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Programmes For Children (programme + for_children)
Selected AbstractsVaccination in children: the UK immunisation programmePRESCRIBER, Issue 10 2010David Elliman FRCP, FRCPCH Our series Prescribing in children gives practical advice for the management of childhood problems in general practice. Here, the authors describe the UK immunisation programme for children and the potential contraindications and adverse effects. Copyright © 2010 Wiley Interface Ltd [source] ,I felt like I did something good', the impact on mainstream pupils of a peer tutoring programme for children with autismBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2007Val Jones There have been many research projects studying the use of peer intervention strategies to develop the social, communication and interaction skills of children with autism, yet few of these studies focus in detail on the impact of such strategies on the mainstream peers. In this article, Val Jones, an advisory teacher for autism spectrum conditions, explores the impact of peer tutoring children with autism on the peer tutors themselves. This enquiry focuses on ten to eleven-year-old mainstream pupils who were paired with twelve children with autism and associated learning difficulties for weekly peer tutoring sessions at a primary school with a specialist autism unit. At the end of a series of tutoring sessions, the perspectives of the peer tutors were gathered through questionnaires. All of the peer tutors reported that they had enjoyed the experience and most felt that the peer tutoring had brought them direct benefits by building confidence, teaching responsibility, encouraging caring attitudes and helping them to acknowledge diversity. Val Jones also gathered the views of parents and school staff who again reported largely positive outcomes from the peer tutoring process. While this small-scale study focuses on findings from one school, there are wider implications here for the development of inclusive policies and practices and this article will be of interest to professionals working across the range of specialist and mainstream settings. [source] Training of attention and memory deficits in children with acquired brain injuryACTA PAEDIATRICA, Issue 2 2010N Madsen Sjö Abstract This pilot study concerns cognitive rehabilitation of children with acquired brain injury (ABI). Aim:, The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT-C) programme for children with ABI can be integrated in the child's school, (2) whether supervision in the school-setting maintains the child's motivation throughout the training programme and (3) whether positive changes in memory, attention and executive functions are found with this implementation of the training method. Methods:, Seven children with memory and/or attention deficits after ABI were trained with AMAT-C. Measures used were programme evaluation questions, neuropsychological tests and a questionnaire concerning executive functions. Results:, Overall, children, parents and trainers were satisfied with the programme and the children were motivated throughout the programme. The children showed significant improvements in neuropsychological subtests, primarily in tests of learning and memory. No overall change in executive functions was noted. Conclusion:, Provision of AMAT-C training and supervision at the child's school appears to ensure (1) satisfaction with the programme, (2) sustaining of motivation and (3) improvements in learning and memory. [source] Positive Connections: a programme for children who have a parent with a mental illnessCHILD & FAMILY SOCIAL WORK, Issue 2 2003Nancy A. Orel ABSTRACT Mental health professionals working with parents who suffer from a mental illness often overlook the children within the family. Children whose parents are mentally ill face numerous obstacles to their own emotional development and these children are at higher risk for developing mental illnesses than other children. These risks can be decreased if protective or positive interventions are available for the children. This article will describe the development and implementation of Positive Connections, an effective intervention programme specifically designed for children whose parents have been diagnosed with a mental disorder. The effectiveness of this programme has been evaluated using both qualitative and quantitative research strategies, and the results are presented. [source] Emotional processing in children with conduct problems and callous/unemotional traitsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 2 2008M. Woodworth Abstract Background A considerable body of evidence now suggests that conduct problem (CP) children with callous/unemotional (CU) traits differ in many ways from CP children without these characteristics. Previous research has suggested that there are important differences for youth with CP and CU characteristics in their ability to process emotional information. The current study investigated the ability of children with disruptive behaviour disorders to label emotional faces and stories. Methods Participants (aged 7,12) were involved in a summer day treatment and research programme for children with disruptive behaviour problems. Two tasks were administered that were designed to measure participant's ability to recognize and label facial expressions of emotion, as well as their ability to label emotions in hypothetical situations. Results Results indicated that children with higher levels of CU traits, regardless of whether they had elevated CP scores, were less accurate in identifying sad facial expressions. Interestingly, children with higher CU scores were more accurate in labelling fear than were children with lower CU scores, while children with high CP but low CU traits were less accurate than other children in interpreting fearful facial emotions. Further, children's recognition of various emotional vignettes was not associated with CP, CU traits or their interaction. Conclusions The current study demonstrated that it was the combination of CP and a high number of CU traits that differentiated emotional attributions. Consistent with previous research, youth with CU traits had more difficulty in identifying sad facial expressions. However, contrasting with some previous studies, higher CU traits were associated with more accurate perceptions of fearful expressions. It is possible that there is something specific to fear recognition for individuals with more psychopathic, CU traits that actually make them more successful for observing or recognizing fearful expressions. Additional research is needed to clarify both the recognition and processing of fear expression in CP children with and without CU. [source] Children's knowledge acquisition through film: influence of programme characteristicsAPPLIED COGNITIVE PSYCHOLOGY, Issue 9 2008Eva Michel Several characteristics of educational programmes for children are discussed to influence learning of content. In the present study, positive effects of a preview and inserted summaries in educational films for learning are examined. A total of 127 6-and 8-year-old participating children watched one of the four educational film versions: The original film (without preview and summaries), a version with a preview, with inserted summaries or with a verbal ,preview'. One week later, children's recollection of facts was tested in a memory interview. Results show that previews and summaries in educational films can enhance learning, and that visual scene repetition appears to further boost knowledge acquisition. Formal and content characteristics of educational programmes are discussed in terms of the underlying mechanisms influencing children's cognitive processing and learning. Copyright © 2008 John Wiley & Sons, Ltd. [source] Systematic review of early intervention programmes for children from birth to nine years who have a physical disabilityAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 4 2010Jenny Ziviani Aim:, To systematically review the literature on the effectiveness of early intervention programmes for children with physical disabilities. Methods:, Twelve electronic databases were searched for articles published between 1990 and April 2008. The quality of articles was appraised using an adapted version of the Checklist for the Evaluation of Research Articles and the Physiotherapy Evidence Database (PEDro) scale. Results:, Ten studies were included in the review. Cross-sectional and interrupted time-series studies were of moderate methodological quality, whereas the non-randomised control trial was of moderate-to-high methodological quality. Studies differed considerably with respect to participants, types of intervention and outcomes measured. Conclusions:, Positive outcomes for both children and families have resulted from early intervention. However, methodological limitations hamper a more rigorous analysis of findings across studies. [source] Home programmes in paediatric occupational therapy for children with cerebral palsy: Where to start?AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 4 2006Iona Novak Aim:, Home programmes are used extensively for children with cerebral palsy. Even though there is consensus about the importance of home programme intervention, there is little evidence of efficacy and scant information regarding programme characteristics that might affect family participation. Instead, research to date has focussed on parental compliance with prescribed programmes and parent,child interactions. Methods:, Based on reviewed literature, this article proposes a model to guide development of home programmes for children with cerebral palsy. It is a starting point for therapists to consider the way in which they focus and structure their home programmes for children who have cerebral palsy. Results and Conclusions:, The paper identifies an urgent need to develop clinical guidelines for home programmes through rigorous formal processes and to evaluate the impact of occupational therapy home programmes. [source] Learning from mothers: how myths, policies and practices affect the detection of subtle developmental problems in childrenCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2007J. Williams Abstract Background Recent research has revealed increasing concerns over the number of children entering school with unidentified developmental problems, even though there are ostensibly comprehensive health services available for mothers and their children in the pre-school years. Recognizing that early detection and early intervention reduce the likelihood of long-term health and educational problems, it is important to understand why so many children are not detected with developmental problems in their pre-school years. Methods This doctoral study utilized the knowledge and experience of mothers to draw attention to reasons why children with subtle developmental problems are not identified until school age. A qualitative methodology utilized a synthesis of interpretive biography and literary folkloristics as a method of collecting, reading and interpreting personal stories. Three literary theories, arising, respectively, from the tenets of semiotics, neoMarxism and post-structuralism, were used to critically deconstruct the mothers' stories. Results The findings highlight a number of factors that influence the interaction between mothers, health professionals and members of the community, and how these interactions impact on the early detection of children's developmental problems. The findings illustrate the influence of societal myths on how mothers and health professionals view their roles, and on how they think about and respond to the child's problem. They also confirm the value placed on professional knowledge and the role it plays in communications between mothers and health professionals. Finally, they draw attention to how competing arguments about diagnosis and labelling delay identification and access to intervention programmes for children. Conclusion Health professionals working with mothers and young children should be aware of how their values, beliefs and communication styles affect their professional practice, especially when interacting with mothers who raise concerns about their children. State policies that limit access to early intervention programmes should also be reconsidered so that young children are not excluded from assistance. [source] Choosing a safe place to cross the road: the relationship between attention and identification of safe and dangerous road-crossing sitesCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 4 2003Z. Tabibi Abstract Background Safe pedestrian behaviour relies on cognitive skills, including the ability to focus attention on the traffic environment and ignore irrelevant stimuli. An important pedestrian skill that young children find difficult is the ability to find a safe place to cross the road. The aim of this study was to examine the relationship between attention and children's ability to identify safe and dangerous road-crossing sites. Methods Participants were 95 children (aged 6.5 years, 8.6 years and 10.4 years) and 33 adults. Ability to identify safe and dangerous road-crossing sites was assessed using computer presentations of five safe and five dangerous sites. Attention was assessed using the Stroop test for resistance to interference. Correlations were calculated between Stroop test measures and pedestrian task measures (accuracy and speed of identifying safe and dangerous road-crossing sites) for each age group separately. Results The ability to identify safe and dangerous road-crossing sites and the ability to resist interference increased with age. Significant correlations were observed between identification of safe and dangerous road-crossing sites and performance on the Stroop test for children but not for adults. Discussion The results indicated that attention is required for identifying road-crossing sites quickly and accurately, especially for younger children. Road safety training programmes for children may need to take into account the development of children's attention. [source] | |||||||||||||