Families as Educational Consumers: What Do They Want? What Do They Receive?

Thompson, Ruth; Weisberg, Sheri

doi:10.1093/hsw/15.3.221

Cited by 17 publications

(11 citation statements)

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“…For example, consistent with the findings of Thompson and Weisberg (1990), educational level was significantly related to several topics of interest. Also, findings of differences in educational interests based on diagnosis (paraplegia vs. quadriplegia) were consistent with those of Mueser et al (1992), which demonstrated significant dBerences in interests between individuals with schizophrenia and those with affective disorder.…”

Section: Discussionsupporting

confidence: 87%

Educational Interests of Individuals with Spinal Cord Injury Living in the Community: Medical, Sexuality, and Wellness Topics

Hart

Rintala

Fuhrer³

1996

Rehabilitation Nursing

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As a component of Baylor College of Medicine study of the life status of people with spinal cord injury (SCI), this study determined the educational topics of interest to a cohort of 590 adults with SCI living in the community. Thirty-five items in nine topic areas were included in the inventory. Three topic areas--medical, sexuality, and wellness--are discussed in this article. Across the three topic areas, the five topics of greatest interest were exercise programs, testing of nerve and muscle function, bladder or kidney problems, pain, and sexuality issues. Information about smoking cessation and alcohol or drug abuse was of interest to very few participants. Ten grouping variables were analyzed and individual differences, such as educational level and whether an individual had paraplegia or quadriplegia, were found to account for differences in the topics of interest. The results of this study can be used in setting priorities for the development of educational activities and learning experiences for individuals with SCI living in the community.

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Section: Discussionsupporting

confidence: 87%

Educational Interests of Individuals with Spinal Cord Injury Living in the Community: Medical, Sexuality, and Wellness Topics

Hart

Rintala

Fuhrer³

1996

Rehabilitation Nursing

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“…One potential reason for the low participation in family psychoeducation may be that services do not appropriately target the differing needs and preferences of family members and consumers (13)(14)(15). Family member characteristics-such as phase of life or age (13,(16)(17)(18), gender or relationship to the ill relative (19,20), ethnicity (21,22), and experiences of stigma (5,12,23,24)-and consumer characteristics-such as contact with family (6,22), diagnosis (25), duration of mental illness (26)(27)(28)(29), and severity of mental illness (30)-may influence family need. Family member characteristics-such as phase of life or age (13,(16)(17)(18), gender or relationship to the ill relative (19,20), ethnicity (21,22), and experiences of stigma (5,12,23,24)-and consumer characteristics-such as contact with family (6,22), diagnosis (25), duration of mental illness (26)(27)(28)(29), and severity of mental illness (30)-may influence family need.…”

mentioning

confidence: 99%

Unmet Needs of Families of Adults With Mental Illness and Preferences Regarding Family Services

Drapalski¹,

Marshall²,

Seybolt³

et al. 2008

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The needs and preferences of family members of adults with mental illness are diverse and varied. Consequently, these families may benefit from ongoing provision of information and support tailored to meet the families' individual needs. Continued efforts should be made to understand and address consumer and family needs, potential barriers to participation in family services, and the relationship between stigma and family need.

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“…Furthermore these unmet learning needs are correlated with less successful treatment outcomes (Thompson & Weisberg, 1990). For example, studies of what clients with psychiatric disorders want have identified their unmet needs as "educational consumers."…”

Section: Education From the Client's Perspectivementioning

confidence: 99%

The client as learner and the clinician as teacher: Working with an educational lens

Mss

Dsw

2001

Smith College Studies in Social Work

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This article highlights the social worker's role as educator and how that role relates to clinical practice. The educational component of practice is not grounded in a substantial theoretical, research, or practice literature, and yet teaching is a nascent role for most clinicians. For the most part, the educational aspects of clinical practice have languished, at least from a theoretical perspective, in the shadow of therapy. In this paper we advocate for developing and articulating the clinician/teacher role in order to support effective use of the learning relationship as a dynamic and necessary means for assisting clients in managing life transitions, developmental challenges, and adversity. We propose the use of an educational lens derived from the fields of education, developmental psychology, and cognitive science, to provide perspective from which the client is viewed as learner, and the client-work relationship is seen as an educational transaction. We highlight the transformative power of educational transactions that we think are as significant as primary caregiving, and also provide a working definition of education as it is used in clinical teaching-learning relationships. And finally, we elaborate on the range of purposes education may serve in social work practice.

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Families as Educational Consumers: What Do They Want? What Do They Receive?

Cited by 17 publications

References 0 publications

Educational Interests of Individuals with Spinal Cord Injury Living in the Community: Medical, Sexuality, and Wellness Topics

Educational Interests of Individuals with Spinal Cord Injury Living in the Community: Medical, Sexuality, and Wellness Topics

Unmet Needs of Families of Adults With Mental Illness and Preferences Regarding Family Services

The client as learner and the clinician as teacher: Working with an educational lens

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