1. Objectifs

Intentions :
«[T]he purpose of this study was to examine the type and scope of strategies used by parents of youth with physical disabilities, aged 12 to 18 years, using a structured measure. Knowledge gained from this study may increase our understanding of the range of strategies parents utilise for supporting their youth’s participation in different settings (home, school, and the community), further facilitating elements of family-centred practice.» (p. 154)

2. Méthode

Échantillon/Matériau :
«This descriptive study examined existing data obtained from a larger study (n=28) that demonstrated the effectiveness of the Pathways and Resources for Engagement and Participation (PREP) intervention in promoting community participation among youth with physical disabilities by modifying aspects of their environment (Anaby et al., 2018). […] Twenty-two parents of youths aged 12 to 18 years whose mobility was restricted (for example due to cerebral palsy, spina bifida, or musculoskeletal disorders) were recruited from five major rehabilitation centres and two high schools in Greater Montreal, from both the Anglophone and Francophone communities […].» (p. 154)

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

«Findings indicate that parents’ strategies encompassed all domains of the CMOP-E [Canadian Model of Occupational Performance – Engagement], with a greater emphasis on the environment. Parents reported a great range of strategies that aimed at influencing their youth’s participation, especially related to and within the school environment. For example, […] all of the strategies reported in the institutional environment were specific to the youth’s school. This suggests that parents tended to use strategies that they could implement in their immediate environment and may imply that school participation is a priority for parents. While parents report advocacy-related strategies in the school setting by communicating with the teachers, principal, and school board, there were no examples of parents advocating for the youth at a macro level, for example by campaigning for more service programmes or engaging with policy makers to influence government policies specific to schooling and/or to community engagement.» (p. 159) «A richness of strategies, having the largest number of unique strategies, was also evident in the physical environment; for example, removing furniture or obstacles that block passages, or sending the youth to a different or specialised school. The parents’ focus on practical solutions to mitigate the multiple challenges of the physical environment suggests the priority of parents of youths with physical disabilities and was reflected in the large range of strategies reported in this area.» (p. 160)