The Treasure in Leisure Activities: Fostering Resilience in Young People who are Blind

Jessup, Glenda; Cornell, Elaine; Bundy, Anita

doi:10.1177/0145482x1010400705

Cited by 56 publications

(26 citation statements)

References 17 publications

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“…After the first iteration of our search, we decided to expand our inclusion criteriapapers still had to address the population of interest (i.e., children and young people, with some of the sample having a disability), but they were also considered if they were resiliencebased but not evaluated (e.g., Alvord & Grados, 2005;Burka, 2007;Ellis, Braff, & Hutchinson, 2001), if their link to the resilience literature was not explicitly stated in the introduction, despite reporting a program that clearly could be conceptualised as increasing resilience (e.g., Ferreyra, 2001;Morison, Bromfield, & Cameron, 2003;Pelchat, 2010), and in some cases if they were not strictly "interventions", for example describing the benefit of individual resilience-building activities that were not part of an intervention (Jessup, Cornell, & Bundy, 2010), or existing service provision that was not part of a research project (Evans & Plumridge, 2007;Morison et al, 2003). With a redefined set of inclusion criteria, the second iteration identified 23 of the papers as suitable for inclusion in this review.…”

Section: Resultsmentioning

confidence: 99%

“…Several interventions had a specific focus for enhancing resilience including: prevention elements such as mental health (Firth et al, 2013;Stallard et al, 2005;Storch et al, 2012) and substance use (Ferreyra, 2001); learning new skills such as problem-solving, social and life skills (Alvord & Grados, 2005;Ellis et al, 2001;Ferreyra, 2001;Macpherson et al, in press;Mears & Stevenson, 2006;Theron, 2006); leisure, outdoor activities, and hobbies (Bloemhoff, 2006;Buckner et al, 2005;Burka, 2007;Ellis et al, 2001;Evans & Plumridge, 2007;Jessup et al, 2010); creative therapies including art/music (Macpherson et al, in press;Theron, 2006); and work experience (Woodier, 2011). Length and intensity was very wide-ranging -from one-off sessions of 1 to 4 hours (Bloemhoff, 2006;Mu & Chang, 2010) to weekly sessions over 2 to 3 years (Ferreyra, 2001;Woodier, 2011; see Table 1).…”

Section: What Did the Studies Do Exactly For How Long And With Whatmentioning

confidence: 99%

See 1 more Smart Citation

Resilience-Building With Disabled Children and Young People: A Review and Critique of the Academic Evidence Base

Hart

Heaver

Brunnberg

et al. 2014

ijcyfs

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The aim of this paper was to review published accounts of resilience-based approaches with and for disabled children and young people aged up to 25 years. The review is part of a broader study looking more generally at resilience-based interventions with and for young people. The authors attempt to summarise the approaches and techniques that might best support those children and young people who need them the most. However, when compared to the number of evaluated resilience-based approaches to working with typically-developing children and young people, those including children and young people with complex needs are disappointingly lacking. Of 830 retrieved references, 46 were relevant and 23 met the inclusion criteria and form the body of this review. They covered a variety of intervention content, setting, and delivery, and diverse children and young people, making comparative evaluation prohibitive. The difficulties in identifying suitable resilience-based interventions are discussed, together with the authors' iterative approach, which was informed by realist review methodology for complex social interventions. The review is set into a context of exclusion, an ableist mindset and the political economy of research. It also provides recommendations for future research and practice development in this field.

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Section: Resultsmentioning

confidence: 99%

Section: What Did the Studies Do Exactly For How Long And With Whatmentioning

confidence: 99%

Resilience-Building With Disabled Children and Young People: A Review and Critique of the Academic Evidence Base

Hart

Heaver

Brunnberg

et al. 2014

ijcyfs

View full text Add to dashboard Cite

show abstract

“…In addition to providing an enjoyable time, leisure time activities help encouraging peer acceptance (Fischer & Barkley, 2006;Jessup, Cornell, & Bundy, 2010;King, Law, Hurley, Petrenchik, & Schwellnus, 2010). It can be said that participants have a chance to develop their social skills like communicating with their peers and sharing things with them as well as enjoying themselves thanks to the activities they have chosen.…”

Section: Discussionmentioning

confidence: 99%

Examining Leisure Activity Engagement of Students with Intellectual Disability

Çetin¹,

Çay²

2020

INT J EDUC METHODOL

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In this research, leisure activity engagement of students with intellectual disabilities was examined. This study aims to compare the engagement of students with intellectual disability in leisure time activities that they chose with the ones that were selected by their teachers. Four students diagnosed with intellectual disability at the age of fifteen participated in this study. While the dependent variable of the study is the students' engagement in the leisure time activities, the independent variables are the students' and their teachers' leisure time activity selections. The study was designed according to the alternating treatments model, which is one of the single subject research models. The study has revealed that enabling students to choose the leisure activities is more effective in increasing the engagement of three out of four participants in those activities.

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“…Evaluations of proneness to injuries resulting from falls in people with visual impairment have been carried out very rarely. People suffering from complete blindness or partial visual impairment are examined primarily for their physical fitness and posture (Bolach et al, 2007, Bolach, Bolach & Józefowski, 2009Patel et al, 2009;Jessup, Cornel & Bundy, 2010;Rutkowska, Bednarczuk, Skowroński, 2010). The occurrence of injuries resulting from falls is generally evaluated in seniors or healthy children, without comparing their results with the results acquired by children suffering from various conditions and dysfunctions (Tinetti & Williams, 1997;Kalina, Kalina & Klukowski, 1998;.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of susceptibility to injuries resulting from falls of children with visual impairment

Boguszewski¹,

Zabłocka²,

Adamczyk³

et al. 2013

Eur. J. Adapt. Phys. Act.

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The main purpose of the study was the analysis of safe falling skills visually impaired children. An attempt has been made to examine the relationship between ability of safe falls and occurrence injuries from the effect of falls. 103 children (10-16 years old) were in research and control groups. In the research group (Group I) was 39 visually impaired pupils, in control group (Group II) 64 sighted in a proper manner. Test of Susceptibility to Injury During the Falls (TSIDF) by Kalina and interview directed to determine the number and frequency of falls and their consequences were used as a research tools. There were 578 falls and 176 injuries resulting from them (7.33 falls per person in Group I and 4.96 in Group II; 2.51 injuries per person in Group I and 1.18 in Group II). Visually impaired people made more mistakes in test (TSIDF) than their non-disabled peers (p=0.007). This may prove that a high susceptibility to injury of the children from the research group (p=0.001). However visual impairment people had more injuries after the falls. Study confirmed positive effect of physical activity on the level of safe falls skills. The ability to fall down in a safe way in children suffering from visual impairment is more improperly developed when compared it to healthy children. Physical activity and especially exercises of safe falls skills can be important element of prevention of falls.

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The Treasure in Leisure Activities: Fostering Resilience in Young People who are Blind

Cited by 56 publications

References 17 publications

Resilience-Building With Disabled Children and Young People: A Review and Critique of the Academic Evidence Base

Resilience-Building With Disabled Children and Young People: A Review and Critique of the Academic Evidence Base

Examining Leisure Activity Engagement of Students with Intellectual Disability

Evaluation of susceptibility to injuries resulting from falls of children with visual impairment

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