN." JPI (Jurnal Pendidikan Inklusi) 2, no. 1 (October 31, 2018): 21. http://dx.doi.org/10.26740/inklusi.v2n1.p21-29.
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The child with special needs has barriers on the function of the development Several aspects of emotional, physical and mental or any of aspects. The child with special needs has learning modalities that enable them to make-adaption with Reviews their environments. They need independence to adapt. One of the approaches to establish Reviews their independency is through the learning skills to develop self-help and economic activity. Reviews These are two vital aspect for the independence of the child with special needs.
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Akinyemi, Eyitayo Olufunmilayo. "Enterpreneurial Empowerment of People with Special Needs in Ondo and Osun States,Nigeria." Journal of Arts and Humanities 5, no. 11 (November 30, 2016): 26. http://dx.doi.org/10.18533/journal.v5i11.1013.
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<p>This paper examined the motivational factors for entrepreneurial empowerment of people with special needs, and determined the level of knowledge, skills, attitudes and competences that are necessary to become self-employed and contribute to individual growth and societal development rather than living in poverty, liabilities as beggars along the roads in Ondo and Osun states, Nigeria. Exploratory survey was adopted, using interviews and focus group discussion. The study revealed that most deaf and dumb in the societies who are involved in entrepreneurial skills development are cobblers, dry cleaners, tailors, bricklayers, carpenters, and hair dressers; while some disabled are into music, typing, teaching and trading. At the same time many are still depending on members of the society for survival. Many disabled are not motivated into engaging in entrepreneurial activities as the attitude of the society towards them does not indicate these people could be useful in different entrepreneurial activities of their abilities, while some families use their disabilities as sources of income. It is therefore recommended that parents should understand that no matter the nature of their children’s disability, individual is useful in one area or the other; people with special needs should be encouraged to engage themselves in entrepreneurial skills development and establish them after graduation. Members of the society and the government in particular should create avenues to identify areas where each disabled is gifted, develop them to be useful for themselves and the development of the society.</p>
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Isa, Siti Nor Ismalina, Ismarulyusda Ishak, Azriani Ab Rahman, Nur Zakiah Mohd Saat, Normah Che Din, Syarif Husin Lubis, Muhammad Faiz Mohd Ismail, and Nur Riza Mohd Suradi. "Quality of Life Among Caregivers of Children with Special Needs in Kelantan, Malaysia: The Importance of Psychosocial Mediators." Malaysian Journal of Medical Sciences 28, no. 2 (April 21, 2021): 128–41. http://dx.doi.org/10.21315/mjms2021.28.2.12.
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Background: Quality of life (QoL) is an important aspect of well-being for the caregivers of children with disability, making it a noteworthy outcome. Little is known about the challenges faced by the caregivers in Asian countries and its association to their QoL. The purpose of this study was to examine a model describing the relationship between sociodemographic and disability-related factors on caregivers’ QoL, mediated by the caregivers’ psychosocial factors such as perceived stress, coping skills, and social support. Methods: A cross-sectional study was conducted involving caregivers of children with special needs in Kelantan, a state of Peninsular Malaysia. A total of 383 caregivers completed questionnaires measuring sociodemographics, disability-related factors, psychosocial factors and QoL outcome. Structural equation modelling was performed to examine the relations of the variables in the conceptual model. Results: In the final model, childcare dependency, caregiver’s age, financial support, negative perception of stress and maladaptive coping skills were significant predictors of QoL (R2 = 0.65). Caregiver’s age had a direct effect on QoL, while financial support had an indirect effect on QoL via negative perception of stress. Childcare dependency had direct and indirect effects on QoL via negative perception of stress. Higher perceived stress was associated with lower QoL directly and indirectly via maladaptive coping skills. The final model fitted the data well (root mean square error of approximation [RMSEA] = 0.046; CFI = 0.923; χ2/df = 1.798). Conclusion: Intervention strategies to improve the QoL of caregivers should target the family unit and take into account the factors of child’s disability, demographic and caregiver’s psychosocial status.
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Farchi, M. U., and E. Shahar. "(A67) Empowerment Model for Community Disaster (EMCD)." Prehospital and Disaster Medicine 26, S1 (May 2011): s18—s19. http://dx.doi.org/10.1017/s1049023x11000744.
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The earthquake in Haiti and its consequences highlighted the need to enhance knowledge and skills for community intervention in situations of disaster and acute trauma. The large number of homeless people concentrated in enormous refugee camps has made such an investigation possible. In the lecture, we will present a model for empowerment intervention with victims of community disasters. The model is based on analyses of three cases in which psychosocial interventions were conducted by the investigators: the Tsunami in Sri Lanka, work at refugee camps in Georgia, and the earthquake in Haiti. Principles of the Model The more extensive the casualties are, the less relevant individual intervention will be. Entering an unfamiliar culture requires collaborative professional work with local residents. Intervention in a large-scale disaster needs to be based on an interdisciplinary perspective in terms of planning, preparation, and implementation. It is assumed that the intervention will be short-term, and a specific length of time is allocated for therapeutic agents to provide assistance. This approach was adopted in light of the limited resources at our disposal, and in an attempt to minimize dependence in the relationships between the therapeutic agents and the victims. An attempt is made to enhance efficacy for effective coping with changing needs that emerge in the wake of the disaster. An attempt is made to prevent CPTSD, which can inhibit the functioning of the community residents. We will present these principles and describe how they were implemented in community intervention at two refugee camps in Haiti following the earthquake there, and at a refugee camp in Georgia.
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Reznichenko, Iryna. "THE USE OF HORTICULTURAL THERAPY IN WORK WITH CHILDREN AND YOUTH WITH SPECIAL EDUCATIONAL NEEDS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 36–45. http://dx.doi.org/10.31499/2307-4906.1.2021.228562.
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The article reveals the problem of social support for children and young people with special educational needs. The necessity of application of horticultural therapy as a special direction of psychosocial, labor and pedagogical rehabilitation of children and young people with special educational needs by involving them in work with plants is substantiated.
It is proved that the use of horticultural therapy makes it possible to effectively implement the process of rehabilitation and adaptation of children and teenagers with special educational needs, to provide social assistance to the family raising such children, to reveal additional possibilities of the child’s personality through his interaction with the plant world, to enrich child’s social and adaptive experience, to develop the emotional and volitional sphere. The technology is based on the child's interaction with nature as a process of constant empathy and complicity.Working with plants, a child feels this tiny part of the beautiful nature. By taking care of flowers, children overcome their isolation, insecurity and simply enjoy life. This very moment is very important in rehabilitation.The foreign experience of using horticultural therapy is analyzed. On the basis of the theoretical analysis of foreign and domestic works horticultural therapy is justified as an effective technology in working with children and young people with special educational needs.The main indicators of the effectiveness of the technology are: improvement of somatic and psychoneurological health; increasing level of cognitive activity, formation and development of communication skills; improvement of motor skills; formation of basic knowledge and skills of caring for indoor and garden plants in children; increasing level of parental competence in building effective interaction with the child.Using horticultural therapy technology in the process of working with children and youth with special educational needs provides correction and development of fine motor skills, cognitive, emotional-volitional and personal spheres; promotes the social status of children with special educational needs by including them in socially useful activities; promotes the all-round harmonious development of children and youth, stabilizes their psychological state, further helps them to realize themselves in society.
Keywords: horticultural therapy, children and youth, special educational needs, social support, rehabilitation, technology, socialization, adaptation.
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Cooper, Arthur, Michael Frogel, and George Foltin. "The Pediatric Disaster Mental Health Intervention: Meeting the Primary Care Special Needs of Children in the Aftermath of Disasters." Prehospital and Disaster Medicine 34, s1 (May 2019): s60—s61. http://dx.doi.org/10.1017/s1049023x19001365.
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Introduction:Effects of a disaster on a community’s mental health can persist after the physical effects of the event have passed. The pediatric population is often overrepresented in disasters and prone to serious mental health disorders based on their age and parental/community response. Pediatric primary healthcare providers require the psychosocial skills necessary to work in disaster zones and to care for children in disasters.Aim:Pediatric Disaster Mental Health Intervention (PDMHI) was initially developed in response to Superstorm Sandy’s impact on children and their families in New York City. The objective was to develop training for primary care providers in pediatric disaster mental healthcare and to study its impact on the trainees.Methods:A faculty of experts in pediatric mental health, psychiatry, psychology, and disaster preparedness was convened to develop curriculum. The faculty developed a four-hour intervention to equip healthcare providers with the skills and knowledge necessary to care for pediatric patients with mental health problems stemming from a disaster via evaluation, triage, intervention, and referral.Results:Three PDMHI training sessions were held. A total of 67 providers were trained. Of these, there were 31 pediatricians, 18 nurses, 8 social workers, 4 psychologists, 2 psychiatrists, and 4 others. Pre- and post-tests measured knowledge before and impact 3 months post-intervention. 62.5% of responding primary care providers made changes to their practice. 92% felt better equipped to identify, treat, and refer patients. 81% would be willing to work in a disaster zone and felt prepared to treat patients with disaster mental health issues.Discussion:PDMHI covers psychosocial responses to disasters from normal to mental health disorders. Participants gained tools for managing pediatric mental health issues in primary care. Study data showed an increase in the participants perceived knowledge and skills about pediatric disaster mental health, and willingness to participate in future disasters.
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Kragelund Nielsen, Karoline, Michael Calopietro, Toh Peng Yeow, Tahir bin Aris, and Ulla Bjerre-Christensen. "PERCEPTIONS AND ABILITIES RELATED TO PATIENT ENGAGEMENT IN DIABETES CARE AMONG PRIMARY HEALTHCARE PROVIDERS IN MALAYSIA: A QUALITATIVE STUDY." Malaysian Journal of Public Health Medicine 20, no. 2 (October 1, 2020): 207–14. http://dx.doi.org/10.37268/mjphm/vol.20/no.2/art.280.
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Malaysia seeks to transform its public healthcare sector to manage the growing number of people with diabetes. Patient engagement is a critical clinical competency for healthcare providers treating people with diabetes. In this study, we investigate the perceptions of and ability to practice patient engagement among doctors and nurses working in Malaysia’s primary healthcare system. Semi-structured interviews were conducted with nine non-specialist doctors and ten nurses working in primary healthcare clinics. Further, 12 key informants with specialist knowledge about diabetes care and the healthcare system in Malaysia were interviewed. The interviews were analyzed using qualitative content analysis. Three main themes emerged: 1) understanding barriers to self-care and treatment, 2) perceived training needs and skills within patient engagement and empowerment, and 3) challenges to the practice of patient engagement. A range of barriers was identified in healthcare providers’ ability to practice patient engagement. Future efforts should seek to improve competencies within patient engagement, identification of especially psychosocial barriers to self-care and empowerment. Yet, available manpower and time also influence whether patient engagement is practiced.
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Mulyati, Tatik, Saraswati Budi Utami, and Hendro Susilo. "PEMBERDAYAAN SISWA BERKEBUTUHAN KHUSUS MELALUI KETERAMPILAN UNTUK MELATIH KEMANDIRIAN DI SLB PSM TAKERAN – MAGETAN." Jurnal Terapan Abdimas 6, no. 1 (January 31, 2021): 78. http://dx.doi.org/10.25273/jta.v6i1.7463.
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<p><strong><em>Abstract.</em></strong> <em>Students at the Extra Ordinary School of Pesantren Sabilil Muttaqien (SLB PSM) Takeran Magetan Regency are dominated by students with special needs with mental disabilities. Paying attention to the fact that the student population is quite large, it is necessary to be concerned with creating empowerment programs to encourage community involvement in order to help students with special needs in order to achieve independence. In general, students have a background of poor socio-economic conditions and need help from other parties to improve their living conditions. On the other hand, the empowerment program from the local government has not been able to reach all existing students, so they find it difficult to increase resources. The purpose of community service to students at SLB PSM is to help students with special needs in improving skills and welfare, with the following objectives: 1. Facilitating the availability of materials, equipment and facilities needed as business capital; 2. Skills training and production of goods that can be made by students with special needs; 3. Ensuring the sustainability of businesses that have been initiated and developed; 4; Realizing business independence for students with special needs. Activities are carried out by pioneering and making various types of skills by utilizing ciprat batik cloths so that they can have artistic value, are economical and market-oriented, so that they can earn income to meet their daily needs.</em></p><p> </p><p><strong>Abstrak.</strong> Siswa di Sekolah Luar Biasa Pesantren Sabilil Muttaqien (SLB PSM) Takeran Kabupaten Magetan banyak didominasi oleh siswa berkebutuhan khusus tuna grahita. Memerhatikan fakta bahwa populasi siswa tersebut cukup banyak, perlu kepedulian dengan membuat program pemberdayaan unuk mendorong keterlibatan masyarakat agar membantu siswa berkebutuhan khusus agar bisa mewujudkan kemandirian. Secara umum, para siswa memiliki latar belakang kondisi sosial ekonomi miskin dan membutuhkan bantuan dari pihak lain untuk meningkatkan kondisi kehidupannya. Di sisi lain, program pemberdayaan dari pemerintah daerah juga belum mampu menjangkau seluruh siswa yang ada, sehingga mereka kesulitan untuk meningkatkan sumber daya. Tujuan pengabdian masyarakat pada siswa di SLB PSM adalah membantu siswa berkebutuhan khusus dalam meningkatkan keterampilan dan kesejahteraan, dengan tujuan: 1. Memfasilitasi ketersediaan bahan, peralatan serta sarana yang dibutuhkan sebagai modal usaha; 2. Pelatihan keterampilan dan produksi barang yang mampu dibuat oleh siswa berkebutuhan khusus; 3. Menjamin keberlanjutan usaha yang telah dirintis dan dikembangkan; 4; Mewujudkan kemandirian usaha bagi siswa berkebutuhan khusus. Kegiatan dilaksanakan dengan cara merintis dan membuat aneka jenis keterampilan dengan memanfaatkan perca kain batik ciprat agar bisa memiliki nilai seni, ekonomis dan berorientasi pasar, sehingga memeroleh pendapatan guna memenuhi kebutuhan hidupnya.</p>
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Sleeboom-van Raaij, C. J. "Challenges in the Diagnostic Process of Deaf and Hard of Hearing Patients with Mental Health Problems." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70417-1.
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Mental health services in many countries undervalue the special needs of people with auditive disorders. The diagnosis and treatment of mental health issues in this group of people, however, requires special skills in communication and knowledge of language and, relevant medical, psychosocial and cultural issues related to the auditive disorder. The great variation between these aspects complicates the psychiatric diagnostic process. In addition, there is a remarkable diversity of psychiatric syndromes and special target groups; these include deaf and hard of hearing patients, deaf-blind patients, mentally retarded patients, patients with brain damage, immigrants, forensic patients, patients with special medical problems and patients who have been physically and sexually abused.In several European countries specialised services have been developed with multidisciplinary teams. These teams observed difficulties in the diagnostic process and classification. Neither were psychiatric and psychological scales reliable nor validated, because they needed to be adapted to the language skills of the patients. Symptoms such as auditive hallucinations presented differently. In special causes of deafness such as prenatal Rubella, special symptoms occurred.In this lecture, an overview of these diagnostic problems will be presented illustrated with case-histories. A research project into the validity of screening lists for mental disorders and autism in mentally retarded deaf people will be discussed.
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Dokukina, T. V., S. I. Osipchik, N. K. Grigorieva, T. N. Alyko, O. M. Lapysh, and M. N. Truschenko. "Longitudinal Observation of the Psychosocial and the Intellectual Development of a Patient with Autism." Autism and Developmental Disorders 19, no. 1 (2021): 65–73. http://dx.doi.org/10.17759/autdd.2021190108.
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The article describes the experience of observation and medical support of a patient with Kanner’s syndrome from an early age to 27 years in the framework of complex medical, psychological and educational support. Long-term medical and psycho-educational support and family work allowed the patient to develop social skills and artistic abilities. The positive dynamics of intellectual and aesthetic development, smoothing of negative behavioral characteristics of the patient are demonstrated. The importance of joint well-coordinated work of a psychiatrist, speech therapist-special teacher, psychologist and parents is emphasized. The complex of rehabili- tation measures of professionals and parents gave a positive result: the young man is socialized and no longer needs special continuous medical and psychological support. As part of the supported employment, he attends an art workshop at the monastery and is engaged in painting. His personal exhibition had success. Such cases are an incentive for the constant active work of parents and teachers with children with severe forms of autistic disorders, and for the development of new effective methods of treatment, habilitation and rehabilitation, espe- cially in difficult to manage cases.
Dissertations / Theses on the topic "Empowerment – special needs – psychosocial skills"
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Nene, Sibekezelo Siphiwe. "The role of teachers and parents in empowering special needs learners with psychosocial skills in Nkandla Circuit." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1466.
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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2016Data was collected using qualitative methodology. The purposive sampling was used in selecting nine teachers and eight parents for the study. To collect data, semi-structured interview questions were formulated. Interview questions consisted of open-ended questions were conducted to teachers and parents in determining the role they play in empowering special needs learners with psychosocial skills. Observation was done in different phases during lessons/learning. Qualitative data analysis was used in order to draw conclusion about the role of teachers and parents in empowering special needs learners with psychosocial skills in a special school. Research findings led to the following conclusions: teachers empower special needs learners in various ways compared to the role played by parents. They believe in teaching special needs learner’s skills to be independent, sociable, and presentable and be recognised by the society. Others teach skills by focusing on the learner’s strengths to overcome their weaknesses. Some teachers empower learners through sports in order for them to participate and compete with other children outside school while others believe in teaching discipline so that learners should be able to obey the rules outside school. The results reveal that the empowerment of learners depends on the child’s condition/disability. The findings revealed that hundred percent of parents believe in giving their special needs children love and support in whatever skill that has been identified by teachers as their role of empowering them. They also make their children feel important to the family and to the community. Parents believe that once the child feels loved, she or he is able to love themselves and others. The results show that there is a gap between the role played by teachers and that played by parents which needs to be filled. The findings revealed that partnership between teachers and parents in supporting special needs learners to benefit from their education is good although there are challenges mentioned. The programmes available in the school and in the community also empower special needs children even they exit school. On the basis of the findings, recommendations for teacher training in special education were put forward in order for the empowerment of special needs learners with psychosocial skills in special schools to be effective.
Books on the topic "Empowerment – special needs – psychosocial skills"
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Kissane, David W., and Courtney Hempton. Conducting a family meeting. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0018.
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The strategies employed in running family meetings include collaborative agenda setting, appraisal of family needs, exploration of the impact of the illness and the family’s resultant coping, the building of consensus about the goals of care, and planning for the future. Special communication skills that guide this process are the use of circular questioning techniques and integrative summaries. Beyond the education of all families, a subgroup remains at risk and requires ongoing family support. Families with young children, offspring living with disability or mental illness, those isolated or disenfranchised, and those with high conflict warrant psychosocial referral for ongoing family therapy. Role play work with simulated family members helps build co-facilitation skills, cultural sensitivity to respond to requests to collude with relatives, and confidence in dealing with difficult families.