2.50
Hdl Handle:
http://hdl.handle.net/10755/157502
Type:
Presentation
Title:
CHALLENGES EXPERIENCED DURING CHILDHOOD/ADOLESCENCE BY YOUNG WOMEN WITH CP
Abstract:
CHALLENGES EXPERIENCED DURING CHILDHOOD/ADOLESCENCE BY YOUNG WOMEN WITH CP
Conference Sponsor:Western Institute of Nursing
Conference Year:2010
Author:Freeborn, Donna S., PhD, FNP, CNM
P.I. Institution Name:Brigham Young University
Title:Assistant Professor
Contact Address:457 SWKT, Provo, UT, 84602, USA
Co-Authors:Barbara Mandleco
PURPOSES/AIMS:
To examine challenges experienced during childhood/adolescence by young women with cerebral palsy related to their interactions with peers and adults in educational settings.
RATIONALE/CONCEPTUAL BASIS/BACKGROUND:
Though it is clear stigmatization toward individuals with disabilities frequently occurs, little is understood about how stigma impacts the challenges faced by people with cerebral palsy as navigate childhood and adolescence in interaction with peers. These challenges are especially apparent during interactions with fellow students and teachers in educational settings, and include being excluded from activities, being physically or emotionally mistreated, and being denied appropriate accommodations. These challenges are important because the socialization experiences and cognitive gains that occur in educational settings assist youth with cerebral palsy make a healthy transition to adulthood. However, challenges associated with these negative educational experiences for students with a disability such as cerebral palsy can cause them to lower their educational expectations, and affect their self-esteem and self-confidence. This is especially true for females who are more affected by the challenges and negative feedback they receive during childhood and adolescent educational experiences than males. Consequently, many females with a disability such as cerebral palsy internalize a belief that they are inferior to other girls and are not able to achieve the level of education they may have aspired to achieve during childhood/adolescence.
METHODS:
Utilizing the feminist biographical method, eight women with CP participated in two in-depth audio-taped interviews related to challenges they experienced during childhood/adolescence. The interviews were transcribed verbatim. Analysis of interviews occurred throughout and after the interviewing process. This analysis employed the hermeneutical procedure of comparing the part to the whole and the whole to the part.
RESULTS: Three themes relating to challenges associated with educational experiences during childhood/adolescence emerged: (a) academics, (b) teachers, and (c) peers. Academic challenges included being placed in special education or remedial classes due only to their physical disability and being treated as if they were cognitively impaired. Challenges with teachers included being treated differently from other students, being accused of cheating because they had to use an aide for writing papers or taking exams, and being accused of expecting special accommodations. Challenges with peers included enduring emotional and physical abuse, being excluded from activities, and feeling socially isolated.
IMPLICATIONS:
Findings support not only the need for an inclusive educational system that provides children/adolescents with cerebral palsy with positive educational and relational experiences so the challenges faced are easier to overcome, but also allow health care providers to become aware of the challenges these youth face growing up. In addition, helping these individuals overcome the challenges associated with academic, peer and teacher experiences during childhood and adolescence in the educational setting can assist in the transition to adulthood and higher education.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCHALLENGES EXPERIENCED DURING CHILDHOOD/ADOLESCENCE BY YOUNG WOMEN WITH CPen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157502-
dc.description.abstract<table><tr><td colspan="2" class="item-title">CHALLENGES EXPERIENCED DURING CHILDHOOD/ADOLESCENCE BY YOUNG WOMEN WITH CP</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Freeborn, Donna S., PhD, FNP, CNM</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Brigham Young University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">457 SWKT, Provo, UT, 84602, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">donnafreeborn@byu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Barbara Mandleco</td></tr><tr><td colspan="2" class="item-abstract">PURPOSES/AIMS: <br/>To examine challenges experienced during childhood/adolescence by young women with cerebral palsy related to their interactions with peers and adults in educational settings.<br/>RATIONALE/CONCEPTUAL BASIS/BACKGROUND: <br/>Though it is clear stigmatization toward individuals with disabilities frequently occurs, little is understood about how stigma impacts the challenges faced by people with cerebral palsy as navigate childhood and adolescence in interaction with peers. These challenges are especially apparent during interactions with fellow students and teachers in educational settings, and include being excluded from activities, being physically or emotionally mistreated, and being denied appropriate accommodations. These challenges are important because the socialization experiences and cognitive gains that occur in educational settings assist youth with cerebral palsy make a healthy transition to adulthood. However, challenges associated with these negative educational experiences for students with a disability such as cerebral palsy can cause them to lower their educational expectations, and affect their self-esteem and self-confidence. This is especially true for females who are more affected by the challenges and negative feedback they receive during childhood and adolescent educational experiences than males. Consequently, many females with a disability such as cerebral palsy internalize a belief that they are inferior to other girls and are not able to achieve the level of education they may have aspired to achieve during childhood/adolescence.<br/>METHODS: <br/>Utilizing the feminist biographical method, eight women with CP participated in two in-depth audio-taped interviews related to challenges they experienced during childhood/adolescence. The interviews were transcribed verbatim. Analysis of interviews occurred throughout and after the interviewing process. This analysis employed the hermeneutical procedure of comparing the part to the whole and the whole to the part. <br/>RESULTS: Three themes relating to challenges associated with educational experiences during childhood/adolescence emerged: (a) academics, (b) teachers, and (c) peers. Academic challenges included being placed in special education or remedial classes due only to their physical disability and being treated as if they were cognitively impaired. Challenges with teachers included being treated differently from other students, being accused of cheating because they had to use an aide for writing papers or taking exams, and being accused of expecting special accommodations. Challenges with peers included enduring emotional and physical abuse, being excluded from activities, and feeling socially isolated. <br/>IMPLICATIONS: <br/>Findings support not only the need for an inclusive educational system that provides children/adolescents with cerebral palsy with positive educational and relational experiences so the challenges faced are easier to overcome, but also allow health care providers to become aware of the challenges these youth face growing up. In addition, helping these individuals overcome the challenges associated with academic, peer and teacher experiences during childhood and adolescence in the educational setting can assist in the transition to adulthood and higher education.<br/></td></tr></table>en_GB
dc.date.available2011-10-26T19:55:51Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:55:51Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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