A Comparison of Social Support among Adolescents with and without Visual Impairments in Jordan: A Case Study from the Arab Region

Hadidi, Muna S.; Khateeb, Jamal M. Al

doi:10.1177/0145482x1410800506

Cited by 10 publications

(11 citation statements)

References 50 publications

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“…It consists of 20 items which measure subjective feelings of loneliness and social isolation. The scale has been employed across multiple populations and large-scale studies, including elderly populations (45,46), and those with physical disabilities or sensory loss (47)(48)(49). Respondents are instructed to indicate how often they feel lonely or socially isolated on a scale of 1 (Never) to 4 (Often).…”

Section: Lonelinessmentioning

confidence: 99%

The Long-Term Impact of the COVID-19 Pandemic on Loneliness in People Living With Disability and Visual Impairment

Heinze¹,

Hussain²,

Castle³

et al. 2021

Front. Public Health

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Background: There has been growing concern about the impact of restrictions put in place to contain the coronavirus pandemic on loneliness, particularly in individuals with disabilities. This study explored the longitudinal impact of the pandemic on loneliness in these individuals, with a focus on those living with visual impairment (VI).Methods: An online survey was conducted in April-2020 and repeated in March 2021 to explore current life circumstances, health-related behaviours, sleep (Pittsburgh Sleep Quality Index) and social well-being, including state anxiety (State-Trait Anxiety Index) and loneliness (UCLA Loneliness scale). A convenience sample of 602 participants completed the first survey. Participants who agreed to be re-contacted were invited to take part in the follow-up survey.Results: Data is presented for the 160 participants who completed both timepoints. At both timepoints, median loneliness was significantly higher in participants with disabilities and those with VI than in participants with no disabilities. While there was no significant change in loneliness in any of the three subgroups, participants with VI experienced the largest increase in median loneliness. Loneliness was associated with having a mental health condition and higher levels of state anxiety at both timepoints.Conclusions: Individuals with disabilities such as VI experienced consistently higher levels of loneliness than those with no disabilities throughout the pandemic. While loneliness remained relatively stable in individuals with no disabilities, it increased, albeit to a non-significant level, in those with disabilities and particularly those with VI. Interventions designed to alleviate loneliness may benefit from addressing state anxiety.

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Section: Lonelinessmentioning

confidence: 99%

The Long-Term Impact of the COVID-19 Pandemic on Loneliness in People Living With Disability and Visual Impairment

Heinze¹,

Hussain²,

Castle³

et al. 2021

Front. Public Health

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“…Not surprisingly, the caregivers reported a greater sense of their own well-being, with more than one caregiver attributing positive changes in their husband to their own participation in the SHG. Whilst a causal relationship between their participation and attitude changes in the family cannot be proven, it is possible that growing confidence in the caregivers was recognised by marital partners and other family members, as reported previously [5,41,42]. The early address of income generation activities helped to grow capacities amongst the SHG membership.…”

Section: Discussionmentioning

confidence: 90%

“…Self-help initiatives have been reported with a range of stakeholder groups in low and middle income countries, including caregivers of children with disabilities in Ghana [5]; mental health service users in Ghana [38] and Uganda [39]; economic and livelihood groups for women in South Asia [14,40,41]; social support for adolescents with visual impairments in Jordan [42]. Reported benefits include financial support [38,41]; social support and acceptance by other members of the family [5,41,42]; growth in confidence for self-expression and reduction in domestic abuse [43] and improved family relations [44]. However, despite such positive outcomes, SHGs have been criticised for a lack of research rigour with insufficient detail on processes and activities underpinning the outcomes [40].…”

mentioning

confidence: 99%

Empowering self-help groups for caregivers of children with disabilities in Kilifi, Kenya: Impacts and their underlying mechanisms

Bunning¹,

Gona²,

Newton³

et al. 2020

PLoS ONE

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Bringing up a child with disabilities in a low-income setting is challenged by inadequate resources, limited psycho-social support and poverty. Not surprisingly, many caregivers experience fatigue, distress and isolation. To address and investigate these issues, action was taken to set up twenty self-help groups focusing on caregiver empowerment. A realist evaluation design was adopted to evaluate impacts associated with the self-help process and to identify mechanisms determining the outcomes. Monthly monitoring visits were conducted to the groups during a ten-month set-up period, at the end of which eleven active groups remained, nine having dissolved due to disputes, corruption and extreme environmental conditions. A facilitated intervention was delivered to the active groups (N = 154) over a six-month period. The members were guided to review and discuss topics such as economic empowerment, personal situation, peer support, community inclusion, access to health and education. Evaluation employed mixed methods using questionnaires (n = 75) and semi-structured interviews (n = 36) pre-and post-intervention. At baseline, the burden of caregiving was characterised by aloneness, challenges, stigma and discrimination. Post-intervention, caregiver agency was defined by togetherness, capacity-building, acceptance and well-being. Significant impacts associated with caregiver perceptions included increased social support, reduced severity of child's disability and decreased effects of extrinsic factors affecting the caregiver's role. Mechanisms of 'handling goods and money' and 'social ties and support' appeared to underpin the outcomes. Caregiver empowerment was associated with newly developed skills, social connectedness and resource mobilisation. Documentation of group processes contributes to the evidence on community-based inclusive development. PLOS ONEPLOS ONE | https://doi.org/10.

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“…Differences based on the existence of visual impairment. This issue was examined in only one of the included studies (Hadidi & Al Khateeb, 2014). According to its findings, adolescents with visual impairments received more support from their family, peers, and significant others compared with their sighted peers.…”

Section: Differences In Experiences Of Social Supportmentioning

confidence: 99%

“…Differences based on gender. Two studies investigated the differences in social support among female and male students with visual impairments (Hadidi & Al Khateeb, 2014;Huurre et al, 1999). Huurre et al (1999) found that female adolescent students with visual impairments in regular schools felt that they received significantly lower social support from friends compared with their sighted female peers.…”

Section: Differences In Experiences Of Social Supportmentioning

confidence: 99%

Social support for students with visual impairments in educational institutions: An integrative literature review

Manitsa

Δόικου

2020

British Journal of Visual Impairment

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Students with visual impairments often experience emotional problems and encounter difficulties in forming and maintaining social relationships. Research indicates that the social support provided to these students by staff members and their peers in educational institutions may have a positive impact on their academic learning and socioemotional development. The purpose of this integrative literature review was to synthesise the results from 17 academic articles published during 1998 and 2018, which examined the topic of social support for students with visual impairments in educational institutions. This review reveals that for students with visual impairments cooperation, empathetic behaviour, and practical assistance are the main components of social support. These students actively seek social support from staff members and peers, but they face many challenges, such as the lack of training and awareness. Support from staff members contributes to students’ academic learning and social inclusion, whereas peers’ social support enhances their self-esteem and social acceptance. The outlined positive effects of educational interventions on students’ social skills and social interaction support the need for implementing more interventions. The limitations of the studies reviewed and recommendations for future research are discussed.

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A Comparison of Social Support among Adolescents with and without Visual Impairments in Jordan: A Case Study from the Arab Region

Cited by 10 publications

References 50 publications

The Long-Term Impact of the COVID-19 Pandemic on Loneliness in People Living With Disability and Visual Impairment

The Long-Term Impact of the COVID-19 Pandemic on Loneliness in People Living With Disability and Visual Impairment

Empowering self-help groups for caregivers of children with disabilities in Kilifi, Kenya: Impacts and their underlying mechanisms

Social support for students with visual impairments in educational institutions: An integrative literature review

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