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Computer-Mediated Support for Adolescents With Cerebral Palsy or Spina Bifida

CIN: Computers, Informatics, Nursing: January-February 2011 - Volume 29 - Issue 1 - p 34-35
doi: 10.1097/NCN.0b013e31820248fb
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  • Read the article on page 24.
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Disclosure Statement:

The authors have disclosed that they have no financial relationships related to this article.

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GENERAL PURPOSE STATEMENT: To familiarize the nurse with a study designed to evaluate an online peer support intervention for adolescents with disabilities.

LEARNING OBJECTIVES: After reading this article and taking this test, the nurse will be able to:

  1. Explain the importance of social supports for adolescents with a disability.
  2. List the research approaches, methodology, and results of the study.

1. Studies of adolescents with disabilities reveal deficits in all except

a. self-esteem.

b. coping strategies.

c. social skills.

d. social support.

2. Which technology is an important component of adolescents' social networks?

a. voice mail

b. text messaging

c. Internet programs

d. television

3. Recent research indicates that access to which of the following may have positive effects on loneliness and depression in isolated populations?

a. support groups

b. peer groups

c. technology of any kind

d. the Internet

4. What type of support plays a key role in improving outcomes for adolescents with chronic conditions?

a. social support

b. family support

c. financial support

d. healthcare team support

5. Which type of support is particularly important during adolescence?

a. sibling

b. parental

c. peer

d. extended family member

6. Mediating intervention processes anticipated in online support groups were social comparison and social

a. skills.

b. exchange.

c. compromise.

d. strategies.

7. Participants in the study included patients with

a. autism.

b. attention-deficit/hyperactivity disorder.

c. Down syndrome.

c. cerebral palsy.

8. The participants were recruited from agencies and hospitals in

a. Alberta, Canada.

b. Vancouver, British Columbia.

c. Sydney, Australia.

d. Melbourne, Australia.

9. Which best describes the support intervention tested in the study?

a. 3-month computer mediated

b. 6-month computer mediated

c. 3-month combined technology and in-person

d. 6-month combined technology and in-person

10. The participants and their peer mentors met once per week

a. via telephone.

b. using text messaging.

c. on social networking Web sites.

d. in chat rooms.

11. Qualitative data for the study came from four sources: weekly field notes, exit interviews with peer mentors, semistructured interviews, and

a. online discussions.

b. e-mails.

c. text messages.

d. daily telephone calls.

12. Types of support provided by peer mentors during the intervention included

a. social comparison.

b. social exchange.

c. social learning.

d. information.

13. Which was one of the most frequently provided support functions?

a. affirmation

b. emotional support

c. social exchange

d. social comparison

14. Which was a process fostered by the online support environment?

a. information

b. affirmation

c. social comparison

d. social learning

15. Which best describes the contribution of peer mentors as intervention agents by the participants and health professional?

a. helpful but not necessary

b. nonjudgmental and important

c. restrictive and not important

d. innovative and important

16. All peer mentors noted how difficult communication became when they could not

a. keep pace with the conversation.

b. read nonverbal signs.

c. understand text messages.

d. convey emphasis.

17. Which was a common source of frustration for both participants and peer mentors?

a. time limitations.

b. organization.

c. scheduling.

d. technology problems.

18. The adolescent participants considered the online support intervention as

a. helpful.

b. not helpful.

c. limited for short-term use.

d. limited for long-term use.

© 2011 Lippincott Williams & Wilkins, Inc.