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Relevant bibliographies by topics / Church work with developmentally disabled

Academic literature on the topic 'Church work with developmentally disabled'

Author: Grafiati

Published: 27 July 2024

Last updated: 28 July 2024

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Journal articles on the topic "Church work with developmentally disabled"

1

Wile, Karin E., and Fred S. Ferguson. "Social work in a dental program for the developmentally disabled." Special Care in Dentistry 12, no. 1 (January 1992): 30–32. http://dx.doi.org/10.1111/j.1754-4505.1992.tb00404.x.

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Hall, James A., David J. Schlesinger, and John P. Dineen. "Social Skills Training in Groups with Developmentally Disabled Adults." Research on Social Work Practice 7, no. 2 (April 1997): 187–201. http://dx.doi.org/10.1177/104973159700700203.

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This first of two social work studies with developmentally disabled adults evaluates the effectiveness of a social skills training package in a replication of Bales (1980). Two groups of four trainees from vocational training programs were organized at two sites, respectively (n = 8). Both groups received a 12-session training package designed to improve social skills in four domains. A multiple baseline design across skills was used to evaluate effectiveness for individuals in each group, with skills assessed using a 16-situation role-play test. As a result of training, participants improved in skill performance using the role-play test, but an in-vivo assessment showed little change. Thus it was concluded that the treatment package was effective in improving social skills, but not powerful enough to effect significant changes in other settings. Suggestions are given concerning treatment effectiveness and implications for social work practice.

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Seligman, Stephen. "Concepts in infant mental health: Implications for work with developmentally disabled infants." Infants & Young Children 1, no. 1 (July 1988): 41–51. http://dx.doi.org/10.1097/00001163-198807000-00007.

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Fotheringham, John B., Karim Abdo, Hélène Ouellette-Kuntz, and Art Wolfgarth. "Survey of Community Adjustment of Previously Institutionalized Developmentally Disabled Persons." Canadian Journal of Psychiatry 38, no. 10 (December 1993): 641–48. http://dx.doi.org/10.1177/070674379303801004.

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A survey was conducted of the community adjustment of 108 developmentally disabled (mentally retarded) persons who had spent at least three years in an institution in southeastern Ontario. On average, they had resided 3.5 years in the community, were 40 years of age, with a mental age of five years and a median IQ of 41, and most had one or more moderate to severe physical disabilities. During their most recent year living in the community it was found that their daily living skills remained unchanged compared with their skill level in the year prior to community placement. As well, the community staff rated them as average in level of performance and amount of supervision required compared with others of similar ability. About one third were found to have a moderate to severe behavioural/psychiatric problem with aggressive disruptive behaviour being most frequent. Of the two-thirds capable of being interviewed, over three-quarters expressed satisfaction with their present living, work, education and recreation environment and had no desire to return to the institution. Most had few if any meaningful relationships with non developmentally disabled persons other than caregivers. Support agency staff and psychiatric consultants identified additional service needs for those with behavioural/psychiatric problems who may be placed in the community.

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Liptak, Gregory S. "The Pediatrician's Role in Caring for the Developmentally Disabled Child." Pediatrics In Review 17, no. 6 (June 1, 1996): 203–10. http://dx.doi.org/10.1542/pir.17.6.203.

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Definition The term "developmental disabilities" is used to describe a broad array of conditions that delay development and includes individuals who have "mental retardation." In 1992, the American Association on Mental Retardation defined mental retardation as an intelligence quotient (IQ) less than 70 or 75, with onset before age 18 years and limitations in two or more of the following adaptive skills: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. This definition assumes that the testing performed was sensitive to differences in culture, language, communication, and behaviors and that the child's broadly defined environment was considered. Developmental disabilities may be isolated, as in the child whose vision is impaired, or may be multiple, as in the child whose fine motor, gross motor, and social functioning are delayed. Epidemiology Mental retardation has a prevalence of 10 in 1000 children. Specific common conditions and their prevalence per 1000 children include: cerebral palsy, 2; Down syndrome, 1; hearing impairment, 1; visual impairment, 1; and fragile X syndrome, 1. Delayed development is more frequent among children from low socioeconomic conditions. Developmental disabilities are encountered commonly in pediatric practice: Horwitz et al found that 5.3% of the patients encountered in a study of pediatric practices had cognitive and language disorders and that 4.0% had motor abnormalities.

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Martin, Garry L. "A Staff Manual to Help Developmentally Disabled Persons Improve Their Work Habits and Productivity." Behavior Modification 19, no. 3 (July 1995): 325–38. http://dx.doi.org/10.1177/01454455950193004.

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O'Malley, Patricia E. "Chapter VIII: Group Work with Older People Who Are Developmentally Disabled and Their Caregivers." Journal of Gerontological Social Work 25, no. 1-2 (April 29, 1996): 105–20. http://dx.doi.org/10.1300/j083v25n01_08.

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Katcher, Avrum L., and Julian S. Haber. "The Pediatrician and Early Intervention for the Developmentally Disabled or Handicapped Child." Pediatrics In Review 12, no. 10 (April 1, 1991): 305–11. http://dx.doi.org/10.1542/pir.12.10.305.

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New federal legislation involving infants at risk for handicaps and their families, in the form of Public Law 99-457, will rely on interaction between pediatricians and other professionals to maximize health and social benefits. Involvement in early identification and remediation of infants at risk is a role well suited to the primary care pediatrician. Early Intervention Programs offer remediation and enhancement of development for children at biologic or environmental risk. Pediatricians should be alert to screen, identify, and assess children who may be helped by Early Intervention Programs. The primary care pediatrician should work with children who have these problems, help coordinate care, and serve as an advocate for the child and family.

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9

Martin, Garry L., and E. Rosemarie Hrydowy. "Self-Monitoring and Self-Managed Reinforcement Procedures for Improving Work Productivity of Developmentally Disabled Workers." Behavior Modification 13, no. 3 (July 1989): 322–39. http://dx.doi.org/10.1177/01454455890133003.

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10

Gage, Mary Ann, H. D. Bud Fredericks, Nancy Johnson-Dorn, and Barbara Lindley-Southard. "In-Service Training for Staffs of Group Homes and Work Activity Centers Serving Developmentally Disabled Adults." Research and Practice for Persons with Severe Disabilities 34, no. 2 (June 2009): 49–58. http://dx.doi.org/10.2511/rpsd.34.2.49.

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Dissertations / Theses on the topic "Church work with developmentally disabled"

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Harden, L. A. "Effective ministry with deaf and developmentally disabled adults." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.

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Gilligan, Catherine Agnes. "Admission to the sacraments for the developmentally disabled." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Luka, Miral. "Spiritual transformation in persons with developmental disabilities in l'Arche community koinonia as a vehicle for metanoia /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0131.

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Muzio, Steven. "Disability ministry in the small church." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p030-0168.

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Sullivan, Jacqueline Patricia Clay Tubbs. "Pastoral care to younger adults in long-term care." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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McNulty, Edward Patrick. "The right of persons with Down syndrome to the celebration of the sacraments of initiation." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Jones, Jaclyn Leia. "The effects of social involvement on work performance of adults with developmental disabilities." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2294.

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Eng, Theary C. "Aging developmentally disabled individuals and their caregiver needs| A curriculum." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587894.

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The growing trend for housing individuals who are developmentally disabled has been focused on community based housing; giving them an opportunity to live a less restricted lifestyle. With this shift of care, families who take on caregiving roles deal with insurmountable issues because of limited support and lack of services. Caregivers are faced with challenges such as impulsive behaviors, daily caregiving duties, and concerns about the future. These in turn take a toll on their physical and mental health. The purpose of this project was to develop a curriculum for current and future family caregivers; with the aim of helping them to empower themselves and care recipients, to ultimately reduce barriers of communication within families, to address caregiving concerns, and to provide peer support throughout the curriculum. This curriculum includes three modules that educate caregivers about planning for the future, legal concerns, and community resources.

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Bahrami, Nahid Anna, and Pamela Lynne Shiner. "A study on the children of the developmentally disabled." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/798.

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Books on the topic "Church work with developmentally disabled"

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Reinders, Hans S. What can we learn from the disabled?: Responses to Jean Vanier from theology and the sciences. Grand Rapids, Mich: William B. Eerdmans Pub., 2010.

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2

J, Newman Barbara. Helping kids include kids with disabilities. 2nd ed. Grand Rapids, Mich: Faith Alive, 2012.

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3

Okhuijsen, Gijs. In heaven there are no thunderstorms: Celebrating the liturgy with developmentally disabled people. Collegeville, Minn: Liturgical Press, 1992.

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4

Living l'Arche: Stories of compassion, love, and disability. Collegeville, Minn: Liturgical Press, 2009.

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Buser, Christella. Flowers from the ark: True stories from the homes of l'Arche. New York: Paulist Press, 1996.

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6

Signs of the times: Seven paths of hope for a troubled world. London: Darton, Longman & Todd, 2013.

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7

Mosteller, Sue. A place to hold my shaky heart: Reflections from life in community. New York: Crossroad Pub. Co., 1998.

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8

Vanier, Jean. The heart of l'Arche: A spirituality for every day. Toronto, Ont., Canada: Novalis, 1995.

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9

Hryniuk, Michael. Theology, disability, and spiritual transformation: Learning from the communities of l'Arche. Amherst, NY: Cambria Press, 2010.

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Hryniuk, Michael. Theology, disability, and spiritual transformation: Learning from the communities of l'Arche. Amherst, NY: Cambria Press, 2010.

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Book chapters on the topic "Church work with developmentally disabled"

1

"3. Disrupting: Aesthetics of Time and Work." In The Disabled Church, 99–130. Fordham University Press, 2020. http://dx.doi.org/10.1515/9780823285556-005.

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2

Kaplan, Kenneth. "Linking the Developmentally Disabled Client to Needed Resources: Adult Protective Services Case Management." In Social Work Case Management, 89–106. Routledge, 2017. http://dx.doi.org/10.4324/9781315129853-7.

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3

Hochschild, Jennifer L., and Nathan Scovronick. "Separation and Inclusion." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0010.

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IN LOS ANGELES HISPANIC PARENTS PICKET A SCHOOL, demanding that their children be taken out of bilingual education classes and put into regular, English-speaking classes; in Florida the state department of education officially chastises the schools in Orange County for not providing bilingual education classes. A mother hires attorneys and spends two years fighting to have her developmentally disabled teenage daughter placed in a full-time residential facility at public expense; another set of parents pays for neuropsychological testing for their five-year-old son with cerebral palsy so that they can do battle if the Wellesley, Massachusetts, school district tries to move him out of a regular kindergarten class. In Montclair, New Jersey, one parent opposes a plan to eliminate ability grouping in ninth-grade English because he “doesn’t want his daughter jeopardized by the possibility that the new plan isn’t going to work”; another supports the plan because “an end should be put to a [grouping] system that intentionally or unintentionally privileges a small minority and fails to do justice to the rest of the children.” It is extremely hard to figure out how best to educate children who are in some way distinctive in their physical, emotional, or academic capacity, or in their English language proficiency. These children may differ not only from the majority of students but also from those perceived to have the same characteristics. Their advocates sometimes disagree passionately about how the inclusion of students with distinctive characteristics affects their achievement and that of their peers. In addition, the placement of these students is often affected unfairly by the usual racial and class hierarchies. Everyone concurs that whether we help children with distinctive characteristics to achieve their dreams is an important test of our nation’s commitment to the American dream. But deep disagreements remain about how to do it. Most Americans believe, in principle, that interaction in the classroom and playground is the best way for children to learn to appreciate, or at least deal with, people different from themselves. Mixing in this way may even lead students to find new dreams, see new possibilities, invent new futures. This is the premise behind the view that the collective goals of education are best achieved when students are educated together regardless of variations in ethnicity or race, gender or religion, ability or disability, background or beliefs.

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