Financial Planning Among Parents of Children With Intellectual and Developmental Disabilities.

Families of children with intellectual and developmental disabilities (IDD) experience significant financial hardship, which could improve through financial planning and utilization of accounts such as the Achieving a Better Life Experience (ABLE). Unfortunately, current rates of banking are low among individuals with disabilities, and no study has examined this phenomenon specifically among families of children with IDD. In this cross-sectional study, 176 parents shared their financial planning and utilization experience. Findings indicate that parents worry about their child's financial future, however, paradoxically, are not engaging in financial planning. Utilization of ABLE, checking and savings accounts, and special needs trusts are also low. Parents reported several programmatic and personal barriers which could inform immediate programmatic changes and long-term policy considerations.

Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective.

Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.

Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees.

Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees.

Disparities in healthcare transition support received by adolescents with special healthcare needs.

BACKGROUND: Transitioning to adult healthcare systems can be challenging, especially if left unaddressed for adolescents with special healthcare needs (ASHCN), such as those with autism spectrum disorder and attention-deficit/ hyperactivity disorder. While there is evidence of disparities between different demographics regarding general healthcare services, research on healthcare-specific transition planning is lacking. Thus, there is a critical need to continually investigate these disparities. METHOD: Using nationally representative data from the 2016 National Survey for Children's Health, several analyses were conducted to examine doctor-patient interactions and discussions about transitioning to adult health care. Accounting for demographic and diagnostic indicators allowed for the assessment of disparities. RESULTS: Findings revealed significant disparities between age, disability and race relative to various healthcare transition support services. CONCLUSIONS: Findings provide valuable information that can inform the development of training programmes for healthcare providers, influence policy, modify procedures and interventions and highlight the need for increased advocacy for ASHCN.

When empowered nurses are under stress: Understanding the impact on attitudes and behaviours.

The present study examined the role of stress as a moderator on the indirect effect of structural empowerment, through psychological empowerment, on three important nurse-related outcomes: affective organizational commitment, nursing workarounds, and safety performance. The results demonstrated that structural empowerment and psychological empowerment were positively related to affective organizational commitment and safety performance, whereas neither were significantly related to nursing workarounds. Consistent with previous findings, structural empowerment was also positively correlated with psychological empowerment. Mediation models were predominantly supported, providing evidence for the expanded model of empowerment. Finally, all three moderated mediation models were significant, although the impact of stress on the nursing workaround process was contrary to what was proposed. Findings offer significant implications for both researchers and practitioners, particularly in relation to the importance of workplace empowerment, the role of stress, and the nature of the nursing workarounds construct.

When safety climate is not enough: Examining the moderating effects of psychosocial hazards on nurse safety performance.

AIM: To examine the association between components of safety climate and psychosocial hazards with safe work behaviours and test the moderating effects of psychosocial hazards on the safety climate-safety performance relationships. BACKGROUND: The effects of a strong safety climate on safety performance are well cited, however, the conditions that have an impact on this relationship warrant attention. While the psychosocial hazards commonly reported by nurses are predictors of well-being and job attitudes, evidence suggests that these may also place boundaries on the effects of safety climate on safe work practices. DESIGN: This study used a cross-sectional design to collect data from 146 nurses. METHODS: Participants were recruited through convenience sampling and snowball sampling methods in 2017. Nurses completed an online questionnaire and received a $5 e-gift card as compensation. SPSS v.23 and PROCESS v3.0 were used to analyse the data. RESULTS/FINDINGS: A strong safety climate was positively associated with nurses' safety performance. While psychosocial hazards did not predict safety performance, they did moderate the safety climate-performance relationship. High levels of perceived stressors weakened the association between promoting two-way safety communication, the use and implementation of procedures to promote safe work practices and management's endorsement of health and safety with safe work performance. CONCLUSION: The positive effects of safety climate on nurses' safety performance are contingent on the levels of psychosocial hazards nurses experience. When aiming to improve safety performance among nurses, it is important for efforts to also focus on the psychosocial conditions of the work environment.