An integrated model of social environment and social context for pediatric rehabilitation

Leisure participation–preference congruence of children with cerebral palsy: a Children's Assessment of Participation and Enjoyment International Network descriptive study

“…The lack of differences between regions suggests that these Western, high‐income regions were not sufficiently different from each other to influence children's participation–preference congruence. This finding also suggests that other variables, such as those related to the close environment – that is, the context (people, place, objects, activity, time) in which the participation takes place, or within‐person variables such as self‐determination – are more important. These contextual and personal factors are likely to contribute to the high variance seen in the congruence scores (Table ) and would benefit from further research.…”

“…Niches are conceptually similar to social contexts, 21,24 and refer to the experienced setting in a larger environment in which people, places, activities, and objects come together in time. 21 These contexts can be experienced as positive, negative, or neutral, and thus play a role in the development of preferences. In addition, not all contexts or niches are available to all children: some are culturally specific and others are more or less open, depending on the characteristics of the child, as well as the context and wider environment.…”

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

“…Everyday functioning also refers to individual characteristics and adapting to environmental challenges (Bronfenbrenner, 1979;Case-Smith, 1995;Hebbeler & Rooney, 2009;Kielhofner, 2009;Kjellmer et al, 2012). In preschool environments, children have experiences regarding objects, people, places and activities, referred to as "the social context" (Batorowicz, King, Mishra & Missiuna, 2016). In this thesis, the SDQ Peer Problems subscale was found to be difficult to use with younger children (1-3 years of age).…”

A realist evaluation of a physical activity participation intervention for children and youth with disabilities: what works, for whom, in what circumstances, and how?

“…To clarify, environment is a construct denoting broad external circumstances that may be considered as enablers or barriers to functioning, participation or development [1]; the term ‘context’ refers to the setting for participation (including place, activity, people, and objects), where the person-environment interaction occurs [6]. Current developmental theories and models emphasise the importance of understanding the social context of children and the reciprocal nature of child-environment interactions [7, 8].…”