Department of Occupational Therapy, Colorado State University, Fort Collins, CO 80528, USA.
Faculty of Medicine and Health, University of Sydney, Camperdown, NSW 2006, Australia.
Int J Environ Res Public Health. 2021 Jan 23;18(3):1008. doi: 10.3390/ijerph18031008.
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 results. In the present study, we qualitatively examined divergent results at two of the five schools that participated in the intervention. Specifically, we aimed to explore how staff culture (i.e., shared beliefs, values, and practices) influenced the intervention. To explore this relationship, we employed a retrospective, qualitative, multiple case study. We used thematic analysis of evaluative interviews with staff members to elucidate the cultures at each school. Then, we used cross-case analysis to understand the relationships between aspects of staff culture and the intervention's implementation and results. We found that staff cultures around play, risk, disability influenced the way, and the extent to which, staff were willing to let go and allowed children to engage in risky play. Adults' beliefs about the purpose of play and recess, as well as their expectations for children with disabilities, particularly influenced the intervention. Furthermore, when the assumptions of the intervention and the staff culture did not align, the intervention could not succeed. The results of this study highlight the importance of (1) evaluating each schools' unique staff culture before implementing play-focused interventions and (2) tailoring interventions to meet the needs of individual schools.
风险游戏是一种具有挑战性和刺激性的游戏，可能会带来身体、社交或情感上的伤害。通过风险游戏，儿童可以学习、发展和体验幸福感。残疾儿童参与这种有益的游戏的机会比其典型发展的同龄人少。我们的团队设计了一种新颖的基于学校的干预措施来解决这种差异；然而，我们的干预措施产生了意想不到的定量结果。在本研究中，我们定性地研究了参与干预的五所学校中的两所学校的差异结果。具体来说，我们旨在探讨员工文化（即共同的信仰、价值观和实践）如何影响干预措施。为了探讨这种关系，我们采用了回顾性、定性、多案例研究。我们使用对员工进行评估的访谈的主题分析来阐明每所学校的文化。然后，我们使用跨案例分析来了解员工文化的各个方面与干预措施的实施和结果之间的关系。我们发现，围绕游戏、风险和残疾的员工文化影响了员工放手让孩子参与风险游戏的方式和程度。成人对游戏和课间休息目的的看法，以及他们对残疾儿童的期望，尤其会影响干预措施。此外，当干预措施和员工文化的假设不一致时，干预措施就无法成功。这项研究的结果强调了在实施以游戏为重点的干预措施之前，（1）评估每所学校独特的员工文化，以及（2）根据学校的需求调整干预措施的重要性。
