ObjectiveTo explore the characteristics and outcomes of vibroacoustic therapy (VAT) in adults experiencing pain. To give directions for future research and clinical applications of VAT in pain management for adults.DesignScoping review.Data sourcesBMČ, CINAHL Plus, Cochrane Library, EBSCOhost, EBM Reviews, EMBASE, Epistemonikos, ERIC, MEDLINE complete, Scopus, Web of Science, Google Scholar, ProQuest, hand search in unpublished sources.Study selectionAll quantitative and qualitative research studies and systematic reviews, without any date or language limit.Data extractionTwo independent reviewers extracted data on the study design, location and setting, the causes of pain, participants, vibroacoustic intervention, measurement tools, and key findings related to pain.ResultsFrom 430 records, 20 were included for narrative synthesis. Fifteen studies researched chronic pain, two studies acute pain, two studies both types of pain and one study experimentally induced pain. The description of VAT applied in studies usually included the description of research experiments, vibroacoustic devices and frequencies of sinusoidal sound. There was high heterogeneity in study protocols, however, 40 Hz was predominantly used, most sessions ranged between 20 and 45 min, and the frequency of treatment was higher for acute pain (daily) compared with chronic pain (daily to once a week). Outcomes related to pain focused mainly on perceived pain; however, other surrogate measures were also considered, for example, an increased number of treatment days or pain medication usage.ConclusionsResearch in this area is too sparse to identify properties of VAT that are beneficial for pain management. We suggest VAT researchers describe a minimum of four measurements—frequency, amplitude, pulsation and loudness. Randomised controlled trials are needed to establish reliable scientific proof of VAT effectiveness for both acute and chronic pain. Furthermore, clinical practice would benefit from researching patients’ experiences and preferences of vibroacoustic treatment and its psychosocial components.

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Background: The objective of this study is to explore experiences of Czech mothers caring for children with profound intellectual and multiple disabilities.Methods: Semistructured interviews combined with biographical narration of mothers of children with profound intellectual and multiple disabilities and a short questionnaire for demographic data were used for data collection. Data analyses were carried out according to Van Manen's approach, including defining the main themes and description of the lived experiences of mothers. Findings:The dominant themes that emerged from the interviews were (1) losses and limits, (2) increased demands and exhaustion, (3) worries, (4) challenges connected to help and support, (5) transformation, ( 6) pleasures with contentment of the child and a small development and (7) functional support. Conclusions:The findings demonstrate that mothers of children with profound intellectual and multiple disabilities are at risk of facing many kinds of life difficulties, but the children have also positive impact on the mothers' lives. Relevant professionals and policy makers should be aware of the needs and challenges experienced by this vulnerable population.

Changes in legislation in the Czech Republic in 2016 moved the system of education towards inclusion and created more favorable conditions for joint education, but we still do not have enough information about experiences of learners with cerebral palsy educated in an inclusive environment. A qualitative design was chosen to explore the lived experiences of Czech learners with cerebral palsy educated in inclusive schools. Semi-structured interviews combined with biographical narration of learners with cerebral palsy, aged 12–20, and a brief questionnaire for demographic data were used for data collection. Data analyses were carried out according to van Manen’s approach, including defining the main themes and description of the lived experiences of learners. The following four themes were identified: 1) barriers, 2) strategies for overcoming obstacles, 3) values in relation to peers, 4) and the future. The results of this qualitative study point to a number of obstacles and pressures that these learners face in their education, as well as to the ways of solving some problems. The results indicate that it is important to realize that the consequences of interpersonal relationships significantly influence the formation of self-concept and personality development of these learners, and therefore it is necessary for teaching staff to deal with the support of positive relationships at schools. When creating a supportive inclusive environment, it is also necessary to pay attention to the learners’ future, because the present Czech society does not offer sufficiently inclusive conditions in further education and occupation.

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Changes in Czech legislation in 2016 created more favorable conditions for learners with special educational needs (SEN) and their involvement in mainstream schools. However, we do not have enough information about the educational experiences of pupils with SEN/their parents, and some types of SEN, for example, traumatic brain injury (TBI), are under-researched worldwide. A qualitative design was chosen to explore the lived experiences of a mother (52) of a learner with traumatic brain injury (14), educated in a typical elementary school. Semistructured interviews based on the biographical narration of the mother together with studying the pupil’s documentation and using a brief questionnaire with the pupil and three members of the school staff were all used for data collection. Data analyses carried out according to van Manen’s approach that revealed seven themes: (1) what helps, (2) barriers, (3) active life and well-being of the pupil, (4) decision-making, (5) social environment approach, (6) participation, and (7) the future. The results of this study point to a number of obstacles that the pupil and his mother faced in education and also represent the ways how to cope with them. The study depicts the school life of the pupil with TBI and his family and helps us perceive disability and what it brings to life from their perspective.

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The birth of a child with congenital malformation and serious illness impacts the experiences of all family members and the educational process, but there are only rare descriptions of such cases in the literature. The aim of this study is to understand better the lived experiences of a Czech family who have a child with congenital malformations with a focus on his education in an inclusive environment. The study is based on van Manen’s methodology and autobiographic (or semi-structured) interviews with Karl (19), his mother (46), and his father (49). Data were analyzed for every participant separately: the mother—repeated challenges associated with increasing new health complications, discomfort of son, school support, the future, optimism, and gratefulness; the father—comprehensive support of the son, including all family; Karl—concealment of disability, difficulties associated with disability, participation, school support, relationship with peers, and the future. Based on the results of this case study, for the education of students with congenital malformation and illness, we recommend including parents, healthcare professionals, and school staff in the mutual teamwork; adapting the timetables and spatial arrangements at school; and coordinating the educational process with necessary interventions.