The Experts below are selected from a list of 303 Experts worldwide ranked by ideXlab platform
Karen Horridge - One of the best experts on this subject based on the ideXlab platform.
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austerity and families with Disabled Children a european survey
Developmental Medicine & Child Neurology, 2019Co-Authors: Karen Horridge, Alain Chatelin, Arnab Seal, Lourdes Merio Macias, Oleh Kachmar, Giovanni Cioni, Scott WilkesAbstract:AIM To describe the impact austerity measures have had on families with Disabled Children across Europe and on professionals providing services for them. METHOD Cross-sectional surveys were disseminated via professional and family networks in 32 European countries for 3 months from December 2016. RESULTS Families (n=731), of whom 45% met UNICEF criteria for severe poverty, and professionals (n=959) responded from 23 and 32 countries respectively. Respondents were grouped into those from countries with and without austerity. The direct and indirect impact of austerity cuts and worse working conditions were reported more often by professionals from countries with austerity, compared to those without. Most families reported services to be worse in quality than 3 years ago. Families with completely dependent Disabled Children said the needs of their Disabled Children are significantly less well met now, compared to 10 years ago. INTERPRETATION A decline in quality of services for Disabled Children was reported by most family and many professional respondents across Europe, regardless of austerity. Where implemented, austerity measures were reported to have impacted significantly on families with Disabled Children.
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Safeguarding Disabled Children and young people
Paediatrics and Child Health, 2016Co-Authors: Yasmin De Alwis, Karen HorridgeAbstract:Abstract Disabled Children are more at risk to all forms of child abuse. Optimal safeguarding Disabled Children and young people involves prevention, recognition and support for Children and their families. In order to achieve this it is important to recognise the key risk factors that predispose to abuse and neglect and to understand how timely recognition and subsequent support can be offered to minimise both the risk and the harms that occur. This article aims to highlight the knowledge base that exists regarding safeguarding for this group and offers guidance to those working with these vulnerable Children and young people.
Helene J. Polatajko - One of the best experts on this subject based on the ideXlab platform.
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Visual-ocular control of normal and learning-Disabled Children.
Developmental medicine and child neurology, 2008Co-Authors: Helene J. PolatajkoAbstract:Much of the data typically presented to support the vestibular dysfunction hypothesis among learning-Disabled Children is based on a measure of vestibular function that is confounded by visual input. Thus these data may provide evidence of deficits in visual-ocular function in this population. To explore this possibility the authors investigated the differences in visual-ocular function, in particular optokinetic nystagmus (OKN), between normal and learning-Disabled Children. Children were tested for refixation saccades, smooth ocular pursuit, spontaneous nystagmus, gaze nystagmus and OKN. The testers were blind to the group to which the Children belonged. No significant differences were found between the groups on any of the variables. It is concluded that there is no difference in nystagmic behaviour between normal and learning-Disabled Children, and that the differences in eye movements reported among learning-Disabled Children should not be attributed to the visual-ocular control functions investigated here.
Bernadette Kelly - One of the best experts on this subject based on the ideXlab platform.
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Methodological Issues for Qualitative Research with Learning Disabled Children
International Journal of Social Research Methodology, 2007Co-Authors: Bernadette KellyAbstract:This paper discusses key methodological issues for qualitative research with learning Disabled Children, based on the author’s experience of involving learning Disabled Children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of Disabled Children as competent research participants. Issues that arose throughout the research process, from the early stages of gaining access to Children, to communication challenges for interviewing learning Disabled Children, and the analysis and dissemination of data, are discussed. Within this context, this paper explores key methodological issues for researchers with regard to interviewing learning Disabled Children and actively involving them in qualitative research.
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Social work with Disabled Children
Childrenz issues : journal of the Children’s Issues Centre, 2005Co-Authors: Bernadette KellyAbstract:New developments in disability and childhood theory have important implications for social work practice. These theoretical developments have highlighted how personal and professional assumptions about disability and childhood impact on the extent to which service providers consult Disabled Children and promote their active participation in decisions affecting their lives and service delivery. This paper will draw on findings from a study of family support services for Disabled Children in Northern Ireland to illustrate these practice issues, and discuss the relevance of current disability and childhood theory to social work practice.
Kirsten Stalker - One of the best experts on this subject based on the ideXlab platform.
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Disabled Children and the Child Protection System: A Cause for Concern
Child Abuse Review, 2015Co-Authors: Julie Taylor, Kirsten Stalker, Alasdair B.r. StewartAbstract:Disabled Children are more likely to be abused than their non-Disabled peers. Despite this heightened risk, the abuse of Disabled Children goes undetected and under-reported. This qualitative study investigated the specific issues faced by practitioners in Scotland in supporting Disabled Children at risk of significant harm. Interviews were held with participants from six local authority areas and across five different services and five focus groups with Child Protection Committees (total 61 participants). There were positive messages about putting the child at the very heart of child protection assessment and intervention, regardless of any impairment a child may have. However, there was also concern that practice was at times parent-centred. Some participants appeared to be ‘muddling through’ in practice and many practitioners lacked confidence when working with Disabled Children. Data from this study suggests that thresholds for Disabled Children may be higher than for non-Disabled Children. Participants reported high levels of interagency working and saw this as inherently positive, although they recognised some failings and tensions. There is widespread commitment across the child protection system to putting the child at the centre. However, getting it right for every child does not mean treating every child the same.
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Protecting Disabled Children in Scotland - a hidden group?
2015Co-Authors: Kirsten Stalker, Julie Taylor, Deborah Fry, Alasdair B.r. StewartAbstract:The objective of this paper is to present findings from a study, funded by Scottish Government and published in 2014, of child protection practice with Disabled Children and young people in Scotland. The main research aim was to examine how public services identify and support Disabled Children (aged 0-18) at risk of significant harm. The objective of this paper will be to examine how far these young people are present/visible or remain absent/hidden in child protection processes and services. Twenty-one in-depth interviews were conducted with professionals (social work, education, health, police and third sector agencies), in six Scottish local authorities and focus groups with Child Protection Committees in five of them. These will be presented under three themes - 'identifying child protection concerns', 'acting on child protection concerns' and 'the child at the centre?' In relation to identifying concerns, this is likely to be compromised by the variable awareness among managers and practitioners of Disabled Children's heightened vulnerability to abuse (well established in the literature), some misconceptions about it, a risk of losing sight of the child by focusing on impairment or, conversely, losing sight of the implications of specific impairments by taking an overly 'child first' approach. While some good practice examples emerged, effective action could be compromised by practitioners' over-empathising with parents and the perceived demands they faced, heightened thresholds being applied to Disabled Children and issues about locus of responsibility, training and resources. The extent to which the Disabled child was placed at the centre of practice was contingent on professionals' ability to communicate effectively with them and willingness to seek their views. Disabled Children were unlikely to attend child protection case conferences and very few cases proceeded to court. To a large extent, Disabled Children remain hidden within the child protection system in Scotland and the numbers registered, taken alongside wider research findings about prevalence of abuse internationally, strongly indicate that many more, who should be in receipt of services and support, are absent.
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Deaf and Disabled Children talking about child protection (Short Report)
2015Co-Authors: Julie Taylor, Kirsten Stalker, Audrey Cameron, Christine Jones, Anita Franklin, Deborah FryAbstract:All Children have a right to be safe. This study was commissioned by the National Society for the Prevention of Cruelty to Children (NSPCC) to address a significant gap in current understandings of deaf and Disabled Children and young people's experiences of the child protection system1. Research shows that in addition to being at a greater risk of experiencing child abuse2, deaf and Disabled Children experience a range of barriers in accessing appropriate responses. The abuse of deaf and Disabled Children is underreported and often hidden and a range of myths and stereotypes surround the abuse they experience. These perpetuate the silence around such abuse and present barriers to help seeking, timely recognition and effective response. The study addressed four main research questions: 1. What are deaf and Disabled Children’s experiences of seeking help about current or past abuse and what are their views and experiences (if any) of child protection systems across the UK? 2. What barriers to protection exist and how do these impact on deaf and Disabled Children? 3. What enablers of protection exist for deaf and Disabled Children? 4. How can practitioners better recognise signs of abuse in deaf and Disabled Children and provide more effective protection?
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Researching the lives of Disabled Children and young people
Children & Society, 2012Co-Authors: Kirsten StalkerAbstract:Why a Special Issue of Children & Society dedicated to Disabled Children and young people? The simple answer to that question is ‘because Disabled Children are Children first and foremost’. The vast majority of Disabled Children and young people in the western world live at home with their families, most attending mainstream schools, and Disabled Children and young people worldwide have rights to inclusion and equal treatment enshrined in national legislation and international conventions. Yet they often remain left out – from generic Children’s research, from policy-making about Children’s services and, in their everyday lives, from inclusion in friendship groups and social and sporting activities.
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child abuse child protection and Disabled Children a review of recent research
Child Abuse Review, 2012Co-Authors: Kirsten Stalker, Katherine McarthurAbstract:This paper reports the results of a scoping study which reviewed research about child abuse, child protection and Disabled Children published in academic journals between 1996 - 2009. The review was conducted using a five stage method for scoping studies. Several studies have revealed a strong association between disability and child maltreatment, indicating that Disabled Children are significantly more likely to experience abuse than their non-Disabled peers. Those with particular impairments are at increased risk. There is evidence that the interaction of age, gender and/or socio-cultural factors with impairment results in different patterns of abuse to those found among non-Disabled Children although the reasons for this require further examination. It appears that therapeutic services and criminal justice systems often fail to take account of Disabled Children's needs and heightened vulnerability. In Britain, little is known about what happens to Disabled Children who have been abused and how well safeguarding services address their needs. Very few studies have sought Disabled Children's own accounts of abuse or safeguarding. Considerable development is required, at both policy and practice level, to ensure that Disabled Children's right to protection is upheld. The paper concludes by identifying a number of aspects of the topic requiring further investigation.
Christopher Morris - One of the best experts on this subject based on the ideXlab platform.
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involving Disabled Children and young people as partners in research a systematic review
Child Care Health and Development, 2015Co-Authors: S Bailey, Kate Boddy, Simon Briscoe, Christopher MorrisAbstract:Children and young people can be valuable partners in research, giving their unique perspectives on what and how research should be done. However, Disabled Children are less commonly involved in research than their non-Disabled peers. This review investigated how Disabled Children have been involved as research partners; specifically how they have been recruited, the practicalities and challenges of involvement and how these have been overcome, and impacts of involvement for research, and Disabled Children and young people. The INVOLVE definition of involvement and the Equality and Human Rights Commission definition of disability were used. Relevant bibliographic databases were searched. Websites were searched for grey literature. Included studies had involved Disabled Children and young people aged 5-25 years in any study design. Reviews, guidelines, reports and other documents from the grey literature were eligible for inclusion. Twenty-two papers were included: seven reviews, eight original research papers, three reports, three guidelines and one webpage. Nine examples of involvement were identified. Recommendations included developing effective communication techniques, using flexible methods that can be adapted to needs and preferences, and ensuring that sufficient support and funding is available for researchers undertaking involvement. Positive impacts of involvement for Disabled Children included increased confidence, self-esteem and independence. Positive impacts for research were identified. Involving Disabled Children in research can present challenges; many of these can be overcome with sufficient time, planning and resources. More needs to be done to find ways to involve those with non-verbal communication. Generally, few details were reported about Disabled Children and young people's involvement in studies, and the quality of evidence was low. Although a range of positive impacts were identified, the majority of these were authors' opinions rather than data. There remains scope for methodological research to inform appropriate approaches to public and patient involvement in childhood disability research.