Thematische Bibliographien / Children with mental disability

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Children with mental disability“

Autor: Grafiati
Veröffentlicht am 27. Juni 2021
Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Children with mental disability"

1

Takada, Kohei, Yoshinori Hamada, Masato Sato, Yoshimitsu Fujii, Masayuki Teraguchi, Kazumari Kaneko und Yasuo Kamiyama. „Cecal volvulus in children with mental disability“. Pediatric Surgery International 23, Nr. 10 (25.07.2007): 1011–14. http://dx.doi.org/10.1007/s00383-007-1987-6.

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2

Pandudinata, Reza, Sumarlam Sumarlam und Kundharu Saddhono. „LANGUAGE ACQUISITION OF CHILDREN WITH MENTAL DISABILITIES IN PACITAN“. Humanus 17, Nr. 1 (20.03.2018): 26. http://dx.doi.org/10.24036/humanus.v17i1.8542.

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This research is a psycholinguistic research because it discusses about language acquisition. Focus of language acquisition will be discussed is language acquisition of child with severe mental disability, namely Angga, and a child with mild mental disability, namely Rafli. The purpose of this study is to explain the language acquisition of child with severe mental disability and a child with mild mental disability. This research is a qualitative research. The data of this research is basic vocabularies of child with severe mental disability and a child with mild mental disability. This research strategy is case study. This research was conducted at SLB YKK Pacitan. In this study, observation and questionnaires were used to collect the data. The results of this study were Angga, child with severe mental disability, understands 56 basic vocabularies of 200 basic vocabularies provided, while Rafli, a child with mild mental disability, was able to understand the 170 basic vocabularies. This is reasonable because the ability of child with severe mental disability and a child with mild mental disability has been very different. The child's "ability to understand" is reflected in the IQ of each child, if a child with mild mental disability rate ranges from 50-55 to 70, the child with severe mental disability ranges from 20-25 to 35-40, so the ability to understand this basic vocabularies is different.Keywords: psycholinguistic, language acquisition, children with mental disabilities PEMEROLEHAN BAHASA ANAK TUNAGRAHITA DI KABUPATEN PACITANAbstrakPenelitian ini merupakan penelitian psikolinguistik karena membahas salah satu objeknya, yaitu pemerolehan bahasa. Pemerolehan bahasa pada penelitian ini berfokus kepada pemerolehan bahasa anak tunagrahita berat, yaitu Angga, dan anak tunagrahita ringan, yaitu Rafli. Tujuan penelitian ini adalah memaparkan pemerolehan bahasa pada anak tunagrahita berat dan anak tunagrahita ringan. Penelitian ini merupakan penelitian kualitatif. Data yang diperoleh dari penelitian ini yaitu kosa kata dasar anak tunagrahita ringan dan anak tunagrahita berat. Strategi penelitian ini yaitu studi kasus. Penelitian ini dilaksanakan di SLB YKK Pacitan. Dalam penelitian ini, peneliti menggunakan metode observasi dan juga angket untuk mengumpulkan data. Hasil penelitian ini yaitu Angga, anak tunagrahita berat, mampu memahami 56 kosa kata dasar dari total 200 kosa kata dasar yang disediakan, sementara Rafli, anak tunagrahita ringan, mampu memahami 170 kosa kata dasar dari total 200 kosa kata dasar yang disediakan. Hal ini wajar karena memang kemampuan anak tunagrahita berat dan ringan tentu saja berbeda, khususnya di dalam berbahasa. “Kemampuan memahami” anak tergambar pada IQ masing-masing anak, jika IQ tunagrahita ringan berkisar antara 50-55 hingga 70, maka tunagrahita berat berkisar 20-25 hingga 35-40, sehingga kemampuan memahami kosa kata dasar ini Angga dan Rafli berbeda.Kata kunci: psikolinguistik, pemerolehan bahasa, anak tunagrahita
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Marquis, Sandra Maureen, Kimberlyn McGrail und Michael Hayes. „Mental health of parents of children with a developmental disability in British Columbia, Canada“. Journal of Epidemiology and Community Health 74, Nr. 2 (19.11.2019): 173–78. http://dx.doi.org/10.1136/jech-2018-211698.

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BackgroundThere is evidence in the literature that parents of children who have a developmental disability experience an increased risk of mental health problems.MethodsThis study used population-level administrative data from the Ministry of Health, British Columbia, Canada, to assess the mental health of parents of children who have a developmental disability compared with the mental health of parents of children who do not have a developmental disability. Population-level and individual explanatory variables available in the data were included in the models.ResultsAt a population level, the study found strong evidence that parents of children who have a developmental disability experience higher odds of depression or other mental health diagnoses compared with parents of children who do not have a developmental disability. Age of the parent at birth of the child, income and location of healthcare services were all associated with outcomes.ConclusionParents of children who have a developmental disability may be in need of programmes and services that support their mental health.
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Pratt, Helen D., und Donald E. Greydanus. „Intellectual Disability (Mental Retardation) in Children and Adolescents“. Primary Care: Clinics in Office Practice 34, Nr. 2 (Juni 2007): 375–86. http://dx.doi.org/10.1016/j.pop.2007.04.010.

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Verd, Sergio, Marilen Batle, Eva Gimeno und Coloma Jaume. „Mental Illness, Disability and Weight Regulation in Children“. Southern Medical Journal 101, Nr. 12 (Dezember 2008): 1275. http://dx.doi.org/10.1097/smj.0b013e318186e6a2.

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Boat, Thomas F., Stephen L. Buka und James M. Perrin. „Children With Mental Disorders Who Receive Disability Benefits“. JAMA 314, Nr. 19 (17.11.2015): 2019. http://dx.doi.org/10.1001/jama.2015.12445.

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7

Berney, Tom. „Overview of learning disability in children“. Psychiatry 5, Nr. 10 (Oktober 2006): 346–50. http://dx.doi.org/10.1053/j.mppsy.2006.07.005.

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Bramble, David. „Psychopharmacology in children with intellectual disability“. Advances in Psychiatric Treatment 17, Nr. 1 (Januar 2011): 32–40. http://dx.doi.org/10.1192/apt.bp.108.005587.

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SummaryChildren and adolescents with intellectual disability have high rates of psychiatric morbidity, the most common presentation being behavioural difficulties, especially in the context of autism. This clinical review describes the applicability of the full range of current psychopharmacological agents to the mental health difficulties commonly encountered in clinical practice in this field, with an emphasis on informing the choice of an initial ‘best fit’ single agent for the various clusters of symptoms and signs presented by individual patients. It is emphasised that the evidence base for most practice parameters in this area is extremely modest and that a high level of caution is recommended when applying this information in everyday practice. The article also discusses some of the specific difficulties and challenges encountered within the field and makes some practical suggestions for good practice.
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Shin, Ji-Hye. „Immigrant Children and Mental Disability in America, 1907-1927“. Korean Journal of American History 52 (30.11.2020): 89–134. http://dx.doi.org/10.37732/kjah.2020.52.089.

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Waldman, H. Barry, Dolores L. Cannella und Steven P. Perlman. „Mental Illness is Also A Disability—Even for Children“. Alpha Omegan 103, Nr. 1 (März 2010): 29–33. http://dx.doi.org/10.1016/j.aodf.2010.02.005.

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Dissertationen zum Thema "Children with mental disability"

1

Coomer, Rachel. „Experiences of parents of children with mental disability regarding access to mental health care“. Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6969_1319019499.

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The purpose of this study was to explore the challenges parents of children with mental health disabilities and disorders in Namibia face when attempting to access mental healthcare resources. The study used a qualitative exploratory approach. Purposive sampling was used to include parents, caregivers and relatives of children with metal health disabilities and disorders. The sample also included key informants. Data was collected through focus group discussions with the participants and individual interviews with the key informants. Overall, a total of 41 people provided information for this study. Thematic data analysis was used to assess the data. The results suggest that parents/caregivers and relatives of children with mental health disabilities and disorders do experience barriers accessing mental health care. The challenges go beyond commonly-reported problems in the literature such as stigma and discrimination and include basic challenges such as a lack of transportation to healthcare services and a lack of acceptance of the mental health disorders by the parents. The study offers recommendations for how service provision can be improved and how parents of children with mental health challenges can have better access to services.
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Stephenson, J. R., of Western Sydney Nepean University und Faculty of Education. „Acquisition of graphic symbol use by students with severe intellectual disability“. THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.
Doctor of Philosophy (PhD)
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Crane, Sarah Elizabeth Rachel. „Foucault, disability studies, and mental health diagnoses in children| An analysis of discourse and the social construction of disability“. Thesis, Lewis and Clark College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010997.

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This study set out to understand the lived experience of children with mental health diagnoses. With the Foucaldian concepts of historicizing, biopower, power and nominalism, combined with the Disability Studies concepts of the social construction of disability, normative culture, and child voice, the study focused on six boys with mental health diagnoses placed in a summer day treatment program. Data collection included child interviews, field observations in the day treatment center, and the review of documentary evidence including educational files, and treatment center artifacts. The data were analyzed for individual child stories, file review data comparison, turn taking, and pieces of the conceptual framework.

Critical discourse analysis determined decades of social construction and normative culture were at play in both the child experiences and in the researcher’s gathering and understanding of the data. Despite the purpose of the research to step away from these influences and allow the participants’ stories to organically emerge, the researcher co-produced truth with the children that reinforced the status quo. The three themes emerging from the initial data analysis of child sense of self, adult knowledge & power, and child power led to a revised conceptual framework with power as a more constant, fluid piece of the children’s lived experiences. Further analysis suggests historicizing, nominalism, biopower, social construction, and normative culture, while seemingly invisible, are constantly interacting and leaning on each other to create the researcher’s lens and reality as well as the participant lived experiences. Power moves among the pieces while holding them together.

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Barry, Janet Lynn. „Addressing social sexual skills and developmental disability during the formative years : parental perspectives on services“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31033.

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In this thesis based on survey methodology, a questionnaire was distributed to 36 parents who were raising a child with a developmental disability. Parents were asked about their views on social sexual skills development during the formative years, their satisfaction with available social sexual services and the importance they attached to these services. A parent group interview was conducted to enhance understanding of this area. Findings indicated that parents do support social sexual skill development for their children and teens. Parents also indicated that it was important for parents to have access to relevant social sexual services.
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Cohen, Gazith Karen. „Coping strategies of children with an intellectual disability in regular and special classrooms“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.

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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.
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Strachan, Sarah-Jessica. „An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population“. Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/30993.

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Background: Intellectual disability (ID) is described as a neurodevelopmental disorder which occurs during the developmental period and impacts intellectual as well as adaptive functioning across social, cognitive and practical domains. Approximately 3 percent of the South African population has mild to severe forms of ID. It is well described that caregivers of children with ID and other developmental disorders have higher levels of stress related to caring for their child than parents with typically developing children. However, little research has been reported in the South African context. Objectives: 1. To determine the nature and extent of self-reported symptoms of stress in caregivers of children with intellectual disabilities. 2. To establish which demographic variables and child factors are associated with carer stress. 3. To compare the nature and extent of self-reported stress and demographic and child variables associated with stress in carers of children with intellectual disability with the same measures reported by carers whose children are developing typically. Methods: This was a purposive, descriptive analytical study. Participants were 59 caregivers whose children attended Red Cross War Memorial Children’s Hospital outpatient clinics. The ID group comprised 35 caregivers of children with ID. The control Non-ID group had 24 caregivers of typically developing children. The children’s ages ranged from 2 to 10 years. Caregivers were administered a set of four questionnaires: a demographic questionnaire; the Parent Stress Index; the Hospital Anxiety and Depression Scale and the Aberrant Behaviour Checklist that rated the children’s behaviour. The data were analysed using IBM SPSS. Results: Both the ID and Non-ID groups showed elevated scores for self-reported anxiety. The ID group of caregivers reported significantly more problem behaviours in their children than the caregivers in the Non-ID group. Hyperactive behaviour predicted for depression in the caregiver ID group which also reported higher levels of stress and significantly higher levels of depression than the Non-ID group. 49 percent of the ID group caregivers reported levels of depression in the clinical range. Further, the ID group reported significantly more financial difficulties and also more appointments for their child at health facilities than the control group. Conclusion: Carers in this study setting experienced similar stresses and described similar child behavioural problems as those reported internationally. A significant finding was the high rate of caregivers of children with ID whose depression scores were in the clinical range. Child behaviour was a significant factor associated with caregiver stress and anxiety in both study groups and with depression in caregivers of children with ID. The study findings have implications for the mental health and behavioural support needs of both caregivers of typically developing children and caregivers of children with ID and for a range of services that provide this support.
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Bleazard, Adele. „The experiences of two children with intellectual disability : a case study“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
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Satterly, Roig Jamie Lee. „TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS“. UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/176.

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Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a child described in a randomly assigned vignette; a child without mental illness, a child identified with an emotional behavioral disorder, and a child identified as returning from acute psychiatric care. Results from the current study revealed reliable scales; learning, cooperation, self-control, and teacher self-efficacy. Findings indicated teachers reported significantly different expectations for children identified with mental illness in comparison to typical children in the areas of self-control and cooperation; specifically, teachers reported lower expectations for students to use self-control and cooperate if they have a history of the label Emotional Behavioral Disability (EBD). Further, teacher certification in the area of special education was a predictor for ratings of teacher self-efficacy to work with children labeled with EBD or a psychiatric hospitalization. In the whole sample, special education certification was a predictor variable for ratings of expectations for teacher self-efficacy. Years experience also predicted teacher self-efficacy. The results of the current study help support the argument for teachers to receive more training to assist children with mental illness and psychological problems, as participant responses clearly indicated a need for additional training and assistance when presented with challenging cases in the real world.
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Persson, Mattias. „Economic Evaluation of Mental Health Interventions for Children and Adolescents : the Case of Sweden“. Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52881.

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The focus of this thesis is economic evaluations of programs and interventions regarding children and adolescents with mental health issues, victimization, and intellectual disabilities (ID). The first paper examines a potential link between mental health issues among adolescent and the class-size of the school class they are enrolled in. The class-size and schools’ financial resources is often at the center of policy debates. Our results suggest that there is no evidence that larger classes have negative impact on the mental health for adolescents in a Swedish context. The second paper investigate the societal willingness to pay (WTP) to reduce bullying in Swedish schools. The results suggest that the tax payers WTP is about 5 SEK and the societal is about 600 000 SEK per reduced bullying victim. This value of WTP could be used as a measure to evaluate different investments in anti-bullying programs and efforts to reduce the bullying in schools. The third paper estimates the cost-effectiveness of one recently introduced antibullying program, the Finnish KiVa program, one of the few evidence based programs in the world. Based on a decision-analytic model, the results indicate that the KiVa program is a cost-effective program that has a cost per reduced victim well below the WTP as estimated in the second paper as documented above. The fourth paper evaluates, from the municipality perspective, the effects of investing in a SE program compared to “business as usual” in order to increase the likelihood for gaining regular employment for the pupils with ID. The results indicate that it takes 9 years before breakeven is reached if investing in the SE program. The fifth paper conducts a decision-analytic economic evaluation of the SE program using simulations to assess the effects over the full life-course. The results suggest that from a societal perspective the program is cost-effective ten years after the investment and by then has generated a benefit of 17 000 SEK per individual.
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Kuo, Yeh-chen 1965. „Siblings of a child with an intellectual disability : identifying those at risk“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31038.

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Children with an intellectual disability may significantly affect families in ways that have implications for other sibling's adjustment. In this thesis, 40 siblings of intellectually disabled children are compared to 40 siblings of healthy children. The goal is to determine (i) if a child with an intellectual disability affects the other siblings in the family, and (ii) if they are functions of siblings' age, grade, gender, ordinal position, age gap with the disabled child, sibling number, disabled child's severity of impairment, parental educational background, etc.
The findings did not confirm that siblings of children with an intellectual disability have poorer adjustment than that of healthy children. However, the older sisters and older siblings of children with intellectual disability were found to have poorer adjustment in some of the area. Age gap and father's educational background is positively correlated to the adjustment of siblings of children with an intellectual disability. Then and other findings are discussed in the thesis.
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Bücher zum Thema "Children with mental disability"

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Nameless: Understanding learning disability. New York: Brunner-Routledge, 2003.

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Harris, James C. Intellectual disability: A guide for families and professionals. Oxford: Oxford University Press, 2010.

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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.

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Tsakanikos, Elias, und Jane Mary McCarthy. Handbook of psychopathology in intellectual disability: Research, practice, and policy. New York: Springer, 2014.

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Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.

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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.

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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.

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Dunbar, Robert E. Mental retardation. New York: Franklin Watts, 1991.

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Asian Conference on Mental Retardation. (8th 1987 Singapore). Intellectual disability: AFMR perspectives & challenges : Proceedings of the 8th Asian Conference on Mental Retardation, November 14-19, 1987, Singapore. Singapore: AFMR, 1988.

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Harriet, Clarke, Hrsg. Parenting and disability: Disabled parents' experiences of raising children. Bristol, UK: Policy, 2003.

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Buchteile zum Thema "Children with mental disability"

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Anderson, Elizabeth M. „Better Understanding the Complex Academic, Mental Health and Health Needs of Children in the United States“. In Inclusion, Disability and Culture, 337–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55224-8_21.

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Hoover, Daniel W. „Trauma in Children with Neurodevelopmental Disorders: Autism, Intellectual Disability, and Attention-Deficit/Hyperactivity Disorder“. In Childhood Trauma in Mental Disorders, 367–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49414-8_17.

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Hardie, Chris, Chantal Holman, Becky Sparks und Catherine Thompson. „Mental Health and Behavioural Issues in Children and Young People with a Learning Disability“. In Child and Adolescent Mental Health, 102–14. 3. Aufl. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-16.

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Cooper, Brian, Christine Jennen-Steinmetz, Birgit Lackus und Michael Ort. „Patterns of Impairment and Disability in Mentally Retarded Children: A Study in Mannheim“. In Psychiatric Epidemiology, 267–84. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003134831-23.

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Carpenter, David, und John Turnbull. „Disability“. In Mental Health And Mental Handicap, 32–39. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12821-1_6.

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Price, Margaret. „Defining Mental Disability“. In The Disability Studies Reader, 505–14. 6. Aufl. 6th edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082583-48.

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Jenkin, Elena, Erin Wilson, Matthew Clarke, Kevin Murfitt und Robert Campain. „Children with Disability“. In The Routledge Handbook of Community Development, 370–81. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315674100-26.

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O'Brady, Deirdre. „Mental Health Crises“. In Intellectual Disability Psychiatry, 185–202. Chichester, UK: John Wiley & Sons, Ltd, 2009. http://dx.doi.org/10.1002/9780470682968.ch13.

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Clough, Beverley. „Care/disability“. In The Spaces of Mental Capacity Law, 78–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781351067881-5.

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Coomer, M. Nickie, Margaret R. Beneke und Carlyn Mueller. „Disability“. In The Palgrave Encyclopedia of Critical Perspectives on Mental Health, 1–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-12852-4_81-1.

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Konferenzberichte zum Thema "Children with mental disability"

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Kiseleva, Tatyana G., und Diana N. Zabelich. „Features of the formation of visual thinking of children with intellectual disability and mental retardation“. In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-97-105.

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The article presents the results of a comparative analysis of children with mental retardation and delayed mental development. The purpose of the study is to identify the features of the formation of visual thinking in these groups of children. According to the results of the study, the author described methods and techniques for forming visual thinking in children with mental retardation and delayed development. The author of the article gave recommendations on assessing the readiness for school of children of compared nosological groups.
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Juriana, Juriana, Yuliasih Yuliasih und Adinda Berliana. „Application of TGMD-2 for Children with Intellectual Disability“. In Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.18-9-2019.2293429.

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Hermawan, Hedi, Sugiharto Sugiharto, Hari Rachman und Setya Rahayu. „Development Of Flag Matching Game To Improve Social Skill Of Mild Mentally Disabled Children In Special Elementary School For Mental Disability“. In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290274.

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Vlašković, Veljko. „OSVRT NA PRAVA DECE SA INVALIDITETOM SA TEŽIŠTEM NA PRISTUP ZDRAVSTVENIM USLUGAMA“. In XVII majsko savetovanje. Pravni fakultet Univerziteta u Kragujevcu, 2021. http://dx.doi.org/10.46793/uvp21.569v.

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It is no coincidence that the UN Convention on the Rights of Persons with Disabilities is the first international human rights treaty in the 21st century. The Convention seeks to amend the social and legal status of persons with disabilities, including children, in a revolutionary way. The main goal is to remove social barriers by adopting a social model of disability in recognizing and exercising the human rights of persons with disabilities on an equal basis with other persons. Therefore, it is understandable that the rules of earlier international human rights treaties, such as the UN Convention on the Rights of the Child or the European Convention on Human Rights, are beginning to be directly adjusted to the this Convention. From the aspect of recognition and exercising of the rights of children with disabilities, the issue of accessibility to health care services is especially important. It insists on the application of the principles of reasonable accommodation, accessibility and non-discrimination so that children with disabilities have access to health care facilities on an equal basis with other children. This implies significant involvement of the state, local community and family in order to remove social and infrastructural barriers. Furthermore, the UN Committee on the Rights of Persons with Disabilities calls for an absolute ban on the forced detention and placement of children in health care facilities, while there is a very negative attitude towards the care of children with disabilities in social protection institutions. In this regard, an amendment to the domestic Law on the Protection of Persons with Mental Disabilities is required. According to the social model of disability, the family environment with the appropriate and effective support of the local community is a necessary environment for the realization of the rights of children with disabilities. When it comes to the consent of a child with a disability to a medical treatment, it is necessary to determine the child's capability to form views, as in the case of other children. In that sense, the mentioned child should be provided with appropriate assistance and support to express his / her views. This support consists primarily in the way in which the child is informed about the proposed medical treatment.
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Ratnasari, Risa, und Neneng Sumiati. „The Influence of Self-Compassion, Religiosity, Support Group, and Income to Subjective Well-Being of Parents Caring Children with Intellectual Disability“. In Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.18-9-2019.2293318.

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Piskun, Olga Yuryevna, und Ekaterina Alexandrovna Smorgonskaya. „THE PROBLEM OF DEVELOPMENT OF COMMUNICATION SKILLS IN CHILDREN OF PRESCHOOL WITH MENTAL DISABILITY BY MEANS OF PLOT AND ROLE PLAY“. In Коррекционно-развивающая среда и инклюзивная практика помощи детям с ОВЗ. Автономная некоммерческая организация дополнительного профессионального образования "Сибирский институт практической психологии, педагогики и социальной работы", 2020. http://dx.doi.org/10.38163/978-5-6043858-5-2_2020_124.

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Nieuwenhuijsen, K., und C. Dewa. „1609d Mental health and work disability prevention“. In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1563.

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Ringland, Kathryn E., Jennifer Nicholas, Rachel Kornfield, Emily G. Lattie, David C. Mohr und Madhu Reddy. „Understanding Mental Ill-health as Psychosocial Disability“. In ASSETS '19: The 21st International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308561.3353785.

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Heredia, Diego Leonardo, und Manuel Perez Cota. „Multimedia system for children with hearing disability“. In 2015 10th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2015. http://dx.doi.org/10.1109/cisti.2015.7170416.

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Ibrahim, Seray B., Asimina Vasalou und Michael Clarke. „Can design documentaries disrupt design for disability?“ In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3392063.3394403.

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Berichte der Organisationen zum Thema "Children with mental disability"

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, Dezember 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Fryer, Roland, und Steven Levitt. Testing for Racial Differences in the Mental Ability of Young Children. Cambridge, MA: National Bureau of Economic Research, März 2006. http://dx.doi.org/10.3386/w12066.

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Sanders, Robert. Iriss ESSS Outline: Care experienced children and young people’s mental health. Iriss, Oktober 2020. http://dx.doi.org/10.31583/esss.20201012.

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dosReis, Susan, Gloria Reeves, Beverly Bulter und C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), Oktober 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Heckel, Arthur. Chronological Age, Mental Age and Socioeconomic Status Variance in Expressive Preposition Acquisition of Young Children. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1942.

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Burkett, Christopher. A Colorless Nature: Exploring the Mental Health (Help-Seeking) Experiences of Pre-Adolescent Black American Children. Portland State University Library, Mai 2020. http://dx.doi.org/10.15760/etd.7330.

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Coker, Tumaini, und Lorena Porras-Javier. Does a Video Chat Referral Process Help Families With Children Who Have Medicaid to Initiate Mental Health Care? Patient-Centered Outcomes Research Institute® (PCORI), August 2019. http://dx.doi.org/10.25302/8.2019.ih.12114168ic.

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Clarke, Alison, Sherry Hutchinson und Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6522.

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Wickenden, Mary. Disabled Children and Work: An Overview of a Neglected Topic with a Specific Focus on Ghana. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/acha.2021.002.

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This paper provides an overview of issues related to disabled children and work. This is a very unexplored topic and the literature is scant, so the paper first provides an overview of some key relevant background information on: disability globally and in Ghana, disability and employment, disabled children and relevant human rights approaches – the UNCRC and UNCRPD. Next examples of research on disabled children and work are presented and lastly some suggested hypotheses and possible research questions are proposed.
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