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Academic literature on the topic 'Children with mental disabilities Victoria Attitudes'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children with mental disabilities Victoria Attitudes"

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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Johnson, Harriette C., Edwin F. Renaud, Diane T. Schmidt, and Edward J. Stanek. "Social Workers' Views of Parents of Children with Mental and Emotional Disabilities." Families in Society: The Journal of Contemporary Social Services 79, no. 2 (April 1998): 173–87. http://dx.doi.org/10.1606/1044-3894.1817.

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In response to concerns expressed by parents of children with emotional and mental disabilities about professionals' attitudes and beliefs, the authors surveyed the views of a sample of clinical social workers. The majority of respondents in a national random sample endorsed statements expressing validating attitudes toward parents, agreement with open information sharing, and agreement with providing specific guidance to parents about how to help their children. However, the views of a substantial minority of social workers were antithetical to a parent-friendly perspective. The most problematic area was the prevalence of parent-blaming beliefs reported by approximately half of the social workers. The view that medication was helpful correlated positively with validating views of parents and correlated negatively with blaming them for their children's problems. The belief that research-based knowledge is important for practice and that medical journals are a good source of information about emotional problems correlated with support for open information sharing and the view that medication was helpful. Seeing a child as the identified patient in a dysfunctional family, perceiving parents' views as useful primarily as clues to family dynamics, and seldom feeling the need to refer to other disciplines, correlated positively with blame, negatively with the use of medication, and negatively with validating attitudes.
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Ilkim, Mehmet, Bariş Mergan, Haci Karadag, and Kerim Ruzgar. "Investıgatıon Of Attıtudes Of Pre-Servıce Teachers Of Exercıse And Sports Educatıon For Dısabılıtıes Towards Chıldren Wıth Mental Dısabılıtıes." Pakistan Journal of Medical and Health Sciences 15, no. 9 (September 30, 2021): 2641–45. http://dx.doi.org/10.53350/pjmhs211592641.

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Background: Aim: This study aimed to determine the attitudes of pre-service teachers who study at Inonu University, Faculty of Sport Sciences, Department of Exercise and Sports Education for the Disabilities, towards mentally disabled children. Methods: “The Attitudes of Physical Education and Sports Teacher Candidates Towards Mentally Handicapped Children” scale was used to collect the research data. The universe of the study consists of 200 students studying at the sports science faculty of Inonu University, in the department of exercise and sports education for the disabilities. The sample of the study consists of 136 students randomly selected from the given universe. Results: According to the findings of the study, no statistically significant difference was found between the attitudes of physical education teachers according to the gender, age, class variable, and the status of having a disabled person attitudes towards mentally disabled children. Conclusions: Keywords: Exercise, attitude, individuals with mental disability.
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Zhang, Jingyuan, David Ray Miranda, and Yan Ping Xin. "Disability Awareness Program for Young Children: A Community Service-Learning Program at Preschool and Elementary School." Purdue Journal of Service-Learning and International Engagement 9, no. 1 (2022): 33–38. http://dx.doi.org/10.5703/1288284317393.

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Individuals with disabilities account for 26% of Americans and 14% of public education students. This minority group may not only deal with physical and/or mental impairments but also negative societal misunderstandings and attitudes that may lead to decreased friendships and increased social exclusion. Awareness and knowledge about disabilities can play a role in changing people’s attitudes towards disabilities and aid in creating a more positive and inclusive environment. Researchers have found that disability awareness programs in schools can positively teach young children to build positive attitudes about disabilities. In our program, a group of doctoral students helped young children in a local preschool and an elementary school to learn about disabilities through age-appropriate activities. This program collaborated with community partners to design, modify, and decide on activities for each age group. This program was delivered to 80 young children between the ages of two to Seven. Feedback from both schools showed that students gained a better understanding of disability and how to appropriately interact with people with disabilities.
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Kupriyanova, I. E., B. A. Dashieva, and I. S. Karaush. "Mental health of disabled children: a preventive aspect." Bulletin of Siberian Medicine 18, no. 4 (January 14, 2020): 72–84. http://dx.doi.org/10.20538/1682-0363-2019-4-72-84.

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The aim is to identify the priority directions for preventing mental disorders in disabled children following a comprehensive analysis of clinical, social, psychological, ethnic and cultural characteristics over 2009– 2017. Materials and methods. 2,204 people were included in the study: disabled children, students of remedial schools aged 7–18 years old (n = 834); parents of disabled children (n = 772); teachers working in various educational facilities (n = 217); respondents of the survey identifying people’s attitude towards children with disabilities (schoolchildren, students, adults, n = 381). Clinical, psychological and statistical methods were used in the study. To identify depression and anxiety in children, Children’s Depression Inventory (CDI), Childhood Myositis Assessment Scale (CMAS), PedsQL inventory, survey on coping strategies (E. Heim) and adapted questionnaires for suicidal risk and alexithymia were used. For adult participants, the Quality of Life Scale, Hamilton Anxiety Rating Scale, Hospital Anxiety and Depression Scale (HADS), and a questionnaire identifying the attitude towards children with disabilities were applied.Results. A high prevalence of mental disorders in children with disabilities (62.7–95.2%) was identified, and the levels of anxiety, suicidal risk, alexithymia were determined. Children’s families were characterized by impaired structure (50%), parenting styles resulting in pathologies (71.5%), low income level (60%), low qualifications of parents and unemployment (13%), alcohol abuse (17.6%), victimized attitudes and low satisfaction with the psychological criteria of quality of life, combined with low level of anxiety. For teachers, the levels of anxiety and depression and signs of burnout were revealed, and the features of their interaction with disabled children in the educational process were described. The attitude of different social groups to children with disabilities was studied. The methodological conditions for carrying out research and organizing medical and psychological care were formulated.Conclusion. Prevention of mental disorders in disabled children includes identification of early signs of anxiety, depression, suicidal risk and assessment of the quality of life and work. This is ensured by a reasonable choice of research methods, psychosocial rehabilitation with involvement of beloved people, and increase in the tolerance level towards children with disabilities in the society.
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Lyons, Darcie. "Restraint and Seclusion of Students with Disabilities." International Journal of Children’s Rights 23, no. 1 (March 28, 2015): 189–239. http://dx.doi.org/10.1163/15718182-02301009.

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Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.
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Slininger, David, Claudine Sherrill, and Catherine M. Jankowski. "Children’s Attitudes Toward Peers with Severe Disabilities: Revisiting Contact Theory." Adapted Physical Activity Quarterly 17, no. 2 (April 2000): 176–96. http://dx.doi.org/10.1123/apaq.17.2.176.

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The purpose was to compare the effects of three physical education settings (structured contact, nonstructured contact, and no contact) on attitudes of children toward peers with severe mental retardation who used wheelchairs. Contact theory (Allport, 1954) guided the study. Participants were 131 Grade 4 students (62 females, 69 males) in three intact classes that were randomly assigned to treatments. During the experimental period (4 weeks, 20 sessions, each 25 min), two children in wheelchairs were integrated into each contact class, and a special helper model was implemented. The experimental design was pretest-posttest randomized groups. Attitudes were assessed by an adjective checklist and an intention survey. A three-way ANOVA (Gender X Group X Time) revealed that females had significantly better attitudes than males. Subsequent analysis revealed that males in the structured contact group improved significantly on the adjective checklist, whereas males in the nonstructured contact group improved significantly on the intention survey.
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Johnson, Harriette C., and Edwin F. Renaud. "Professional Beliefs about Parents of Children with Mental and Emotional Disabilities: A Cross-Discipline Comparison." Journal of Emotional and Behavioral Disorders 5, no. 3 (September 1997): 149–61. http://dx.doi.org/10.1177/106342669700500303.

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The views of social workers, child psychiatrists, and psychologists about parents of children with mental, emotional, and behavioral disorders were compared in this study. The Providers’ Beliefs About Parents questionnaire was used to measure views about parents’ competence, parents’ pathology, parents’ credibility, parents’ role in the etiology of children's problems, information sharing with parents, giving explicit directives to parents about how to help their children, and related child mental health issues such as use of psychotropic medication with children and adolescents and perceived importance of research-based knowledge about child and adolescent psychopathology. Variables most associated with parent-friendly beliefs and attitudes were endorsement of a neuropsychological orientation and familiarity with parent support groups. Views of respondents did not differ by ethnicity, gender, or parental status. Child psychiatrists were most in agreement with parent-friendly attitudes and beliefs, clinical social workers were least in agreement, and psychologists were midway between the other two groups.
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Aydın, Aydan, and Ali Yamaç. "The Relations Between The Acceptance and Child-Rearing Attitudes of Parents of Children With Mental Disabilities." Eurasian Journal of Educational Research 14, no. 54 (February 15, 2014): 79–98. http://dx.doi.org/10.14689/ejer.2014.54.5.

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SAFONOVA, M. V., and T. R. KARABANOVA. "FEATURES OF ATTITUDES AND PARENTING SKILLS AMONG PARENTS OF DIFFERENT PSYCHOLOGICAL TYPES WHO HAVE A CHILD WITH INTELLECTUAL DISABILITIES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 118–32. http://dx.doi.org/10.25146/1995-0861-2020-54-4-248.

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Statement of the problem. The article provides an overview of theoretical positions and research on the problem of parental attitudes and their impact on the educational process of children with intellectual disabilities. Child-parent relationships are one of the most important aspects studied by family psychology, family relations psychology, and age psychology. There is a lack of programs for correcting child-parent relationships in families with children with intellectual disabilities. The purpose of the article is to identify and characterize the attitudes of parents of different psychological types towards their “special” children, as well as the features of their upbringing models and parenting skills. Research materials and methods. The research methodology is represented by the fundamental principles of psychology: consistency, unity of consciousness and activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, etc.), provisions on the structure and functions of child-parent relations (R.V. Ovcharova, A.S. Spivakovskaya, E.G. Eidemiller, V.V. Justitskis, etc.); generalization of research on the features of child-parent relations in families raising children with developmental disabilities (L.V. Kuznetsova, I.I. Mamaichuk, Yu.P. Povarenkov, E.A. Savina, V.M. Sorokin, V.V. Tkacheva, L.M. Shipitsyna, O.B. Charova, etc.); ideas about the family as a priority institution of socialization of the individual (I.S. Kon, A.V. Mudrik, M.I. Rozhkov). Our study involved 50 respondents. Of these, 40 parents have a child with a diagnosis of mental retardation, 10 parents have children with mild mental retardation. All children are enrolled in school in Krasnoyarsk, age category is 7–10 years old. To diagnose the conscious and unconscious attitudes of parents towards their children with intellectual disabilities, the method “Unfinished sentences” was used, and to identify the parenting abilities of parents, V.V. Tkacheva’s questionnaire “Determining the parenting skills among parents of children with developmental disabilities” was used. To compare the samples, the Mann Whitney U-test was used, and the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The study showed that the attitudes of parents of an authoritarian psychological type towards their children are closely intertwined with their personal traits. 80 % of authoritarian parents emotionally accept their children, and 20 % reject them. In this group, 68 % of parents understand that their children have certain problems, while 32 % refuse to understand them. Adequate forms of interaction with children are observed in 72 % of authoritarian parents. Neurotic parents have different views on their children and their relationships with them. In the group of neurotic parents, 44 % of respondents accept their children, and 56 % reject them; 78 % understand children’s problems, 22 % do not understand; 67 % have adequate forms of interaction, and 33 % have inadequate ones. Psychosomatic parents have a positive attitude towards their children, wish them the best, and see their advantages and disadvantages. 75 % of psychosomatic parents experience emotional attachment to their children, 25 % – rejection. Almost all parents in this group are aware of their children’s problems (94 %), and also apply appropriate methods of influence to their children (87 %). Conclusion. It is concluded that the representations and conscious and unconscious attitudes of parents of different psychological types are associated with the personal characteristics of children with intellectual disabilities. The relationship between the educational skills of parents and the characteristics of their dominant psychological type is shown. The authors note that the problem of parents’ relations with “special” children has been studied for a long time, but there are few programs for correcting these relations.
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Dissertations / Theses on the topic "Children with mental disabilities Victoria Attitudes"

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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.

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Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.

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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.
Department of Special Education
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Pang, Fung-cheung Irene. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at Aberdeen Rehabilitation Centre /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115625.

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Karagiannis, Anastasios. "Three children with Down's syndrome integrated into the regular classroom : attitudes of a school community." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61668.

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McNally, Rory. "Regular teachers' attitudes to the need for additional classroom support for integrated students with intellectual disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1355.

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The purpose of this study was to examine regular classroom teachers' attitudes to additional classroom support, both physical and personnel, for students with mild and severe intellectual disabilities who may be integrated into regular classrooms. The concerns of the regular classroom teachers with regard to the successful inclusion of students with intellectual disabilities are certainly merit addressing. As the regular classroom teachers are largely responsible for the education of these integrated students, it is worthwhile to examine their perceived support levels in relation to integrated students with intellectual disabilities. It is anticipated that the results of this study will prove useful when decisions are being made by educational administrators about the level and type of support needed for integrated students with intellectual disabilities. The results should be beneficial as a guideline for those concerned with the appropriate allocation of funding for students with intellectual disabilities who are educated in regular classrooms. As the subjects of this study were Catholic teachers employed in Catholic primary schools in Perth, Western Australia, it is anticipated that the results of this study will prove useful to the administrators in the Catholic Education Office of Western Australia. The dependent variables were physical and personnel support. The independent variables were ability, effort and school. Seventy-two classroom teachers from six East-Metropolitan Catholic Primary Schools in Perth, Western Australia, were used as participants. These teachers were presented with a vignette describing a hypothetical male student. Ability (average, mild, severe) and effort (low, moderate, high) were systematically varied to create a nine-cell design. Vignettes were randomly assigned to the 72 teachers. The teachers were asked to respond to two measurements for the dependent variables. The first comprised a seven-point Likert scale measuring their perceived need for additional physical support and additional personnel support in the regular classroom. The second was a magnitude-scaling instrument, which also required responses on additional physical and personnel support. A multivariate analysis was completed for the seven-point scale and magnitude scaling of the dependent variables. Wilk's criterion indicated no significant multivariate interaction between the factors of ability and effort. The multivariate analysis yielded a main effect for ability for both dependent variables. Univariate analyses showed that teachers perceived a significant difference between students with and without intellectual disabilities in the levels of additional personnel support needed but no significant difference between students with mild and severe intellectual disabilities in the levels of additional physical support. The ability level of the students was the critical variable that determined the levels of additional support, as perceived necessary by the regular classroom teacher. Regular classroom teachers did not perceive the factor, effort, as being significant. Consistent with attributional research findings, they did not perceive student effort as needing additional classroom support. Teachers perceive a strong need for personnel classroom support being necessary for students with mild and severe intellectual disabilities. There is a paucity of global research specific to the expected levels of additional physical and personnel classroom support needed for students with intellectual disabilities and none in Australia. This study has implications for the allocation of resources within schools in that it may offer guidelines for determining the levels and type of support given to regular classroom teachers so that integrated students with intellectual disabilities may succeed in the regular class.
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Channon, Stuart Angell Maureen E. "Effects of three writing support programs on the writing quality and attitudes of Hispanic junior high students with learning disabilities." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196662.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Howard P. Parette, Jr., George Peterson-Karlan. Includes bibliographical references (leaves 132-149) and abstract. Also available in print.
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Shaboodien, Shabier Ibrahim. "Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong." Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.

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Bennett, Michael R. "A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019471.

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The purposes of this study were to determine if the following factors pertaining to elementary school principals; amount of undergraduate/graduate training in special education, previous experience with disabled students, and professional development training, had a relationship to their attitudes regarding the education of students with disabilities in the regular classroom. The study also sought to determine if differences existed between principals' attitudes toward the inclusion of different categories of disabled students into the regular classroom.The population of the study consisted of 230 randomly selected elementary school principals. Principals selected for the study were sent the data-collection instrument, The Building Administrator Survey, which was developed by the researcher. The survey instrument consisted of demographic questions which addressed the study's independent variables and 12 statements which were designed to ascertain the study's dependent variable, attitude toward the education disabled students in the regular classroom. Respondents were asked to rate each statement on a five-point Likerttype scale reflecting perceived attitudes toward each of five different categories of disability: emotional handicap, learning disability, mild mental handicap, moderate mental handicap, and severe mental handicap. A multivariate analysis of variance procedure was used to determine the of significance of relationships between the study's independent variables and principals' attitudes toward inclusion. A post hoc procedure was used to identify significant differences in principals' attitudes toward inclusionary practices relative to the study's five categories of disabled students.The following conclusions were drawn from the findings of the study:1. There is a statistically significant relationship between attitudes toward the inclusion of different categories of disabled students. Attitudes toward inclusion become less positive as the level of student disability increases.2. Principals receiving minimal amounts of professional development training tend to have more negative attitudes toward inclusion than principals receiving more extensive training.3. There is not a statistically significant relationship between principals' attitudes toward inclusion and the type of professional development training they have received, the amount of professional training in special education they have received, or their previous experience with students with disabilities in teaching and administrative settings.
Department of Educational Leadership
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Pang, Fung-cheung Irene, and 彭鳳祥. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at AberdeenRehabilitation Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249036.

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Books on the topic "Children with mental disabilities Victoria Attitudes"

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Regen, Mina. Mães e filhos especiais: Relato de experiência com grupos de mães de crianças com deficiência. Brasília: Ministério do Bem-Estar Social, Coordenadoria Nacional para Integração da Pessoa Portadora de Deficiência, 1993.

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Zufiria, Iñaki Aizpurua. Sexualidad y subnormalidad: Actitudes de los padres y de los educadores ante la sexualidad de los deficientes mentales. [Bilbao]: Servicio Editorial, Universidad del País Vasco, 1985.

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Linde, Désirée. Das Verhalten von Sonderschullehrern bei Normverstössen. Frankfurt am Main: P. Lang, 1985.

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Something's wrong with my child!: A straightforward presentation to help professionals and parents to better understand themselves in dealing with the emotionally-charged subject of disabled children. Springfield, Ill., USA: Thomas, 1987.

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Something's wrong with my child: A valuable resource in helping parents and professionals to better understand themselves in dealing with the emotionally charged subject of children with disabilities. 2nd ed. Springfield, Ill., U.S.A: Charles C. Thomas, 1998.

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Khamis, Vivian Edward. Parental attitudes toward the special education placement of their mentally handicapped children. 1990.

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Sexton, James David. The influence of familial econodemographic status, characteristics of the retarded child, and placement situation on parental attitudes toward mental retardation. 1989.

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Three children with Down's syndrome integrated into the regular classroom: Attitudes of a school community. 1988.

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A survey of factors affecting parental involvement in the Kentucky Special Olympics. 1987.

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A survey of factors affecting parental involvement in the Kentucky Special Olympics. 1985.

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Book chapters on the topic "Children with mental disabilities Victoria Attitudes"

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Ferguson, Britt Tatman, Suzanne Evans, and Nilsa J. Thorsos. "Teachers' Decision-Making Process." In Advances in Psychology, Mental Health, and Behavioral Studies, 79–100. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch005.

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This chapter examines teachers' decision-making processes of selecting and implementing inclusive literature, especially in relation to children with disabilities, in their teaching practices. Inclusive literature celebrates diversity helping the individual see himself as well as others. Inclusive literature educates everybody about everyone, and books can help reduce prejudice. Diversity in literature impacts how children view disability and allows them to understand society. Realistic portrayals of a character with a disability can have positive impact on attitudes of students without disabilities towards peers with disabilities. The chapter will address effective strategies for selecting relevant and appropriate stories and books. In addition, the chapter will address effective strategies for using inclusive literature.
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Silton, Nava R., Patrick Riley, and Amanda Anzovino. "Kindness Makes a Difference." In Research Anthology on Mental Health Stigma, Education, and Treatment, 216–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch013.

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High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.
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Silton, Nava R., Patrick Riley, and Amanda Anzovino. "Kindness Makes a Difference." In Advances in Medical Education, Research, and Ethics, 109–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch006.

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High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.
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Gopalan, Rejani Thudalikunnil. "ADHD, Parental Stress, Stigma, and Mindfulness Training." In New Developments in Diagnosing, Assessing, and Treating ADHD, 278–304. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch018.

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Many studies have proven that parental stress was associated with childhood mental disorders and disabilities, and in recent years, studies have shown that parents of children with neurodevelopmental disorders (NDDs) experience more parenting stress than parents of typically developing children. Parents living with a child with ADHD experienced stress as they struggled to cope with the child's symptoms amidst the stigmatizing attitudes from family and community members. The chapter tried to explore various factors related with parental stress and ADHD such as quality of life, parental rating of ADHD symptoms and related issues, treatment outcome, marital life, and mental health. One of the important factors contributing to stress is stigma, and the chapter also attempted to explore the link between parental stress and stigma, especially related to ADHD and its interventions. The chapter emphasized the role of mindfulness training for treating ADHD and parental stress while pointing out the methodological limitations.
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