Abstract
This study examined the impact residential camps have on adolescents with physical disabilities, including the influence of the empowerment process on daily activities, and overall quality of life. The U.S. Census Bureau (2000) states that approximately 20% (over 49 million) of Americans have a disability. According to Healthy People 2010, 56% of these people with disabilities have no leisure-time physical activity and 56% have negative feelings that interfere with engaging in activities of choice (United States Department of Health and Human Services, 2000). It is possible that youth with physical disabilities may be at a higher risk for obesity due to these negative feelings, including no sense of empowerment and lack of physical activity.
Residential camps may be the ideal environment to address these quality of life concerns among youth with physical disabilities by providing positive and substantially different experiences from those typically encountered. Michalski, Mishna, Worthington, and Cummings (2003) demonstrated that summer camp programs offer individuals with physical disabilities the opportunity to improve quality of life by increasing social skills, sense of accomplishment, and self-esteem. Each of these variables may have an impact on obesity and a sense of empowerment with this population. The purpose of this study was to determine if a summer camp for adolescents with physical disabilities has an impact on empowerment in daily life. The aspects of daily life that were investigated included activities of daily living (i.e., waking up on time to start their day, showering, dressing), participation in recreation activities at school and social communities, identification and/or choice of recreational activities for themselves, and improvement of social skills (advocate for self in social situations). The empowerment process attempts to help individuals gain control over themselves, obtain needed resources for daily living, and critically understand one's social environment (Zimmerman, 2000).
Qualitative data were collected through open-ended interviews with four campers and three parents four months after completing the camp experience. Both groups of research participants ( campers and parents) were asked various questions pertaining to 1) the camper's awareness of his or her overall abilities, 2) if the camp provided adequate opportunities for active participation, and (3) if the camper's activity levels increased after experiencing the camp.
This study utilized a qualitative method to investigate how residential camps impacted adolescents with physical disabilities. The experiences of these adolescents were collected by conducting face-to-face interviews utilizing open-ended questions with both the participants and their parent/legal guardian providing two study samples. The results of these open-ended interviews were transcribed and then analyzed using constant comparison, thematic reduction (Henderson, 1991), along with the comparison of Zimmerman's (2000) Empowerment Theory. For the first group, participants were interviewed after they attended camp and were asked 6 open ended questions. Each question allowed the participant to reflect on their experience camp. Questions generated information pertaining to their levels of empowerment that may have been influenced by the participant's camp experience. Data collected from participants in the second interview group were collected after their child had attended camp. The interview guide for the second group was structure to generate perceptions of changes to their child's level of empowerment that may be been influenced by participating at camp. The results of this study showed camper participants exercising decision-making skills (individual) during camp providing a sense of control (individual). As mentioned in the literature review studies reveal increased independence/skills, improved social interaction, and increased positive sense of self(Brannan & Fullerton, 1999; Goodwin & Staples, 2005; Jessica, 2004; Michalski, et al., 2003). Results indicated independence in all three forms, skills ( doing it myself), social interaction (meeting people), and positive sense of self (confidence).