Dissertations / Theses on the topic 'Children with disabilities – Family relationships'
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1
Jefferson, Mary. "Linkages between family cohesion and sibling relationships in families raising a child with a disability /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1288.pdf.
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Nolting, Claudia. "Resilience in families of children with developmental disabilities." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4371.
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Thesis (MA (Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.
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Gordon, Cheryl. "Feeding disordered children : the impact on family systems from parents' perspectives." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036183.
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Feeding disorders are common in disabled children, and family reactions are critical factors influencing the severity and course of this problem. This study hypothesized that feeding disorders in disabled children would be significantly more stressful to parents than other childhood disabilities; that pediatric feeding disorders would be more stressful in single parent families than two parent families; and that childhood feeding disorders would be less stressful to fathers than to mothers.Two copies each of the Friedrich Questionnaire on Resources and Stress (QRS-F) and a demographic data survey were sent to 79 families of disabled children. Responses were received from 47 subjects representing 31 households. Analysis of Variance of the QRS-F scores indicated significantly greater stress levels in families of disabled children who received tube feedings, but not in families whose disabled children required special assistance with oral feeding. There was an inadequate number of responses from single parent families to statistically compare their stress levels to two parent families with feeding disordered children. The comparison of fathers and mothers of disabled children with feeding disorders did not yield a statistically significant difference in stress levels.The greater stress levels found in parents of disabled children who received tube feedings shows a need to provide improved education and training programs, as well as support after hospital discharge, to families with tube fed children.Department of Family and Consumer Sciences
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Sipambo, Sindiswa. "The impact of the mentally retarded child on the family living in the rural areas of the Transkei." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1006502.
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This research was designed to do four things: first to discover what problems face caregivers who bring up handicapped children in their own homes; second, what community resources are available or which should be available to assist the mentally retarded and his family to cope with the problem; third, social policy measures available through the Transkei government, e.g. single care grant and disability grant and under what conditions are they available and whether other resources/services are available, and fourth, to find out from caregivers themselves how well the social services, although limited which are intended to help them and their children work in practice, more specifically in rural areas especially when community and public sector measures are highly circumscribed. The lack of resources for mentally retarded children and their families in Transkei and particularly the Sterkspruit district raised some questions in the researcher's mind on how to rear a mentally retarded child in this area. Data was gathered from a sample of all mentally retarded children who are single care grant recipients. The subjects were the mothers of these children or the present custodian about the time of the study. Information was also gathered from the social workers in the district mainly from their case files in the office. The sample was sufficient for the study to be meaningful and well represented and to eliminate guesses and assumptions about the lives of mentally handicapped children and their families. Findings reveal that caring for a mentally retarded child is a demanding task with varying levels of stress. Families of the retarded, in general, tend to have more problems in individual and marital adjustment, child-rearing practices, and sibling relationship. They are significantly affected - socially, economically and emotionally - by mental retardation. Support systems both formal and informal, were a great single source of help for these families for them to cope with these children. Recommendations for better quality of life for both the handicapped child and his family are given in the last chapter, and they are most suitable for undertaking by the Welfare and Education Departments. It is not the purpose of this study to give advice to parents on how to bring up their handicapped children. Often using the mothers' own words, the researcher only presents the picture given by the parents themselves of how they actually learn to live with a handicapped child
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Woo, Amelia Huibin. "Siblings of Children with Disabilities: Examining Sibling Well-Being and Sibling Relationship Quality." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111285.
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Note:The effects of disability on sibling well-being and sibling relationship quality wereevaluated. Particularly, two disabilities (Phelan-McDermid syndrome and attentionhyperactivity disorder) with significantly different functional implications were examined.Siblings completed measures on behavioural and emotional functioning, self-concept,and sibling relationship quality. For both disability groups, no positive or negative effectson sibling weIl-being were found when compared to siblings oftypicaIly developingchildren. Sibling relationship quality was different for aIl three groups of siblings. Whenthere was disability in the home, siblings reported less intimacy in their relationships.Siblings of children with Phelan-McDerrnid syndrome reported more mutual admiration,more power and less conflict in their relationships than siblings oftypically developingchildren. They also reported more warmth in their relationship than siblings of childrenwith attention deficit hyperactivity disorder. The importance of understanding howdisability in the home can affect siblings is emphasized.
Les effets de troubles de santé sur le bien-être d'enfants de même famille et sur lesrelations entre frères et soeurs furent évalués. Particulièrement, deux syndromes, lesyndrome de Phelan-McDermid et le Trouble du Déficit de l'Attention avec ou sansHyperactivité (TDAH), qui ont implications pratiques significativement différentes furentexaminés. Les entants de même famille ont complété des questionnaires sur leurfonctionnement émotionnel et comportemental, leur concept de soi et la qualité de larelation avec leur frère ou leur soeur. Pour les deux groupes d'enfants avec un frère ouune soeur atteinte d'un trouble quelconque, aucun effet positif ou négatif sur le bien-êtrefut découvert comparativement aux enfants de familles typiques. Toutefois, la qualité desrelations entre enfants de même famille était différente dans les trois groupes. Quand l'undes enfants était atteint d'un trouble, moins d'intimité était rapportée dans la relationentre frères et soeurs. Les frères et soeurs d'enfants atteints du syndrome de PhelanMcDermidont déclaré qu'ils éprouvaient plus d'admiration, plus de pouvoir et moins deconflits entre eux que chez des enfants de familles typiques. Ils ont aussi exprimé plus detendresse dans leur relation que dans les familles d'enfants avec un TDAH. Cet ouvragesouligne également l'importance de comprendre comment les problèmes de santé d'unenfant peuvent affecter les autres enfants de leur famille.11
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Gousmett, Sharyn. "Families of children with developmental disabilities: family environment, social support and sibling well-being." Thesis, University of Canterbury. Psychology, 2006. http://hdl.handle.net/10092/1340.
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The funtioning of families of children with developmental disabilities has been of interest to researchers for some time. To date, little research has focused on experiences of New Zealand families. The aim of this research is to investigate relationships between various aspects of the family environment and family functioning, and to explore siblings' level of self-concept and satisfaction with the sibling relationship. It is expected that families who receive more support from external levels of the environment will be able to function more effectively in their immediate environment (Bronfenbrenner, 1979; Hornby, 1994). Twenty-one parents and nineteen siblings of children with developmental disabilities volunteered to take part in this study. Parent participants completed questionnaires about family demographics, the level of support received from external sources, their perceptions of the family environment, and level of stress related to child characteristics; pessimism and family problems. Sibling participants completed questionnaires about their satisfaction with the relationship with their brother or sister, their self-concept, and their own perceptionso of the family environment. The results indicate that there are a number of relationships between various aspects of the environment and family functioning. Siblings who are more satisfied with their relationship have higher self-concept scores, however the self-concept scores were lower than expected. Families who receive higher levels of support have more positive perceptions of the family enviornment, and families who have more support and more positive views of the environment have few concerns on the resources and stress scale. The results indicated that families consider that they are receiving adequate support from professional services, however support from family and friends appears to be lacking. This study has provided insight into the functioning of New Zealand families who have children with developmental disabilities, and has suggested a number of avenues for future research.
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Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.
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Webber, Heidi. "The impact on the family dynamic of having a child and sibling with Down syndrome." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1441.
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The raison d'être of my research is simple: it’s about tossing one more starfish back into the surf. Down syndrome is not a disease, nor is it contagious or a death sentence (it only feels that way when you find out for the first time). At the moment of conception, the apprearance of extra genetic material results in a total of 47 chromosomes in every cell. Usually each cell has only 46, thus making an individual with Down syndrome far more like others than different from them. Yet, this extra chromosome presents special circumstances regarding their ability to acquire new skills, be it academic or practical, encompassing a specific learning profile with typical characterisitcs, strengths and weaknesses. Twenty-first century family life is simultaneously challenging and richly rewarding and the expectancy of most families are of a life lived on paved highways with well-marked signs, and rest stops never far apart. Adding an extra chromosome to the luggage sends the family travelling down a vastly different highway instead, not always knowing what is ahead. It’s scary, but in reality even those on the wide smooth roads do not know the future. Echoing the feelings of many parents, Leonard (1992: 5) states, “The trouble is that we have few, if any maps to guide us on the journey or show us how to find the path…” Assumptions from previous decades that used to increase stress associated with rearing a child with Down syndrome would negatively impact on individual family members and the family unit as such. This has made way for the growing consensus that it is not necessarily the norm. Whilst some families have trouble in adapting to the increased stress, other families adjust easier and even thrive. Successful adaptation seems more likely in resilient families who enjoy high levels of parental well-being and strong relationship bonds. Findings of this qualitative research study confirm that unresolved marital strains are more likely to result in divorce as opposed to the birth of their child with Down syndrome. Correspondingly, siblings of children with Down syndrome reported mostly positive impact than negated opportunities to participate in a normal childhood. My motivation for this research was to explore the nature of challenges faced by modern families and to provide mechanisms to facilitate positive adaptation for the family and aid vii inclusion of the child with Down syndrome into school and greater society. Recommendations are also presented for the medical professionals who, ironically, have proved to be the last people parents want to go for support, owing mostly to their decidedly objectionable treatment of parents; as well as the generally uninformed public, who seldom understand or support attempts of parents to include and expose their child to everyday experiences. In conclusion, I summarize: Should it be that I may influence but one person to see persons with Down syndrome for the potential that they hold instead of the associated problems of their condition, this would afford me the satisfaction and contentment knowing that I have succeeded in making a positive contribution to their plight. I would have successfully portrayed the families for the ordinary people they are with anticipations, aspirations and anxieties, but later tasting the elation of being empowered, and the resultant enjoyment and pride of the achievements of their extraordinary “starfish” child. The simple story below explains it all. A little boy was walking on the beach when he noticed scores of starfish washed onto the beach by the previous night’s high tide. He curiously watched as an old man bent down, came up slowly and tossed one starfish after the other into the surf. He went closer to investigate. “Excuse me, sir, what are you doing?” he enquired. The old man said: “I am throwing the starfish back into the ocean before they die, my boy…come, lend a hand”. The boy looked up and down the beach at the hundreds of starfish scattered along the shoreline. “But there’s too many…” said the boy, “it’ll make no difference!” The old man smiled, bent down, picked up another starfish, and carefully tossing it into the clear blue water, he replied, “…It makes a difference to this one…”
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Wong, Kathy. "Caring for children with mental handicap: therelationship between family accommodation and parental psychologicalhealth." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791364.
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Giauque, Amy Leigh. "Relationships between Cohesion and Depression in Parents of Children with Developmental Disabilities." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/704.
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This research study examined the relationship between family cohesion and depression in mothers and fathers of children with disabilities. One hundred and six two-parent families who had a child with a disability provided information on their feelings of cohesion through Bloom's cohesion subscale and depression through the Center for Epidemiological Studies Depression scale (CES-D). Analyses indicated that mothers and fathers of this sample are not significantly more depressed than the general population. However, there was a correlation between mothers' and fathers' depression, indicating that when mothers' depression increased, fathers' depression increased. Negative correlations were found between mothers' and fathers' self-reported levels of cohesion and depression indicating that when there were high levels of depression there were low levels of cohesion. Limitations, implications, and further research ideas are presented.
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Kearney, Penelope M., of Western Sydney Nepean University, and Faculty of Nursing and Health Studies. "Between joy and sorrow : being the parent of a child with a developmental disability." THESIS_FNHS_XXX_Kearney_P.xml, 1996. http://handle.uws.edu.au:8081/1959.7/793.
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This thesis explores the experiences of parents who have children with significant developmental disabilities. A dissatisfaction with the interpretive power of dominant paradigms regarding parents' responses to their children with disabilities resulted in a study in which an interpretive methodology, informed by phenomenology, was used. The voices of six parents paint a picture which is at odds with prevalent assumptions of parental crisis and maladjustment. Whilst being conscious of their anguish and sorrow, these parents speak of hope, love, strength and joy. An interpretation of the parents' experience is presented in light of the themes of 'between joy and sorrow', 'hope and no hope' and 'defiance and despair'. This phenomenological interpretation provides insight and understanding and has implications for nursing practice, education and researchMaster of Nursing (Hons)
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Thompson, Kirsty M. "THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Human service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
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Thompson, Kirsty M. "THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE." University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Doctor of PhilosophyHuman service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
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Tillinger, Miriam. "The Influence of Friends and Family on Well-Being for Children and Adolescents with Developmental Disabilities." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3046.
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Thesis advisor: Penny Hauser-CramThis dissertation involves secondary analysis of data from the Early Intervention Collaborative Study (EICS; Hauser-Cram, Warfield, Shonkoff, & Krauss, 2001), a longitudinal investigation of children with developmental disabilities (DD) and their families. The sample includes 93 children with DD and their mothers who participated in the age 10 and age 18 data collection time points of EICS. The following research questions were addressed: What types of friendships and other relationships do adolescents with DD have in their social networks and what individual characteristics predict the presence of reciprocal relationships within these networks? What individual and family-related characteristics predict their loneliness at age 10 and their friendship quality at age 18? Does loneliness at age 10 predict friendship quality at age 18? Do child/adolescent views of the family predict loneliness at age 10 and friendship quality at age 18? Do loneliness at age 10 and friendship quality at age 18 predict adolescent social-emotional well-being? Do child/adolescent views of the family moderate the relationship between loneliness at age 10 and adolescent well-being, or the relationship between friendship quality at age 18 and adolescent well-being? Results revealed the limited nature of adolescents' friendships and peer relationships, particularly in regard to a lack of reciprocal relationships with same-age, non-familial peers. Behavior problems emerged as a significant predictor of loneliness at age 10, while autonomy emerged as a significant predictor of perceived friendship quality in adolescence. Loneliness at age 10 was not found to relate to friendship quality at age 18. Age 10 loneliness and age 18 friendship quality were found to significantly predict adolescent well-being. Adolescent views of the family were found to significantly predict adolescent perceived friendship quality; additionally, adolescent views of the family were found to relate to adolescent well-being outcomes. Overall, the findings support the notion that both family and peer relationships have an impact on social-emotional well-being for children and adolescents with DD. Implications for practice and future research are discussed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Duran, Stephanie Frances. "Achieving permanency in the adoptions of special needs children: What factors lead to adoption disruption?" CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3316.
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The purpose of this study was to look at the factors that lead to disruption in the adoption of special needs children. Families that adopt special needs children may or may not be aware that they need post adoption services and may be reluctant to ask for them even when they are experiencing difficulty.
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Graves, Marlena La Nae, and Tracy Ann Schroeder. "An exploratory study of single parents raising a child with developmental disabilities." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1833.
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Coomer, Rachel. "Experiences of parents of children with mental disability regarding access to mental health care." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6969_1319019499.
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The purpose of this study was to explore the challenges parents of children with mental health disabilities and disorders in Namibia face when attempting to access mental healthcare resources. The study used a qualitative exploratory approach. Purposive sampling was used to include parents, caregivers and relatives of children with metal health disabilities and disorders. The sample also included key informants. Data was collected through focus group discussions with the participants and individual interviews with the key informants. Overall, a total of 41 people provided information for this study. Thematic data analysis was used to assess the data. The results suggest that parents/caregivers and relatives of children with mental health disabilities and disorders do experience barriers accessing mental health care. The challenges go beyond commonly-reported problems in the literature such as stigma and discrimination and include basic challenges such as a lack of transportation to healthcare services and a lack of acceptance of the mental health disorders by the parents. The study offers recommendations for how service provision can be improved and how parents of children with mental health challenges can have better access to services.
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Capuzzi, Cecelia Ostien. "Effects of stress and social support on maternal attachment with a handicapped infant." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/537.
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The purpose of this study was to compare the attachment process of mothers with and without a handicapped infant and to examine the effects of stress and the social support network on this process. The research was a prospective, longitudinal study comparing two different mother-infant groups on the dependent variable, maternal attachment. The independent variables handicap-nonhandicap, maternal characteristics, perinatal events, and other stressors were analyzed for their effect on maternal attachment. The social support network was examined to determine its direct and indirect effect on the attachment process. The sample was composed of 36 mother-infant dyads. Data were gathered in the home at one, six, and twelve months postpartum using interviews, questionnaires and observation. Upon completion of data collection, comparisons were made between those mothers having a handicapped infant (n = 15) and those having a nonhandicapped infant (n = 21). Quantitative and qualitative techniques were employed to answer the study questions. The results indicate that there were significant differences in maternal attachment at one month postpartum with the mothers having a handicapped infant exhibiting fewer attachment behaviors. When the effects of prenatal support were partialled out, the handicap-nonhandicap variable no longer correlated significantly with maternal attachment suggesting that support was buffering the effects of having a handicapped infant. The results of the qualitative analysis also indicated that mothers having a handicapped infant were having problems with attachment. The support variables, affect and affirmation, were positively associated with maternal attachment for those mothers having a handicapped infant, while aid support was negatively correlated with maternal attachment. The qualitative analysis found that the mothers having a handicapped infant gained new support members and that more professionals became part of their support systems. In spite of gaining new support members, these mothers felt that they had less aid. At one year postpartum, mothers with a handicapped infant were experiencing more stressors than mothers with a nonhandicapped infant. Furthermore, stressors were negatively correlated with maternal attachment.
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Lane, Dymika Machelle. "Utilization of community-based services among families with children with a mental disorder." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3090.
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Families of children with a mental disorder typically have many stressors due to their children's behavioral functioning. These families do not always choose to receive community-based services that are intended to decrease the stressors within the families and prevent the children from being placed out of the families' homes. This study investigated the relationship between clients' functioning during their initial assessment provided by the Victor Community Support Services (VCSS), compared to their functioning when they were discharged from VCSS based on the families utilization of community-based services.
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Cherian, Leela. "Parental control styles and creative problem-solving abilities in children with vision impairment." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36577/1/36577_Digitised%20Thesis.pdf.
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Vision is an extremely important sense mode for learning. A great deal of learning takes place through the use of the visual modality. Therefore, children with vision impairment miss many valuable opportunities for learning and development.
The research reported in this thesis is an exploration of parental styles of control and teaching styles and children's creative problem-solving abilities in Australia and Gujarat (India). The children in the study were children with sight and vision impairment (Australia) and children with vision impairment across two cultures (Australia and Gujarat) in the age group of 7 to 12 years. The aims of the two studies were to investigate the relationship of parental styles of control and teaching styles to children's performance on creative problem-solving tasks and to examine similarities and differences in the parenting styles of control and teaching styles of parents in Australia and Gujarat.
This study provided findings from research undertaken in Brisbane (Australia) and in Gujarat (India). The Australian study provided a comparison of outcomes on creative problem-solving tasks by 11 sighted children and 17 children with varying degrees of vision impairment. The inclusion of 13 children with vision impairment from Gujarat (India), provided further comparison and consideration of cultural aspects of parental control and teaching style.
The creative problem-solving tasks covered problems that involved concrete materials and problems that involved verbal information. These tasks were further subdivided into open-ended and goal-directed problems. In the open-ended problem, the children were required to generate as many responses as possible to the problem, whereas in the goal-directed problem, children were required to generate one or more creative solutions to the problem.
Qualitative data were obtained and analysed from the parents of the children in each of the three groups through the use of questionnaire and semi-structured interview. The questionnaire provided reported information about parental styles of control and teaching style. Interviews with the parents provided information about their child's development and about their parental styles of control and teaching styles.
Results from these studies indicated that sighted children managed the creative problem-solving tasks more easily and successfully than a matched sample of Australian children with vision impairment. The comparison of outcomes between the Australian and Gujarati children with vision impairment showed different levels of performance in favour of the Australian children. Children who scored high on their creative problem-solving tasks enjoyed the effects of early interaction with their parents, and of exploring the environment in order to understand their world.
Reported information from interviews and questionnaires indicated that children of parents with permissive styles of parenting tended to be more successful in generating creative solutions to the tasks. Consideration of cultural and environmental features indicated that the children of the Gujarati sample had fewer resources available to them. The findings generally supported the need for parents of children with vision impairment to be active in assisting their children to become independent.
The study also reports a number of methodological issues to be considered when undertaking this kind of research with subjects in widely varying cultures and environments.
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Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.
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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.
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Jesser, Georganna Hemingway. "Effect of the severity of autism on parental marital satisfaction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2388.
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This was a quantitative research project whose goal was to compare the level of autism and its affect on the parental relationship. Further, it sought to look at different family attributes of the subject child to see how they affected the marital satisfaction as well. The findings indicate that the hypothesis was correct, that the level of severity of autism does negatively affect the parental marital satisfaction.
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Rust, Elmari. "Ouers se belewing van hul kind met dispraksie." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86268.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Even though dyspraxia is a fairly new and unknown disorder, especially in South Africa, a fair amount of research has been conducted on what this condition entails, its causes and symptoms, as well as the resources available to deal with children with dyspraxia. However, research on the emotions, frustrations and concerns of the parents of children with dyspraxia is not as readily available. Bronfenbrenner’s bio-ecological perspective was used as it identifies the family’s diferrent systems where-in it functions. This can possibly identify and bring to attention the existing support systems within the family’s community. The research methodology of this study is qualitative research within the interpretive paradigm. The researcher made use of two case studies as this research explored a specific phenomenon. Through purposive sampling, four parents of children with dyspraxia was identified as participants. The research question guiding this study explores the personal experiences of the parents regarding their children’s dyspraxia. Individual semi-structured interviews and reflective journals were used as methods of data collection. According to existing literature, parents of children with disorders experience their children’s disorders on an emotional, physical as well as social level. The data analysis have shown that parents of children with dyspraxia also experience their children’s condition on these three levels. From this study, it was concluded that parents’ knowledge of dyspraxia, their living environment, the measure of support and resources available, as well as the number of children in the family are all factors that influence their experiences across the three aforementioned levels. The research provides insight into the parents’ experiences and the importance of adequate support for parents, and should promote general awareness and acknowledgement of dyspraxia as a significant barrier in a child’s development.
AFRIKAANSE OPSOMMING: Alhoewel dispraksie veral in Suid-Afrika nog ’n betreklik nuwe en onbekende versteuring is, is daar al heelwat navorsing gedoen oor wat dié toestand behels, hoe dit ontstaan, met watter simptome dit gepaardgaan, en die beskikbare hulpbronne om ʼn kind met dispraksie te hanteer. Tog is navorsing oor die emosies, frustrasies en bekommernisse van die ouers van kinders met dispraksie nie ewe geredelik beskikbaar nie. Bronfenbrenner se bio-ekologiese teorie is gebruik, omdat dit die gesin se verskeie sisteme identifiseer waarbinne hulle funksioneer. Sodoende kan moontlike ondersteuning in die gesin se gemeenskap geïdentifiseer en bewerkstellig word. Die navorsingsmetodologie van hierdie studie is kwalitatiewe navorsing binne ʼn interpretatiewe paradigma. ʼn Spesifieke fenomeen is ondersoek en die navorser het gebruik gemaak van twee gevallestudies. Die deelnemers, soos geïdentifiseer deur ʼn doelgerigte steekproef, is vier ouers van kinders met dispraksie. Die navorsingsvraag wat hierdie studie lei handel oor die ouers se ervarings en persoonlike belewings rakende hul kinders se dispraksie. Individuele, semi-gestruktureerde onderhoude, sowel as reflektiewe joernale, is as metodes van data-insameling gebruik. Volgens bestaande literatuur beleef ouers van ʼn kind met ʼn versteuring hul kinders se toestand op ʼn emosionele, fisiese én sosiale vlak. Die data analise het gedui dat ook ouers van kinders met dispraksie hul kinders se toestand op hierdie drie vlakke ervaar. Die studie het ook daarop gedui dat ouers se kennis van dispraksie, die omgewing waar hulle woon, die mate van ondersteuning en hulpbronne waaroor hulle beskik, sowel as die getal kinders in die gesin, alles faktore is wat hul ervarings op voormelde drie vlakke beïnvloed. Die navorsing bied insig in die ouers se ervarings en die noodsaaklikheid van genoegsame ondersteuning vir ouers, en behoort algemene bewustheid en erkenning van dispraksie as ʼn hindernis vir ʼn kind se ontwikkeling te bevorder.
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Kuo, Yeh-chen 1965. "Siblings of a child with an intellectual disability : identifying those at risk." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31038.
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Children with an intellectual disability may significantly affect families in ways that have implications for other sibling's adjustment. In this thesis, 40 siblings of intellectually disabled children are compared to 40 siblings of healthy children. The goal is to determine (i) if a child with an intellectual disability affects the other siblings in the family, and (ii) if they are functions of siblings' age, grade, gender, ordinal position, age gap with the disabled child, sibling number, disabled child's severity of impairment, parental educational background, etc.The findings did not confirm that siblings of children with an intellectual disability have poorer adjustment than that of healthy children. However, the older sisters and older siblings of children with intellectual disability were found to have poorer adjustment in some of the area. Age gap and father's educational background is positively correlated to the adjustment of siblings of children with an intellectual disability. Then and other findings are discussed in the thesis.
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陳榮亮 and Wing-leung Chan. "Parenting stress of and social support for mothers of mentally handicapped children in Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248871.
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Meland, Angela M. "Differences in Mother and Father Perceptions, Interactions and Responses to Intervention with a Special-needs Adoptive Child." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4545/.
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Parents' perceptions of their child's behavior may differ for mothers and fathers. Differences in parental perception may also be apparent in cases of special needs adoptive families with high demands of their child for time, interventions and attention. This paper examines the differences in mother-child and father-child interactions, child behavior as reported by mothers, and fathers and changes in both after participation in an intervention program. Results suggest notable differences between mothers' and fathers' parent-child interaction scores and reports of child behavior. In addition, interaction scores and behavior reports showed some correlations. Finally, there seemed to be notable differences in the trends for the Child Behavior Checklist compared to the two attachment measures (Randolph Attachment Disorder Questionnaire and Beech Brook Attachment Disorder Checklist). Several possible explanations for mother and father differences are discussed.
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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.
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This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.
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Kearney, Penelope M. "Between joy and sorrow : being the parent of a child with a developmental disability." Thesis, View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/793.
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This thesis explores the experiences of parents who have children with significant developmental disabilities. A dissatisfaction with the interpretive power of dominant paradigms regarding parents' responses to their children with disabilities resulted in a study in which an interpretive methodology, informed by phenomenology, was used. The voices of six parents paint a picture which is at odds with prevalent assumptions of parental crisis and maladjustment. Whilst being conscious of their anguish and sorrow, these parents speak of hope, love, strength and joy. An interpretation of the parents' experience is presented in light of the themes of 'between joy and sorrow', 'hope and no hope' and 'defiance and despair'. This phenomenological interpretation provides insight and understanding and has implications for nursing practice, education and research
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Clark, Amanda. "The Relationship Between Family Composition and Social Behavior for Students with Mild Disabilities in Schools." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2051.pdf.
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Gomes, Ana Maria. "A supplementary coping skills programme for parents of children diagnosed with attention deficit hyperactivity disorder." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/686.
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Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
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Schreuder, Liezl. "The experience of hearing children as they cope with having a sibling with deafness." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02082007-142809.
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O'Hara, Deborah Gwyn. "The effects of childhood Autistic Spectrum Disorder on mother's reports of closeness to their sons." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2514.
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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
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Czekalski, Sara. "What you teach makes a difference: Direct and collateral outcomes of an autism sibling intervention." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10996/.
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Training siblings as change agents for children diagnosed with autism spectrum disorders (ASD) has been shown to be beneficial in teaching a sibling to teach their brother or sister. There are very few interventions, however, that explore the range of effects that targeting particular skills has on sibling interactions. The purpose of this study was to assess the direct and collateral effects of training behavioral teaching techniques to a typically developing sibling. Four experimental conditions were assessed: baseline, sibling teaching toy play, baseline, and sibling teaching social play. Across all conditions, measures of teaching components and siblings' interactions were assessed. Results of the assessment showed that the sibling was an effective change agent and that more favorable interaction and engagement occurred when social play skills were taught. The results of this sibling intervention and guidelines for condition changes are discussed in terms of sibling relationships.
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De, la Rey Lezanne. "Die geboorte van 'n baba met 'n kongenitale deformiteit van die lip en/of harde en sagte palatum : psigo-sosiale implikasies vir die gesin." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52773.
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Thesis (MSocialWork)--Stellenbosch University, 2002.ENGLISH ABSTRACT: In this study an explorative and a descriptive design has been implemented with the aim of obtaining knowledge, insight, and understanding of the psycho-social implications of a cleft lip and/or cleft palate for the individual child as well as the family. The motivation for this study was a result of the lack of knowledge on the psycho-social adjustments of an individual/child with a cleft lip and/or cleft palate and his/her family. The researcher became conscious of this lack during a full preliminary inquiry and this lack has been confirmed by the Department of Social Work as well as the Department of Maxillo-Facial-and Oral Surgery at Tygerberg Hospital. The aim of this study is therefore to create guidelines concerning social welfare interference in families after the birth of a baby with a cleft lip and/or cleft palate, in order to improve psycho-social functioning. The literature study included occurrence and incidence, embryological development, etiology of cleft lip and/or cleft palate as well as the psycho-social implications for the individual/child and the family. The medical aspects, namely the etiological and embryological development of cleft lip and/or cleft palate only serves as a background for the medical social worker that forms part of the interdisciplinary team of a cleft palate/lip clinic. This research focuses primarily on the psycho-social implications of a cleft lip and/or cleft palate on the individual/child as well on the family. The literature study also included the theoretical perspectives which determine the social worker's task and the system and strength perspective has been focused on. These perspectives have been implemented according to the development-aimed approach. The researcher decided to involve ten pre-school children with congenital deformity, between the ages of one month to six years as well as their mothers, who are from the service area of the Tygerberg Hospital in the research. The study was determined by a combination of qualitative as well as quantitative research methods, namely structured interviews as well as structured questionnaires. The results of this research confirmed the results of the literature study to a great extent, namely that individuals/children with a congenital deformity, as well as their families, are a highrisk group for psycho-social problems. These psycho-social problems indicate relationship problems in the family, cognitive problems for the individual/child as well as social adjustment problems for the individual/child and the family. Therefore the results gave an indication of what the content of intervention programmes for this target group should be. The recommendations focused on three areas, namely general recommendations concerning prenatal clinics where the cleft lip and/or cleft palate should be identified, general recommendations concerning guidelines for the social worker before intervention in the target group starts and recommendations with the aim of creating guidelines for social welfare intervention, in order to limit the psycho-social implications on the individual/child. The recommendations include further research in order to address society's ignorance concerning cleft lip and/or cleft palate. This research should focus on the development of social welfare programmes which, by primary prevention, aim at improved informing the society of this deformity.
AFRIKAANSE OPSOMMING: 'n Verkennende sowel as 'n beskrywende ontwerp is in hierdie studie geïmplementeer ten einde kennis, insig en begrip oor die psigo-sosiale implikasies van 'n gesplete lip en/of verhemelte vir individu/kind sowel as die gesin te verkry. Die motivering vir hierdie studie het na vore gekom weens die leemte rakende kennis oor die psigo-sosiale aanpassings van 'n individu/kind met 'n gesplete lip en/of verhemelte en sy/haar gesin. Die navorser het van hierdie leemte bewus geword tydens 'n volledige voorondersoek en hierdie leemte is deur die Departement Maatskaplike Werk sowel as die Departement Kaak- en Mondchirurgie te Tygerberg Hospitaal bevestig. Die doel van hierdie studie is dus om riglyne daar te stel ten opsigte van maatskaplike intervensie met gesinne ná die geboorte van 'n baba met 'n gesplete lip en/of verhemelte, ten einde psigo-sosiale funksionering te verbeter. Die literatuurstudie het die voorkoms en insidensie, embriologiese ontwikkeling, etiologie van gesplete lip en/of verhemelte sowel as die psigo-sosiale implikasies vir die individu/kind en die gesin ingesluit. Die mediese aspekte, naamlik die etiologiese en embriologiese ontwikkeling van gesplete lip en/of verhemelte dien slegs as agtergrond vir die geneeskundige maatskaplike werker wat deel vorm van die interdissiplinêre span van 'n gesplete verhemelte/lip kliniek. Hierdie navorsing fokus primêr op die psigo-sosiale implikasies van gesplete lip en/of verhemelte op die individu/kind sowel as op die gesin. Die literatuurstudie het ook die teoretiese perspektiewe wat die maatskaplike werker se taak rig, ingesluit en daar is op die sisteem- en sterkteperspektief gefokus. Hierdie perspektiewe is aan die hand van die ontwikkelingsgerigte benadering geïmplementeer. Daar is besluit om tien voorskoolse kinders met kongenitale deformiteit, dus tussen die ouderdomme van een maand tot ses jaar sowel as hul moeders, wat vanuit die Tygerberg Hospitaal se diensarea afkomstig is, by die ondersoek te betrek. Die ondersoek is deur 'n kombinasie van kwalitatiewe sowel as kwantitatiewe navorsingsmetodes, naamlik gestruktureerde onderhoude sowel as gestruktureerde vraelyste, gerig. Die resultate van hierdie ondersoek het tot 'n groot mate die bevindinge van die literatuurstudie bevestig naamlik dat individue/kinders met 'n kongenitale deformiteit, sowel as hul gesinne, 'n hoë risikogroep vir psigo-sosiale probleme is. Hierdie psigo-sosiale probleme dui byvoorbeeld op verhoudings-probleme in die gesin, kognitiewe probleme vir die individu/kind sowel as sosiale aanpassingsprobleme vir die individu/kind en die gesin aan. Die resultate het dus 'n aanduiding gegee van wat die inhoud van intervensieprogramme vir hierdie teikengroep behoort te wees. Die aanbevelings het op drie areas gefokus naamlik algemene aanbevelings ten opsigte van voorgeboorteklinieke waar gesplete lip en/of verhemelte geïdentifiseer moet word, algemene aanbevelings ten opsigte van riglyne vir die maatskaplike werker voordat intervensie met die teikengroep begin en algemene aanbevelings ten einde riglyne daar te stel vir maatskaplike intervensie, sodat die psigo-sosiale implikasies op die individu/kind beperk word. Die aanbevelings sluit in verdere navorsing ten einde die onkunde van die samelewing ten opsigte van gesplete lip en/of verhemelte aan te spreek. Hierdie navorsing moet fokus op die ontwikkeling van maatskaplikewerk-programme wat deur primêre voorkoming die samelewing beter aangaande die deformiteit inlig.
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Jervis, Sarah Jenny. "Exploring the experiences of the sibling of a child with an intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.
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Thesis (MEdPsych)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings.
AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.
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Hyman, Claire Louise. "Parents' perspectives of their children's transition from a mainstream to s special school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86319.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner.
AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.
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Benitez, Christine Paras. "Maternal parentification of siblings in families with or without a child with a developmental disability." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2676.
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The lives of family members of a child with a developmental disability are typically influenced by acute as well as chronic stressful events. These families are compared to families of typically developing children. In order for a family with a child with a developmental disability to function as effectively as possible, it may be necessary to renegotiate and reassign traditional family roles of parent, spouse, brother and sister.
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Pyle, Nancy Storey. "The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332361/.
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The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to a higher level of education of the mother or primary caregiver being the most dominant. Significant differences were found between the parents who participated in Head Start activities and parents who did not participate. The involved parents felt more strongly about teachers needing knowledge of their children's families, parents having knowledge worthy of sharing with their children's teachers, and parents wanting advice or input from their children's teachers. They reported a higher frequency of behaviors such as talking, reading, and playing with their children, trying to teach their children basic concepts, and having materials available for their children's use. Involved parents rated their level of participation, acceptance, and influence in their communities to be greater than did the uninvolved parents. Also, they had higher expectations concerning their children's education. The involved parents and the non-Head Start parents had heard of the resources available in their communities more than the uninvolved Head Start parents had; however, both groups of Head Start parents had used the resources more than the non-Head Start parents had. The children of the involved parents and the non-Head Start parents scored significantly higher on the Preschool Inventory than did the children of the uninvolved Head Start parents.
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Mizusawa, Risa. "Sleep problems in children with disabilities : behavioural family interventions." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2358.
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Sleep problems are frequently reported in children and studies indicate that
approximately 15 to 30% of children experience some form of sleep difficulty (Partinen &
Hublin, 2000; Richman, 1981; Zuckerman, Stevenson, & Bailey, 1987). Children's sleep
problems often impact on family members, in particular parents, causing a considerable
amount of stress and frustration. Difficulties with sleep are a common problem for typically
developing children; however, research indicates that the incidence of sleep problems is even
higher in the disabilities population (Didden, Korzillius, van Aperlo, Overloop, & de Vries,
2002; Espie & Tweedie, 1991; Richdale, Francis, Gavidia-Payne, & Cotton, 2000; Saxby &
Morgan, 1983). This has implications for families already under considerable amounts of
stress and pressure of having a child with a disability.
The present study aimed to treat persistent sleep problems in children with disabilities
using family behavioural intervention methods. A range of behavioural strategies was utilised
to reduce sleep problems such as bed refusal, sleep onset delay, night waking, co-sleeping,
and nightmares. Techniques such as a positive bedtime routine, reward systems, the parental
presence programme, standard and modified extinction were used. In one case, a short-term
decremental dose of a mild sedative (trimeprazine tartrate) was used in the initial stages of
implementing a behavioural intervention to reduce child and parent distress. A "fear busting
and monster taming" programme (White, 1985) was employed in conjunction with other
behavioural techniques to reduce the occurrence of nightmares in another child. The results
indicate that behavioural family interventions are effective in treating sleep problems in
children with disabilities. The majority of the sleep behaviours targeted for intervention were
eliminated or reduced to low levels of occurrence with 9 out of 11 target behaviours rated as
showing a substantial improvement. These positives changes were maintained at follow-up
with the exception of co-sleeping in Case Study Two. The social validity for the programmes
was high and caregivers reported satisfaction.
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Fanelli, Kimberly. "Family Pals an exploration of parents' experiences /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23255.
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Chirwa, Masauso Simon. "Experiences of parenting children with disabilities : a qualitative study on the perspectives of mothers of children with disabilities in Zambia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/101764/.
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This thesis sought to provide new insight into the lives and experiences of mothers of children with disabilities in the rural (Kaoma) and urban (Lusaka) settings of Zambia. A detailed literature review revealed that there is a dearth of research that has focused on the views of mothers parenting children with disabilities within the Zambian social and cultural context. Qualitative, biographical interviews were undertaken with thirty mothers whose child had a disability significant enough to qualify for intervention services at the time of the interviews. This study drew on a framework using insights from the social model of disability, feminist intersectionality and the social empowerment model. The methodology was informed by interpretivism, social constructionist grounded theory, feminist intersectionality theories, and data analysis was carried out concurrently with data collection. Findings revealed that disability is still surrounded by stigma and prejudice. It was associated with punishment and bad omen. The diagnosis of a child’s disability had an impact on mothers as it resulted in a liminal (suspended) state and a biographical disruption as they had to reorient their lives. Mother-blame was common and they were often ostracised by their significant others and the communities. Divorce was common especially among first-time mothers whose child had cerebral palsy. Divorce was an unexpected disruptive event that had socioeconomic impact on mothers. They had to bear the burden of caregiving in the absence of support from their partners. Some gave up their employment because of the demands associated with caregiving resulting in financial deprivation. Mothers also experienced loss of agency over their future and that of their child. More power was allotted to husbands than mothers with regard to decision making at home. The study makes a deeper, and more nuanced, contribution to the scarce literature on mothering children with disabilities in Zambia and globally.
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Ericson, Katrina J. F. "Predicting Family Strength in Families Caring for Children with Disabilities." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2576.
Full textAbstract:
This research sought to identify factors that might be useful in helping to predict family strengths in families caring for a child with a disability. Based on the ABCX model designed for families in crisis, this research examined severity of child's disability (A); the family's existing resources of household income, education of the mother, and mother's marital status (B); the family's perception of family resources, family support, and parenting stress (C); and how these influence family strength (X) over time. In relation to the ABCX model, it was hypothesized that the aforementioned constructs would be associated with each other, and would significantly predict family strengths.
Results did not support the overall predictive value of severity of child's disability, household income, education of mother, or mother's marital status toward family strength. However, results indicated that the predictive value of the perception of family resources, family support, and parenting stress did explain variability in family strengths as measured by the Family Functioning Style Scale.
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Gualda, Danielli Silva. "Variáveis familiares de crianças com deficiência e os tipos de escolarização inclusiva e segregada." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/3187.
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Previous issue date: 2015-02-25Universidade Federal de Sao Carlos
This study aimed to: (a) Describing and comparing the family-school relationship in the parents or guardians opinion for preschool children with disability, enrolled in regular schools, in special schools and, also, of those parents whose children have experienced both types of schooling; (b) Describing and comparing the needs, resources and social support of the families of three groups of parents or guardians of preschool children with disabilities, in accordance with the different types of education and (c) relating familyschool relationship, resources, needs and social support of parents or guardians of preschool children with disability. Attended of the research 55 parents or guardians of children with disability, 20 had the children enrolled in regular education pre-schools (GEC), 15 had the children enrolled only in special schools (GIE) and 20 had the children enrolled in both schools (GA). Data collection occurred in 34 municipal preschools and 2 special schools. To fulfill the targets, the parents responded in the form of interview, 6 instruments: Brazil Criteria questionnaire; questionnaire about the family-school relationship in the process of inclusion (version for parents); Checklist of shared routine and involvement between family-school version for parents (mom, dad or guardian); Inventory of the family environment resources (FER); Questionnaire about the needs of families (QNF); and about social support questionnaire (SSQ). Qualitative data were analyzed by means of categories, with the participation two judges. Quantitative data analyzed using descriptive methods central tendencies and dispersion measures. It was used ANOVA ad Chi-square test to compare the groups. Correlation test was used for Pearson to relate the variables. Regarding the first objective, the results showed that families who have children enrolled in regular school (GEC and GA) went to school more often without being convened, while they also spoke more frequently different topics with the teacher, when compared with the GIE and GA. As for the second objective, it was possible to note that most of children of the three groups had a well-stimulating family environment, as well as the resources within this context, the developed interactions with the family members and the variety of developed activities by parents with these children. Regarding the social support, in general, the GEC families had a higher satisfaction with social support received, compared with the GA families. Finally the third goal made some significant correlations, such as: family-school relationship showed positive correlations with the fact that the child has the routine to perform the daily activities and to have moments of family meetings. The needs related to information , support , explain to others , community services , financial and the functioning of family life , also correlated positively with the right hour that the child had to perform the activities of daily life.
O presente estudo teve por objetivos: (a) Descrever e comparar a relação família-escola, na opinião de pais ou responsáveis de pré-escolares com deficiência, matriculados em escolas comuns, em instituições especializadas e, também, daqueles pais cujos filhos experienciaram ambos os tipos de instituições de ensino; (b) Descrever e comparar as necessidades, os recursos e o suporte social das famílias dos três grupos de pais ou responsáveis de pré-escolares com deficiência, de acordo com os diferentes tipos de escolarização e (c) Relacionar a relação família-escola, os recursos, as necessidades e o suporte social de pais ou responsáveis de pré-escolares com deficiência. Participaram da pesquisa 55 pais ou responsáveis de crianças com deficiência. Destes, 20 tinham os filhos matriculados em pré-escolas de ensino comum (GEC), 15 tinham os filhos matriculados apenas na instituição especializada (GIE) e 20 tinham os filhos matriculados em ambas as instituições de ensino (GA). A coleta de dados ocorreu em 34 pré-escolas municipais e em duas instituições especializadas. Para atender aos objetivos, os pais responderam em forma de entrevista, a seis instrumentos: Questionário Critério Brasil; Questionário sobre a relação família-escola no processo de inclusão (Versão para pais); Checklist da rotina compartilhada e envolvimento entre família-escola versão para pais (mãe, pai ou responsável); Inventário de Recursos do Ambiente Familiar (RAF); Questionário sobre as necessidades das famílias (QNF) e Questionário de suporte social (QSS). Os dados qualitativos foram analisados por meio de elaboração de categorias, com a participação de dois juízes. Os dados quantitativos foram analisados usando métodos descritivos medidas de tendência central e dispersão. Para comparar os grupos foi utilizado o teste ANOVA e chi-quadrado. Para relacionar as variáveis foi utilizado o teste de correlação de Pearson. Em relação ao primeiro objetivo, os resultados mostraram que as famílias cujos filhos estavam matriculados no ensino comum (GEC e GA) iam à escola com maior frequência sem serem convocados, ao mesmo tempo em que também conversavam com maior frequência assuntos diferenciados com o professor, quando comparados com o GIE e GA. Quanto ao segundo objetivo, foi possível notar que a maioria das crianças dos três grupos possuía um ambiente familiar bem estimulador, assim como os recursos presentes neste contexto, as interações desenvolvidas com os membros familiares e a variedade de atividades desenvolvidas pelos pais com estas crianças. Em relação ao suporte social, de modo geral, as famílias do GEC apresentaram maior satisfação com o suporte social recebido, quando comparadas com as famílias do GA. Por fim, o terceiro objetivo apontou algumas correlações significativas, como por exemplo: a relação família-escola apresentou correlação positiva com o fato de a criança possuir rotina para realizar as atividades diárias e de possuir momentos de reuniões familiares; as necessidades relacionadas à informação , apoio , explicar aos outros , serviços da comunidade , financeiras e o funcionamento da vida familiar , também correlacionaram positivamente com a hora certa que a criança possuía para realizar atividade de vida diária.
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Lopez, Sheila. "Mothers' and Fathers' Attachment Relationships with Children who Have Disabilities." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2068.
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Research has found that attachment relationships between parents and children are formed independent of each other and have different outcomes for the child. Very little research regarding parent-child attachment relationships has been done with children who have a disability. This study aimed to learn more about whether differences exist in attachment relationships between mothers and fathers and whether or not the child has a disability. Results indicate that fathers of children with a disability appear to have less secure attachments with their children compared to fathers of typically developing children as well as mothers of children with and without disabilities. It is unclear as to why this may be; however, it is hypothesized that factors such as understanding the child’s needs and being able to engage in highly stimulating play (e.g., throwing child in the air, etc.) may contribute to this finding. Further research is needed to better understand what factors contribute to the development of a secure attachment between the father-child dyad when the child has a disability and why fathers may be experiencing greater difficulty than mothers of children with a disability as well as fathers of typically developing children.
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Ryan, Susan M. "Effects of family structure on sibling relationships." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1041884.
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This study assessed the relationship and rivalry differences among siblings of intact families versus divorced families. It involved children, young adults, and adults from a Midwestern, moderately sized community. These participants answered two brief questionnaires requesting information on their age, sex, ethnicity, family structure, and perceived sibling relationships. The researcher found that there were no overall differences between children of married parents versus divorced parents except concerning the level of antagonism. Further, it was found that there were differing levels of dominance, nurturance, and quarrels in sibling relationships depending on the level of contact with step or half siblings and the child's perceptions of the parents' current relationship with each other.Department of Counseling Psychology and Guidance Services
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Allred, Diane W. "Caregiver Burden and Sibling Relationships in Families Raising Children with Disabilities." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3771.
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The purpose of this study was to examine sibling relationships and caregiver burden in families raising children with disabilities (CWD). In order to determine (a) are there differences in caregiver burden according to parent gender and types of disability (b) are there differences in sibling relationships according to parent gender and type of disability and (c) is there a relationship between caregiver burden and sibling relationships after controlling for CWD and sibling gender and age, and type of disability? After IRB approval, 166 families living in the west and raising typically developing children (TDC) or a CWD participated. Disabilities included autism; Down syndrome (DS); other disabilities (OD), which included orthopedic impairment, intellectual disabilities, emotional or physical disabilities, health impairment; and multiple disabilities (MD), which included both physical and intellectual disabilities. After consenting, both parents independently completed the 28-item Schaefer Sibling Inventory of Behavior. This inventory ranked sibling behaviors in relation to kindness, involvement, empathy,and avoidance. Additionally a revised version of the Caregiver Strain Index (Robinson, 1983) measuring hassle and frequency of burden was utilized. Mothers completed a demographic questionnaire. Analyses included descriptive statistics, a MANOVA, correlations, and multiple regressions. Results indicated mothers perceived more burden than fathers for all disability types. Parents of children with autism perceived the highest burden, and mothers of TDC and fathers of children with DS perceived the least amount burden. Mothers rated female siblings higher in kindness, involvement, and empathy than male siblings. Whereas, fathers rated siblings of children with OD as least avoidant; as did mothers of children with DS. The highest sibling relationship scores were fathers' rating of empathy in families raising children with DS and mothers' rating of empathy in families raising children with MD. There was a positive relationships between caregiver burden for both parents and between both parent's ratings of sibling empathy, kindness, and involvement. A negative relationship was found between parents'ratings of avoidance and empathy, kindness and involvement. All caregiver burden variables were positively related to avoidance. Siblings may benefit from information regarding a child's disability in order to decrease avoidance behavior. It would also be important to provide interventions/information about respite care and other appropriate community resources to parents of children with autism in order to help decrease the burden they experience. Finally, parents of CWD may benefit from information regarding the effect their perception of burden has on relationships between the child and siblings.
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Hafen, McArthur Jr. "Preparation for Caregiving by Parents of Children with Disabilities: An Exploratory Study." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2719.
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Older adults who provide care for an adult child with a disability have rarely been considered in the planning and preparation literature. As they grow older, these adults face the challenge of arranging care for their dependent children and for themselves. This study investigated influences on planning for one's own future care.
Results indicated that parents who prepared for their adult child's future care were more likely to prepare for their own care. When compared to adults without a dependent child, parents caring for an adult child with a disability were equally likely to plan for their own future care.
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Dodd, Dorthy Clara Hornberger. "Contributions of Family Leisure to Family Functioning Among Families That Include Children With Developmental Disabilities." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1808.pdf.
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O'Leary, Catherine Carlisle. "The early childhood family check-up : a brief intervention for at-risk families with preschool-aged children /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018385.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 107-117). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3018385.