Horridge, Gemma and Cohen, Keren and Gaskell, Sarah (2010) BurnEd : parental psychological and social factors influencing a burn0injured child's return to education. Burns, 36 (5). pp. 630-638. ISSN 0305-4179Full text not available from this repository.
Childhood burns are painful and traumatic and impact the child and their family. For the child, part of the returning to wellness process involves successfully returning to school, a process in which parents play a vital role. This qualitative research aimed to examine how influential parental and other factors were in the return to school process. Data was collected through semi-structured interviews and was analysed using a social-constructivist Grounded Theory approach. The analysis revealed that parental confidence—in themselves, their children and their children's schools; role adaptation, skill acquisition and flexibility; and school receptivity, were pivotal in the return to school process.
|Journal or Publication Title:||Burns|
|Additional Information:||PG Intake 2005|
|Uncontrolled Keywords:||Paediatric ; Pediatric ; Children ; Adolescents ; Burn-injury ; School ; Return to school ; Grounded Theory ; Model ; Education|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Departments:||Faculty of Science and Technology > Mathematics and Statistics|
Faculty of Health and Medicine > Health Research
|Deposited By:||Mr Richard Ingham|
|Deposited On:||20 Jul 2010 14:06|
|Last Modified:||18 Jun 2016 00:30|
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