La Atención a la Familia en A.T.: Retos Actuales

Viloria, Carmen de Andrés; Guinea, Castellar López

doi:10.5093/ed2012a13

Cited by 11 publications

(3 citation statements)

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“…This is consistent with the findings of Keenan, Dillenburger, Doherty, Byme, & Gallagher (2010), who say that parents experience high levels of stress when trying to access and find out information relevant to their child's condition. In the same vein, Cabezas & Fonseca (2007), Viloria & Guinea (2012) indicate that the parents of children with disabilities hold a number of misconceptions over the characteristics of the disability, and they go on to highlight the importance of getting as early a diagnosis as possible in order for support and education to be provided that will help reduce levels of stress, rejection, denial, feelings of ambivalence, pessimism, distress, and anxiety, all of which hinder the child's comprehensive development. Wakimizu, Fujioka, & Yoneyama (2010), on the other hand, argue that, as well as information on the actual diagnosis, mothers require information on how to bring up a child with disabilities.…”

Section: Understanding Disabilitymentioning

confidence: 81%

“…Of course, no parent hopes for their children to be disabled, and the arrival of a child who does not match expectations, and who will require greater efforts in terms of care and education, is an issue that can often destabilize the family unit (Doron & Sharabany, 2013;Gargiulo, 2012;Machin, Purón, & Castillo, 2009;Núñez, 2008;Rosman, 1991;Soulé, 2009). Frequently, such a situation can be overwhelming and will affect the family throughout its lifetime (Rosman, 1991;Sarto, 2001;Viloria & Guinea, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Fostering Awareness and Acceptance of Disability in Mexican Mothers of Autistic Children

Amaya¹,

Tomasini²

2014

PSYCH

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The arrival of a disabled child is overwhelming to any family; it is often a shocking event that impacts the life cycle of the family. Several studies highlight the support that must be provided to parents of children with disabilities. In Mexico, this support is not often promoted in a successfully way neither in official nor private institutions. The purpose of this study was to assess the effect of a special assistance program carried out with five autistic children' mothers, aged between 28 and 43 years (Mage = 35.4). Attention was focused on: family functioning, knowledge and acceptance of disability. We used a mixed design with a concurrent triangulation; the study was non-experimental, ex post facto, descriptive, and cross-cutting. The main findings show that this program had a positive effect on mothers and several changes regarding the studied variables were observed. It was important to highlight that there was one unexpected result: the personal and group empowerment that enabled the participants, on the one hand, to acknowledge themselves as women in a couple relationship and not only as mothers of their disabled child, and, on the other hand, to form a network of mothers who can look for legal and administrative protection for their autistic children.

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Section: Understanding Disabilitymentioning

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Fostering Awareness and Acceptance of Disability in Mexican Mothers of Autistic Children

Amaya¹,

Tomasini²

2014

PSYCH

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“…Therefore, we must consider all layers when providing services for children with disabilities and their families, from the immediate environment and the interactions that are created in it to the policies and infrastructure that will impact the quality of the services they receive [2]. Along the same lines, the evidence stresses the importance of the system and the social units that have a direct or indirect impact on providing early intervention services [3]. The theory of system implementation in early childhood care integrates the perspective of the theoretical model (family, school, or social field) in its planning [1,4,5].…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Analysis on the Implementation of Evidence-Based Practices through Building Effective Systems

et al. 2023

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Implementing evidence-based practices in early intervention has generated new research interest in the need for effective early childhood systems. This study used a bibliometric analysis to discern the importance and relevance of the field. The analysis highlights that the main goals of the future direction of the research field need to be better defined. First, articles published in the Web of Science database between 2012 and 2022 were reviewed, and then word and author combinations were analyzed. Finally, articles were collected in different groups for bibliographic linking. Five key points were identified as the most important practices recommended by the Department of Early Childhood or Professional Development. It should be noted that the main difficulty encountered in this field arises from the novelty of our research topic, i.e., there is no research on constructing systems for early intervention. However, it is worth highlighting the articles that are relevant to the field of study and our success with integrating them in order to demonstrate the importance of serving children with disabilities and their families. In conclusion, the establishment of a system built on evidence-based practices is underdeveloped but shows promise for the future of early intervention systems.

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Training Needs of Professionals and the Family-Centered Approach in Spain

Vilaseca

Galván-Bovaira

González-del-Yerro

et al. 2018

Journal of Early Intervention

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The systemic, ecological, family-centered approach (FCA) has been shown to be the most effective approach to follow worldwide. In Spain, however, the expert-centered approach remains in force and determines the actions of professionals. The objective of this study is to present the training needs perceived by professionals in six early intervention (EI) centers in Spain in which a research process was introduced, namely, the FCA. Two focus groups were held. The needs stated by professionals were for more knowledge about the philosophy of the approach: supervision, learning in reference centers, and exchange sessions with families as the most appropriate training methods; the observation of role models; collaboration between professionals and the trainer as effective instructional designs; and organizational aspects such as training within the work day. A discussion of the results is carried out in the context of current literature and the practical implications are explored.

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La Atención a la Familia en A.T.: Retos Actuales

Cited by 11 publications

References 0 publications

Fostering Awareness and Acceptance of Disability in Mexican Mothers of Autistic Children

Fostering Awareness and Acceptance of Disability in Mexican Mothers of Autistic Children

Bibliometric Analysis on the Implementation of Evidence-Based Practices through Building Effective Systems

Training Needs of Professionals and the Family-Centered Approach in Spain

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