Opportunities to experience changes during adverse times: perspectives of young people with physical disabilities and their therapists following the PREP intervention
Bibliographic record
Abstract
Purpose To elicit the experiences of Pathways and Resources for Engagement and Participation (PREP) intervention among youth with physical disabilities and their therapists during the COVID-19 pandemic.Materials and methods Youth (n = 13) aged 18–25 (median = 21) who participated in an 8-week self-chosen activity (football, piano, photography) facilitated by PREP and therapists (n = 6) who delivered it participated in individual semi-structured interviews. Thematic analysis was conducted by two researchers independently.Results Four themes were identified. The first theme, Pandemic reality – the impacts on everyday life and emotional well-being, which pertained to youth only, characterized the context that shaped how youth experienced the intervention. The remaining three themes: Navigating barriers, seeking resources, and putting pieces together; Rapport with instructors and support from family as assets; and More than fun, a new opportunity to experience changes, applied to both youth and therapists. Youth interest and motivation, identified in both groups, was intertwined across all themes, leading to initiating and maintaining participation. Through these positive experiences, the youth discovered the value of trying new activities in supportive and accessible environments.Conclusions Findings highlight the crucial roles of therapists, families, and instructors in mobilizing available resources and motivating youth to enhance their community participation even during adverse times.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.005 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".