A Virtual Camp for Adolescents with Developmental Disabilities During the COVID-19 Pandemic PDF Download
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Author: Sarah Creveling
Publisher:
ISBN:
Category : COVID-19 (Disease)
Languages : en
Pages : 0
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Book Description
Author's abstract: Adolescents with developmental disabilities (DD) have low levels of physical activity (PA), are more likely to be overweight or obese, and are at an increased risk of developing secondary conditions compared to their typically developing peers. Participation in PA has been linked to a myriad of benefits including improvements in psychosocial health, decreased risk of developing secondary conditions, and opportunities for socialization. Summer camps provide opportunities for adolescents with DD to participate in meaningful activities while being physically active during the summer months when school is out and there is a change in routines, skill and learning loss is a threat, and adolescents are more sedentary than during the school year. Camp RAD (recreation for adolescents with disabilities) is a 4-week summer day camp in southeast Georgia that uses an interdisciplinary approach to teach health, PA, nutritional, and life skills to adolescents with DD in a fun and educational environment. In response to the COVID-19, Camp RAD staff adapted the camp curriculum to a 100% virtual format to meet the needs of adolescents with disabilities during the pandemic. The purpose of this study is to evaluate changes in PA and sleep quality, and psychosocial health after attending a virtual camp. Campers wore activity monitors pre-camp, during camp, and post-camp to monitor PA. Parents completed 8 HealthMeasures PROMIS Pediatric Parent-Proxy measures to evaluate family relationships, PA, peer relationships, upper extremity function, strength, sleep, meaning and purpose, and stress. Overall, PA levels did not increase during camp, but were maintained throughout the summer. Significant improvements in PA, peer relationships, and upper extremity function were observed according to PROMIS measure results. Participation in the virtual Camp RAD was beneficial during the COVID-19 pandemic as campers were able to maintain PA and social contact with peers throughout camp.
Author: Sarah Creveling
Publisher:
ISBN:
Category : COVID-19 (Disease)
Languages : en
Pages : 0
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Book Description
Author's abstract: Adolescents with developmental disabilities (DD) have low levels of physical activity (PA), are more likely to be overweight or obese, and are at an increased risk of developing secondary conditions compared to their typically developing peers. Participation in PA has been linked to a myriad of benefits including improvements in psychosocial health, decreased risk of developing secondary conditions, and opportunities for socialization. Summer camps provide opportunities for adolescents with DD to participate in meaningful activities while being physically active during the summer months when school is out and there is a change in routines, skill and learning loss is a threat, and adolescents are more sedentary than during the school year. Camp RAD (recreation for adolescents with disabilities) is a 4-week summer day camp in southeast Georgia that uses an interdisciplinary approach to teach health, PA, nutritional, and life skills to adolescents with DD in a fun and educational environment. In response to the COVID-19, Camp RAD staff adapted the camp curriculum to a 100% virtual format to meet the needs of adolescents with disabilities during the pandemic. The purpose of this study is to evaluate changes in PA and sleep quality, and psychosocial health after attending a virtual camp. Campers wore activity monitors pre-camp, during camp, and post-camp to monitor PA. Parents completed 8 HealthMeasures PROMIS Pediatric Parent-Proxy measures to evaluate family relationships, PA, peer relationships, upper extremity function, strength, sleep, meaning and purpose, and stress. Overall, PA levels did not increase during camp, but were maintained throughout the summer. Significant improvements in PA, peer relationships, and upper extremity function were observed according to PROMIS measure results. Participation in the virtual Camp RAD was beneficial during the COVID-19 pandemic as campers were able to maintain PA and social contact with peers throughout camp.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study examines some of the effects that mainstreaming had upon eleven adolescents with developmental disabilities mainstreamed in a residential summer camp and on the "typical" campers with whom they were involved. More than half of the typical campers felt that this involvement had enhanced their summer and had positively affected their perceptions of people with handicaps. More than half of the campers with disabilities were perceived by their parents to have shown improvements in social, self-help, and cognitive skills after the four-week experience. Some of the possible reasons for these changes are discussed. In Journal of Jewish Communal Service, v.74 no.4, Summer 1998.
Author: Amanda Ledbetter
Publisher:
ISBN:
Category : Action research in education
Languages : en
Pages : 68
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Book Description
Author: Bethany Spencer
Publisher:
ISBN:
Category : Camps
Languages : en
Pages : 0
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Book Description
Summer camps have been the highlight of children's and parents' summer vacations for years. The American Camp Association (ACA; 2019) reports over 14,000 day and residential camps across the United States. These camps include recreational activities such as horseback riding, rock climbing, and boating, a chance to make friends and build community, and a chance to learn valuable new skills, such as how to build a fire or pitch a tent. Of these camps, the ACA reports that 44% have specialized programming targeted toward children and adolescents with specific diagnoses, illnesses, and disabilities. Specialized camps incorporate a combination of typical camp activities and therapeutic activities and are often believed to have a positive impact of their campers. Recent meta-analytic work documented the therapeutic value of camps for physical and chronic health conditions (Odar et al., 2013); however, a comparable review of specialized camps for individuals with neurodevelopmental disabilities does not yet exist. Therefore, this thesis aims to evaluate summer camp related outcomes in children and adolescents with neurodevelopmental disorders, as defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association [APA], 2013), through a meta-analysis following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et al., 2009) and guided by the methodology of Odar et al. (2013).
Author: Uche Amaechi
Publisher:
ISBN:
Category :
Languages : en
Pages : 386
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Book Description
The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.
Author: Jodi Gold
Publisher: Guilford Publications
ISBN: 1462518796
Category : Psychology
Languages : en
Pages : 329
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Book Description
As a practicing child psychiatrist and mother of three, Jodi Gold has a unique understanding of both the mind-boggling benefits and the serious downsides of technology. Dr. Gold weaves together scientific knowledge and everyday practical advice to help you foster your child's healthy relationship to technology, from birth to the teen years. You'll learn: *How much screen time is too much at different ages. *What your kids and teens are actually doing in all those hours online. *How technology affects social, emotional, and cognitive development. *Which apps and games build smarts and let creativity shine. *How your own media habits influence your children. *What you need to know about privacy concerns, cyberbullying, and other dangers. *Ways to set limits that the whole family can live with. Winner (Second Place)—American Journal of Nursing Book of the Year Award, Child Health Category
Author: Fernando M. Reimers
Publisher: Springer Nature
ISBN: 3030815005
Category : Education
Languages : en
Pages : 467
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Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: Jennifer E. Lansford
Publisher: Oxford University Press
ISBN: 0190847123
Category : Education
Languages : en
Pages : 505
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Book Description
This book is unique in bringing together cutting-edge research on adolescent development with a focus on policies and interventions directed toward adolescents. The book is also distinctive in its focus on issues that uniquely affect adolescents in low- and middle-income countries.
Author: John F. Cryan
Publisher: Springer Science & Business Media
ISBN: 3642278590
Category : Medical
Languages : en
Pages : 637
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Book Description
This book covers a wide array of topics relevant to behavioral genetics from both a preclinical and clinical standpoint. Indeed in juxtaposing both areas of research the reader will appreciate the true translational nature of the field. Topics covered range from technical advances in genetic analysis in humans and animals to specific descriptions of advances in schizophrenia, attention disorders, depression and anxiety disorders, autism, aggression, neurodegeneration and neurodevelopmental disorders. The importance of gene-environment interactions is emphasised and the role of neuroimaging in unravelling the functional consequences of genetic variability described. This volume will be valued by both the basic scientist and clinician alike who may use it as a detailed reference book. It will also be of use to the novice to the field, to whom it will serve as an in-depth introduction to this exciting area of research.
Author: Pilar Aramburuzabala
Publisher: Routledge
ISBN: 1351611909
Category : Education
Languages : en
Pages : 268
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Book Description
Service learning brings together students, academics and the community whereby all become teaching resources, problem solvers and partners. In addition to enhancing academic and real-world learning, the overall purpose of service learning is to instil in students a sense of civic engagement and responsibility and work towards positive social change within society. Embedding Service Learning in European Higher Education promotes service learning as a pedagogical approach that develops civic engagement within higher education. It both describes and assesses the most recent developments and contextual positioning of service learning in European higher education and considers if and how the pedagogy is responding to European Union policy and the strategy of higher education institutions and towards engagement with broader societal issues. With case studies from 12 universities across Europe, this book draws on existing practice, shares knowledge and develops best practice to provide conceptual and practical tools for teaching, researching and practising service learning. This book: exposes service learning as a key approach in terms of embedding a culture of political and civic literacy within higher education; considers service learning in Europe, an area of growing research in service learning practice; explores the issue of university social responsibility; presents chapters from leaders in the service learning movement at a national and international level. Practical and engaging, Embedding Service Learning in European Higher Education is a fascinating read for anyone working in service learning as well as those working at universities with an interest in social and civic engagement and institutional reform.
