Suchergebnisse

AbstractBackgroundFew studies have focused on how youth with intellectual disability (ID) can be facilitated in reasoning about future parenthood. This study aimed to explore an intervention using the Toolkit "Childrenwhat does it involve?" and the Real‐Care‐Baby (RCB) simulator among students with ID.MethodSixteen students with ID who participated in an intervention with 13 educational sessions, with adapted knowledge and a three‐day caring session with the RCB simulator, were individually interviewed after the intervention. Qualitative content analysis was used.ResultsParticipants reported that the intervention provided important thoughts and insights on future parenting, providing a basis for informed decisions. The ability to be responsible and have autonomy in life and in caring for a future child were described as important.ConclusionAfter an intervention, with structured and adapted knowledge and experiences of the RCB simulator, students with ID reported an understanding of the importance of informed decisions about future parenthood.

Background  Children with developmental disabilities, e.g. intellectual disability or autism, are reported to have problems in time perception, time orientation or time management, i.e. in time‐processing ability (TPA). The aim was to investigate whether the problems described are diagnosis specific or reflect differences in age or in level of TPA.Methods  Using a cross‐sectional design, this study investigated if there were different patterns of TPA in 5‐ to 10‐year‐old children with (n = 77) and without disabilities (n = 89). The results indicated that the patterns of TPA mainly follow the chronological age of children without disabilities, all clusters differing as regards levels of TPA. Daily time management (as estimated by the parents) and children's self‐rated autonomy differed between clusters and was related to TPA.Conclusions  The level of TPA seems to be a more valid overall base than the type of diagnosis for the planning of interventions in daily time management.

AbstractBackgroundThe study aim was to investigate the efficacy of an intervention designed to provide a basis for informed choices about future parenthood to special upper secondary school students with intellectual disabilities.MethodsA randomised trial with a waiting list control group was used. In total, 108 special upper secondary school students with mild or moderate intellectual disabilities, age 16–21 years, provided informed consent and participated. The intervention included education using the Parenting Toolkit and a Real Care Baby simulator. The analyses included 91 students (intervention group n = 46, 24F/22M; control group n = 45, 26F/19M).ResultsThe result showed that intervention group changed their attitudes to future parenting, from 'do not know' to 'know', significantly more than control group. The intervention increased knowledge levels in the intervention group.ConclusionsThe intervention group showed increased ability to make informed choices and decisions about parenthood.

AbstractMothers with cognitive limitations who have children in placement need to be listened to and to receive help in understanding and dealing with their situation. A support programme for this group was developed in Australia and then adapted for use in a Swedish context and named 'Mamma Trots Allt' (MTA). The aim was to examine the experiences of these mothers regarding their mothering role after participation in MTA. An explorative and qualitative design was used. Inclusion criteria were mothers with cognitive limitations, a child in placement and participation in MTA. Nine mothers, eight of them from a previous study, gave their informed consent to participate. A study‐specific interview guide was adapted to people with cognitive limitations. The interviews took place after the final MTA session. The qualitative analyses resulted in a description of the mothers' experiences and how they changed after MTA, resulting in an overall theme, two subthemes, four categories and 11 subcategories. MTA facilitated the mothers' maturation and broadened their earlier, stereotypic life expectations. Offering a support programme benefits not only the mother but most likely the child as well.

AbstractIn Sweden, when needed, children of mothers with cognitive limitations are placed in foster homes. There is a lack of knowledge about the mothers with cognitive limitations, their experiences of their maternal role, whether they get the support needed to maintain the relationship with their children, and whether the support system is adapted to mothers with cognitive limitations. The aim was to describe the experiences of the maternal role and support given in mothers with cognitive limitations who have children in placement. An explorative and qualitative design was used. Eleven respondents were interviewed with support from a study‐specific guide. A model representing the respondents' experiences revealed one theme "Struggling, dependent and frustrated mothers," and three categories: I am a mother, I am dependent on an incomprehensible system, and I reluctantly accept my situation. Mothers with children in placement experience a threat to their identity and experience a need to alter their maternal role. They need adapted support to understand the decisions made and facilitate the cooperation with child protection services and the foster home. Offering service adapted to their cognitive limitations could be helpful for the struggling, dependent, and frustrated mothers.

AbstractBackgroundThere is limited knowledge about how young people with intellectual disability can be facilitated in their process of deciding about parenthood. This study aimed to evaluate the feasibility of an upcoming trial to evaluate an intervention using the Toolkit "Children—what does it involve?" and the "Real‐Care‐Baby" (RCB) simulator among students with intellectual disability.MethodsSix students with intellectual disability participated in an intervention with eight educational sessions and a 3‐day caring session with the RCB simulator. Data were collected with questionnaires and interviews.ResultsThe study showed that it is possible to evaluate an intervention using these instruments among students with intellectual disability in order to provide them with further insights about parenthood.ConclusionIt is feasible to evaluate the Toolkit and the RCB in a cluster‐randomized study and that such a study could add to our knowledge about possible intervention strategies regarding reproduction and parenting among students with intellectual disability.

Background: Time management skills are essential for living in modern society. People with mental or neurodevelopmental disorders typically have cognitive limitations, including affected time management, which might lead to poor occupational balance, low self-efficacy, and poor parental sense of competence. "Let's Get Organized" (LGO) is a recently developed manual-based group intervention to train time management skills. The aim of this trial is to evaluate the efficiency of the Swedish version of LGO (LGO-S) compared to treatment as usual (individual occupational therapy) to improve time management for adults with impaired time management skills due to mental or neurodevelopmental disorders. Furthermore, to evaluate if the intervention is a cost-effective way to improve the quality of life and time management skills of these individuals, we will conduct a health economic evaluation. Methods: The trial will have a multi-centre, open, parallel randomised controlled design. A total of 104 adults with cognitive limitations due to mental or neurodevelopmental disorders will be recruited from open psychiatric or habilitation care units. Outcomes will be measured before and after a 10-week intervention, with a follow-up 3 months after completing the intervention. The primary outcome will be self-assessed time management skills. Secondary outcomes will be e.g. self-assessed skills in organisation and planning, regulation of emotions, satisfaction with daily occupations, occupational balance, self-efficacy, and quality-adjusted life years. Discussion: A recent feasibility study has shown promising results for LGO-S, and a randomised trial will provide robust evidence for the possible efficacy of LGO-S in comparison to treatment as usual.