Carmit-Noa Shpigelman

E-Mentoring for All

Electronic mentoring appears to have great potential for youth with special needs since it is an accessible communication medium that provides an opportunity to exchange practical information and support and to experience an accepting relationship with less prejudice. To date, few electronic mentoring intervention programs have been designed especially to support the psychological needs of youth with special needs. This paper presents the results of a study that evaluated an electronic mentoring intervention program designed to provide social and emotional support for proteges with disabilities by mentors who also have disabilities. Using a primarily qualitative research design, the study characterized the electronic mentoring process and its contributions to this population. The findings provided support for the potential of electronic mentoring for personal development and empowerment of youth with special needs. Furthermore, the findings supported the usability and utility of the e-mentoring intervention based on a conceptual framework that characterized an electronic support process for people with special needs. Implications for implementing feasible electronic mentoring programs are discussed.

Facebook Use by Persons with Disabilities

Social network sites have a potential to empower persons with disabilities. However, this issue has received little attention in research. As a step toward addressing this need, we conducted an online survey about how persons with disabilities use Facebook. We used primarily descriptive statistics and also compared activities relating to nondisabled and disabled friends and groups. The findings indicated that the 172 persons with disabilities who responded to our survey use Facebook much as others do, meaning that they primarily connect with their nondisabled Facebook friends. They have not yet used the potential of Facebook to promote advocacy activities through groups. These findings, including how to mine the potential of social network sites for persons with disabilities, are discussed.

How do adults with intellectual disabilities use Facebook

Social networking sites have potential to support social relationships and self-determination of people with intellectual disabilities. However, to date, this issue has received little research attention. To help address this need, we conducted an online research survey to reach adults with intellectual disabilities who use Facebook and to include their voices about their online experiences, challenges, and preferences. We used mixed methods for data collection and analysis. Results from 58 respondents indicated that they use Facebook much as non-disabled users do to connect with family members and real-world friends. At the same time, the respondents reported challenges such as privacy setting and literacy demands. We discuss these findings and how to make social networking sites more accessible for users with intellectual disabilities.

E-mentoring for Youth with Special Needs: Preliminary Results

Recently, a growing number of electronic mentoring (e-mentoring) Web sites have become available that provide vocational and career support. To date, few researchers have addressed the phenomenon of e-mentoring from a socioemotional perspective for populations with special needs. This paper presents a pilot study designed to test and evaluate an e-mentoring intervention program based on mutual self-disclosure and friendship for youth with special needs. Using qualitative methods, the study characterized the e-mentoring process and its contributions to this population. Results provided support for the socioemotional potential of computer-mediated communication for youth with special needs, although some barriers were found. Practical implications for implementing feasible e-mentoring programs for youth with special needs are discussed.

Influence of a Support Group for Young Women With Disabilities on Sense of Belonging

Women and girls with disabilities face obstacles to community participation and social acceptance. Consequently, as adolescent women with disabilities mature into adulthood, they may have difficulty feeling that they belong both in the general community and in the community of all women. The positive impact of peer support groups for young women with disabilities on their sense of belonging has been underinvestigated. We conducted in-depth, semistructured interviews with 9 members of a well-established empowerment support group for young women with disabilities to explore how the group might foster a sense of belonging to the general community as well as a sense of shared womanhood. Results revealed that self-confidence and disability pride stemming from participation in the group were essential in helping the women counteract exclusionary messages from the outside world. The group provided an opportunity to develop a positive disability identity and to gain new information regarding the ability and right to identify as women. Reciprocal bonds with other group members helped cultivate feelings of belonging. In turn, the women communicated their empowered identities and the disability rights information they learned in the group to their friends, family, and community members. The group offered the women various platforms to assert their right to belong and, therefore, to participate in the world as women and as independent members of their broader communities. These results show how peer support groups for young women with disabilities can positively influence their sense of belonging both within the group and in the world outside the group.

How to support the needs of mothers with physical disabilities

Abstract Purpose: The objectives of this study were: (1) to understand and describe the challenges that women with physical disabilities face during their motherhood process; (2) to understand and describe their strengths, and (3) to produce a list of supports that health professionals and policy makers should apply in order to address the needs of these mothers. Methods: The study was conducted within the phenomenological-constructivist paradigm. In-depth semi-structured interviews were conducted with 17 mothers age 32–62 with various physical disabilities. Results: The findings revealed both physical and mental challenges that these women have faced during their motherhood. Although these challenges, the women evaluated that motherhood, in the context of disability, helped them to develop positive disability identity, to frame and accept their interdependence and to become resilient. Their disability also influenced the children, i.e. they have learned how to cope with difficulties. The mothers recommended making the environment more accessible for them, providing physical and emotional support, parental guidance, information about their rights, and financial benefits to meet their childrens needs. Conclusions: Mothering with a disability can result in personal growth, but this positive process requires interdependence, creative and collaborative approach applied in rehabilitation practices. Implications for Rehabilitation Supporting mothers with physical disabilities should address not only their physical needs but also their mental and social needs. In particular, mothers with physical disabilities want and need parental guidance as well as accessible recreational activities for them and their children. An interdependence and creative approach should be applied in rehabilitation practices in a way that recognizes the right of women with physical disabilities to become mothers, express their needs and develop solutions in collaboration with health professionals. Health professionals should look for strengths of mothers with physical disabilities and use their strengths to accomplish personal aims within individual rehabilitation programs.

How to Make Online Social Networks Accessible for Users with Intellectual Disability

Participation in online social networks has considerable potential to empower people with intellectual disability who might experience social isolation in the real world. However, this issue has received little research attention. In response to this challenge, we conducted an accessible online research survey to learn how adults with intellectual disability use and perceive Facebook. Results from 58 respondents indicated that they use Facebook much as non-disabled users do to connect with family members and real-world friends. At the same time, the respondents reported challenges such as privacy setting and literacy demands. We discuss these findings and how to make social networking sites accessible for this population.

Impact of Exposure to Potentially Traumatic Events on Individuals With Intellectual Disability

This study explored the prevalence of posttraumatic symptomatology (PTS) and functional problems among Israeli individuals with intellectual disability (ID) who live in supported residential care settings and who have been exposed to political violence. The sample included 196 residents exposed to chronic missile attacks and 91 residents with ID who were not exposed. Results showed PTS and functional problems to be higher in the exposed group compared to the nonexposed one, although still low compared to the general exposed population. Exposure was found to be related to PTS and functioning problems suggested individuals with ID are reactive to political violence, though the underlying mechanisms are not clear. Implications for research, caretakers, and policy are discussed.

The impact of exposure to war and terror on individuals with disabilities.

Background: Exposure to war or to a terror event is associated with mental health problems among the general population; however, less is known about its impact on people with lifelong disabilities. Objective: The aim of the present study was to determine the impact of war and terror on people with lifelong physical and sensory disabilities. Method: Self-report questionnaires assessing exposure to war or terror, history of traumatic life events, presence of posttraumatic stress symptoms (PTSS), and depression symptoms were used to compare PTSS and depression symptoms among individuals with lifelong disabilities, who had been exposed to war or to terror events, individuals without disabilities exposed to war or to terror events, and individuals with disabilities without such exposure (N = 438). Results: The findings indicated that individuals with lifelong disabilities, who had been exposed to war or terror events, were at higher risk for developing PTSS (95% CI [−13.189, −6.60]), but not depression symptoms (95% CI [5.007, 13.173]). PTSS was predicted by previous traumatic events, the presence of disability, and exposure to war (R2 = .12). In addition, within the disability groups, previous traumatic events did not predict any depressive symptoms. Conclusions: In times of political threat, a lifelong disability is a risk factor for elevated stress-related symptomatology but not for depressive symptoms. The findings emphasize the need to be aware of the effects of life-threatening situations on vulnerable groups, such as people with lifelong disabilities, and to provide services to reduce the level of distress among this population.

A 5-step framework to promote nursing community inclusivity: The example of nurses with disabilities

AIMS AND OBJECTIVES To provide a five-step conceptual framework to promote community inclusivity among nurses and nursing students, using the example of nursing student with a disability. BACKGROUND The value of cultural diversity, including characteristics such as socioeconomic status, ability/disability, sexual affection and ethnicity and/or race, is integrated into bachelors nursing programmes. Yet, often the focus centres on patient care rather than to fellow nursing students or registered nurses. DESIGN Discursive paper describing a five-step health promotion course framework to promote inclusion for students with disabilities into the nursing community. METHODS Using the health promotion course platform, this framework demonstrates the integration of important issues such as well-being to those of cultural diversity, inclusivity and feeling belonging to a community, which are essential prerequisites towards achieving cultural competence. FINDINGS Health promotion courses provide an optimal platform to teach students about the social environment, well-being and inclusivity, and gives students the opportunity to reflect on the impact of their attitudes and behaviours on social inclusivity in their student community, and later, on their nursing community. CONCLUSIONS Using the example of nursing students with disabilities, the five-step framework incorporates the concepts of social well-being, health and community inclusivity. Nursing students belong to a culturally diverse community including individuals with disabilities. A single course on community inclusivity is insufficient; the approach of inclusivity must be woven throughout the nursing curriculum. RELEVANCE TO CLINICAL PRACTICE As approximately 15% of the worlds population has a disability, nurses must possess an understanding of individuals with a disability as an aspect of cultural diversity. It is the responsibility of programmes to instil in nursing students, the ability to appreciate and work with culturally diverse student and registered nurses. Such goals not only reflect nursing goals, but also strengthen the cohesion and inclusivity of the nursing community.