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International Journal of Health Professions

The journal of Verein zur Förderung der Wissenschaft in den Gesundheitsberufen

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2296-990X
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Perceived competences in everyday activities: Children’s self-report and parents’ and teachers’ report using the first Austrian-German Perceived Efficacy and Goal Setting System (AG-PEGS) version / Einschätzungen kindlicher Kompetenzen in Alltagstätigkeiten durch Kinder, deren Eltern und Pädagogen/-innen, basierend auf der ersten deutschsprachigen PEGS (Perceived Efficacy and Goal Setting System)-Version

Ursula Margarethe Costa / Michael J. Lindenthal
  • fh gesundheit, FH-Bachelorstudiengang in hysiotherapie, Innrain 98, 6020, Innsbruck, ÖSTERREICH
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
Published Online: 2015-05-29 | DOI: https://doi.org/10.1515/ijhp-2015-0001

Abstract

Introduction: A systems-oriented approach in contemporary health-care requires health professionals to include clients’ and their proxies’ perceptions to design specific, efficient, and cost-effective interventions. This influences the choice of appropriate methods and means for assessment and intervention. To learn more about the benefits of a systems-approach in assessment and intervention planning, there is a need to study how children and their proxies describe children’s abilities. Aims: This study aimed to explore, describe, and compare perceived competences in everyday activities as reported by children with difficulties in their occupational performance, their parents and teachers, using the first Austrian-German version of the Perceived Efficacy and Goal Setting System (AG-PEGS). Method: Forty-two children, their parents and teachers completed the AG-PEGS. Data analysis included descriptive statistics, calculation of inter-rater agreement, differences between groups, and correlations between categories. Results: Overall, adults scored children’s competences lower than the children themselves. Statistically significant differences of the perception of children, parents and teachers were found in single items, total scores and life areas (productivity, self-care, leisure), respectively. Differences in perceived competence were also found related to gender and schooling. Agreement in children’s and adults’ scorings varied depending on shared life areas (children and parents showing most agreement in self-care). Conclusion. Agreement and differences in perceived competences support the importance of children’s and proxies’ participation in assessment in order to gain a comprehensive picture and a better understanding of a child’s situation and conditions, address a child’s and his/her proxies’ concerns, and provide individualized and context-relevant intervention. Children - assessment - self-efficacy - perceived competence - parents - teachers - participation

Abstract

Einleitung: Ein systemischer Ansatz in der Gesundheitsversorgung erfordert das Einbeziehen der Perspektive von KlientInnen und deren Angehörigen, um spezifische und effektive Interventionen planen zu können. Dies beeinflusst die Auswahl geeigneter Vorgangsweisen und Mittel für Befunderhebung und Intervention. Aktuell gibt es Forschungsbedarf, wie Kinder und deren Bezugspersonen Fähigkeiten der Kinder beschreiben, um Vorteile eines systemischen Ansatzes in Befunderhebung und Behandlungsplanung zu untersuchen. Ziel dieser Studie war es, die Selbst- und Fremdwahrnehmung der Handlungskompetenzen von Kindern mit Schwierigkeiten in der Handlungsperformanz mithilfe der ersten deutschsprachigen Version des Perceived Efficacy and Goal Setting Systems (PEGS) zu untersuchen. Methode: 42 Kinder, deren Eltern und PädagogInnen beantworteten die deutschsprachige Version des PEGS. Die Daten wurden mittels deskriptiver Statistik ausgewertet. Zusätzlich wurden Interrater-Reliabilität, Unterschiede zwischen TeilnehmerInnengruppen und Korrelationen zwischen Kategorien berechnet. Ergebnisse: Die Erwachsenen schätzten die Kompetenzen der Kinder insgesamt niedriger ein als die Kinder selbst. Statistisch signifikante Unterschiede im Scoring von Kindern, Eltern und PädagogInnen wurden in Bezug auf einzelne PEGS-Items, Gesamtscores und Lebensbereiche (Produktivität, Selbstversorgung, Freizeit) deutlich. Weitere Unterschiede gab es in Bezug auf Genderaspekte und Schule/Kindergarten der Kinder. Hinsichtlich der Kompetenzen in Aktivitäten zur Selbstversorgung zeigten die Einschätzungen von Kindern und Eltern die größte Übereinstimmung. Diskussion. Übereinstimmungen und Unterschiede in der Wahrnehmung der Kompetenzen der Kinder unterstützen die Bedeutung partizipativer Befunderhebung mit Kindern und deren Bezugspersonen: für ein zusammenhängendes, besseres Verständnis des Kindes, seiner Situation und Bedingungen, um auf die Anliegen des Kindes und seiner Bezugspersonen spezifisch eingehen zu können und um damit individuelle und für den Kontext relevante therapeutische Intervention anzubieten.

Keywords : Children - assessment - self-efficacy - perceived competence - parents - teachers - participation

Keywords : Kinder - Assessment - Selbstwirksamkeit - Kompetenzeinschätzung - Eltern - Pädagogen/-innen - Partizipation

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About the article

Received: 2014-10-30

Accepted: 2015-01-17

Published Online: 2015-05-29

Published in Print: 2015-06-01


Citation Information: International Journal of Health Professions, Volume 2, Issue 1, Pages 16–30, ISSN (Online) 2296-990X, DOI: https://doi.org/10.1515/ijhp-2015-0001.

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© 2015. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. BY-NC-ND 3.0

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