Longitudinal Trends of Participation in Relation to Mental Health in Children with and without Physical Difficulties.

Ai-Wen Hwang,Chia-Ling Chen,Mats Granlund,Christine Imms,Lin-Ju Kang,Chia-Hsieh Chang

doi:10.3390/ijerph17228551

Abstract

Children with physical disabilities (PD) are known to have participation restrictions when in inclusive settings alongside typically developing (TD) children. The restrictions in participation over time may affect their mental health status. This study aimed to investigate the longitudinal relationship between independence in activities (capability) and frequency of attendance in activities, in relation to perceived mental health status in children with and without PD. The participants were a convenience sample of parents of 77 school children with PD and 94 TD children who completed four assessments with a one-year interval between each assessment. Parents of these children were interviewed with the Functioning Scale of the Disability Evaluation System—Child version (FUNDES-Child). Three dimensions of mental health problems—loneliness, acting upset, and acting nervous—were rated by parents with the Child Health Questionnaire (CHQ). Linear trend was tested by repeated-measure ANOVA. The results revealed different longitudinal patterns of independence and frequency of attendance over time for children with PD and TD. Frequency of attending activities may be more important than independence in performing activities for experiencing fewer mental health problems. The findings highlight the need for supporting children’s actual attendance in daily activities which may benefit their later mental health.

Highlights

IntroductionParticipation, referring to functioning in everyday life beyond the health condition or disability-related diagnosis, is aligned with inclusive education in the Sustainable Development
Participation, referring to functioning in everyday life beyond the health condition or disability-related diagnosis, is aligned with inclusive education in the Sustainable DevelopmentGoals (SDGs) as part of a United Nations Resolution that are intended to be achieved by 2030
Evaluation of Disability Inventory (PEDI) [11] or Child and Adolescent Scale of Participation (CASP) [12], activity competence is operationalized as independence, that is, the level of support needed to perform an activity

Summary

Introduction

Participation, referring to functioning in everyday life beyond the health condition or disability-related diagnosis, is aligned with inclusive education in the Sustainable Development. Goals (SDGs) as part of a United Nations Resolution that are intended to be achieved by 2030. 4 states that inclusive and equitable quality education and promotion of lifelong learning opportunities in the home, school, and community “for all” must be ensured. Children with disabilities have the same right to education and learning as other children. This SDG goal supports that all children should. Res. Public Health 2020, 17, 8551; doi:10.3390/ijerph17228551 www.mdpi.com/journal/ijerph

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