Individual Family Support Research Articles

Do entrepreneurial self-efficacy, entrepreneurial motivation, and family support enhance entrepreneurial intention? The mediating role of entrepreneurial education

Purpose Entrepreneurship is an important paradigm for enhancing the economic well-being of nations. However, despite heated debate about the significant role of entrepreneurial education (EE) in developing favourable entrepreneurial intention (EI), little is known about the role of individuals’ entrepreneurial self-efficacy (ES), entrepreneurial motivation (EM) and family support (FS), which the authors investigated in this study. Design/methodology/approach This study has used a quantitative research design to collect data from 334 young people from various Malaysian higher education institutes using a purposive sampling technique and a deductive approach based on the theory of planned behaviour (TPB). Findings The findings revealed interesting insights into the criticality of young people’s ES, EM and FS in learning methods, techniques and skills to start new enterprises. Moreover, EE was a significant mediator of the relationship between individual self-efficacy, FS, EM and EI. Originality/value This study is among the few to contribute to strategic management scholarship by designing a framework based on the idea that EE relies on diverse factors, particularly ES, EM and FS. These factors encourage Malaysian young people to seek the necessary education to develop favourable EI and launch successful businesses.

Teorijsko-vrednosni postulati porodično orijentisane rane intervencije

Summary: Children with developmental disabilities, as well as children that are likely to develop deviations during developing process, are children who need additional support in the form of encouraging development and learning. Early intervention programs include early diagnosis, early intervention in working with the child, family empowerment in the form of counseling, information and education to encourage the child's development and early inclusion, that is, the inclusion of the child in the regular educational system. The aim of the paper is to indicate a paradigm shift in the provision of early intervention to children with developmental delays, developmental difficulties or disabilities, which is largely reflected in the family's orientation to a new approach to providing the necessary and additional support. The ultimate goal of the family-centered approach is to improve the well-being of the whole family, and early intervention is provided by a transdisciplinary, interdepartmental Early Intervention Team, which is made up of professionals from three systems (health, preschool education, and social care) and is located in one of those three systems, as the most adequate solution. Family support is provided by the Early Intervention Team through home visits conducted by the primary service provider and through support to educators/nurses when the child is involved in pre-school education. This paper emphasizes a transdisciplinary approach, which implies a holistic understanding of the child and an integrated way of learning, and in accordance with this, the stimulation of the development of early-age children in the family and in kindergartens, that is, in the natural environment, is realized. The experts who make up the Early Intervention Team together with the family and based on the functional assessment determine the priorities of the child and the family and together create an individual family support plan. Pedagogical implications of this paper can be seem in the recognition of the key changes in the practical action of experts in the field of family support for assuming a role in providing support to the child.

Atención temprana y prácticas centradas en la familia: a propósito de un caso

Scientific evidence demonstrates in Early Intervention the effectiveness and efficiency of family-centered practices and natural environments. Interventions with children who have a disability or are at a risk should allow participation of families and/or teachers. The practices must generate skills in the child's caregivers to promote the development of their usual routines and contexts. This paper presents the analysis of a case that exemplifies how the theoretical aspects can be transferred to the sphere of daily practice.We use de Routines Based Model to shown the intervention. The Individual Family Support Plan describes the service: Initial assessment, functional objectives, intervention plan and monitoring. As a result of the intervention, we can see the improvement in the functional development and we observe the family and the teacher feel more competent, empowered and better family quality of family life. The importance of transdisciplinary work, collaboration between different social agents and the undisputed role of the family throughout the process is reflected.

Interventions to improve supervised contact visits between children in out of home care and their parents: a systematic review

AbstractAlthough the importance of contact between children in care and their parents, when safe, is accepted, there is limited research about supervised face‐to‐face contact. There is no literature that has systematically critiqued how supervised contact can be best delivered. The aim of this systematic review was to evaluate the evidence for interventions aimed at improving the quality of contact visits between parents and their children who are in out‐of‐home care. Twelve studies were included in this review. Each study was graded and assigned scores according to the presence or absence of each of seven criteria. The studies demonstrated key similarities in the types of interventions provided, although delivery varied across group, individual and educational interventions. Parents reported improved capacity to manage their emotions and parents' satisfaction with the programmes was high. Although there was a lack of large scale, methodologically rigorous studies with long‐term follow‐up, some promising findings were identified: the literature indicates individual family support and group programmes have the potential to improve parent–child relationships and the quality of contact visits. This review suggests that future studies build on current evidence by addressing their methodological limitations and evaluating interventions that can be tailored to meet the needs of individual families.

Family interventions after traumatic brain injury: A service example

Traumatic brain injury (TBI) often exerts a major impact upon the family with high levels of stress and distress, particularly amongst primary carers, disruption to family life style and functioning, changes in family roles, and marital and sexual difficulties. In response to the documented impact upon the family a range of family services have been advocated including family education, counselling and support. This paper outlines family services developed within a community head injury service in the UK. The family assessment programme comprises a relatives' screening questionnaire and structured interview schedules and ratings scales, some drawn from the family assessment literature, others developed within the service. Four components of family intervention are described: an annual series of educational workshops; follow-up workshops; individual family support; and specialist marital counselling. Our experience of providing these family services over the last 7 years is discussed along with the need for further evaluation of family assessment and interventions after TBI.

The individual family support plan:A tool to assist special populations of gifted learners∗

Eighty‐seven families representing multicultural groups, many of whom were also economically disadvantaged, participated in Project Mandala, a college‐based, federally funded enrichment and family support program for special populations of gifted learners. The children, ages 4–8 and 11–14, were identified by individual psychoeducational assessment. They attended Saturday and summer enrichment programs at the college. Parents participated in the development of an Individual Family Support Plan intended to enhance the identified child's educational progress. Goals of the plan evolved out of a parent interview and results of the child's assessment. At the end of the Project all of the plan goals had been met or addressed. Families reported positive reactions to the planning process.