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:
Journal Article
Journal or Publication Title:
Burns
Additional Information:
PG Intake 2005
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/2700/2711
Subjects:
?? paediatricpediatricchildrenadolescentsburn-injuryschoolreturn to schoolgrounded theorymodeleducationemergency medicinesurgerycritical care and intensive care medicinebf psychology ??
ID Code:
33888
Deposited By:
Deposited On:
20 Jul 2010 13:06
Refereed?:
Yes
Published?:
Published
Last Modified:
15 Jul 2024 11:02