Suchergebnisse

Previous research suggests that children and adolescents with visual impairment may face several challenges in their academic learning and socio-emotional development due to restricted mobility, feelings of loneliness, and dependency on others. Habilitation services attempt to provide support with respect to many of these challenges that may positively impact on well-being and mental health, such as enabling independence in daily tasks, participation in social activities, and developing self-confidence. The literature also shows that individuals who have received educational and vocational rehabilitation support report higher quality of life and more positive self-esteem. Therefore, the primary focus of this study was on the rehabilitation, recreational opportunities, and educational resources provided by vision habilitation services for children and adolescents with visual impairments. The role that these services may play in school and daily life, as well as in the socio-emotional development of children and adolescents with visual impairments was also examined. This research covers the perspectives of professional staff, parents, children, and adolescents and considers both the immediate and potential long-term benefits of these services. The findings of the study highlighted the positive impact that this support has on children and adolescents' independence, personal-safety, and self-confidence. The findings also indicated the positive impact of this support on the mental health of their families and benefits of providing continued support and expanding these habilitation and recreation services.

An account is given of a new research project that is concerned with examining the problems encountered by some young blind children as they learn to read braille. The research to be conducted will look at various developmental and learning theories that are used to explain the reading difficulties of sighted readers, with a view to ascertaining their relevance to the teaching and learning of braille.

Adolescents with vision impairment report deficient feelings of school belonging and challenges in developing social relationships with teachers and classmates. These challenges negatively affect other aspects of their school lives such as their academic learning. However, there is very little empirical research into the social dimensions of school inclusion in adolescents with vision impairment and their role in socio-emotional development and academic inclusion. The authors conducted two empirical studies to examine the following two dimensions of social inclusion in school: school belonging and close relationships at school. The relationship between school belonging and self-esteem and the relationship between close relationships at school and academic inclusion were also examined. Both studies recruited adolescents with severe sight impairment, sight impairment, and sighted adolescents. Study 1 involved 44 adolescents aged 12–18 years attending both mainstream and special schools in the United Kingdom. In Study 2, 42 adolescents aged 12–14 years, attending only mainstream schools in the United Kingdom, participated. The first study took place in seven UK schools, whereas the second study was conducted online. Adolescents were asked to complete questionnaires that examined school belonging, close relationships at school, self-esteem, and academic inclusion. The findings indicated that adolescents with sight impairment felt significantly less socially included compared to their peers. School belonging significantly influenced specific areas of self-esteem and the social relationships with close friends had a significant effect on academic inclusion. No group differences were found in the self-esteem and development of close social relationships between adolescents with and without vision impairment. Overall, our research highlighted the school experiences of adolescents with vision impairment and underlined the positive role of school inclusion in their academic experiences and socio-emotional development. Unexpectedly, it appears that adolescents with sight impairment experience socio-emotional challenges in their school inclusion, which should be addressed in future research and practice.

Emerging research suggests young adults, in particular women, may be especially sensitive to changes associated with the COVID-19 outbreak. This study, which is part of an ongoing research project focusing on young adulthood and substance use during the UK COVID-19 lockdown, aimed to provide an in-depth snapshot of factors that young adult women may describe as influential in their alcohol consumption during this period. Virtual semi-structured interviews were carried out on a sample of 12 (23–25 years) women between April and May 2020. The data were analysed through thematic analysis and preliminary findings led to the identification of three themes: (1) Changes to working environment, (2) Limitations on social opportunities and efforts to socialise in a 'new normal', and (3) Effects of cohabitation on increased alcohol consumption. The preliminary findings of this study highlight factors relevant to changes in alcohol use during the COVID-19 outbreak in the UK.

An account is given of a current research project which is examining the impact of social inclusion on the self-concept of adolescents with visual impairments and the way this differs from their typically developing sighted peers. The study considers developmental and cognitive theories which are used to explain the development of self-concept in typical and atypical adolescents and the impact of social inclusion on this particular aspect of mental health.