scholarly journals Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study

10.2196/20463 ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. e20463
Author(s):  
Sally Lindsay ◽  
Polina Kosareva ◽  
Mahadeo Sukhai ◽  
Nicole Thomson ◽  
Jennifer Stinson
Keyword(s):  
Focus Groups ◽  
Transition To Adulthood ◽  
Qualitative Content Analysis ◽  
Evaluation Study ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Self Confidence ◽  
Mixed Methods Evaluation ◽  
Vocational Programming ◽  
The Impact

Background Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace. Objective The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities. Methods We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited. Results Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit. Conclusions Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities. International Registered Report Identifier (IRRID) PRR1-10.2196/20463

scholarly journals Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study (Preprint)

2020 ◽  
Author(s):  
Sally Lindsay ◽  
Polina Kosareva ◽  
Mahadeo Sukhai ◽  
Nicole Thomson ◽  
Jennifer Stinson
Keyword(s):  
Focus Groups ◽  
Transition To Adulthood ◽  
Qualitative Content Analysis ◽  
Evaluation Study ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Self Confidence ◽  
Mixed Methods Evaluation ◽  
Vocational Programming ◽  
The Impact

BACKGROUND Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace. OBJECTIVE The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities. METHODS We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited. RESULTS Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit. CONCLUSIONS Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/20463

scholarly journals A Trace of Motivational Theory in Education through Attribution Theory, Self-Worth Theories and Self-Determination Theory

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Sonja Van der Putten
Keyword(s):  
Social Context ◽  
Education System ◽  
Attribution Theory ◽  
Sense Of Self ◽  
Self Determination Theory ◽  
Self Determination ◽  
Self Confidence ◽  
School Programs ◽  
Self Worth ◽  
The Impact

If motivation is the desire to act or move toward a particular activity, task or goal, just what influences one’s desire to do so remains complex. The impact of social context, or even just the perception of social context, can greatly influence what one attributes to their sense of self, as conveyed in attribution theory (AT), their perception of self-worth, as conveyed in self-worth theories (SWT) and subsequently their mindset and their behaviour to act, as conveyed in self-determination theory (SDT). Even more unclear is exactly what role the education system plays in fostering/hindering one’s motivation to learn. It is clear however, that the structure of the education system, the influence of educator’s actions and attitudes (whether deliberate or inadvertent), and the nature of peer competition can act as detrimental forces on the impact of one’s sense of ability and self. Educational policy that is created based on generalizations about universally innate human abilities, needs and drives, makes the question of how to foster intrinsically motivated students in schools even more challenging. Outside school programs such as Motivate Canada, which aim to foster motivation in youth by strengthening their self-confidence, and in-school programs, such as Inter-A, which aims to generate intrinsic, mastery orientated motivation, may not address all the complex factors underlying student motivation, but are a good start. Subsequently, motivational theories, despite their inconclusiveness provide hope that for students to grow into emotionally well-adjusted adults prepared to constructively contribute to our societies.

scholarly journals Post-Encounter Motivation During Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 200
Author(s):  
Suzanne Bonn ◽  
Jaime Demperio ◽  
Martyna Kozlowska
Keyword(s):  
Content Analysis ◽  
Study Abroad ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
Target Language ◽  
Motivation To Learn ◽  
Intercultural Contact ◽  
Japanese Learners ◽  
The Impact

Norton (2010) called for language teachers to recognize and consider a connection between a learner’s motivation to learn a language and their changing identity. In the present study, we examined Japanese learners during study abroad (SA) in Canada and looked at the impact of intercultural contact on their motivation (Aubrey & Nowlan, 2013; Clément, 1980). More specifically, we identify post-encounter motivation (PEM) as return on the investment that students make during SA and explore the ways it enhances their desire to become active participants in target language contexts. Using focus groups and questionnaires, we collected data from 2 groups (N = 13) over the course of 2 academic years and analyzed the data using qualitative content analysis. The results demonstrate the importance of PEM, reveal its salient and observable features, and offer grounds for educators to consider PEM when preparing students for SA. Norton（2010）は、学生たちが言語を学びたいと思う気持ちと彼らのアイデンティティーの変化とのつながりについて考え、認識するよう、言語教師たちに提案した。本研究では、カナダに留学中の日本人学生たちの異文化体験が彼らのやる気に与える影響について吟味した（Aubrey & Nowlan, 2013; Clément, 1980）。更には、留学中の学生たちの努力と熱心さに対する見返りとして post-encounter motivation（PEM）という概念を提示し、これが留学先社会の一員として活躍したいという彼らの気持ちを高める過程を明らかにした。フォーカス・グループ・インタビューとアンケート調査によって、2つの集団 (n = 13)から2年にわたってデータを集め、それを質的内容分析の手法で分析した。分析の結果、PEMの重要性と特徴が明らかにされた。また、留学に向けて学生たちを指導する際、PEMについて考えることの大切さが示された。

Mentoring college students with disabilities: experiences of the mentors

2018 ◽  
Vol 7 (3) ◽  
pp. 202-218 ◽  
Author(s):  
Ashleigh Hillier ◽  
Jody Goldstein ◽  
Lauren Tornatore ◽  
Emily Byrne ◽  
Joseph Ryan ◽  
...  
Keyword(s):  
University Students ◽  
Focus Groups ◽  
Students With Disabilities ◽  
Qualitative Content Analysis ◽  
Assessment Tools ◽  
Self Report ◽  
Content Type ◽  
Student Mentors ◽  
Students With A Disability ◽  
The Impact

Purpose The purpose of this paper is to better understand the impact of peer mentoring on mentors working with university students with a disability. Research questions focused on how undergraduate student mentors evaluated their experience as a mentor, in what ways they benefited, the challenges they experienced and how these challenges could be addressed. Design/methodology/approach Quantitative and qualitative data examined the experiences, benefits and challenges experienced by the mentors across seven separate cohorts. Self-report measures were collected in a pre-post design, and qualitative analysis was conducted on focus groups at the end of the program. The paper also outlines the program model including training and support mechanisms, and the program curriculum implemented by mentors. Findings Responses on the measures showed that student mentors saw mentoring as a positive experience, and they felt more committed to their university after participating. Qualitative content analysis of focus groups supported this and also highlighted some of the unique challenges faced by mentors working with students with a disability. These included communication difficulties, trouble building rapport, not knowing how to help their mentee and feeling over-protective. Research limitations/implications While the findings are preliminary, results indicated that serving as a mentor to freshmen university students with a disability had an important impact on the personal growth and skills development of the mentors. In addition, similar program models should recognize that careful attention is needed to ensure mentors are fully supported in their role. Findings also highlight areas for improvement of the program such as examining longer term outcomes, including a comparison group, and seeking the perspectives of the mentees. Limitations included limited standardized assessment tools to assess impact more broadly. Originality/value The study is original in its focus on improving current understanding of outcomes for student mentors who are working with incoming university students with a disability status.

scholarly journals A qualitative examination of the impacts of financial stress on college students’ well-being: Insights from a large, private institution

2021 ◽  
Vol 9 ◽  
pp. 205031212110181
Author(s):  
Andrea Moore ◽  
Annie Nguyen ◽  
Sabrina Rivas ◽  
Ayah Bany-Mohammed ◽  
Jarod Majeika ◽  
...  
Keyword(s):  
College Students ◽  
Focus Groups ◽  
Negative Impact ◽  
Qualitative Content Analysis ◽  
Group Analysis ◽  
Financial Stress ◽  
Well Being ◽  
The United States ◽  
Major Theme ◽  
The Impact

Objective: This qualitative research aims to provide deeper insight into college students’ experiences by examining the impact of financial stress on their well-being. Methods: Four focus groups were conducted at a large, private, urban university in the United States over the course of 1 month, each lasting approximately 1 h. Facilitators used a structured moderator guide to maintain consistency. Four focus groups were conducted and a total of 30 students participated. Students were primarily Asian (66.7%) and White (30.0%), and a majority were female (86.7%). Student participants were 43.3% undergraduate and 56.6% graduate. Transcripts were analyzed in Atlas.ti 8 software using line-by-line open coding guided by the principles of qualitative content analysis. An inductive approach was utilized to code the data. Emergent categories and concepts were then organized hierarchically into themes and subthemes. Results: Two overarching themes emerged from the focus group analysis. In these students’ perspectives, financial stress impedes their ability to succeed academically. Another major theme is the impact of finances on students’ social lives. Students experiencing financial stress find it challenging to navigate relationships with wealthier peers, often leading to feelings of isolation and embarrassment. Conclusion: Given the reported negative impact on students’ well-being, further research is needed to determine methods for mitigating financial stress.

scholarly journals Setting up a rapid diagnostic clinic for patients with vague symptoms of cancer: a mixed method process evaluation study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christos Vasilakis ◽  
Paul Forte
Keyword(s):  
Focus Groups ◽  
Process Evaluation ◽  
Cancer Diagnosis ◽  
Mixed Method ◽  
Online Survey ◽  
Evaluation Study ◽  
Health Board ◽  
And Performance ◽  
New Diagnosis ◽  
The Impact

Abstract Background The study sought to evaluate the impact of a Rapid Diagnostic Clinic (RDC) service designed to improve general practitioner (GP) referral processes for patients who do not meet existing referral criteria yet present with vague - but potentially concerning - symptoms of cancer. We sought to investigate how well the RDC has performed in the views of local GPs and patients, and through analysis of its activity and performance in the first two years of operation. Methods The study setting was a single, hospital-based RDC clinic in a University Health Board in South Wales. We used a mixed-method process evaluation study, including routinely collected activity and diagnosis data. All GPs were invited to participate in an online survey (34/165 responded), and a smaller group (n = 8) were interviewed individually. Two focus groups with patients and their carers (n = 7) provided in-depth personal accounts of their experiences. Results The focus groups revealed high rates of patient satisfaction with the RDC. GPs were also overwhelmingly positive about the value of the RDC to their practice. There were 574 clinic attendances between July 2017 and March 2019; the mean age of attendees was 68, 57% were female, and approximately 30% had three or more vague symptoms. Of those attending, we estimated between 42 to 71 (7.3 and 12.3%) received preliminary cancer diagnoses. Median time from GP referral to RDC appointment was 12 days; from GP referral to cancer diagnosis was 34 days. Overall, 73% of RDC patients received either a new diagnosis (suspected cancer 23.2%, non-cancer 35.9%) or an onward referral to secondary care for further investigation with no new diagnosis (13.9%), and 27% were referred to primary care with no new diagnosis. Conclusions The RDC appears to enable a good patient experience in cancer diagnosis. Patients are seen in timely fashion, and the service is highly regarded by them, their carers, and referring GPs. Although too early to draw conclusions about long-term patient outcomes, there are strong indications to suggest that this model of service provision can set higher standards for a strongly patient-centred service.

Self-Determination During Adolescence A Developmental Perspective

1997 ◽  
Vol 18 (5) ◽  
pp. 285-293 ◽  
Author(s):  
Sharon Field ◽  
Alan Hoffman ◽  
Margaret Posch
Keyword(s):  
Instructional Strategies ◽  
Transition To Adulthood ◽  
Adolescent Development ◽  
Critical Time ◽  
Building Blocks ◽  
Self Determination ◽  
Self Awareness ◽  
Identity Exploration ◽  
Youth With Disabilities ◽  
Curricular Interventions

Adolescence, the tumultuous period from dependent childhood to independent or interdependent adulthood, is a critical time for the development and expression of self-determination. An instructional emphasis and support system for self-determination is particularly important for youth with disabilities. Adolescent development, embracing identity exploration and learned independence in youth, leads to self-awareness, one of the building blocks for self-determination. Successful transition to adulthood, fostered by one's ability to set and reach goals through decision making, is a necessary outcome of self-determination. Students' participation in their educational plans provides an important vehicle for the development and expression of self-determination in students with and without disabilities. A model for self-determination is presented that incorporates components of the skills and knowledge necessary for adolescents to realize their identities. Interventions aimed at promoting self-determination in youth, including curricular interventions, instructional strategies, and delivery settings, are discussed.

scholarly journals Developing an app to provide physical and mental health benefits for menopausal women

2019 ◽  
Vol 2 (3) ◽  
pp. 7
Author(s):  
Prachi Shah ◽  
Eleni Stroulia ◽  
Sue Ross ◽  
Beate Sydora
Keyword(s):  
Mental Health ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
Physical Symptoms ◽  
Lifestyle Changes ◽  
Social Aspect ◽  
Physical And Mental Health ◽  
Menopausal Women ◽  
Symptom Changes ◽  
The Impact

Background: Menopause is the end of a women’s menstrual cycle and reproductive years. For some women the transition is without major problems; others struggle with various psychological and physical symptoms. Regular walking exercise can be an easy way to maintain physical and mental health. Previous focus groups revealed that women enjoy and want the social aspect of walking groups.    Objectives: The goal of this study is to test use and effectiveness of a walking app platform specific for menopausal women that allows them to connect with each other to schedule walks in Edmonton, and track the effect of walking on their symptom changes.   Methods: Women will be recruited from the Edmonton Menopause clinics and by word of mouth. Interested and consented women receive login information to use the app to schedule and sign-up for walks. Women will complete menopause-specific QOL and symptom questionnaires at their first login and will be prompted to complete them monthly thereafter. Women will also be asked to record their walking durations and intensities. Participating women will be invited to focus groups to discuss their experience using the app. Descriptive statistics will be applied to analyze data collected at the backend from questionnaires and surveys, and qualitative content analysis will be applied to analyze the audio-recorded focus groups.    Results: A prototypic online application has been created including a user manual. Access is restricted and all potential participants will be screened after their first login by the research team prior to gaining full access. Women will then be able to use the app features for schedules and surveys. Data collected at the back end by the researchers will determine the use and effectiveness of the app and explore the impact of social walking on menopause symptom changes.   Conclusion: This is the first social platform of this kind created specifically for menopausal women. Ultimately we hope that this platform will empower women to seek lifestyle changes such as walking exercises and connect with each other on the communality of menopause. Testing the use and effectiveness of the app will help us to improve and further develop the app.

scholarly journals Children and Youth Environmental Action: The Case of Children and Youth with Disabilities

2021 ◽  
Vol 13 (17) ◽  
pp. 9950
Author(s):  
Chiara Salvatore ◽  
Gregor Wolbring
Keyword(s):  
Climate Change ◽  
Qualitative Content Analysis ◽  
Environmental Problems ◽  
Environmental Activism ◽  
Children And Youth ◽  
Environmental Action ◽  
Youth With Disabilities ◽  
Academic Literature ◽  
Ebsco Host ◽  
The Impact

Youth environmental activism is on the rise. Children and youth with disabilities are disproportionally impacted by environmental problems and environmental activism. They also face barriers towards participating in activism, many of which might also apply to their participation in environmental activism. Using a scoping review approach, we investigated the engagement with children and youth with disabilities by (a) academic literature covering youth environmental activism and their groups and (b) youth environmental activism group (Fridays For Future) tweets. We downloaded 5536 abstracts from the 70 databases of EBSCO-HOST and Scopus and 340 Fridays For Future tweets and analyzed the data using directed qualitative content analysis. Of the 5536 abstracts, none covered children and youth with disabilities as environmental activists, the impact of environmental activism or environmental problems such as climate change on children and youth with disabilities. Fourteen indicated that environmental factors ‘caused’ the ‘impairments’ in children and youth with disabilities. One suggested that nature could be beneficial to children and youth with disabilities. The tweets did not mention children and youth with disabilities. Our findings suggest the need for more engagement with children and youth with disabilities in relation to youth environmental activism and environmental challenges.

Sign in / Sign up

Export Citation Format

Share Document