“We’re a lot closer, we talk more”: family experiences and relationships following child’s participation in an adapted physical activity camp

References

• Martin J. Benefits and barriers to physical activity for individuals with disabilities: a social relational model of disability perspective. Disabil Rehabil. 2013;35(24):2030–2037. doi: 10.3109/09638288.2013.802377.
   PubMed Web of Science ®Google Scholar
• Williams R, Vogelsong H, Green G, et al. Outdoor recreation participation of people with mobility disabilities: selected results of the national survey of recreation and the environment. J Park Recreat Admin. 2004;22:85–101.
   Google Scholar
• Columna L, Prieto L, Elias-Revolledo G, et al. The perspectives of parents of youth with disabilities toward physical activity: a systematic review. Disabil Health J. 2020;13:1–10.
   Web of Science ®Google Scholar
• Ono E, Friedlander R, Salih T. Falling through the cracks: how service gaps leave children with neurodevelopmental disabilities and mental health difficulties without the care they need. B C Med J. 2019;61:114–124.
   Web of Science ®Google Scholar
• Biddle SJH, Ciaccioni S, Thomas G, et al. Physical activity and mental health in children and adolescents: an updated review of reviews and an analysis of causality. Psychol Sport Exerc. 2019;42:146–155. doi: 10.1016/j.psychsport.2018.08.011.
   Web of Science ®Google Scholar
• World Health Organization. Adolescent Health. n.d. https://www.who.int/healthtopics/adolescent-health#tab=tab_1
   Google Scholar
• Reindal S. A social relational model of disability: a theoretical framework from special needs? Europ J spec Needs Educ. 2008;23(2):135–146. doi: 10.1080/08856250801947812.
   Google Scholar
• Brown J. Bowen family systems theory and practice: illustration and critique. Aust and N Z J of Family Ther. 1999;20(2):94–103. doi: 10.1002/j.1467-8438.1999.tb00363.x.
   Google Scholar
• Haslett D, Smith B. Viewpoints toward disability: conceptualizing disability in adapted physical education. In: Haegele J, Hodge S, Shapiro D. editors, Routledge handbook of adapted physical education. New York, NY: Routledge; 2020. p. 48–64.
   Google Scholar
• Thomas C. Female forms: experiencing and understanding disability. Philadelphia, PA: Open University Press. 1999.
   Google Scholar
• Tsai E, Fung L. Parents’ experiences and decisions on inclusive sport participation of their children with intellectual disabilities. Adapted Physical Activity Q. 2009;26(2):151–171. doi: 10.1123/apaq.26.2.151.
   PubMed Web of Science ®Google Scholar
• Reeve D. Psycho-emotional disablism and internalised oppression. In: J Swain, C Barnes, C Thomas, editors. Disabling barriers – enabling environments. 3rd ed. London, UK: SAGE; 2014. p. 90–96.
   Google Scholar
• Townsend JA, Van Puymbroeck M. Parental perceptions of changes in family well-being following participation in a camp: experiences of families with a child with ASD qualitative paper. TRJ. 2017;51(2):143–163. doi: 10.18666/TRJ-2017-V51-I2-8359.
   Google Scholar
• Trivette C, Dunst C, Hamby D. Influences of family-systems intervention practices on parent-child interactions and child development. Top Early Child Spec Educ. 2010;30(1):3–19. doi: 10.1177/0271121410364250.
   Web of Science ®Google Scholar
• Patterson J. A family systems perspective for working with youth with disability. Pediatrician. 1991;18:129–141.
   PubMedGoogle Scholar
• Bavelas J, Segal L. Family system theory: background and implications. Marriage Fam. 1982;32:99–107.
   Google Scholar
• Haefner J. An application of Bowen family systems theory. Issues Ment Health Nurs. 2014;35(11):835–841. doi: 10.3109/01612840.2014.921257.
   PubMed Web of Science ®Google Scholar
• Scholl K, McAvoy L, Rynders J, et al. The influence of an inclusive outdoor recreation experience on families that have a child with a disability. Therapeutic Recreat J. 2003;37:38–57.
   Google Scholar
• Van Alphen L, Dijker A, Van Den Borne B, et al. People with intellectual disabilities as neighbours: towards understanding the mundane aspects of social integration. J Commun Appl Soc Psychol. 2010;20(5):347–362. doi: 10.1002/casp.1042.
   Web of Science ®Google Scholar
• Willis C, Girdler S, Thompson M, et al. Elements contributing to meaningful participation for children and youth with disabilities: a scoping review. Disabil Rehabil. 2017;39(17):1771–1784. doi: 10.1080/09638288.2016.1207716.
   PubMed Web of Science ®Google Scholar
• Shields N, Synnot A. Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study. BMC Pediatr. 2016;16(1):1–10. doi: 10.1186/s12887-016-0544-7.
   PubMedGoogle Scholar
• McConnell D, Savage A, Sobsey D, et al. Benefit-finding or finding benefits? The positive impact of having a disabled child. Disab Soc. 2015;30(1):29–45. doi: 10.1080/09687599.2014.984803.
   Web of Science ®Google Scholar
• Mandleco B, Olsen S, Dyches T, et al. The relationship between family and sibling functioning in families raising a child with a disability. J Fam Nurs. 2003;9(4):365–396. doi: 10.1177/1074840703258329.
   Google Scholar
• Pit-Ten Cate I, Loots G. Experiences of siblings of children with physical disabilities: an empirical investigation. Disab Rehabil. 2000;22:399–408.
   PubMed Web of Science ®Google Scholar
• Ross P, Cuskelly M. Adjustment, sibling problems and coping strategies of brothers and sisters of children with autistic spectrum disorder. J Intellect Dev Disabil. 2006;31(2):77–86. doi: 10.1080/13668250600710864.
   PubMed Web of Science ®Google Scholar
• Stake RC. Qualitative case studies. In: NK Denzin, YS Lincoln, editors, The Sage handbook of qualitative research. New York, NY: SAGE, 2013. p. 443–446.
   Google Scholar
• Creswell JW, Poth CN. Philosophical assumptions and interpretive frameworks. In: Qualitative inquiry & research design: choosing among five approaches. New York, NY: SAGE; 2013. p.15–33.
   Google Scholar
• Lincoln YS, Lynham SA, Guba EG. Paradigmatic controversies, contradictions, and emerging confluences, revisited. In: NK Denzin, YS Lincoln, editors. The Sage handbook of qualitative research. New York, NY: SAGE; 2018. p.108–150.
   Google Scholar
• Talja S, Hjørland B, Tuominen K, et al. Isms” in information science: constructivism, collectivism and constructionism. J Document. 2005;61(1):79–101. doi: 10.1108/00220410510578023.
   Web of Science ®Google Scholar
• Braun V, Clarke V, Weate P. Using thematic analysis in sport and exercise research. In: B Smith, AC Sparkes, editors. Routledge handbook of qualitative research in sport and exercise. New York, NY: Taylor and Francis, 2016, p. 191–205.
   Google Scholar
• Braun V, Clarke V. Reflecting on reflexive thematic analysis. Qual Res Sport Exercise Health. 2019;11(4):589–597. doi: 10.1080/2159676X.2019.1628806.
   Web of Science ®Google Scholar
• Burke S. Rethinking ‘validity’ and ‘trustworthiness’ in qualitative inquiry: how might we judge the quality of qualitative research in sport and exercise sciences? In B Smith, AC Sparkes, editors. Routledge handbook of qualitative research in sport and exercise. New York, NY: Taylor and Francis, 2016. p. 330–339.
   Google Scholar
• Mactavish J, Schleien S. Re-injecting spontaneity and ­balance in family life: parents’ perspective on recreation in families that include children with developmental disability. J Intellect Disabil Res. 2004;48(2):123–141. doi: 10.1111/j.1365-2788.2004.00502.x.
   PubMed Web of Science ®Google Scholar
• Dyke P, Mulroy S, Leonard H. Siblings of children with disabilities: challenges and opportunities. Acta Paediatrica. 2009;98(1):23–24. doi: 10.1111/j.1651-2227.2008.01168.x.
   PubMed Web of Science ®Google Scholar
• Blazo JA, Czech DR, Carson S, et al. A qualitative investigation of the sibling sport achievement experience. Sport Psychol. 2014;28(1):36–47. doi: 10.1123/tsp.2012-0089.
   Web of Science ®Google Scholar
• Heah T, Case T, McGuire B, et al. Successful participation: the lived experience among children with disabilities. Can J Occup Ther. 2006;73(4_suppl):1–10. doi: 10.2182/cjot.06.010.
   Google Scholar
• Groff D, Kleiber D. Exploring the identity formation of youth involved in an adapted sports program. Ther RecreatJ. 2001;35:318–332.
   Google Scholar
• Wright A, Roberts R, Bowman G, et al. Barriers and facilitators to physical activity participation for children with physical disability: comparing and contrasting the views of children, young people, and their clinicians. Disabil Rehabil. 2019;41(13):1499–1507. doi: 10.1080/​09638288.2018.1432702.
   PubMed Web of Science ®Google Scholar
• Caldwell J. Leadership development of individuals with developmental disabilities in the self-advocacy movement. J Intellect Disab Res. 2010;54(11):1004–1014. doi: 10.1111/j.1365-2788.2010.01326.x.
   PubMed Web of Science ®Google Scholar
• Asbury K, Fox L, Deniz E, et al. How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? J Autism Dev Disord. 2021;51(5):1772–1780. doi: 10.1007/s10803-020-04577-2. [InsertedFromOnline]
   PubMed Web of Science ®Google Scholar