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BurnEd : parental psychological and social factors influencing a burn0injured child's return to education.

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 0305-4179

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Abstract

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.

Item Type: Article
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
ID Code: 33888
Deposited By: Mr Richard Ingham
Deposited On: 20 Jul 2010 14:06
Refereed?: Yes
Published?: Published
Last Modified: 26 Jul 2012 17:29
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/33888

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