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Research has shown that participating in home, school and community activities has a positive influence on a person's health and wellbeing. For an adolescent with an impairment or disability, how much does this affect their participation? In a new study, Frida Lygnegård from the CHILD research environment at the School of Health and Welfare at Jönköping
Giving teens a voice in expressing their opinions in their everyday life in Frida Lygnegård's thesis.
"Many studies start with an badumption on how to participate with certain disabilities will think." My opinion is that we should be asking teenagers how they feel about the things they do in everyday life, "she argues.
Frida Lygnegård is one of Sweden's only teenagers in the field of education and training. These included those who have not been diagnosed with disabilities who have been diagnosed with disabilities.
In a carefully crafted questionnaire, the students were asked to self-rate (to give answers by parents, teachers or carers) their participation at home, at school and with peers.
"Our questions to the students had two dimensions: firstly, we asked them how often they did some things," Frida Lygnegård explains Frida Lygnegård.
Data was collected at two time points – when the students were 12-13 years old and later when they were 15-16 years old-to-see-how-to-be-changed-over-time. the reasons for member changed.
"I saw that the type of impairment is not a predictor of how we feel about participation in activities. with their friends or helping out with domestic activities at home. "
Frida Lygnegård that saw that that that ida ida ida ida ida Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr. She argues that we should be focusing on the biopsychosocial impact (a combination of the impairment, how does the individual feel and the effect of their social environment) when it comes to explaining their participation in activities.
"We should not underestimate a diagnosis, but we should be overly focused on it," she explains. "My thesis shows that the effect of impairment is more obvious at school, so interventions to increase participation should be focused there."
Many adolescents have sub-threshold symptoms that are still not obvious, and yet these adolescents still have difficulties with participation. How do we reach them? For Frida Lygnegård, the answer is simple:
"Can we ask them if they think they have an impairment or if they experience any difficulties in their daily activities?" Yes! We need to ask teenagers how they feel, and we need to trust them. knowledge about themselves. "
Frida Lygnegård successfully defended her thesis "Participation in and outside school" at the School of Health and Welfare, Jönköping University on 26th October.
Explore further:
Teens with autism face hurdles to social life outside school, study finds
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