J Sterman
Biographic Data
| ID | 2305588 |
|---|---|
| NAME | J Sterman |
| GIVEN NAMES | J |
| FAMILY NAME | Sterman |
| SIGNATURE | STERMAN J |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0001-6941-2642 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
It’s been a hard year”
Families of children with disabilities and chronic health conditions experience unique challenges associated with school, therapies, and social supports. However, little is known about the COVID-19 pandemic’s influence on these families. To understand the lived experiences of families with children with disabilities and chronic health conditions during the COVID-19 pandemic. We gathered narrative accounts from 25 mothers of children with disabili…
Bridging the gap, how interprofessional collaboration can support emergency preparedness for children with disabilities and their families
These findings have implications for the importance of interprofessional collaboration in supporting family-centered emergency preparedness for families of children with disabilities. Stronger interprofessional networks would help overcome many of the barriers identified by participants, and advocacy groups appear to be well-positioned to bridge the gap between these professionals and their areas of expertise
Expectations and Assumptions
Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative result…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
Is play a choice? Application of the capabilities approach to children with disabilities on the school playground
Outdoor play is important for children’s development and an area in which many children with disabilities struggle at school. The aim of this multiple-perspective case study was to understand educator play decision-making for children with disabilities within one low socioeconomic status and culturally and linguistically diverse community. Data collection included playground observations of children with disabilities and educators and interviews …
The Sydney playground project- levelling the playing field
Australian and New Zealand Clinical Trials Registration Number ACTRN12614000549628 (registered 22/5/2014)
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
The Sydney playground project- levelling the playing field
Australian and New Zealand Clinical Trials Registration Number ACTRN12614000549628 (registered 22/5/2014)
Is play a choice? Application of the capabilities approach to children with disabilities on the school playground
Outdoor play is important for children’s development and an area in which many children with disabilities struggle at school. The aim of this multiple-perspective case study was to understand educator play decision-making for children with disabilities within one low socioeconomic status and culturally and linguistically diverse community. Data collection included playground observations of children with disabilities and educators and interviews …
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
Expectations and Assumptions
Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative result…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
Bridging the gap, how interprofessional collaboration can support emergency preparedness for children with disabilities and their families
These findings have implications for the importance of interprofessional collaboration in supporting family-centered emergency preparedness for families of children with disabilities. Stronger interprofessional networks would help overcome many of the barriers identified by participants, and advocacy groups appear to be well-positioned to bridge the gap between these professionals and their areas of expertise
It’s been a hard year”
Families of children with disabilities and chronic health conditions experience unique challenges associated with school, therapies, and social supports. However, little is known about the COVID-19 pandemic’s influence on these families. To understand the lived experiences of families with children with disabilities and chronic health conditions during the COVID-19 pandemic. We gathered narrative accounts from 25 mothers of children with disabili…
Medicine (6 works) · Psychology (6 works) · Developmental psychology (5 works) · Family and Disability Support Research (4 works) · Intervention (counseling (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Autism (2 works) · Child Therapy and Development (2 works) · Children's Rights and Participation (2 works)