Initiatives to facilitate the social inclusion of people with intellectual disability in physical activities with others in community-based sporting, recreation and leisure activities: A scoping review.

BACKGROUND: While barriers to participation in physical activity are well documented, there is no consolidated evidence on strategies promoting participation of people with intellectual disability in physical activities. METHODS: We conducted a scoping review to examine initiatives used to facilitate the inclusion of people with intellectual disability in community-based sporting and recreation activities. We searched Medline, Embase, CINAHL+ and PsycINFO for articles published in English between 2000 and 2022. RESULTS: Eight articles were included. Initiatives included: (1) building knowledge, awareness and attitudinal change (2) organisational alliances/partnerships (3) relationship-building (4) modifications/adaptions to activities/environment (5) organisational policy (6) engagement with people with disability. Initiatives were implemented through international collaborations, in local fitness/recreational facilities and public spaces, and targeted athletes, coaches, volunteers and organisational leaders. CONCLUSION: While some increase in awareness and inclusion of people with intellectual disability was reported, no longitudinal data reported on the impact of initiatives on sustained social inclusion for people with intellectual disability.

Organizational Climate for Inclusion Among Nurses: A Mixed-Methods Analysis.

OBJECTIVE: The aim of this study was to answer the research question: What factors predict sense of belonging among nurses?The connection between inclusion (an element of diversity and equity) and a nurse's sense of belonging is poorly understood. METHODS: In this mixed-methods research, regression analysis of Climate for Inclusion Scale subscales and Sense of Belonging score plus thematic content analysis of questions assessing sense of belonging were conducted. Nurses (n = 131) attending a research conference in June to July 2022 were invited to participate; 131 (72%) participated. RESULTS: Climate for Inclusion Scale was positively associated with and predictive of sense of belonging (F3,113 = 71.7, P < 0.001). Themes reflecting actions to enhance sense of belonging were as follows: authentic leadership, embracing social justice, team unification, feeling heard, being seen, professional development, developing a healthier work environment, and integration of differences. CONCLUSIONS: Leaders can promote a sense of belonging among nurses by focusing on actions reflected in the themes.

Establishing a Pediatric Health Equity, Diversity, and Inclusion Research Review Process.

Equity, diversity, and inclusion (EDI) research is increasing, and there is a need for a more standardized approach for methodological and ethical review of this research. A supplemental review process for EDI-related human subject research protocols was developed and implemented at a pediatric academic medical center (AMC). The goal was to ensure that current EDI research principles are consistently used and that the research aligns with the AMC's declaration on EDI. The EDI Research Review Committee, established in January 2022, reviewed EDI protocols and provided recommendations and requirements for addressing EDI-related components of research studies. To evaluate this review process, the number and type of research protocols were reviewed, and the types of recommendations given to research teams were examined. In total, 78 research protocols were referred for EDI review during the 20-month implementation period from departments and divisions across the AMC. Of these, 67 were given requirements or recommendations to improve the EDI-related aspects of the project, and 11 had already considered a health equity framework and implemented EDI principles. Requirements or recommendations made applied to 1 or more stages of the research process, including design, execution, analysis, and dissemination. An EDI review of human subject research protocols can provide an opportunity to constructively examine and provide feedback on EDI research to ensure that a standardized approach is used based on current literature and practice.

The role of adolescent social inclusion in educational attainment among vulnerable youth.

BACKGROUND: Completing high school enables access to educational and employment opportunities associated with better physical and mental health and improved quality of life. Identifying modifiable factors that promote optimal educational trajectories for youth experiencing disadvantage is an important research focus. Social inclusion has been theorised to play a role in promoting better educational outcomes for this priority population, however limited research has examined this relationship. METHOD: This study used three waves of data from the state-representative Australian arm of the International Youth Development Study (IYDS) (youngest cohort, N = 733; 54% female, 95% Australian born) to examine the extent to which vulnerability in primary school (Grade 5; Mage = 10.97, SD = 0.38) and social inclusion in mid-adolescence (Year 10; Mage = 15.50, SD = 0.53), were associated with school completion in young adulthood (post-secondary; Mage = 19.02, SD = 0.43). RESULTS: Regression models identified an interaction between social inclusion and vulnerability (OR = 1.37, 95% CI [1.06, 1.77], p = .016), indicating that the association between vulnerability and school completion varied as a student's level of social inclusion increased. Higher social inclusion was beneficial for youth with lower levels of vulnerability but did not appear to influence school completion for the most vulnerable students. CONCLUSIONS: For many young people, promoting social inclusion may support engagement in education and play a protective role. However, further research is needed to better understand the role of social inclusion for highly vulnerable youth, particularly the mechanisms via which social inclusion may have differential effects on school completion.

School belonging and depressive symptoms: the mediating roles of social inclusion and loneliness.

BACKGROUND: Loneliness and depressive symptoms are prevalent among Finns. OBJECTIVES: This study, which analyzes nationwide data from 149,986 students aged 13-18 years in Finland, focuses on the mediating effects of social inclusion and loneliness in the association between school belonging and depressive symptoms. METHOD AND RESULTS: The analysis of variance showed that boys reported higher levels of school belonging and social inclusion, whereas girls reported higher levels of loneliness and depressive symptoms. Mediation analysis showed that social inclusion and loneliness partially mediated the effect of school belonging on depressive symptoms, but that social inclusion's effect was much greater than loneliness's. By focusing on the moderating role of sex, it was discovered that social inclusion significantly mediated depressive symptoms in girls more than boys. CONCLUSION: The importance of social inclusion in preventing depressive symptoms was highlighted in the discussion.

Understanding the experiences, needs, and strengths of people with incomplete spinal cord injury who can ambulate.

PURPOSE: To identify the experiences, needs, and strengths of people with incomplete spinal cord injury who can ambulate and to explore and discuss potential supports, services, and programs that would best assist them in the community. MATERIAL AND METHODS: In this qualitative descriptive study, interviews were the primary means of data collection. These were supplemented with descriptive standardized measures of function and life satisfaction. Qualitative data were analyzed thematically. RESULTS: Twenty-four participants were interviewed, their average age was 55 years and 46% were female. We identified three themes: 'I really couldn't go there', described the physical and social barriers experienced by participants, 'It'd be really nice to let the public know there are people out there like me' expressed the desire for greater social understanding of incomplete spinal cord injury, and 'I just don't quit', displayed the perseverance that participants demonstrated following their injury. CONCLUSION: Findings indicate service providers to improve the inclusion of ambulatory individuals with incomplete spinal cord injury in their programs. Suggestions include designing programs (community, healthcare, return to work, peer support), environments using the principles of universal design for people with incomplete spinal cord injury who ambulate, and increasing consideration of their perspectives.Implication for rehabilitation:People with incomplete spinal cord injury who can ambulate live with invisible impairments, which are often not acknowledged by family, friends, health professionals, and people with complete spinal cord injuryThey may feel excluded from activities (organized by spinal cord injury associations) that were originally designed for people with complete spinal cord injuryGreater awareness among health professionals, friends, family, and people with complete spinal cord injury of the needs of people with incomplete spinal cord injury who can ambulate is needed to increase their inclusion.

Facilitators and challenges in partnership research aimed at improving social inclusion of persons with disabilities.

PURPOSE: To identify partnership research challenges and facilitators, as experienced by members of the Inclusive Society (IS) initiative. MATERIALS AND METHODS: A case study was conducted on all partnership research projects conducted between 2017 and 2019 under the IS initiative through surveys, interviews with the IS community, logbooks, and focus group. Thematic analysis and descriptive analysis were undertaken. RESULTS: To work effectively with a diversity of stakeholders, winning conditions must be created for the project from the outset. These include determining the team functioning, project objectives, the expectations of each party, and agreeing on a realistic action plan. Project implementation with concern for sustained stakeholder commitment, good working relationships, and achieving project objectives requires organizational planning that favours partner involvement, shared leadership, agreed methods for communicating, conflict resolution methods, recognition of each participant's expertise, and creating a climate of trust. Upon concluding a partnership research project, it is essential to devote time to implement project results in local environments and to ascertain their usefulness to partners.IS partnership research challenges and facilitators are similar to those identified in past research. Despite this knowledge, challenges persist. Future research could explore tools and practices from other domain to overcome partnership research challenges.

Partnership research has the potential to contribute to a more inclusive society for people with disabilities.Challenges and facilitators are identified for the stages of creating, implementing, and completing a partnership research project.Suggested solutions are offered to facilitate the conduct of a partnership research project and to increase the project's chances of success.Partnership research could benefit from using tools from other fields such as community development and social innovation to successfully implement some of the facilitators and overcome specific barriers to partnership research.

The ambiguities of social inclusion in mental health: learning from lived experience of serious mental illness in Ghana and the occupied Palestinian territory.

PURPOSE: Social inclusion of people living with serious mental illness is widely promoted. However, only limited consideration has been given to the meanings of social inclusion within different settings and the ways in which it is envisioned, negotiated, and practised. In this paper, we explore meanings and practises of social inclusion from the perspectives of people living with serious mental illness and their families in Ghana and Palestine and how this is shaped by differing political and socio-cultural contexts. METHODS: This paper draws on comparative ethnographic research including participant observation and interviews with people living with mental illness and family members in Ghana and the occupied Palestinian territory. Data were triangulated and analysed using thematic analysis. RESULTS: Participants described experiences of social inclusion and participation within communities, home and family life, friendships and social life, and work and livelihoods. This revealed how such experiences were variously shaped by differing political contexts and socio-cultural norms and expectations within the two settings. These in turn intersected with aspects such as gender roles, age, and socio-economic status. Aspirations for inclusion included greater awareness and understanding within society, accompanied by opportunities and support for meaningful inclusion at the political as well as community level. CONCLUSION: Findings point to the value of a contextual understanding of social inclusion, taking account of the impact of the wider socio-cultural, political, and economic environment. They also point to the need for an intersectoral approach, beyond communities and mental health services, to provide meaningful opportunities and support for social inclusion.

Hypodescent or ingroup overexclusion?: Children's and adults' racial categorization of ambiguous black/white biracial faces.

Two processes describe racially ambiguous Black/White Biracial categorization-the one-drop rule, or hypodescent, whereby racially ambiguous people are categorized as members of their socially subordinated racial group (i.e., Black/White Biracial faces categorized as Black) and the ingroup overexclusion effect, whereby racially ambiguous people are categorized as members of a salient outgroup, regardless of the group's status. Without developmental research with racially diverse samples, it is unclear when these categorization patterns emerge. Study 1 included White, Black, and racially diverse Biracial children (aged 3- to 7-years) and their parents to test how racial group membership and social context influence face categorization biases. To provide the clearest test of hypodescent and ingroup overexclusion, White participants came from majority White neighborhoods and Black participants from majority Black neighborhoods (with Biracial participants from more racially diverse neighborhoods)-two samples with prominent racial ingroups. Study 2 aimed to replicate the parent findings with a separate sample of White, Black, Black/White Biracial, and Asian adults. Results suggest the ingroup overexclusion effect is present across populations early in development and persists into adulthood. Additionally, categorization was meaningfully related to parental context, pinpointing a pathway that potentially contributes to ingroup overexclusion. RESEARCH HIGHLIGHTS: White, Black, and racially diverse Biracial children and adults tended to categorize racially ambiguous Black/White Biracial faces as racial outgroup members, even if the outgroup was White. This contradicts most work arguing Black/White Biracial racially ambiguous people are more often seen as Black. Children and parents' categorizations were related, though children's categorizations were not related to socialization above and beyond parents' categorizations. Children showed similar categorization patterns across dichotomous and continuous measures.

La educación inclusiva ante los desafíos contemporáneos / Inclusive education in front of contemporary challenges

Introducción: la educación inclusiva constituye actualmente una preocupación para investigadores, docentes, organizaciones internacionales, regionales y nacionales, aunque la toma de conciencia sobre la necesidad de concretar escenarios escolares y sociales inclusivos, ha sido un proceso lento; a pesar de los ingentes esfuerzos de autores reconocidos, instituciones comprometidas y experiencias exitosas, no se generalizan sus resultados, de ahí las motivaciones para la realización de este estudio. Objetivo: actualizar concepciones teóricas sobre la educación inclusiva y su incidencia en un modelo educativo inclusivo contemporáneo. Métodos: se realizó una revisión sistemática de la literatura disponible en sitios web y revistas especializadas, así como artículos compartidos en redes sociales académicas y públicas durante los últimos cinco años, en español e inglés. Se realizó la revisión detallada de autores y la actualización de las referencias bibliográficas utilizadas. Resultados: la educación inclusiva necesita una relación con la propia familia, con una escuela que integre e incluya para lograr una sociedad, un estado y gobierno que no solo vean a su población por lo que les separa y diferencia, sino por lo que les une en la diversidad, mediante aulas inclusivas y un currículo moderno. Conclusiones: ante los retos que se le imponen a la educación frente al panorama mundial, caracterizado por la exclusión social de índole diversa, entre ellos, la desmotivación con los currículos que se ofrecen a los estudiantes, los sistemas educativos se enfrentan a una urgencia: ofrecer una educación de calidad e inclusiva, en atención a la diversidad.

Introduction: inclusive education is currently a concern for researchers, teachers, international, regional, and national organizations, although raising awareness about the need to create inclusive school and social scenarios has been a slow process; despite the enormous efforts of recognized authors, committed institutions and successful experiences, their results are not generalized, hence the motivations for carrying out this study. Objective: update theoretical conceptions about inclusive education and its impact on a contemporary inclusive educational model. Methods: a systematic review of the literature available on websites and specialized journals, as well as articles shared on academic and public social networks over the last five years, in Spanish and English, was carried out. A detailed review of authors and updating of the bibliographic references used was carried out. Results: inclusive education needs a relationship with one's own family, with a school that integrates and includes to achieve a society, a state and government that not only see its population, so it separates and differentiates them, but even though it unites them in diversity, through inclusive classrooms and a modern curriculum. Conclusions: according to the challenges imposed on education in front of the global panorama, characterized by social exclusion of various kinds, including demotivation with the curricula offered to students, educational systems face an urgency: offer quality and inclusive education, in attention to diversity.

NEEDS AND POSSIBILITIES OF SOCIAL WORK IN IMPLEMENTING SOCIAL INCLUSION WITH THE TOOLS OF ADAPTIVE PHYSICAL ACTIVITY.

OBJECTIVE: Aim: reveal in social work the possibilities of applying adaptive physical activity in the process of social inclusion of persons with disabilities. PATIENTS AND METHODS: Materials and Methods: To obtain factual information, the survey method (questionnaire) and a complex of mathematical statistics methods were used: methods of descriptive statistics and correlation analysis. Statistical analysis was performed using SPSS Statistics 24.0.0. A total of 102 anonymous respondents took part in the focus groups. RESULTS: Results: The connection between adaptive physical activity and the increase in the level of social inclusion of persons with disabilities, in particular, former military personnel and war veterans, was investigated. It was determined that social work professionals can use adaptive physical activity tools to promote the social inclusion of persons with disabilities and other low-mobility population groups. CONCLUSION: Conclusions: It was established that the ways of using adaptive physical activity tools by social workers for the social inclusion of persons with disabilities are most often socio-psychological, physical, professional rehabilitation, social support, and preventive activities. New opportunities for the implementation of social inclusion by means of adaptive physical activity of persons with disabilities as a result of military operations are opened in connection with the introduction of the position of «helper (assistant) of a veteran in the community¼, which will be held by a social worker.

Socially sustainable housing and built environments to support the health and social inclusion of older adults: protocol for a scoping review and stakeholder consultation.

INTRODUCTION: Housing and the ageing population are issues that pose challenges for social, health and economic policies. Therefore, there is a need for more knowledge on how to design housing and public infrastructure to improve the social engagement and well-being of older adults who age in place. This project aims to provide an overview of the existing literature on design features that support socially sustainable living environments for older adults. METHODS AND ANALYSIS: A systematic scoping methodology was used to identify and summarise the findings. Four databases were searched (CINAHL (Cumulative Index to Nursing and Allied Health Literature), Scopus, Medline and Embase) to identify the articles. Articles were included if published in English in the last 15 years (eg, from January 2008 to June 2023) without restricting the study location or country. Articles were included if they were based on empirical qualitative, quantitative and mixed-method data. The results of the review will be discussed with a panel of 15 stakeholders (n=15) from Canada, Sweden and the Netherlands (five per country). The interdisciplinary stakeholders will have expertise in housing, architecture, engineering and social and health services. The consultations will provide content expertise to the literature findings and an opportunity to build evidence-based solutions that support the design of socially sustainable living environments for older persons. ETHICS AND DISSEMINATION: Ethical clearance for this project has been granted by the Swedish Ethical Review Authority for Dalarna University (dnr 2023-01543-01) and the Natural Sciences and Engineering Sciences (NES) Ethics Committee at the University of Twente in the Netherlands (dnr 230407) has approved this project. Stakeholders will be asked to provide signed consent to participate in the study. The results of this project will be disseminated through web seminars, community advisory groups, peer-reviewed journals and policy documents to support the development of housing and public health policy. TRIAL REGISTRATION NUMBER: OSF, https://doi.org/10.17605/OSF.IO/PR2NC.

Jornalismo, população em situação de rua e eventos internacionais: uma análise de reportagens do jornal O Globo em 2017 / Journalism, homeless population and international events: an analysis of reportages in O Globo newspaper in 2017 / Periodismo, población en situación de calle y eventos internacionales: un análisis de reportajes del periódico O Globo en 2017

Este artigo tem o propósito de analisar as representações das pessoas em situação de rua e da violência em quatro reportagens expressivas do jornal O Globo, a fim de identificar se elas são retratadas como responsáveis pela violência urbana ou como vítimas de grupos violentos. Serão examinadas reportagens publicadas em 2017, um ano após a cidade ter passado por transformações significativas para os Jogos Olímpicos e Paralímpicos, incluindo investimentos em segurança pública por parte dos governos federal e estadual, alterações no espaço urbano e remoção forçada de pessoas em situação de rua das áreas turísticas. Para atingir o objetivo proposto, será utilizada como metodologia a análise de narrativas conforme Bastos e Biar e Spink. Em resumo, o jornal oscilou entre a demonização dessas pessoas, reforçando preconceitos associados a elas, e a abertura, ainda que em menor medida, para a divulgação das violências enfrentadas por esse segmento da população

This article aims to analyze the representations of people experiencing homelessness and of violence in four significant reportages in O Globo newspaper in order to determine whether they are portrayed as responsible for urban violence or as victims of violent groups. The selected reportages which will be examined were published in 2017, a year after the implementation of significant transformations in the city for the Olympic and Paralympic Games, including investments in public security by the federal and state governments, changes in urban space, and removal of homeless population by force from tourist areas. To achieve the proposed objective, the narrative analysis according to the approaches of Bastos and Biar and Spink will be employed as methodology. In short, the newspaper oscillated between demonising these individuals, reinforcing prejudices associated with them, and opening up, albeit to a lesser extent, to publicise the violence faced by this segment of the population

Este artículo tiene como objetivo analizar las representaciones de las personas en situación de calle y de la violencia en cuatro reportajes significativos del periódico O Globo para determinar si él las retrata como responsables de la violencia urbana o como víctimas de grupos violentos. Serán examinados reportajes publicados en 2017, un año después de que la ciudad había pasado por transformaciones significativas debido a los Juegos Olímpicos y Paralímpicos, que incluyeron inversiones en seguridad pública por parte de los gobiernos federal y estatal, cambios en el espacio urbano y la remoción forzada de personas en situación de calle de las zonas turísticas. Para lograr el objetivo propuesto, se empleará el análisis narrativo como metodología de acuerdo con los enfoques de Bastos y Biar y Spink. En resumen, el periódico osciló entre la demonización de estas personas, reforzando los prejuicios asociados a ellas, y la apertura, aunque en menor medida, a la divulgación de las violencias enfrentadas por este segmento de la población

Transitioning from childhood into adolescence: A comprehensive longitudinal behavioral and neuroimaging study on prosocial behavior and social inclusion.

Acting prosocially and feeling socially included are important factors for developing social relations. However, little is known about the development of neural trajectories of prosocial behavior and social inclusion in the transition from middle childhood to early adolescence. In this pre-registered study, we investigated the development of prosocial behavior, social inclusion, and their neural mechanisms in a three-wave longitudinal design (ages 7-13 years; NT1 = 512; NT2 = 456; NT3 = 336). We used the Prosocial Cyberball Game, a ball tossing game in which one player is excluded, to measure prosocial compensating behavior. Prosocial compensating behavior showed a linear developmental increase, similar to parent-reported prosocial behavior, whereas parent-reported empathy showed a quadratic trajectory with highest levels in late childhood. On a neural level we found a peak in ventral striatum activity during prosocial compensating behavior. Neural activity during social inclusion showed quadratic age effects in anterior cingulate cortex, insula, striatum, and precuneus, and a linear increase in temporo-parietal junction. Finally, changes in prosocial compensating behavior were negatively associated with changes in ventral striatum and mPFC activity during social inclusion, indicating an important co-occurrence between development in brain and social behavior. Together these findings shed a light on the mechanisms underlying social development from childhood into adolescence.