Residential Immersive Life Skills Research Articles

Autonomy, self-realization, and psychological empowerment: a prospective mixed methods study of the effects of residential immersive life skills programs for youth with physical disabilities

Purpose To examine changes in self-determination associated with youth participation in residential immersive life skills (RILS) programs. Method In this prospective mixed methods study, the Arc’s Self-Determination Scale was administered pre- and post-program, and at 3- and 12-month follow-ups, to 27 RILS youth and a comparison group of 11 youth enrolled in a non-residential life skills program. Ten RILS youth were interviewed 3 and 12 months post-program, with content analysis used to explore changes in autonomy, self-realization, and psychological empowerment. Results RILS youth showed statistically significant increases in autonomy immediately after the program, which were maintained one year later, whereas the comparison group displayed increased autonomy only at 3 months post-program. Qualitatively, RILS youth emphasized changes in behavioral autonomy and psychological empowerment 3 months post-program, whereas at one year there was greater emphasis on changes in self-realization. Using a triangulation protocol, the mixed methods data were interpreted as showing agreement regarding changes in autonomy due to intervention, partial agreement regarding self-realization, and dissonance regarding psychological empowerment. Conclusions RILS programs can enhance the autonomy of youth with physical disabilities and contribute to their sense of confidence and understanding of themselves as they move forward in life.

Benefits of residential immersive life skills programs: a prospective study of autonomy and self-efficacy gains and sex differences in youth with disability

Purpose To determine whether Residential Immersive Life Skills programs (RILS) result in reliable change in autonomy and self-efficacy of youth with disabilities and whether gains persist over time. Sex differences and program response patterns were also examined. Materials and methods Autonomy from the ARC’s Self-Determination Scale and self-efficacy from the General Self-Efficacy Scale were completed by participants at baseline, post-intervention, 3-month, and at 12-month follow-ups. Reliable change index was calculated and examined over time. Results Autonomy improved significantly following the completion of RILS program and gains persisted and increased at 12-month follow-up. Participants who reliably improved in autonomy (program-responders) also improved in self-efficacy. The program-responders began the program with significantly lower autonomy and self-efficacy scores at baseline and differed in personal factor relative to those who did not experience increased autonomy post-program (non-responders). There were sex differences in program response with more male participants responding to the program. Conclusions RILS programs can result in sustained improvements in autonomy and self-efficacy. Urgency for change and personal needs/priorities may contribute to growth experiences. We recommend including a social connectedness module that formally facilitates friendships and social development to better meet the social needs of all youth, especially females with disabilities.

The Transformative Nature of Residential Immersive Life Skills Programs: Integrating Findings from a Five-Year Prospective Study of Program Opportunities, Youth Experiences, and Outcomes.

Youth with disabilities often experience limited opportunities to acquire the life skills needed in adulthood. As a result, life skills programs are provided to support life skill development; however, little is known about the active ingredients of these programs, and the sustainability of their effects over time. Accordingly, the aim was to synthesize the findings of a five-year study examining the opportunities, experiences, and outcomes of residential immersive life skills (RILS) programs for youth with disabilities. A multi-method prospective study was conducted involving 38 youth ages 14 to 21 with disabilities (e.g., cerebral palsy, spina bifida) attending one of three RILS programs held over three summers. Program opportunities, youth experiences, and outcomes (self-determination, self-efficacy) were assessed pre- and post-program and 3 and 12 months post-program using standardized questionnaires. Pre-program, 3-month, and 12-month follow-up interviews were held with youth and parents. This research synthesis integrates the findings from nine published articles that used a variety of qualitative, quantitative, and mixed methods approaches. RILS programs provided rich opportunities for youth to experience meaningful social connections, psychological engagement, and choice and control, which were associated with changes over time in multiple domains related to personal growth and preparation for adulthood. Overall, the findings point to the transformative power of RILS programs to propel new life directions for some youth. By creating opportunities for meaningful, challenging, and supportive experiences fulfilling basic needs for relatedness, competency, and autonomy, RILS programs motivate youth to grow and change. More study is needed of program opportunities and capacity-enhancing experiences, as well as longitudinal studies of youth life outcomes. RILS programs have appreciable value in preparing youth for the transition to adult roles and responsibilities.

Parents’ perceptions of the foundational and emergent benefits of residential immersive life skills programs for youth with disabilities

PurposeTo examine parents’ views of the benefits of residential immersive life skills programs for youth with disabilities. MethodThree- and 12-month post-session interviews were held with ten parents of youth with disabilities who had attended one of three residential immersive life skills programs in one of three years of data collection. A deductive thematic analysis was conducted to describe the types of benefits reported by parents. ResultsParents discussed foundational benefits that were common to youth and more individualized emergent benefits. The foundational benefits included acquisition of life skills, greater awareness of future possibilities, and enhancements to self-confidence. The emergent benefits included greater comfort in new situations, and changes in motivation and initiative, maturity and responsibility, and community involvement. ConclusionsParents reported diverse benefits from involvement in these youth transition programs. In the eyes of parents, these programs prepared youth for transition to adult roles by enhancing awareness of life possibilities, amplifying existing capacities, and accelerating growth in adaptability, motivation, and maturity, as well as community involvement. The findings indicate the utility of RILS programs, and can be used to explain the diverse effects of these programs to parents and youth contemplating enrollment.

Exploring the after-hours social experiences of youth with disabilities in residential immersive life skills programs: a photo elicitation study

Purpose This study explored the meaning of the after-hours social experiences of youth with disabilities in a residential life skills program. After-hours experiences occur outside of formal program hours, primarily in the evenings. Method Five youth with cerebral palsy (three females) participated in an exploratory photo elicitation study while attending one of two residential immersive life skills programs. Following an auto-driven photo elicitation method, youth took photos of their choosing and then were interviewed about photos they elected to share. Interview data were analyzed thematically. Results Themes illustrated meaningful social experiences and their benefits. Two themes described the after-hours social experiences of most importance to youth: learning about strengths from working together, and having meaningful individual and group conversations. Three themes reflected benefits reported by youth: learning about differences among people, gaining new perspectives and new knowledge about oneself, and developing friendships and a sense of “family.” Conclusions The findings illuminate the benefits of after-hours social experiences for youth who may have had little opportunity previously to informally interact with other youth with disabilities. The findings highlight the importance of the immersive, group nature of a residential, away-from-home youth transition program, particularly the value added by the after-hours program component. IMPLICATIONS FOR REHABILITATION The findings support the value of an over-night residential aspect for life skills programs for youth with disabilities. Residential immersive life skills programs provide opportunities for youth to discuss common experiences and shared challenges, leading to the formation of social bonds. Residential immersive life skills programs provide opportunities for youth to interact with peers in the absence of adults, and to make choices about how to use their personal time. It is important to intentionally design transition programs to provide opportunities for after-hours social experiences, including working together and socializing.

Opportunities, experiences, and outcomes of residential immersive life skills programs for youth with disabilities

Purpose To examine the opportunities, experiences, and outcomes of a transition program for youth with disabilities. Methods Over three years, in a prospective study, 29 youth (17 males) attending residential immersive life skills programs reported on their experiences in 55 activity settings in which opportunities were also rated using standardized measures. Youth completed outcome measures of self-determination and self-efficacy pre-and post-intervention, and 3 and 12 months later. The alignment of opportunities and experiences was examined, as well as effects of experiences on outcomes. Results Opportunities were significantly correlated with experiences for males only. There were significant pre–post changes in autonomy (all youth) and self-efficacy (males only). Social and personal growth experiences predicted pre–post changes in autonomy, and experiences of psychological engagement (all youth) and choice and control (males only) predicted changes in psychological empowerment. Conclusions The findings highlight the importance of designing transition programs to provide experiences of social interaction, personal growth, choice, and psychological engagement in order to enhance autonomy and empowerment. Further investigation is needed on how gender influences youth experiences. Context–mechanism–outcome linkages offer a useful frame to examine opportunities, experiences, and outcomes, and reveal multiple pathways to changes in youths’ self-determination brought about by program involvement. Implications for rehabilitation Residential immersive life skills (RILS) programs enhance the autonomy and empowerment of youth with disabilities. The findings show the value of RILS programs and other complex interventions that provide youth of transition age with a rich variety of opportunities and capacity-enhancing experiences. It is important to intentionally design opportunities for social interaction, personal growth, choice, and psychological engagement. It is important to ensure youth are engaged with program content, and feel a sense of social belonging, choice, and personal growth, because these experiences were found to be related to changes in youths’ autonomy and empowerment. Gender differences in program experiences and outcomes were found, which is an important and overlooked area of research.

Residential immersive life skills programs for youth with disabilities: Experiences of parents and shifts in parenting approaches

IntroductionResidential immersive life skills (RILS) programs are designed for youth with disabilities and facilitate the development of adaptive behaviors for life skills required to navigate adulthood. This study explored parents’ experiences of the RILS program journey, shifts in parenting approaches, and the implications of those shifts. MethodsThis study draws on twenty-three qualitative interviews that were conducted with nine parents of youth who attended RILS programs in Ontario, Canada. Three rounds of interviews were conducted at three different time points: Pre-program, 3 months post-program, and 12 months post-program. Data were analyzed using a constructivist grounded theory approach. ResultsThe interviews captured parents’ experiences of the RILS program journey and how their parenting changed as a result. Three overarching themes emerged: (1) Anticipation of RILS programs served as a catalyst for experiencing positive and negative tensions in parenting; (2) Parenting shifted following RILS programs; and (3) Where parenting shifts were limited, challenges for youth arose and reduced youth future growth. ConclusionParenting approaches can shift as a result of youth attending RILS programs. These shifts can create complex and challenging implications for parents as they seek to further encourage youths' development. This study offers an understanding of the implications of parenting during youths’ developmental transition of adolescence to adulthood, and offers recommendations to further support parents in sustaining youth development of life skills during this developmental transition.

Residential immersive life skills programs for youth with disabilities: a case study of youth developmental trajectories of personal growth and caregiver perspectives

BackgroundProfessional support in pediatric and rehabilitation care environments has been recommended as a means to build youth competence in life skills during their transition to adulthood. Life skills are the essential psychosocial competencies and interpersonal skills needed to manage one’s life. Residential immersive life skills (RILS) programs offer youth with physical disabilities enriched learning environments to acquire these skills. This study explored trajectories of personal growth in life skills and positive psychological outcomes among youth participating in a RILS program and related caregiver perspectives.MethodDelivered by a multidisciplinary healthcare team, The Independence Program is an intensive summer program housed in a college residence that provides realistic experiences of living away from home for small groups of youth between 17 and 21 years of age who have congenital and/or acquired physical disabilities. Using a longitudinal case study and qualitative descriptive design, four youth and their parents/guardians participated in semi-structured interviews prior to, and then 1 month, and 3 to 4 months after the program. A conventional content analysis yielded chronological narratives for each youth and caregiver dyad of their experiences, perceptions and outcomes over time. These narratives were further summarized using a ‘line of development’ perspective to describe individual developmental trajectories of personal growth.ResultsAll four of the youth returned from the program with positive reports about the new life skills acquired and new behaviours they engaged in. These positive reports generally continued post-program, albeit with differing trajectories unique to each youth and varying levels of congruence with their caregivers’ readiness to support, accommodate and facilitate these changes. Caregivers differed in their capacity to shift in their parenting role to support consolidation of youth life skill competencies following program participation.ConclusionsRILS programs can be transformative. Varied youth trajectories identified significant personal growth through enhanced self-determination, self-efficacy and self-advocacy. Congruence in youth and caregiver perceptions of post-program changes was an important transactional factor. Professional support addressing caregiver needs may be beneficial to facilitate developmentally appropriate shifts in parenting roles. This shift is central to a model of shared management whereby adolescents take on greater responsibility for their own care and life choices.

Residential Immersive Life Skills Programs: A Catalyst for Facilitating Emotional Literacy Development for Youth with Disabilities

ABSTRACT Statement of Purpose Residential Immersive life skills (RILS) programs are unique programs for youth with disabilities. These programs enable youth to develop adaptive behaviors required to navigate adulthood. This study explored the emergence of emotional literacy development for youth who attended RILS programs. Methods This study draws on twenty-five qualitative interviews that were conducted with nine youth who attended RILS programs. Data were analyzed using thematic analysis, aligned to a phenomenological approach. Results The themes reflecting emotional literacy development in youth were: (1) Enhanced intrapersonal development; (2) Shifts in emotional regulation and emotional responses; (3) Realized potential and self-actualization. Conclusions The opportunities and experiences offered in the RILS programs have the potential to facilitate emotional literacy development in youth with disabilities. The findings contribute towards the research evidence on the importance of emotional literacy development in young people with disabilities and the development and mobilization of evidence-based life skills programs.

Deconstructing residential immersive life skills programming through a pedagogical lens: mechanisms that can facilitate learning for youth with disabilities

Residential Immersive Life Skills (RILS) programs are unique programs for youth with disabilities. Situated, experiential, psychoeducational and strengths‐based learning approaches expose youth to opportunities and experiences that can facilitate the development of adaptive behaviours. This study examined the pedagogy of RILS programs to facilitate life skills development in youth. This study draws on 25 qualitative interviews that were conducted with nine youth who attended one of three separate RILS programs. Interviews were conducted at three different time points: pre‐program, 3 months post‐program and 12 months post‐program. Data were analysed using a constructivist grounded theory approach. The analysis provided evidence of the intended learning approaches that are mobilised in the RILS pedagogy (applied mechanisms): situated and experiential learning and psychoeducational and strengths‐based learning approaches. The transcripts also uncovered three behavioural and emotional elements in the RILS pedagogy (implicit mechanisms): the power of (1) interpersonal connections; (2) culture of collective understanding; and (3) emotional contagion. Findings validated evidence of applied mechanisms and uncovered the hidden behavioural and emotional mechanisms in the RILS pedagogy. This in‐depth insight is central to further developing not only independence‐oriented life skills programs, but also broader education programs for youth with disabilities.

Program opportunities of residential immersive life skills programs for youth with disabilities

PurposeResidential immersive life skills programs provide youth with the skills and outlooks needed to adopt new roles in life. Observed program opportunities and service providers’ perceptions of opportunities were examined to determine program fidelity. Service providers’ views of how the programs work were also examined. Method107 activity settings were observed across two summers at three programs, with opportunities assessed using the Measure of Environmental Qualities of Activity Settings (MEQAS-48). Activity settings were classified by session format (instructional versus experiential) and activity type (active physical, skill-based, self-improvement). Qualitative interviews were held with seven service providers. ResultsService providers indicated the importance of life-preparatory learning opportunities for social interaction, choice, and skill development, which aligned with high observed MEQAS-48 opportunities for social interaction, choice in experiential session formats, and personal growth. Providers individualized program delivery to provide youth with personally meaningful and challenging experiences. Providers also discussed emergent, transformational outcomes, including enhanced awareness of strengths, enhanced confidence in skills, identity development, and greater awareness of future life possibilities. ConclusionsThe study provided evidence of program fidelity, along with robust evidence for program opportunities as an active ingredient that may be transferable to the design and delivery of other transition-support programs.

Intervention strategies in residential immersive life skills programs for youth with disabilities: a study of active ingredients and program fidelity

ABSTRACTObjective: To examine intervention strategy use in residential immersive life skills (RILS) programs.Methods: The Service Provider Strategies-Checklist was used to record the strategies used in 100 activity settings across two summers at three RILS program sites. Activity settings were categorized by activity type and session format. Relative occurrence of the strategies was examined using percentages.Results: Socially mediated strategies (listening, engaging youth) and teaching/learning techniques (verbal cues, verbal instruction) were used in over 75% of the settings. Strategy use was highly contextualized, with different strategy patterns observed for different types of activity settings.Conclusion: The findings suggest that RILS programs be characterized by their use of socially mediated strategies and teaching/learning techniques, with socially mediated and non-intrusive strategies appearing to be program hallmarks. Strategy use was aligned with the types of sessions offered, providing evidence of program fidelity and indicating that RILS programs are complex in their formats, activities, and strategy use.

Residential immersive life skills programs for youth with physical disabilities: A pilot study of program opportunities, intervention strategies, and youth experiences

PurposeA pilot study was conducted to assess correspondence among measures of program characteristics (opportunities and intervention strategies) and youth experiences in a range of activity settings in a residential immersive life skills (RILS) program. MethodOpportunities and intervention strategies were assessed in 18 activity settings in the 21-day program. On two occasions each, four youth completed a measure of experiences and took part in onsite interviews. ResultsThere was good convergence between observed program opportunities and the use of socially-mediated, teaching/learning, and non-intrusive strategies. Youth experiences of social interaction, choice, and personal growth were further informed by interview information. There was substantial convergence between program characteristics and youth experiences, indicating the program was provided and experienced as intended. ConclusionsThis pilot study indicated the fidelity of the program and the feasibility of using the measures in a future study. The preliminary findings suggest that RILS programs may provide a favorable environment for developmental experiences concerning social interaction, autonomy, and personal growth.

“Ready to take on the world”: Experiences and understandings of independence after attending residential immersive life skills programs for youth with physical disabilities

ABSTRACTStatement of Purpose: Life skills programs aim to equip youth with physical disabilities with the foundational skills required for adulthood. This study explored the perceived impact of residential immersive life skills (RILS) programs on the lives of participants. Methods: Qualitative interviews were conducted with alumni of three RILS programs. Data were thematically analyzed using a phenomenological approach. Results: Themes identified from fourteen interviews were: (1) enhancing higher-order skills; (2) new notions of independence; and (3) identity change, empowerment, and advocacy. Opportunities to learn and practise a variety of skills in a structured, facilitative environment led to increased competence and motivation to engage in independent activities. Engaging with peers undergoing similar experiences also helped some youth integrate disability into their identity. Conclusions: Providing youth with physical disabilities opportunities to engage with others sharing similar experiences and challenges is essential. The study contributes toward the development of evidence-based best practices for life skills programs.

Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes

Background: Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Methods: Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. Results: The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. Conclusion: The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise.Implications for RehabilitationService providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategiesYouth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill masteryCompared to more novice service providers, experts discussed managing the program conditions and context, creating opportunities for choice and new experiences, and adopting a facilitating and enabling role (coaching and capitalizing on teachable moments)

Residential immersive life skills programs for youth with disabilities: service providers’ perceptions of experiential benefits and key program features

Purpose: The objective was to determine service providers’ perceptions of the experiential benefits of residential immersive life skills (RILS) programs for youth with disabilities, along with important program features. Methods: Thirty-seven service providers from three RILS programs took part in qualitative interviews. Themes were derived using a phenomenological approach. Results: There were perceived benefits for youth, and also for parents and service providers. Study themes concerned the process of youth empowerment, life-changing experiences for youth and parents, and changed service provider views affecting practice. Youth changes were attributed to the residential group format and afforded opportunities, which included being away from home, navigating public transportation, directing attendant services, and sharing intense learning and social experiences with peers. Youth were seen to experience important personal changes in life skills, self-confidence, self-understandings, and self-advocacy. Perceived benefits for parents included realizations concerning their child’s abilities and new hope for the future. Service providers indicated changes in their knowledge, perspectives, and approach to practice. Conclusions: The findings suggest that life skills programs should be intentionally designed to provide challenging experiential opportunities that motivate youth to engage in new life directions by providing new insights, self-realizations, and positive yet realistic views of the future.Implications for RehabilitationService providers indicated the importance of challenging, real-world experiential opportunities that provide youth with disabilities with new insights, self-realizations, and positive yet realistic views of the future.Important experiential opportunities for youth included being away from home, navigating public transportation, directing attendant care, and sharing intense learning and social experiences with peers.The findings provide preliminary qualitative evidence that life skills programs should be intentionally designed to provide experiential opportunities that equip youth with knowledge, skills, and confidence, and motivate them to engage in new life directions.Service providers indicated important changes to their practice as a result of their involvement in a RILS program, including adopting a more holistic and facilitative approach to practice.