Family of Participation-related Construct: Difference between revisions
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Family of Participation-related Construct (fPRC) is a framework proposed by researchers as an alternative to the ICF-CY framework. the fPRC acknowledges that participation is not solely based on an individual's ability, but is influenced by both intrinsic and extrinsic factors, and considers their individual, family and social context. | Family of Participation-related Construct (fPRC) is a framework proposed by researchers as an alternative to the ICF-CY framework. the fPRC acknowledges that participation is not solely based on an individual's ability, but is influenced by both intrinsic and extrinsic factors, and considers their individual, family and social context. | ||
gap: participation construct unclear in intervention research<ref>Imms C, Adair B, Keen D, Ullenhag A, Rosenbaum P, Granlund M. ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities. Developmental Medicine & Child Neurology [Internet]. 2015 Sep 28;58(1):29–38. Available from: https://doi.org/10.1111/dmcn.12932</ref> | * gap: participation construct unclear in intervention research<ref>Imms C, Adair B, Keen D, Ullenhag A, Rosenbaum P, Granlund M. ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities. Developmental Medicine & Child Neurology [Internet]. 2015 Sep 28;58(1):29–38. Available from: https://doi.org/10.1111/dmcn.12932</ref> | ||
* importance of understanding family participation within different context | |||
* overview of components of the fPRC | |||
== Components of the fPRC == | == Components of the fPRC<ref name=":0" /> == | ||
=== Environment/ context === | === Environment/ context === | ||
* physical, social economical, cultural and institutioal context on participation | |||
* importance to understand following: preference, sense of self and activity competence within the family | |||
==== Preferences ==== | ==== Preferences ==== | ||
* what is preference and how it impact participation | |||
* individual factors | |||
** interest, values? | |||
** what is important for the family | |||
* environmental factors | |||
** cultural influences | |||
** accessibility/ opportunities | |||
* implication: identifying preference, accommodating | |||
==== Sense of Self ==== | ==== Sense of Self ==== | ||
* what is sense of self and how it impact participation | |||
* perception of themselves: identity, roles, values, beliefs | |||
* self esteem/ confidence | |||
* implication: promoting, validating, | |||
==== Activity Competence ==== | ==== Activity Competence ==== | ||
* what is activity competence and how it impact participation | |||
* same as ICF-CY<ref name=":0">Imms C, Granlund M, Wilson PH, Steenbergen B, Rosenbaum P, Gordon AM. Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability. Developmental Medicine & Child Neurology [Internet]. 2016 Sep 19;59(1):16–25. Available from: https://doi.org/10.1111/dmcn.13237</ref> | * same as ICF-CY<ref name=":0">Imms C, Granlund M, Wilson PH, Steenbergen B, Rosenbaum P, Gordon AM. Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability. Developmental Medicine & Child Neurology [Internet]. 2016 Sep 19;59(1):16–25. Available from: https://doi.org/10.1111/dmcn.13237</ref> | ||
* capability and capacity<ref name=":0" /> | * capability and capacity<ref name=":0" />(physical and cognitive) | ||
* perceived ability to participate/ perform | |||
* skills, knoelwdge, confidence | |||
* implication: self efficacy, skills development (physical and cognitive), recognise strength and limitations, | |||
=== Participation === | === Participation === | ||
* what is participation? distinguish attendence, onvolvement and engagement | |||
* What is the significance within family dynamics? | |||
==== Attendance ==== | ==== Attendance ==== | ||
* definition | |||
* characteristics, example: physical presence, limited interaction/ contribution | |||
* factors affecting: external factors, preference and motivation | |||
==== Involvement ==== | ==== Involvement ==== | ||
* definition | |||
* characteristics, example: active participation, contribution to activity completion or progress | |||
* factors affecting: interest, imporatance of activity | |||
==== Engagement ==== | ==== Engagement ==== | ||
* definition | |||
* characteristics and example: level of active participation and interaction, emotional investment, commitment | |||
* factors affecting: connection, belonging, alignment to indivisual beliefs | |||
== Resources == | == Resources == | ||
*ICF | *[[International Classification of Functioning, Disability and Health (ICF)|International Classification of Function (ICF)]] | ||
*ICF-CY | *[[ICF-CY International Classification of Functioning, Disability and Health Children and Youth Version|International Classification of Function - Children and Youth (ICF-CY)]] | ||
*fPRC | *Family of Participation-related Construct (fPRC) | ||
== References == | == References == | ||
<references /> | <references /> | ||
Revision as of 05:49, 3 March 2024
Original Editor - Trista Chan
Top Contributors - Trista Chan
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Introduction[edit | edit source]
Family of Participation-related Construct (fPRC) is a framework proposed by researchers as an alternative to the ICF-CY framework. the fPRC acknowledges that participation is not solely based on an individual's ability, but is influenced by both intrinsic and extrinsic factors, and considers their individual, family and social context.
- gap: participation construct unclear in intervention research[1]
- importance of understanding family participation within different context
- overview of components of the fPRC
Components of the fPRC[2][edit | edit source]
Environment/ context[edit | edit source]
- physical, social economical, cultural and institutioal context on participation
- importance to understand following: preference, sense of self and activity competence within the family
Preferences[edit | edit source]
- what is preference and how it impact participation
- individual factors
- interest, values?
- what is important for the family
- environmental factors
- cultural influences
- accessibility/ opportunities
- implication: identifying preference, accommodating
Sense of Self[edit | edit source]
- what is sense of self and how it impact participation
- perception of themselves: identity, roles, values, beliefs
- self esteem/ confidence
- implication: promoting, validating,
Activity Competence[edit | edit source]
- what is activity competence and how it impact participation
- same as ICF-CY[2]
- capability and capacity[2](physical and cognitive)
- perceived ability to participate/ perform
- skills, knoelwdge, confidence
- implication: self efficacy, skills development (physical and cognitive), recognise strength and limitations,
Participation[edit | edit source]
- what is participation? distinguish attendence, onvolvement and engagement
- What is the significance within family dynamics?
Attendance[edit | edit source]
- definition
- characteristics, example: physical presence, limited interaction/ contribution
- factors affecting: external factors, preference and motivation
Involvement[edit | edit source]
- definition
- characteristics, example: active participation, contribution to activity completion or progress
- factors affecting: interest, imporatance of activity
Engagement[edit | edit source]
- definition
- characteristics and example: level of active participation and interaction, emotional investment, commitment
- factors affecting: connection, belonging, alignment to indivisual beliefs
Resources[edit | edit source]
- International Classification of Function (ICF)
- International Classification of Function - Children and Youth (ICF-CY)
- Family of Participation-related Construct (fPRC)
References[edit | edit source]
- ↑ Imms C, Adair B, Keen D, Ullenhag A, Rosenbaum P, Granlund M. ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities. Developmental Medicine & Child Neurology [Internet]. 2015 Sep 28;58(1):29–38. Available from: https://doi.org/10.1111/dmcn.12932
- ↑ 2.0 2.1 2.2 Imms C, Granlund M, Wilson PH, Steenbergen B, Rosenbaum P, Gordon AM. Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability. Developmental Medicine & Child Neurology [Internet]. 2016 Sep 19;59(1):16–25. Available from: https://doi.org/10.1111/dmcn.13237
