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Journal articles on the topic 'Children and youth’s participation'
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1
Tonkin, Brenna L., Briana D. Ogilvie, Sarah A. Greenwood, Mary C. Law, and Dana R. Anaby. "The participation of children and youth with disabilities in activities outside of school: A scoping review." Canadian Journal of Occupational Therapy 81, no. 4 (October 2014): 226–36. http://dx.doi.org/10.1177/0008417414550998.
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Background. Participation in occupations is vital for learning and development. Children with disabilities are at risk for decreased participation. Purpose. The purpose of this study is to examine peer-reviewed literature about the participation-based experiences of children and youth with disabilities in activities outside of formal preschool and school academics. Method. A scoping review was conducted to examine research studies published between 1990 and 2012. Studies included participants from 2 to 18 years who had at least one physical or intellectual/cognitive disability. Findings. Forty-nine articles discussing 32 studies and three systematic reviews met the inclusion criteria. Perceptions of and influences on participation were important emerging themes about direct impacts on patterns of participation. A child or youth’s level of functioning, activity level, level of enjoyment, and contextual factors were found to influence their level of successful participation. Implications. Occupational therapists can use the findings from this review to consider supports and barriers within interventions to enhance participation in meaningful life situations.
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Kutcher, Alison, Priscilla Pichette, Mary Ellen Macdonald, and Franco A. Carvenvale. "Exploring the health and well-being of children and youth in Winneway, Québec." International Journal of Indigenous Health 14, no. 2 (August 9, 2019): 115–32. http://dx.doi.org/10.32799/ijih.v14i2.31910.
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Health inequalities of Indigenous children and youth in Canada are well documented. Recently, children and youths’ perspectives are being recognized as valuable. However, there is a paucity of literature that seek children and youth’s perspective regarding their health and well-being. The purpose of this study was to understand how children and youth in Winneway, QC view health and well-being and to identify their main health and well-being concerns. A focused ethnographic study with Indigenous decolonizing framework was used with data primarily collected through interviews of fifteen participants aged 6 to 17. Children and youth in Winneway view their health and well-being as multidimensional and view themselves as decision-makers in their health and well-being choices. Their main health and well-being concerns include poor eating choices, difficulty expressing emotional and mental concerns, how children and youth treat others, and youth participation in unhealthy behaviours. These findings reveal the valuable perspectives that Indigenous children and youth can have regarding their health and well-being. They also suggest that future health and well-being interventions targeting Indigenous children and youth seek out and respect the knowledge and perspectives that children and youth have of their health and well-being.
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Mohareb, Nabil, Mary Felix, and Eslam Elsamahy. "A CHILD-FRIENDLY CITY: A YOUTH CREATIVE VISION OF RECLAIMING INTERSTITIAL SPACES IN EL MINA (TRIPOLI, LEBANON)." Creativity Studies 12, no. 1 (May 21, 2019): 102–18. http://dx.doi.org/10.3846/cs.2019.6171.
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Although old Arab cities were designed bottom-up to follow the needs of their users, public spaces for use by children were not fully considered. This paper is an outcome of a funded project that hosted 30 youth (aged 13–17 years old) from different parts of El Mina city, located in the North of Lebanon, Tripoli. The project’s aim was not limited to capacity building or designing a framework for youth participation as a vision for a child-friendly city alone, as it also demonstrated community participation with the youth to realize a design vision in an unused interstitial space by the youth in the ancient city of El Mina. The funded project consisted of many different stages; this paper focuses on the site selection, design process and the final stage of implementation. The results highlight the lessons learned from the youth’s participation, the adaptive reuse of interstitial spaces, in addition to the various interests of the project’s stakeholders.
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Thabit Al-Ani, Wajeha, Mohammed Abdulhameed Lashin, Rashid Sulaman Al Fahdi, and Aisha Salim Al Harthi. "Role of NGOs in motivating youths to volunteer work related to the social and economic returns in the Sultanate of Oman." Journal of Arts and Social Sciences [JASS] 8, no. 1 (February 1, 2017): 65. http://dx.doi.org/10.24200/jass.vol8iss1pp65-79.
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This study aims to investigate the role of NGOs in motivating youths to volunteer work in the Sultanate of Oman. Also it analyzes the social and economic returns of youths’ volunteer work in civic societies and the facilities offered to them and the laws and regulations governing the work of volunteer in those societies. Qualitative approach used through collecting data from 90 interviewees represented of 85% of total population. Their responses were coded using (NVivo) program. The study result showed that there are 566 codes. Those codes were analyzed and showed that the social returns of youth volunteers provides more opportunities to them in developing their skills and socially empowering them through their participation in workshops conducted by those societies. Where the Governorate of Muscat coded higher percentage compare with the South Batinah and South Sharqiay Governorates. As for the economic returns, the results showed that it is still at low level. The study results showed there are other returns are linked to the development of society and groups related to the elderly and children. In accordance to facilities provided for youths volunteers where Dhofar governorate shows the highest percentage compared to other governorates. The study result also shows that there is a need for legislation to regulate voluntary work and preserve the rights of volunteers to ensure the continuity of youth’s participations in volunteer work. Upon the study results, many recommendations and suggestions were proposed.
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Saulsberry, Anjelica C., Jason R. Hodges, Audrey Cole, Jerlym S. Porter, and Jane Hankins. "Web-Based Technology to Improve Disease Knowledge Among Adolescents With Sickle Cell Disease: Pilot Study." JMIR Pediatrics and Parenting 3, no. 1 (January 7, 2020): e15093. http://dx.doi.org/10.2196/15093.
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Background Advancements in treatment have contributed to increased survivorship among children with sickle cell disease (SCD). Increased transition readiness, encompassing disease knowledge and self-management skills before transfer to adult care, is necessary to ensure optimal health outcomes. The Sickle Cell Transition E-Learning Program (STEP) is a public, Web-based, 6-module tool designed to increase transition readiness for youth with SCD. Objective The objective of our study was to investigate the participation rate of youth with SCD in STEP and its association with transition readiness. Methods This was a single-center, Institution Review Board–approved, retrospective cohort review. A total of 183 youths with SCD, aged between 12 and 15 years, were offered STEP as an adjunct to in-clinic disease education sessions. Participation rate (number of patients who used at least one STEP module divided by those approached) was calculated. The association among the number of STEP modules completed, disease knowledge, and self-management was explored. Results Overall, 53 of the 183 approached adolescents completed at least one STEP module, yielding a participation rate in STEP of 29.0%. Of the 53 participants, 37 and 39 adolescents had disease knowledge and self-management confidence rating available, respectively. A positive correlation (r=0.47) was found between the number of STEP modules completed and disease knowledge scores (P=.003). No association was found between the number of modules completed and self-management confidence ratings. Disease knowledge scores were significantly higher among participants who completed ≥3 STEP modules compared with those who completed <3 STEP modules (U=149.00; P=.007). Conclusions Improvement in disease knowledge in adolescence is critical to ensure the youth’s ability to self-care during the period of transition to adult care. Despite low participation, the cumulative exposure to the STEP program suggested greater promotion of disease knowledge among adolescents with SCD before transfer to adult care.
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Forde, Catherine, and Shirley Martin. "Children and Young People’s Right to Participate: National and Local Youth Councils in Ireland." International Journal of Children’s Rights 24, no. 1 (January 13, 2016): 135–54. http://dx.doi.org/10.1163/15718182-02401005.
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This article explores the impacts of participation in local and national child and youth councils in the Republic of Ireland. It is based on an original research study for which 300 young people were asked about their experience of participating in youth councils. The research indicates that while youth councils have succeeded in offering children and young people opportunities to acquire skills and to influence decision-making at the local level, the institutional and societal impacts of their participation are less apparent. The research provides evidence that youth participation impacts positively on young people’s active citizenship and on-going engagement with democratic institutions after their participatory experiences have ended. It also indicates a growing awareness and recognition of the role of children and young people in the community. The article concludes that participatory structures such as youth councils should be underpinned by statutory guidelines and legislation so that children and young people’s participation is meaningful and gains from their participation are not lost.
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Fillon, Alicia, Pauline Genin, Benjamin Larras, Jeremy Vanhelst, Maxime Luiggi, Salome Aubert, Charlotte Verdot, et al. "France’s 2020 Report Card on Physical Activity and Sedentary Behaviors in Children and Youth: Results and Progression." Journal of Physical Activity and Health 18, no. 7 (July 1, 2021): 811–17. http://dx.doi.org/10.1123/jpah.2021-0025.
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Background: There is an alarming and constant worldwide progression of physical inactivity and sedentary behaviors in children and adolescents. The present paper summarizes findings from France’s 2020 Report Card on physical activity for children and youth, comparing its results to its 2 previous editions (2016 and 2018). Methods: France’s 2020 Report Card follows the standardized methodology established by the Active Healthy Kids Global Matrix, grading 10 common physical activity indicators using the best available evidence. The grades were informed by national surveys, peer-reviewed literature, government and nongovernment reports, and online information. Results: The expert panel awarded the following grades: Overall Physical Activity: D; Organized Sport Participation and Physical Activity: C−; Active Play: INC; Active Transportation: C−; Sedentary Behaviors: D−; Family and Peers: D−; Physical Fitness: D; School: B−; Community and the Built Environment: F; Government: C. Conclusions: This 2020 edition of France’s Report Card again highlights the alarming levels of physical activity and sedentary behaviors among French children and adolescents, calling for the development of effective national action. It also draws attention to the particular deleterious effects of the COVID-19 confinement on youth’s movement behaviors, which significantly worsened the situation.
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Aucouturier, Julien, Caroline Ganière, Salomé Aubert, Fabien Riviere, Corinne Praznoczy, Anne Vuillemin, Mark S. Tremblay, Martine Duclos, and David Thivel. "Results From the First French Report Card on Physical Activity for Children and Adolescents." Journal of Physical Activity and Health 14, no. 8 (August 2017): 660–63. http://dx.doi.org/10.1123/jpah.2017-0046.
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Background:Many countries publish periodic Report Cards on physical activity for children and youth. This paper presents the results from the first French Report Card providing a systematic synthesis and assessment of the national engagements to facilitate childhood physical activity.Methods:A search for nationally representative data on 8 indicators of physical activity was conducted and the data were assessed by an expert panel according to international procedures. Whether children across France are achieving specific benchmarks was rated using an established grading framework [A, B, C, D, F, or INC (incomplete)]. Data were interpreted, grades assigned and detailed in the 2016 Report Card that was produced and disseminated.Results:The expert panel awarded the following grades: Overall Physical Activity: INC; Organized Sport Participation: D; Active Transportation: D; Sedentary Behaviors: D; Family and Peers: INC; School: B; Community and the Built Environment: INC; Government Strategies and Investment: INC.Conclusions:The grades reveal that efforts must be done to improve youth’s physical activity and that several gaps in the literature still need to be addressed. Collectively the results highlight that children’s physical activity levels are low and that further national supports and investments are needed to promote childhood healthy active living in France.
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Zhao, Xiaochen, Weimo Zhu, Zezhao Chen, Sicong Ren, and Xiong Qin. "U.S. Children and Youth’s Physical Activities Inside and Outside of School PE: 1985 vs. 2012." International Journal of Environmental Research and Public Health 18, no. 2 (January 6, 2021): 398. http://dx.doi.org/10.3390/ijerph18020398.
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The purpose of this study was, by taking advantage of the rich data from two U.S. national fitness surveys, to examine the physical activity (PA) students engaged in, both inside and outside school physical education (PE), determine if there are differences by grade, sex, and weight status, and if there was a change between 1985 and 2012. The data from the 1985 National Children and Youth Fitness Study (NCYFS) and the 2012 NHANES National Youth Fitness Survey (NNYFS) were matched, merged (N = 6178, 3107 boys and 3071 girls), and analyzed. It was found that basketball remained the most popular PA inside school PE across both surveys. Swimming was the most popular PA outside of school PE in 1985, but was replaced by running in 2012. Although PA taught and promoted inside of school PE and that such PA practiced outside were moderately correlated across the surveys, some disconnections were noticed. The impact of grade, sex, and weight status on PA preference and participation was also confirmed. What is needed is to the design and integration of more lifelong and individual PAs in future school PE curricula and school and community children and youth sport and PA programs.
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Arim, Rubab G., Leanne C. Findlay, and Dafna E. Kohen. "Participation in Physical Activity for Children with Neurodevelopmental Disorders." International Journal of Pediatrics 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/460384.
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The purpose of this study was to compare rates of participation for children (4–9 years of age) with neurodevelopmental disorders (NDDs) with and without externalizing behavior problems (EBPs) with children without disability and to examine mediators of the relation between disability and physical activity participation. Data for this study were drawn from Cycle 7 (2006-07) of the Canadian National Longitudinal Survey of Children and Youth (NLSCY). The frequency of children’s participation in organized sports or physical activities varied depending on the child’s health condition with children with NDDs and both NDDs and EBPs participating least in organized sports or physical activities followed by children with EBPs only. In contrast, there were no statistically significant differences by health group for children’s participation in unorganized sports or physical activities. These differences remained even after controlling for the effects of other child and family sociodemographic characteristics, except for children with EBPs only. These findings highlight the importance of considering children’s primary and other existing health conditions as well as family sociodemographic characteristics in order to better understand the factors that influence participation in organized physical activities for children with disabilities.
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McCullagh, Penny, Karen T. Matzkanin, Susan D. Shaw, and Marcela Maldonado. "Motivation for Participation in Physical Activity: A Comparison of Parent–Child Perceived Competencies and Participation Motives." Pediatric Exercise Science 5, no. 3 (August 1993): 224–33. http://dx.doi.org/10.1123/pes.5.3.224.
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An important issue facing sport psychology researchers as well as practitioners is understanding the motives of children involved in youth sport programs. The present study extended previous work in this area by examining parental perceptions of their children’s motivations and perceived competencies in addition to the typically assessed variables of youth-reported motives and perceived competencies. Eighty-one children and one of their parents from a youth soccer league served as subjects for this study. Results indicated that children and parents alike ranked intrinsic motives such as feeling good and having fun as primary reasons for participation. In addition, both parents and children rated external reasons as the lowest priorities for participation. Multivariate analyses of variance indicated that children rated all the motive subscales more positively than their parents. No significant relationships were found between perceived competencies and motives.
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Killeen, Hazel, Saeideh Shahin, Gary M. Bedell, and Dana R. Anaby. "Supporting the participation of youth with physical disabilities: Parents' strategies." British Journal of Occupational Therapy 82, no. 3 (November 14, 2018): 153–61. http://dx.doi.org/10.1177/0308022618808735.
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Introduction Little is known about strategies used by parents to explicitly promote the participation in meaningful occupations of transition-age youth. This descriptive study explored the type and scope of parents' strategies to facilitate the participation of youth living with a physical disability. Methods Twenty-two parents of youths (12 to 18 years) with mobility restriction reported strategies used at home, school, and in the community by completing the Participation and Environment Measure for Children and Youth at two time points. Content analysis was conducted. Strategies were extracted and coded, and sub-categories were identified and organised into the three domains (person, occupation, environment) of the Canadian Model of Occupational Performance – Engagement. Findings Overall, 241 strategies were reported, of which 130 were distinct. The strategies encompassed all three domains of the Canadian Model of Occupational Performance – Engagement, with an emphasis on youths' immediate physical environment and no reference to institutional policies at the macro level. The majority of strategies focused on facilitating youths' participation in the school setting through collaboration, advocacy, and involvement. Conclusion Findings can increase our understanding of the range of actions parents take in supporting participation of transition-age youth. Occupational therapists can build on those strategies and, through family-centred practice, jointly promote youth participation and inclusion.
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Rieker, Peter. "Children’s Social Participation with Peers – Some Manifestations and Conditions from the Perspective of Children." PCS – Politics, Culture and Socialization 8, no. 1+2-2017 (July 29, 2020): 124–33. http://dx.doi.org/10.3224/pcs.v8i1-2.07.
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Peers can be regarded as important for the development of children’s and youths’ social participation, since they provide the chance of reciprocal relations and cooperation between equals. Therefore, in this article, manifestations and conditions of children’s social participation with peers are analyzed on the basis of interviews with children at the age of ten to twelve years who took part in an empirical study on children’s and youths’ participation in Switzerland. In contrasting participation in peer groups with participation in adult-centered contexts, some specific aspects can be depicted based on the descriptions the children gave in the interviews. Furthermore, this article looks at different family backgrounds with respectto experience of participation and its significance for social participation with peers.
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Skogrand, Linda, Kathleen Riggs, and Stacey Huffaker. "Latino Youth Participation in Community Programs." Journal of Youth Development 3, no. 2 (September 1, 2008): 126–34. http://dx.doi.org/10.5195/jyd.2008.314.
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Twelve Latino parents were interviewed regarding what attracted their children to community activities and ways to increase participation of Latino youth in activities. According to the parents interviewed, children participated in activities which they enjoyed, activities that made them productive and kept them out of trouble, helped them gain skills that would benefit their future, and activities that involved the entire family. Implications for programming for Latino youth are provided.
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Knowles-Yánez, Kim. "Asking Practical Ethical Questions about Youth Participation." Les ateliers de l'éthique 4, no. 1 (April 11, 2018): 97–104. http://dx.doi.org/10.7202/1044586ar.
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This paper is based on case study research conducted in an economically depressed, immigrant gateway neighborhood of Escondido, California. This study has been in progress since 2005 and involves working with children at the local middle school on rights-based community environmental action research projects in coordination with student facilitators in an upper-division university class titled “Children and the Environment.” This case study has suggested inquiry into the practical ethical dimensions of working with children, administrators, and university students on action research. Examples of the ethical questions which arose during this study include: how can continuity for the middle school children be achieved as different groups of university students move in and out of the project as they take and finish the “Children and the Environment” class, and is it ethical for the middle school children’s work to be facilitated by university students only freshly trained in the action research technique? This paper explores these and other ethical questions involving power, coercion, tension over expectations, and obligation and provides direction for on-going ethical questions scholars should pursue in involving children in rights-based community environmental action research.
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Johnson, Vicky. "Moving beyond voice in children and young people’s participation." Action Research 15, no. 1 (March 2017): 104–24. http://dx.doi.org/10.1177/1476750317698025.
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This paper introduces research that challenges decision-makers to listen to and act upon children and young people’s evidence. The data come from revisits, 10 years after research ended, to participatory action research processes in Nepal and the UK in which children and young people's (CYP) voices and opinions were surfaced for community decision makers. I sought to understand if and how children and youth input was valued and acted upon by adults. Each case rested on the same value proposition: that inclusion of children and youth is critical to participatory democracy and so incorporating their views can move societies towards improved policies and services for CYP and a culture of mutual respect in intergenerational relationships. The paper focuses on Nepal but draws on analysis across the cases. The revisit revealed that decision-makers in some – but not all – cases were influenced by children and youth. Building on the positive cases, the article describes a tool and process – the Change-scape Framework – that facilitates intergenerational dialogue. It helps link child and youth agency and insights to community decision-making and wider social change. The framework provides a CYP focus to PAR. Creating participatory spaces and building dialogue and trust between children and adults are necessary preconditions for child and youth-centered transformational change.
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Shabat, Tair, Haya Fogel-Grinvald, Dana Anaby, and Anat Golos. "Participation Profile of Children and Youth, Aged 6–14, with and without ADHD, and the Impact of Environmental Factors." International Journal of Environmental Research and Public Health 18, no. 2 (January 11, 2021): 537. http://dx.doi.org/10.3390/ijerph18020537.
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Background: Children and youth with attention deficit hyperactivity disorder (ADHD) may experience difficulties in participation, but few studies examine their participation and the environmental factors affecting participation. This study explored the participation and the environmental factors of children and youth, with and without attention deficit hyperactivity disorder (ADHD), in the following three settings: home, school, and community. Materials and Methods: Parents of 65 participants aged 6–14 (M = 9.91, SD = 1.87) with and without ADHD completed the Participation and Environment Measure for Children and Youth (PEM-CY) questionnaire, which evaluates participation and environmental factors, along with demographic and screening questionnaires. Results: The ADHD group (n = 31) scored significantly lower than the non-ADHD group (n = 34) in “frequency” at home, “involvement”, and overall environmental support in all settings, with parents expressing a greater desire to change their child’s home and community participation. For the ADHD group, a relationship was found between environmental support and involvement in all three settings. Conclusions: The findings demonstrated differences in the participation of children and youth with ADHD across different settings, compared to those without ADHD, and confirmed the effect of environmental factors on participation, especially involvement. It is essential to consider participation measures and environmental factors when designing interventions for children and youth with ADHD.
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Shabat, Tair, Haya Fogel-Grinvald, Dana Anaby, and Anat Golos. "Participation Profile of Children and Youth, Aged 6–14, with and without ADHD, and the Impact of Environmental Factors." International Journal of Environmental Research and Public Health 18, no. 2 (January 11, 2021): 537. http://dx.doi.org/10.3390/ijerph18020537.
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Background: Children and youth with attention deficit hyperactivity disorder (ADHD) may experience difficulties in participation, but few studies examine their participation and the environmental factors affecting participation. This study explored the participation and the environmental factors of children and youth, with and without attention deficit hyperactivity disorder (ADHD), in the following three settings: home, school, and community. Materials and Methods: Parents of 65 participants aged 6–14 (M = 9.91, SD = 1.87) with and without ADHD completed the Participation and Environment Measure for Children and Youth (PEM-CY) questionnaire, which evaluates participation and environmental factors, along with demographic and screening questionnaires. Results: The ADHD group (n = 31) scored significantly lower than the non-ADHD group (n = 34) in “frequency” at home, “involvement”, and overall environmental support in all settings, with parents expressing a greater desire to change their child’s home and community participation. For the ADHD group, a relationship was found between environmental support and involvement in all three settings. Conclusions: The findings demonstrated differences in the participation of children and youth with ADHD across different settings, compared to those without ADHD, and confirmed the effect of environmental factors on participation, especially involvement. It is essential to consider participation measures and environmental factors when designing interventions for children and youth with ADHD.
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Derr, Victoria, Maria Sitzoglou, Tuline Gülgönen, and Yolanda Corona. "Integrating Children and Youth Participation into Resilience Planning." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 5, no. 1 (November 9, 2018): 173–99. http://dx.doi.org/10.22215/cjcr.v5i1.1241.
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Article 12 of the United Nations Convention on the Rights of the Child of 1989 places obligations on States to provide opportunities for children to express their opinions and to have these opinions be taken seriously in matters that affect their lives. While many studies from around the world have shown that children and youth can meaningfully participate to inform a wide range of issues, wide-scale implementation of children’s participation and thus the realization of children’s rights, is still not widely achieved. In the context of planning for urban resilience, three cities in three diverse nations approached integration of children and youth into resilience planning, with varying success. While each city was able to support children’s voicing of perspectives facilitators also struggled with how to authentically integrate youth voices into a new realm of planning—for urban resilience. This article thus shares the approaches and objectives from each city and reflects on what can be learned from these experiences when trying to integrate children and youth opinions and perspectives into community planning, particularly when guided by international frameworks or agendas. While each city has some success in realizing children’s rights to participate, to a certain extent, lack of municipal frameworks for participation and lack of knowledge about and support for children’s participation among municipal leaders inhibited the realization of children’s participation.
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Ladisch, Virginie. "Children and Youth Participation in Transitional Justice Processes." Journal of the History of Childhood and Youth 6, no. 3 (2013): 503–13. http://dx.doi.org/10.1353/hcy.2013.0040.
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Xu, Li, Anne H. Gauthier, and Lisa Strohschein. "Why are some Children Left Out? Factors Barring Canadian Children from Participating in Extracurricular Activities." Canadian Studies in Population 36, no. 3-4 (December 31, 2009): 325. http://dx.doi.org/10.25336/p6cw3h.
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Using three waves of data from the Canadian National Longitudinal Survey of Children and Youth, this study examines the impact of child, family and community level characteristics on children’s participation in extracurricular activities between the ages of 4 and 9 (n=2,289). Results show a large positive effect of family income on children’s participation in structured activities. Living in a poor neighbourhood constitutes an extra disadvantage for children's participation in organized sport activities. Our study also identifies a positive association between parent’s education and children’s participation in most activities, and a negative association between family size and some structured activities. Furthermore, children of immigrants, as well as children of visible minority and aboriginal children were found to be disadvantaged in their participation in some activities.
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Egilson, Snæfrídur T., Gunnhildur Jakobsdóttir, and Linda B. Ólafsdóttir. "Parent perspectives on home participation of high-functioning children with autism spectrum disorder compared with a matched group of children without autism spectrum disorder." Autism 22, no. 5 (April 21, 2017): 560–70. http://dx.doi.org/10.1177/1362361316685555.
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Few studies have focused on home participation of high-functioning children with autism spectrum disorder. We employed a mixed-methods design to explore and compare parent perspectives on (1) participation of children with and without autism spectrum disorder in activities at home, (2) the environmental features and resources that affect these children’s home participation and (3) the strategies parents use to help their children participate at home. The Participation and Environment Measure for Children and Youth (PEM-CY) was used to gather online survey and qualitative data from parents of 99 high-functioning children with autism spectrum disorder and 241 children without autism spectrum disorder. Independent sample t-tests and χ2 tests were used to explore differences between groups, and Cohen’s d was calculated to examine effect sizes. Differences were obtained on all Participation and Environment Measure for Children and Youth dimensions but particularly when comparing parents’ satisfaction and perceived environmental barriers to their children’s participation. The qualitative analyses revealed that parents in both groups used similar strategies to facilitate their children’s participation at home, although parents of children with autism spectrum disorder made use of more distinct modifications. Our results highlight the importance of environmental aspects and point to how practitioners can support families in their efforts to promote their child’s participation at home.
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Rampal, Anita. "Scaffolded Participation of Children: Perspectives from India." International Journal of Children's Rights 16, no. 3 (2008): 313–25. http://dx.doi.org/10.1163/157181808x311169.
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AbstractThis paper offers a nuanced cross-cultural perspective on children's 'scaffolded' participation, within the 'spaces' of formal, informal and non-formal education. Contrasting children's agency in rural or urban, disadvantaged or privileged, modernising or collectivistic communities in India, it points to the tensions of 'participation' in school, work or public action, within a stratified education system which promotes 'technological' rather than 'social intelligence'. Scaffolded participation in the 'formal' school is detailed through two curricular models - the Gandhian Basic School for learning situated in productive processes, and the National Curriculum Framework 2005 for active participation in the construction of knowledge. The non-formal space of the literacy campaign is used to analyse the large-scale voluntary mobilisation of rural youth for transformative action.
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Eames-Sheavly, Marcia, Kristi S. Lekies, Leigh MacDonald, and Kimberly J. Wong. "Greener Voices: An Exploration of Adult Perceptions of Participation of Children and Youth in Gardening Planning, Design, and Implementation." HortTechnology 17, no. 2 (April 2007): 247–53. http://dx.doi.org/10.21273/horttech.17.2.247.
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This article discusses Greener Voices, a 3-year extension-research integration project intended to enhance the participation of children and youth in school- and community-based gardening settings and presents findings from a study of adult leaders’ perceptions about the participation of children and youth at their sites. The project included six sites in New York and Pennsylvania consisting of rural, suburban, and urban settings; children at those sites ranged in age between 3 and 18 years. Over a 2-year period, as part of the extension activity, sites were provided with consultation and written materials, a web site, and opportunities to attend a related workshop and conference. Interviews with adult leaders indicated moderate to high levels of participation at most of the sites, variation by age of participants and stage of project, the usefulness of a ladder of children's participation in raising awareness, barriers to participation, attitudinal and behavior changes, and positive impacts on the youth. Ongoing efforts are needed to assist sites/leaders, including strategies to expand thinking about the capabilities of children and youth, help children and youth adjust to new roles, and identity ways for younger children to increase their participation.
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Neely, Kacey C., and Nicholas L. Holt. "Parents’ Perspectives on the Benefits of Sport Participation for Young Children." Sport Psychologist 28, no. 3 (September 2014): 255–68. http://dx.doi.org/10.1123/tsp.2013-0094.
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The overall purpose of this study was to examine parents’ perspectives on the benefits of sport participation for their young children. Specifically, this study addressed two research questions: (1) What benefits do parents perceive their children gain through participation in organized youth sport programs? (2) How do parents think their children acquire these benefits? Twenty-two parents (12 mothers, 10 fathers) of children aged 5-8 years participated in individual semistructured interviews. Data were subjected to qualitative analysis techniques based on the interpretive description methodology. Parents reported their children gained a range of personal, social, and physical benefits from participating in sport because it allowed them to explore their abilities and build positive self-perceptions. Parents indicated they believed children acquired benefits when coaches created a mastery-oriented motivational climate that facilitated exploration. Crucially, parents appeared to play the most important role in their children’s acquisition of benefits by seizing “teachable moments” from sport and reinforcing certain principles in the home environment.
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Perks, Tom. "Trajectories of Sport Participation Among Children and Adolescents Across Different Socio-Economic Categories: Multilevel Findings From the National Longitudinal Survey of Children and Youth." Sociology of Sport Journal 37, no. 3 (September 1, 2020): 264–68. http://dx.doi.org/10.1123/ssj.2018-0096.
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Building upon prior theoretical and empirical work, this study explores the sport participation trajectories of children across different socio-economic status (SES) categories to assess the possibility of changes in the SES-sport participation relationship as children age. Using representative panel data from the National Longitudinal Survey of Children and Youth, a multilevel analysis of 4,858 children aged 6 to 9 suggests that as children age the SES effect on sport participation persists over time. However, the SES effect on sport participation appears to have relatively small predictive import compared to other factors.
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Salvatore, Chiara, and Gregor Wolbring. "Children and Youth Environmental Action: The Case of Children and Youth with Disabilities." Sustainability 13, no. 17 (September 4, 2021): 9950. http://dx.doi.org/10.3390/su13179950.
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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.
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Agdal, Rita, Inger Helen Midtgård, and Vigdis Meidell. "Can Asset-Based Community Development with Children and Youth Enhance the Level of Participation in Health Promotion Projects? A Qualitative Meta-Synthesis." International Journal of Environmental Research and Public Health 16, no. 19 (October 8, 2019): 3778. http://dx.doi.org/10.3390/ijerph16193778.
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The asset-based community development (ABCD) approach have been widely used to map local assets and to ensure participation of local communities in public health promotion strategies. Participatory practices, such as ABCD, have been applied to shift public health strategies towards addressing health inequities. In this meta-synthesis, we ask if, and how, ABCD enhance the level of participation for children, youth and schools. Three thousand eight hundred eight titles and abstracts were identified in ten databases and transferred to the online program Rayyan. Through a blinded process we excluded texts that did not meet the inclusion criteria. The twelve included texts on ABCD for children, youth and schools are of varying quality. The research on ABCD for children, youth and schools have not been cumulative. Nevertheless, the texts show that ABCD provides strategies that enhance the participation of children, youth, and schools, in health promotion projects. The projects were categorized according to Robert Hart’s classical participation ladder, and we found that the projects with the highest level of adherence to ABCD principles also had the highest level of participation. The projects with high levels of participation were supported by adult facilitators that created learning environments where children and youth developed their participatory skills.
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Hilliard, RI, CV Fernandez, and E. Tsai. "Ethical participation of children and youth in medical education." Paediatrics & Child Health 16, no. 4 (April 1, 2011): 223–27. http://dx.doi.org/10.1093/pch/16.4.223.
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Tandon, Pooja S., Emily Kroshus, Katharine Olsen, Kimberly Garrett, Pingping Qu, and Julie McCleery. "Socioeconomic Inequities in Youth Participation in Physical Activity and Sports." International Journal of Environmental Research and Public Health 18, no. 13 (June 29, 2021): 6946. http://dx.doi.org/10.3390/ijerph18136946.
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Access to opportunities for physical activity and sports, and therefore potential benefits of participation, are distributed inequitably. The aims of this study were to describe and compare youth experiences related to sport and physical activity by socioeconomic factors. A cross-sectional survey was conducted of students in 5–12th grades in King County, Washington, USA. Students were asked about physical activity and sports experiences and about demographic factors including family affluence, which was categorized as low, medium, and high. Participants were 1038 youth (50% girls, 58% non-White, and 32% from homes where languages other than English are spoken). Children from low-affluence families reported fewer days/week of physical activity, fewer sports sampled, and lower rates of ever playing sports. Greater proportions of children from low-affluence families reported these barriers to sports: (1) don’t want to get hurt, (2) don’t feel welcome on teams, (3) too expensive, and (4) transportation. Middle school children from high-affluence families had three times higher odds of meeting physical activity recommendations, and high-affluence high schoolers had three times higher odds of ever participating in sports compared to peers from low-affluence families. Socioeconomic status was inversely associated with outcomes related to youth physical activity and sports participation. The disproportionately reported barriers to sports participation are modifiable, and cross-sector solutions can help promote play equity.
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Palisano, Robert J., Lin-Ju Kang, Lisa A. Chiarello, Margo Orlin, Donna Oeffinger, and Jill Maggs. "Social and Community Participation of Children and Youth With Cerebral Palsy Is Associated With Age and Gross Motor Function Classification." Physical Therapy 89, no. 12 (December 1, 2009): 1304–14. http://dx.doi.org/10.2522/ptj.20090162.
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Background Through social and community participation, children and youth with cerebral palsy (CP) form friendships, gain knowledge, learn skills, express creativity, and determine meaning and purpose in life. Objective The purposes of this study were: (1) to determine whether social and community participation of children and youth with CP differ based on age, sex, and gross motor function, and (2) to identify the types of activities in which social and community participation are highest. Design and Methods A prospective cross-sectional analytic design was used. The participants were a sample of convenience of 291 children (6–12 years of age) and 209 youth (13–21 years of age) with CP (55.4% males, 44.6% females) receiving services from 7 children's hospitals. Participants completed the Children's Assessment of Participation and Enjoyment (CAPE) by structured interview. Gross Motor Function Classification System (GMFCS) level was determined by the researchers. Results Youth did a higher percentage of activities with friends and others and outside the home than children. Children and youth in level I did a higher percentage of activities with friends and others compared with children and youth in levels II and III and in levels IV and V. Children and youth in level I and in levels IV and V did a higher percentage of activities outside the home than children and youth in levels II and III. Differences were not found between females and males. The percentage of activities done with friends and others and outside the home was highest for physical and skill-based activities. Limitations Findings cannot be attributed only to GMFCS level. Conclusions The ability to walk without restrictions is desirable for social and community participation. For children and youth with CP who have limitations in mobility, physical therapists have roles as consultants for accessibility, activity accommodations, and assistive technology and as advocates for inclusive environments.
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Bakanienė, Indrė, Laura Žiukienė, Vaida Vasiliauskienė, and Audronė Prasauskienė. "Participation of Children with Spina Bifida: A Scoping Review Using the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY) as a Reference Framework." Medicina 54, no. 3 (May 30, 2018): 40. http://dx.doi.org/10.3390/medicina54030040.
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Background and objectives. Participation is a fundamental right of the child, regardless of his health status. Assessing and supporting the participation of children with spina bifida (SB) presents a significant challenge for practitioners. The purpose of this study was to examine what is known about the participation of children with SB. Materials and Methods. The framework for scoping reviews from Arksey & O’Malley was used. A literature search in Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medical Literature Analysis and Retrieval System Online (Medline), PsychINFO and the Education Resources Information Centre (ERIC) databases retrieved 136 papers, 10 of which met the criteria for inclusion and were selected for analysis. Synthesis of the results on participation within occupational domains of leisure, school and community, and factors influencing participation of children with SB was performed. Results. All the included studies were non-experimental and used cross-sectional, population-based or qualitative design. Most studies analysed social participation or participation in physical activities, except one that focused on school participation. Data from these studies have shown that children with SB experience greater participation restrictions compared to their typical peers or children with other chronic diseases. The participation was mainly affected by contextual factors. Relationships between pathology and participation were not sufficiently validated. Conclusions. There is little research on the participation of children with SB. Future studies must consider contextual factors and interventions facilitating or impeding participation.
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Chiarello, Lisa A., Robert J. Palisano, Jill M. Maggs, Margo N. Orlin, Nihad Almasri, Lin-Ju Kang, and Hui-Ju Chang. "Family Priorities for Activity and Participation of Children and Youth With Cerebral Palsy." Physical Therapy 90, no. 9 (September 1, 2010): 1254–64. http://dx.doi.org/10.2522/ptj.20090388.
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Background Understanding family priorities for children and youth with cerebral palsy is essential for family-centered service. Objective The purposes of this study were: (1) to identify family priorities for activity and participation in children and youth with cerebral palsy and (2) to determine differences based on age and Gross Motor Functional Classification System (GMFCS) level. Design Five hundred eighty-five children and youth with cerebral palsy and their caregivers participated at regional children's hospitals. The children and youth were 2 to 21 years of age; 56% were male, and 44% were female. Their caregivers, predominantly mothers (80%), had a mean age of 40.3 years (SD=9.3). The Canadian Occupational Performance Measure was administered to caregivers to identify their priorities for their children. The priorities were coded into 3 categories (daily activities, productivity, and leisure) and 13 subcategories. The GMFCS levels were determined by assessors who met the criterion for reliability. Friedman and Kruskal-Wallis one-way analyses of variance were used to examine differences in priorities. Results Parents of children in all age groups and GMFCS levels II to V identified more priorities for daily activities. Parents of school-aged children and youth had more priorities for productivity than parents of younger children. For parents of children in all age groups and motor function levels, self-care was the most frequent priority subcategory. Sixty-one percent of parents identified at least one priority related to mobility. Limitations The study did not include qualitative analysis of priorities of parents. Conclusions Parents' priorities for their children and youth with cerebral palsy differed depending on age and gross motor function level; however, the most frequent priority for all age groups was daily activities. Interviews with families are recommended for identifying outcomes for activity and participation and developing an intervention plan.
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Pietz, J. "Children and Youth with Multiple Disabilities: Participation and Palliative Care." Neuropediatrics 48, S 01 (April 26, 2017): S1—S45. http://dx.doi.org/10.1055/s-0037-1602862.
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Howie, Erin K., Bryce T. Daniels, and Justin M. Guagliano. "Promoting Physical Activity Through Youth Sports Programs: It’s Social." American Journal of Lifestyle Medicine 14, no. 1 (January 27, 2018): 78–88. http://dx.doi.org/10.1177/1559827618754842.
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Youth sport is a key physical activity opportunity for children and adolescents. Several factors influence youth sport participation, including social factors, but this has not to date been clearly delineated. This study is a scoping review to survey the literature on the influence of family and peers on youth sports participation. The review identified 111 articles of which the majority were cross-sectional, included boys and girls, and were conducted primarily in the United States, Canada, Australia, and the United Kingdom. The articles were grouped into 8 research themes: (1) reasons for participation, (2) social norms, (3) achievement goal theory, 4) family structure, (5) sports participation by family members, (6) parental support and barriers, (7) value of friendship, and (8) influence of teammates. Friendships were key to both initiation and maintenance of participation, parents facilitated participation, and children with more active parents were more likely to participate in sport. Less is known on how family structure, sibling participation, extended family, and other theoretical frameworks may influence youth sport. The review suggests that social influences are important factors for ensuring participation, maximizing the quality of the experience, and capitalizing on the benefits of youth sport. Future research studies, programs, and policies promoting and developing evidence-based youth sporting experiences should consider social influences on youth sport participation.
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Klint, Kimberley A., and Maureen R. Weiss. "Perceived Competence and Motives for Participating in Youth Sports: A Test of Harter's Competence Motivation Theory." Journal of Sport Psychology 9, no. 1 (March 1987): 55–65. http://dx.doi.org/10.1123/jsp.9.1.55.
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One of the most important issues facing youth sport researchers and practitioners is an understanding of why children participate in sport programs. The participation motivation research, however, has not been linked to an existing theoretical model. Thus the purpose of this study was to test the notions, based on Harter's (1978, 1981) competence motivation theory, that perceptions of competence are related to particular motives children have for sport participation. Sixty-seven children involved in youth gymnastic programs were administered the physical, social, and cognitive subscales of Harter's (1982) Perceived Competence Scale and a motives for gymnastic participation questionnaire. Discriminant function analyses revealed support for competence motivation theory as a viable explanation for the relationship between competence perceptions and motives for participation in sport. Specifically, children high in perceived physical competence were more motivated by skill development reasons, and gymnasts high in perceived social competence were more motivated by the affiliation aspects of sport when compared to their low perceived competence counterparts.
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King, Jennifer, Jocelyn Wattam, and Cindy Blackstock. "Reconciliation: The Kids are Here!" Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 3, no. 1 (November 24, 2016): 32–45. http://dx.doi.org/10.22215/cjcr.v3i1.75.
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Consistent with the United Nations Convention on the Rights of the Child, this paper describes children’s involvement in a historic human rights case that found the government of Canada guilty of racially discriminating against 163,000 First Nations children. Despite Canada’s efforts to discourage and bar young people from participating, children and youth were among the first and most engaged followers of the case, debunking the myth that children “can’t” or “shouldn’t” participate in legal matters. Children and youth who participate in social change activities benefit greatly from the experience, as do their communities. The participation of children and youth in the First Nations child welfare case demonstrates that young people are truly leaders in reconciliation and social justice; they teach us about how change really happens. Adults have a responsibility to facilitate exciting and creative ways to involve children in the social and legal processes that impact their lives.
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Koščak, Marko, Tony O’Rourke, and Dinko Bilić. "Community participation in the planning of local destination management." Informatologia 52, no. 3-4 (December 31, 2019): 125–35. http://dx.doi.org/10.32914/i.52.3-4.1.
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In this paper we suggest that modern tourism planning of a destination should include participation from all levels of the community (direct stakeholders, local residents and differing age groups) if the participatory process is to be extensive and universal within the community. We see participatory planning as a critical success factor in seeking to satisfy the requirements of the modern paradigm of sustainability and responsibility in tourism. A community-based approach to tourism development is a prerequisite to sustainability. This focuses on community involvement in the planning and development process, and developing the types of tourism, which generate real social and economic benefits to local communities. Representing the interests and fulfilling the needs of various users is one reason for enabling their participation. Interestingly, children & youth are often overlooked in this regard even though adults may not adequately represent their needs. An important outcome of participatory planning is the process of collective learning that takes place through the underlying process of dialogue. We will refer in the paper to parallel research conducted with colleagues in Slovenia focusing in detail on the role of children & youth in the participatory process of developing sustainable tourism at a local level. This includes a view that planning for sustainable tourism development is an effort to shape the future. Among stakeholders and community participants, children & youth have a significant voice in the future and to a strong degree should have the right to engage in development. The paper seeks to assess the role of participatory structures in planning and development and in the role of children & youth as stakeholders in the planning of local destination management.
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Lindner, Koenraad J. "Sport Participation and Perceived Academic Performance of School Children and Youth." Pediatric Exercise Science 11, no. 2 (May 1999): 129–43. http://dx.doi.org/10.1123/pes.11.2.129.
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School children and youth from Primary Grade 5 to Secondary Grade 7 (average age range, 9 to 18 years) in Hong Kong completed a sports participation questionnaire and rated their own academic performance (AP). Results of ANOVAs indicated that frequency and extent of participation tended to be significantly higher for students with high self-ratings than for students with less satisfactory self-reported performance, and that this trend was significantly stronger in females than males and present in all age groups. The correlations between participation and AP were generally significant but low. These results indicate that those who perceive themselves to be the better achievers in academic subjects are as a group the more frequent participants, with stronger motives for involvement in sport and physical activity. A prevalent fear among parents and teachers in Hong Kong, that regular sport participation could threaten academic achievement, appears unfounded.
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Kraemer, William J., Andrew C. Fry, Peter N. Frykman, Brian Conroy, and Jay Hoffman. "Resistance Training and Youth." Pediatric Exercise Science 1, no. 4 (November 1989): 336–50. http://dx.doi.org/10.1123/pes.1.4.336.
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The use of resistance training for children has increased in popularity and interest. It appears that children are capable of voluntary strength gains. Exercise prescription in younger populations is critical and requires certain program variables to be altered from adult perspectives. Individualization is vital, as the rate of physiological maturation has an impact on the adaptations that occur. The major difference in programs for children is the use of lighter loads (i.e., > 6 RM loads). It appears that longer duration programs (i.e., 10-20 wks) are better for observing training adaptations. This may be due to the fact that it takes more exercise to stimulate adaptational mechanisms related to strength performance beyond that of normal growth rates. The risk of injury appears low during participation in a resistance training program, and this risk is minimized with proper supervision and instruction. Furthermore, with the incidence of injury in youth sports, participation in a resistance training program may provide a protective advantage in one’s preparation for sports participation.
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Visek, Amanda J., Sara M. Achrati, Heather M. Mannix, Karen McDonnell, Brandonn S. Harris, and Loretta DiPietro. "The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation." Journal of Physical Activity and Health 12, no. 3 (March 2015): 424–33. http://dx.doi.org/10.1123/jpah.2013-0180.
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Background:Children cite “fun” as the primary reason for participation in organized sport and its absence as the number-one reason for youth sport attrition. Therefore, the purpose of this study was to develop a theoretical framework of fun using a novel mixed-method assessment of participants in sport (FUN MAPS) via concept mapping.Methods:Youth soccer players (n = 142), coaches (n = 37), and parents (n = 57) were stratified by age, sex, and competition level and contributed their ideas through (a) qualitative brainstorming, identifying all of the things that make playing sports fun for players; (b) sorting of ideas; and (c) rating each idea on its importance, frequency, and feasibility.Results:The FUN MAPS identify the 4 fundamental tenets of fun in youth sport within 11 fun-dimensions composed of 81 specific fun-determinants, while also establishing the youth sport ethos.Conclusion:The FUN MAPS provide pictorial evidence-based blueprints for the fun integration theory (FIT), which is a multitheoretical, multidimensional, and stakeholder derived framework that can be used to maximize fun for children and adolescents to promote and sustain an active and healthy lifestyle through sport.
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Sebti, Anahita, Madeleine Buck, Lia Sanzone, Bathsheba Betty Barnaba Liduke, George Menson Sanga, and Franco A. Carnevale. "Child and youth participation in sexual health-related discussions, decisions, and actions in Njombe, Tanzania: A focused ethnography." Journal of Child Health Care 23, no. 3 (January 22, 2019): 370–81. http://dx.doi.org/10.1177/1367493518823920.
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Sexual health is a signficant dimension of health among children and youth in Tanzania. Local discourses highlight concerns regarding HIV/AIDS and sexual violence. The aim of this study was to examine the experiences and participation of children and youth in sexual health-related discussions, decisions, and actions in Njombe; a Tanzanian rural community. A focused ethnography, with a participatory approach, was conducted over a 3.5 month period, using participant observation, group interviews, and analysis of key texts, as well as key informant advisors. Twenty-eight participants, 8–16 years of age, were recruited from a community Youth Peer Health Educator program and an HIV youth group. Four principal themes were identified: (a) knowledge and understanding of sexual health, (b) children/youth value sexual health education and discussion, (c) supports and barriers for participation in sexual health education, and (d) children/youth value participation in their own care and promotion of their health. Results demonstrated that these children/youth have the capacities, interests, and values to actively participate in matters affecting their health and sexual health. Specific barriers and supports to sexual health education were identified. The study demonstrated how young people’s agency is socially mediated and can persist even when confronting significant barriers.
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Borraccino, Alberto, Giacomo Lazzeri, Omar Kakaa, Petr Bad’ura, Daniele Bottigliengo, Paola Dalmasso, and Patrizia Lemma. "The Contribution of Organised Leisure-Time Activities in Shaping Positive Community Health Practices among 13- and 15-Year-Old Adolescents: Results from the Health Behaviours in School-Aged Children Study in Italy." International Journal of Environmental Research and Public Health 17, no. 18 (September 11, 2020): 6637. http://dx.doi.org/10.3390/ijerph17186637.
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Background and Objective: Participation in organised out-of-school leisure-time activities (OLTAs) has been shown to have a positive impact on community health practices and to lessen inequities in social and environmental opportunities among youths. According to the social capital theory, OLTAs foster bridging ties that allow individuals to forge new, wider-ranging social connections, increasing social integration and opportunities for identity-related exploration. This study aimed to describe participation in different types of OLTAs and its association with perceived life satisfaction, physical activity, tobacco use, alcohol consumption, and drunkenness in a representative sample of youths. Methods: A representative sample of 11-, 13- and 15-year-old students (n = 47,799) was recruited throughout all Italian regions within the Italian 2013/2014 Health Behaviours in School-aged Children (HBSC) study. Data were collected according to the HBSC study protocol. Participants were compared on outcomes according to OLTA participation type (i.e., non-sport, sport-only, and mixed vs. no-OLTA). In accordance with the study sampling procedures, hierarchical logistic regression models were used. Results: Participation in OLTAs was significantly associated with high life satisfaction in all ages (sport-only: odds ratio (OR) = 1.67, 1.48 and 1.55 for 11- 13- and 15-year-olds; mixed: OR = 1.95, 1.60 and 1.45, respectively). Youths participating in OLTAs were more likely to meet physical activity recommendations and report lower rates of tobacco use and drunkenness. Conclusions: Participation in OLTAs showed a favourable impact on health behaviours. Thus, community organisations and clubs, whether supported by public investments, could contribute to the enhancement of beneficial health practices, by engaging and serving the community as a whole and further reducing inequities in both social and environmental opportunities.
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Lesyk, Jack J., and Alan S. Kornspan. "Coaches' Expectations and Beliefs regarding Benefits of Youth Sport Participation." Perceptual and Motor Skills 90, no. 2 (April 2000): 399–402. http://dx.doi.org/10.2466/pms.2000.90.2.399.
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Although many have investigated why children participate in sport, little is known about what adults expect children to gain from participation. The present purpose was to examine coaches' expectations of what children should gain from participation in sport and the extent to which coaches believe that these expectations are actually fulfilled. Participants included 109 youth sport coaches who completed a survey packet consisting of a demographic information questionnaire and the Ohio Sport Satisfaction Index. Analysis indicated coaches ranked the variables of having fun, learning life skills, being part of a team, developing confidence, and the excitement of competition as the most important outcomes for the youth they coach. Generally, coaches believe that their expectations are being fulfilled. Coaches' sex and years of coaching were not significantly related to any of the criterion variables in the present study.
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Lindsay, Sally. "Exploring Skills Gained Through a Robotics Program for Youth With Disabilities." OTJR: Occupation, Participation and Health 40, no. 1 (August 13, 2019): 57–63. http://dx.doi.org/10.1177/1539449219868276.
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Children with disabilities often have fewer opportunities to engage in science, technology, engineering, and math programs that can enhance their educational and career opportunities. This study explored the quality, experience, and skills learned in a group-based robotics program for youth with disabilities. Survey responses of 23 youth (16 males, 7 females), aged 9 to 14 with a disability, were analyzed using descriptive statistics and thematic analysis. Our results showed that youth with disabilities who participated in a robotics program rated the quality of their experience, perceived impact of the program, and skills gained highly across most items. Children enjoyed participating in the program and especially building the robots and making friends. Clinicians should consider engaging children with disabilities in robotics programs to enhance their participation and skill development.
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Rosenfeld, Lindsay, Jessica M. Kramer, Melissa Levin, Kimberly Barrett, and Dolores Acevedo-Garcia. "Scoping Review: Social Determinants of Young Children’s Participation in the United States." OTJR: Occupation, Participation and Health 38, no. 4 (July 6, 2018): 225–34. http://dx.doi.org/10.1177/1539449218784727.
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Optimal child development is supported by services, policies, a social determinants of health (SDOH) frame, and meaningful participation (as defined by the International Classification of Functioning, Disability, and Health–Children and Youth [ICF-CY]). This scoping review describes the social determinants that may affect the participation of young children aged 0 to 3 years with developmental disabilities (DD) in the United States. Scoping review of studies including U.S. children with DD aged 0 to 3 years, from 2000 to 2016, were used. 5/979 studies met inclusion criteria. Two researchers independently coded studies to align them with both ICF-CY and SDOH. Studies found determinants of participation stemming from the child (e.g., individual) and multiple contexts: immediate, community, and policy. The emergent literature continues to primarily focus on child determinants but suggests participation of young children with DD is affected by social determinants stemming from the community and policy contexts. The literature underrepresents children from racial/ethnic minority backgrounds.
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Sundhall, Jeanette. "A Political Space for Children? The Age Order and Children’s Right to Participation." Social Inclusion 5, no. 3 (September 26, 2017): 164–71. http://dx.doi.org/10.17645/si.v5i3.969.
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This article discusses how adulthood is naturalized and how adulthood norms set limits on the possibilities of including children in democratic processes and understanding them as political subjects. The article examines the kind of resistance children and youth can meet when participating in democratic processes, with examples of speech acts from the Gothenburg Youth Council. It also discusses the theoretic concept of <em>childism</em> (Wall, 2008, 2010) and how childism can be a way to escape the dominance of adulthood norms. The concept of childism means addressing children’s experiences by transforming understandings and practices for all humans, not only for non-adults. How is it possible to create a political space for children and involve children in defining what should count as politically important?
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Steinberg, Florian. "Creating better cities with children and youth—a manual for participation." Habitat International 27, no. 3 (September 2003): 485–86. http://dx.doi.org/10.1016/s0197-3975(02)00086-3.
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Kelly, Colette, Cátia Branquinho, Anna Dzielska, Margarida Gaspar de Matos, Marina Melkumova, Daria Pavlova, William Pickett, and Saoirse Nic Gabhainn. "Youth Participation in the Health Behaviour in School-aged Children Study." Journal of Adolescent Health 66, no. 6 (June 2020): S6—S8. http://dx.doi.org/10.1016/j.jadohealth.2020.03.015.
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Wennlöf, Anita Hurtig, Agneta Yngve, and Michael Sjöström. "Sampling procedure, participation rates and representativeness in the Swedish part of the European Youth Heart Study (EYHS)." Public Health Nutrition 6, no. 3 (June 2003): 291–98. http://dx.doi.org/10.1079/phn2002425.
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AbstractObjective:The European Youth Heart Study (EYHS) is a cross-sectional, school-based population study on risk factors for future cardiovascular disease in children, with an overall participation rate in Sweden of about 50%. To study the representativeness of the participants in the Swedish part of EYHS, a comprehensive non-participant follow-up study was carried out.Design:A structured multilevel analysis model was developed, addressing each level in the sampling procedure. The income, educational and occupational categories of the geographical regions of the study (level I), school catchment areas (level II) and parents (level III) were compared with official data. Participating and non-participating pupils (level IV) were compared through a questionnaire.Setting:Thirty-seven state schools in two regions of Central Sweden (Örebro and southern Stockholm) were visited during the school year 1998/1999.Subjects:Boys and girls aged 9 and 15 years were randomly sampled through a multiphase sampling procedure.Results:Data for socio-economic status for levels I and II corresponded well to national and regional official data. At level III, non-manually working parents were slightly over-represented among parents of participating children. At level IV, non-participating subjects corresponded in most respects to participants with a few exceptions – mainly more interest in physical exercise among participants.Conclusions:Based on the knowledge from the non-participant study, we do not foresee problems regarding interpretation of the outcomes in the EYHS, despite the low participation rate.