Effectiveness of Experiential Life Skills Coaching for Youth with a Disability

Keenan, Sarah; King, Gillian; Curran, C. J.; McPherson, Amy C.

doi:10.3109/01942638.2013.842200

Cited by 27 publications

(23 citation statements)

References 1 publication

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“…As previously stated, behaviours observed during adolescence often mirror behaviours that occur as a consequence of brain injury (McClure et al, 2006). Adolescence is perceived to be a time where significant conflict occurs within the family home, as the young person attempts to individuate from their parents and establish their own identity (Keenan et al, 2013). In typically developing adolescents, Allen (2010) would argue that oppositional behaviours arise in situations where adolescents are struggling to gain autonomy within their family.…”

Section: Influence On Behaviourmentioning

confidence: 92%

“…These intervention programs highlighted the importance of including goal setting with the young person, as motivation and interest in learning skills was a prerequisite to achieving mastery (Keenan et al, 2013). Peer mentoring has also been advocated (Kingsnorth et al, 2007), however for people with disabilities, exposure to positive peer mentors can be limited, due to their environmental and contextual circumstances (Blomquist et al, 1998).…”

Section: Skill Developmentmentioning

confidence: 99%

“…Typically developing adolescents have been described as becoming oppositional in their behaviours as they try to individuate from their parents (Keenan, King, Curran, & McPherson, 2013). Behaviours observed in adolescence may include decreased motivation, impulsive decision making, increased risk taking, defiance and aggression.…”

Section: Implications Of Adolescencementioning

confidence: 99%

“…Factors relevant to this stage, such as willingness to engage with support services (Wilson & Deane, 2001), potential conflict within family relationships (Keenan et al, 2013) and risk taking behaviour (MacPherson et al, 2011), again while not specific to young people with ABI, are more complicated when interwoven with impairments of executive functions. Some of the young people and their families within Study 1 reported that dis-entangling behaviours that were related to ABI as opposed to adolescence in general was not easily achieved.…”

Section: Individual Domainmentioning

confidence: 99%

“…Recommendations have been made that young people with disabilities benefit from learning within their natural environment, with real materials, and with repeated exposure to the situation throughout the day (Keenan et al, 2013). Positive reinforcers and consequences should also be used to facilitate the learning process (Brollier et al, 1994).…”

Section: Skill Developmentmentioning

confidence: 99%

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Young people with an acquired brain injury: Development of a pilot program to support their transition to adulthood

Francis¹

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The transition into adulthood is one of significance as societal expectations require a person to participate in adult occupations that contribute to their community. While the significance of transition has been well recognised, consideration is still being given to how this process can be best supported. Health care transition is seen as the planned movement of young people with chronic conditions from paediatric to adult orientated care systems. Processes surrounding transition to adult health services became topical when it was realised that young people have a heightened risk of being lost to medical follow up during this time, impacting their long term health outcomes. Discussion regarding what is best practice to facilitate transition between services has resulted in a number of guiding principles being advanced. The need to prepare and guide families through a gradual process, and address the medical, psychosocial and vocational needs of young people, underpins many of these principles. Acquired brain injury (ABI) can be described as any injury sustained to the brain and may be the result of trauma, stroke, hypoxia, surgery or infection. It has been identified that people who sustain an ABI during childhood are at risk of having poorer outcomes with respect to health, employment and lifestyle compared to their peers and as a result, may require support well into adulthood.The overall aim of this thesis was to ascertain the effectiveness of a formal transition program for young people with ABI. In order to answer the proposed question, two distinct studies were undertaken. The first study focused on program development. This study was exploratory in nature, and sought to gain an understanding regarding the complexities associated with transition for young people with ABI. The specific aims of Study 1 were to: The pilot was successful in meeting the third objective as participants reported overall high levels of satisfaction and client centred care. There were no significant improvements with respect to iv increased knowledge of services available during adulthood or in the level of functional independence of the young person during this period.This study provides insights into the complexities associated for young people with ABI at the time of transition. It indicates that a transition program is required to support these young people navigate these complexities. Preliminary findings indicate that the proposed transitional care program provides client centred care. Non significant change in performance and knowledge related outcome measures however, indicate that further research is required to refine this program.

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Section: Influence On Behaviourmentioning

confidence: 92%