Organization of a Family Training Service Pertaining to Intellectual Disabilities

Autor/inn/en	Zingale, Marinella; Belfiore, Giovanni; Mongelli, Vita; Trubia, Grazia; Buono, Serafino
Titel	Organization of a Family Training Service Pertaining to Intellectual Disabilities
Quelle	In: Journal of Policy and Practice in Intellectual Disabilities, 5 (2008) 1, S.69-72 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1122
DOI	10.1111/j.1741-1130.2007.00141.x
Schlagwörter	Severe Mental Retardation; Interdisciplinary Approach; Educational Change; Foreign Countries; Social Work; Intervention; Family Programs; Parent Education; Competence; Autism; Pervasive Developmental Disorders; Cooperative Planning; Problem Solving; Skill Development; Social Support Groups; Pretests Posttests; Questionnaires; Program Effectiveness; Coping; Self Esteem; Italy + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsreform; Ausland; Soziale Arbeit; Family program; Familienprogramm; Parents education; Elternbildung; Elternschule; Kompetenz; Autismus; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Social support; Soziale Unterstützung; Fragebogen; Bewältigung; Self-esteem; Selbstaufmerksamkeit; Italien
Abstract	The authors present the outcomes of three parent training experiences carried out at the Research Institute "OASI MARIA SS" in Troina, Italy, which were designed to facilitate the acquisition of specific competencies and to promote educational effectiveness within the family. Some 30 families (all with a member with autistic disorder or with severe and profound intellectual disability) were followed for a four-week period. Treatments were carried out according to a multidisciplinary approach (a social worker, physician, psychologist, pedagogist, and educator were involved). The main objectives of the training were to promote families' willingness to collaborate, to improve educational abilities, to foster problem solving, and to create a local support network. To assess change, a pre- and post-questionnaire was administered to families. In the three different training models, relevant improvements in coping abilities as well as development of educational self-confidence were noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10