gm ahsn, mahsc & stfc hartree centre cognitive computing event - janet mcdonagh
TRANSCRIPT
The Challenge – in context of
a research question
Janet E McDonaghSenior Lecturer in Paediatric and Adolescent Rheumatology
Outline
Contexts
• …of young people
• …of long term health conditions
• …of 2016
“Young people are the
world’s greatest untapped
resource”
Ban-ki Moon
“For too long adolescents have been
the forgotten community of the
health and development agenda. We
cannot afford to neglect them any
longer.”
Melinda GatesThe burden of non-communicable
disease among young people globally
has not improved since 1990 despite
gains in other areas
May 2016
MAHSC Adolescent and Young Adult Health Project
Aim: to improve health outcomes
for adolescents and young adults in Greater Manchester
MAHSC steering group: Janet McDonagh, Peter Clayton, Steve Ball (adult medicine), Louise Theodosiou (CAMHS), Alison
Yung (Psychiatry)
Project Coordinator: Aysha Khan (starting December 2016)
– Ethnographic study of HCP and managers
– Wide range of definitions!
– Five conceptual dimensions:
(i) bio-psycho-social development and holistic care
(ii) acknowledgement of young people as a distinct group
(iii) adjustment of care as the young person develops
(iv) empowerment of the young person by embedding health
education and health promotion
(v) interdisciplinary and inter-organizational work
Farre A et al 2016
6
Main Tasks of Adolescence and
Emerging Adulthood (10-24 years)
Main Tasks of Adolescence and
Emerging Adulthood (10-24 years)
1. To consolidate his/her identity (including sexual)
2. To establish relationships outside the family
3. To achieve interdependence with parents
4. To find a vocation
7
School/College/university
Self care
LeisureEmployment
Household
Chores
Rest
Young People as occupational beings
Training
volunteering
8
Vocation Development
Childhood Fantasy
Pre- adolescence Tentative
Mid –adolescence - early vocational plans
- development of an educational trajectory - early notions of vocational future
Late adolescence Realistic development of vocational capability
Adolescent and Young Adult
Transitions
Developmental
stage
Vocational
Transition
Examples of other concurrent
transitions
Early
Adolescence
10-13
Primary to secondary Pubertal
Social
Health self-management
Mid
Adolescence
14-16
School to college Pubertal
Social
Health self- management
Late
Adolescence
17-19
College to
HE/Employment/
training
(From parental home)
Paediatric to adult health care
Health self-management
Emerging
adulthood
20-24 years
HE to employment (Independent living)
Health self-management
(Parenthood)
Outline
Contexts
• …of young people
• …of long term health conditions
• …of 2016
Young Person with a long term health condition
• Young person
• Their parents and siblings
• Their extended family
• Friendship circle
• GP
• School nurse
• Paediatrics - various
• Adult medicine - various
• Social Care
• Youth Services
• Voluntary sector
• Teachers –secondary/HE/FE
• Employers
• Careers services
Additional Hurdles to workforce
participation for young people with long term health conditions
• Less exposure to world and role models
• Social isolation
• Late joining of peer group
• Undeveloped self-
concept
• Lower expectations
• poor transition planning
• Less work experience
• Career immaturity
• Discriminatory attitudes
• Limited knowledge of resources and help available
• Transport
• Benefit system
13
Vocational ReadinessVocational Readiness
• Educational achievement
• Prior work experience
• Communication skills
• Expectations of young person, family, professionals
• Psychological e.g. self-esteem
• Knowledge re: resources, rights
• Societal attitudes towards ill
health and disability
14
I don’t look 14 and when I go into the
hairdresser, they are alike”Oh, no, I’m sorry
you have to be over 13 and I’m like yeah I
am, I’m 14’ but they don’t believe you”
Young People with JIA Shaw KL 2006
•“I went to the career advisor
and told her what I wanted to
do and she said “don’t
bother”. “One person saying
“NO” just puts you totally off”
15
“If they find out you’ve got a
disability you never hear from
them again”
“They (parents) try to hold
on to you because you have arthritis”
Young People with JIA Shaw KL 2006
16
Advice from Young People
for Young People
• Develop selective hearing”…
• ”it’s personal. No one else can tell you what
you can do and what you can’t”
“Choose what’s
right for you”
Young People with JIA Shaw KL 2006
17
What Young People wanted from professionals
Someone “trained a bit more about arthritis and
adolescence”
“I think we need encouragement as much as
anything else”
“someone who knows
what they are talking about”
Young People with JIA Shaw KL 2006
Adolescent Health and Adult Education and Employment:
a systematic review.
Poor health in adolescence associated with:
• poorer education
• Poorer employment outcomes in adulthood
• Evidence stronger for mental vs physical health
conditions
• Less evidence available for physical health conditions
with mixed findings
Hale DR et al, 2015
19
Social vs Vocational Success of
young people with childhood onset disease
Compared to controls:
Social success - similar
Vocational success – lower Maslow GR 2011 (USA)
Lower rates of mastering social and vocational
developmental milestonesPinquart M 2014 (meta-analysis)
Health Transition Outcomes• Delphi process involving health professionals
• 10 final outcomes
Individual Social Health service
Achieving optimal QoL Having a
social network
Attending medical
appointments
Disease knowledge Having a medical home
Medication knowledge Avoidance of unnecessary
hospitalisations
Self-management
Adherence to medication/Rx
Understanding health
insurance
Fair C et al, 2015? vocational outcomes
? psychological outcomes
Transition Outcomes:
Vocational
Eg: CF Post transfer
• NO change in clinical status
BUT
� Young people NOT in school/job
7.9% pre vs 31.5% post (p=0.005)Dugueperoux I et al 2008
22
Vocational Developmental Delay
eg rheumatology
• Employment (Juvenile Idiopathic arthritis JIA) Reduced:JIA: Minden K 2009; Jetha A 2015;
SLE: Garris C 2013 Same as controls:Arkela-Kautiainen M 2005;
Gerhardt CA 2008
• Childhood onset rheumatic disease↑ Students vs age-matched controls BUT ↓
employment rateDiaz-Mendoza et al 2015 (Spain)
Early Work Experiences
• 18-30 year olds (n=143) , JIA and SLE
• 59% Employed
• 40% - absenteeism, job disruptions, productivity
loss
• ↑ likelihood of absenteeism: ↑ job control and ↑
self disclosure (NB not older adults) and ↓ social
support
• ↓ productivity loss:↓ fatigue and ↑ job control
• ↑ job disruptions vs older adults
Jetha A et al, 2015 (Canada)
Expectations of Others
Young adults with
rheumatic disease
↑ Likelihood of
employment:
• ↑ independence
• ↓ perceived
overprotection from
parents/siblings,
partners
Jetha A 2014
Low expectations of
teachers, careers
advisors, potential
employers perceived
by young people with
JIA
Shaw Kl et al, 2006
Employment Readiness skills
YP with physical disabilities vs peers
Mock job interview
• Significant differences
− “tell me about your self”
− “How would you provide feedback to someone not
doing their share”
− A problem solving scenario
− Voice clarity and mean latency
Work place role play performance
• No difference
Lindsay S et al 2014
26
Health Workforce Competency
to address vocational issuesSkill
Very low/low
Knowledge
Very low/low
Importance
High/very high
Rheumatology
professionals
32% 41% 91%
Paediatric
Hospital staff
41% 36% 75%
McDonagh JE 2004, 2006
National Survey OTs:• an appropriate profession to address the vocational needs of adolescentsBUT• limited knowledge and confidence to do so. • Significant unmet training needs Shaw KL et al 2006
27
Transferable Skills in the Healthcare Setting
– Communication
– Negotiation
– Goal setting
– Problem solving
– Decision-making
– Self-management
– Organisational
– Information seeking
– Health care utilisation
– Disclosure
Outline
Contexts
• …of young people
• …of long term health conditions
• …of 2016
Sawyer S, Lancet April
2012;379:1630-40
35
Key Data on Adolescence 2011
36
“Context is Everything”
2014 CBI Survey
Employers dissatisfied with school
leavers’:
• self-management and resilience
skills (61%)
• attitude to work (33%)
• work experience (55%)
• BUT
• 96% satisfied with their IT abilities
Work and Health Joint Unit (2015-)
• Dept of Work and Pensions
• Dept of Health
• ? Education?
Don’t stop me now: supporting young people with
chronic conditions from education to employment.
Bajorek Z, Donnaloja V, McEnhill L. (2016)
Research Focus
The role of health professionals in
improving educational, vocational and
employment outcomes for young people with
long term health conditions
Examples
of Research Questions
• How is vocational readiness currently being addressed
in the care of young people (10-24) with long term
health conditions
• How is this perceived by young people, their parents
and the education and health professionals involved?
• Can a vocationally focussed intervention involving
health professionals and education colleagues prevent
associated vocational morbidities in late adolescence
and emerging adulthood and improve quality of life for
young people
First, need to identify key stakeholders…and key
data!