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The article presents a study which investigates whether professionals promote positive coping stress in families of disabled children. It emphasizes on the importance of supporting the different ways employed by families to manage stress in a family-centered intervention. The data gathered from five families enrolled in intervention programs were analyzed deductively through theoretical concept application of four types of positive coping. The results showed that the most frequently used type of coping is the goal-directed problem coping, along with spiritual beliefs and practices. It suggests using supplemental coping types besides focusing on explicit problem solving when professionals encourage various strategies of families to address problems that occur in everyday life.

Discusses in-service training of professionals in family-centered practices. Trend toward family-centered intervention for children with disabilities in Sweden; Definition of early intervention for children with disabilities; Analysis of educational needs of children with disabilities; Goals, form and content of in-service training.

Purpose: To examine change in, and longitudinal relationships between motor capacity and activity performance across the Gross Motor Function Classification System (GMFCS)., Methods: Ninety-two youths with cerebral palsy were examined at 2 time points, 1 year apart, using the Gross Motor Function Measure-66 (GMFM-66) for motor capacity, and the Chinese version of the Activities Scale for Kids-Performance Version (ASKp-C) for activity performance. The score changes and capacity-to-performance/performance-to-capacity pathways were explored across GMFCS levels., Results: The GMFM-66 scores declined over time in GMFCS levels IV-V while ASKp-C scores increased in GMFCS level I. The correlations for both pathways in GMFCS levels I, III, and IV-V were significant with a higher correlation for performance-to-capacity pathway in GMFCS levels IV-V., Conclusions: Longitudinal changes in and relationships between capacity and performance differ between GMFCS levels. The opportunities to perform activities need to be emphasized in GMFCS levels IV-V.

Objective: This article discusses the use of a third qualifier, subjective experience of involvement, as a supplement to the qualifiers of capacity and performance, to anchor activity and participation as separate endpoints on a continuum of actions., Design: Empirical data from correlational studies were used for secondary analyses. The analyses were focused on the conceptual roots of the participation construct as indicated by the focus of policy documents, the support for a third qualifier as indicated by correlational data, differences between self-ratings and ratings by others in measuring subjective experience of involvement, and the empirical support for a split between activity and participation in different domains of the activity and participation component., Results: Participation seems to have two conceptual roots, one sociologic and one psychologic. The correlational pattern between the qualifiers of capacity, performance, and subjective experience of involvement indicates a possible split between activity and participation. Self-ratings of participation provide information not obtained through ratings by others, and later domains in the activities and participation component fit better with measures of experienced involvement than earlier domains did., Conclusions: The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.