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The experiences of psychologists working with people with intellectual disabilities during the COVID-19 crisis.

Autor: Embregts PJCM; Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands., Tournier T; Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.; ASVZ, Sliedrecht, The Netherlands., Frielink N; Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.

Publikováno v: Journal of applied research in intellectual disabilities : JARID [J Appl Res Intellect Disabil] 2022 Jan; Vol. 35 (1), pp. 295-298. Date of Electronic Publication: 2021 Jul 01.

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Experiences and needs of direct support staff working with people with intellectual disabilities during the COVID-19 pandemic: A thematic analysis.

Autor: Embregts PJCM; Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands., Tournier T; Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.; ASVZ, Sliedrecht, The Netherlands., Frielink N; Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.

Publikováno v: Journal of applied research in intellectual disabilities : JARID [J Appl Res Intellect Disabil] 2021 Mar; Vol. 34 (2), pp. 480-490. Date of Electronic Publication: 2020 Sep 21.

Social Capital and the Reciprocal Nature of Family Relationships: The Perspective of Individuals With Mild Intellectual Disability.

Autor: Giesbers SAH; Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands., Hendriks AHC; Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands., Hastings RP; Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands., Jahoda A; Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands., Tournier T; Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands., Embregts PJCM; Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands.

Publikováno v: American journal on intellectual and developmental disabilities [Am J Intellect Dev Disabil] 2020 May; Vol. 125 (3), pp. 170-185.