Building a Successful Adult Life: Findings From Youth-Directed Research

Powers, Laurie E.; Garner, Tracee; Valnes, Betsy; Squire, Peter; Turner, Alison; Couture, Todd; Dertinger, Rocky

doi:10.1080/09362830709336925

Cited by 31 publications

(51 citation statements)

References 9 publications

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“…There are additional benefits to PR, including the facilitation of recruitment of people with neurodevelopmental disorders, the adaptation of measurements and clarification of language to be easily accessible to research participants, and the dissemination of results to members of the partner's community (Kiernan, 1999;Nicolaidis et al, 2013;Powers et al, 2007). Nevertheless, application of PR can have distinct challenges, as Voegtle (2008) observes, "communication problems and differing goals, values, and work styles" (p. 4) can produce tensions between members of a developing partnership, and the "process is time-consuming" (p. 4; also Stalker, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…There has been a diverse range of roles for LD partners, from autobiographers (Atkinson and Walmsley, 1999), interviewers (Williams, 1990), advisors (Atkinson and Williams, 1990;Macadam and Sutcliffe, 1996;Stalker, 1998), and partners (Ham et al, 2004;March et al, 1997;Powers et al, 2007). March (1997) particularly highlights the importance of PR; being coauthored by three individuals with LDs, the article chronicles their experiences with understanding what research is and why it was important for the authors to complete the research themselves (March et al, 1997).…”

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confidence: 95%

“…One such study (Powers et al, 2007) includes youth with disabilities as partners, who have a range of diagnoses, including cerebral palsy, epilepsy, spinal cord injury, Down syndrome, and ASD. Unfortunately, it is not clear which of the youth participated as a partners.…”

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confidence: 99%

See 2 more Smart Citations

Assessing the influence of researcher–partner involvement on the process and outcomes of participatory research in autism spectrum disorder and neurodevelopmental disorders: A scoping review

Jivraj

Sacrey

Newton

et al. 2014

Autism

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Participatory research aims to increase the relevance and broaden the implementation of health research by involving those affected by the outcomes of health studies. Few studies within the field of neurodevelopmental disorders, particularly autism spectrum disorders, have involved autistic individuals as partners. This study sought to identify and characterize published participatory research partnerships between researchers and individuals with autism spectrum disorder or other neurodevelopmental disorders and examine the influence of participatory research partnerships on the research process and reported study outcomes. A search of databases and review of gray literature identified seven studies that described participatory research partnerships between academic researchers and individuals with autism spectrum disorder or other neurodevelopmental disorders. A comparative analysis of the studies revealed two key themes: (1) variations in the participatory research design and (2) limitations during the reporting of the depth of the partner's involvement. Both themes potentially limit the application and generalizability of the findings. The results of the review are discussed in relation to the use of evaluative frameworks for such participatory research studies to determine the potential benefits of participatory research partnerships within the neurodevelopmental and autism spectrum disorder populations.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 95%

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Assessing the influence of researcher–partner involvement on the process and outcomes of participatory research in autism spectrum disorder and neurodevelopmental disorders: A scoping review

Jivraj

Sacrey

Newton

et al. 2014

Autism

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“…Over 20 years ago, Schalock and colleagues (1986), in studying young adults with learning and developmental disabilities, found that students whose families were actively involved in transition programming were more successful on employment measures than students whose parents had little involvement. More recently, a survey of 202 transition-aged youth with disabilities, conducted by the National Youth Leadership Network, revealed that youths identified family encouragement and help as the most important factor in their transition success (L. Powers et al, 2007).…”

Section: The Influence Of Disability On Transition Planning With Parementioning

confidence: 99%

Similarities and Differences in the Transition Expectations of Youth and Parents

Powers

Geenen

Powers

2009

Career Development for Exceptional Individuals

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This study explored similarities and differences in the transition expectations of parents and youth. Independent samples of parents (N = 270) of transition-age youth with disabilities and students with disabilities (N = 242) were surveyed about the importance of achieving various adult goals, having specific types of transition-related training and skills, and potential barriers to transition. Factor analysis of the data yielded six scales, and significant differences were found between youth and parents on four of these scales indicating that parents tend to value teacher support more, whereas youth reported higher levels of self-esteem, greater barriers to transition, and more interest in assuming caretaking roles in their future. Parents and students were in agreement, however, around the goals they felt were most important for transition: finishing high school, having health insurance, and having access to a good doctor.

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“…In 2008, researchers addressed how youth integrate into a community as they transition into the adult mental health system, focusing on ''stigma, recovery, youth and family participation, and empowerment from the perspectives of youth and families'' (Jivanjee and Kruzich 2008, p. 1). Another study sought the expertise of youth in evaluating the effectiveness of transitional services (Powers et al 2007). PAR has been used to help adolescents with physical or other health impairments identify a personal need, develop a goal, and then design a strategy to meet that goal (Burstein et al 2005); to improve family-school collaboration when children have special education needs (Ditrano and Silverstein 2006); and to improve teacher responsiveness to students who are either homeless or transient when the students come to the classroom (James 2006).…”

Section: Introductionmentioning

confidence: 99%

Hearing a Voice: Results of a Participatory Action Research Study

Dold

Chapman

2011

J Child Fam Stud

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Interest in participatory action research (PAR) is rising among academics, researchers, families, and youth themselves who are involved in the system of care. PAR combines systematic research and professional guidance with the development of a practical intervention tailored to the user population in collaboration with the user population. We designed our research to sample and assess the level of interest in PAR for adolescents, gathering qualitative data about the level of understanding of, and expectations for, youth participatory action research. We present the results of a pilot study and then a survey, administered to two different conference populations during 2008. Our data offers insight into the world of service providers, beneficiaries, and advocates for children with mental health disorders. Based on the responses to our questionnaire, we identify four major themes and their underlying issues concerning the benefits and drawbacks of PAR for a young population. We also examine the concerns of each of the self-identified group to determine whether there were dominant characteristics for each group. We conclude that stakeholders do have reasonable expectations of participatory action research as a process and of the youth who could be empowered to bring about change in their system of care. Finally, we make recommendations for future research.

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Building a Successful Adult Life: Findings From Youth-Directed Research

Cited by 31 publications

References 9 publications

Assessing the influence of researcher–partner involvement on the process and outcomes of participatory research in autism spectrum disorder and neurodevelopmental disorders: A scoping review

Assessing the influence of researcher–partner involvement on the process and outcomes of participatory research in autism spectrum disorder and neurodevelopmental disorders: A scoping review

Similarities and Differences in the Transition Expectations of Youth and Parents

Hearing a Voice: Results of a Participatory Action Research Study

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