Dissertations / Theses on the topic 'Family collaboration'
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Peleg, Kristine. "Rachel Calof's text(s): Family, collaboration, translation, 'Americanization'." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280320.
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Rachel Calof's Story. Jewish Homesteader on the Northern Plains (Ed. J. Sanford Rikoon, Indiana University Press, 1995) is a first-person memoir of homesteading in North Dakota from 1894-1917, based on Rachel Calof's Yiddish manuscript. I traced this text from inception to publication, especially the translation and editing process, comparing a new translation of the Yiddish manuscript with the English publication. Since the differences proved significant, my research investigated issues of oral history transmission and collaboration. In light of new scholarship in autobiography theory, particularly Paul Eakin's "proximate collaborative autobiography," I consider Rachel Calof's Story a hybrid text, integrating both oral histories and written texts to portray a more complete picture of homestead life. Rachel's son, Jacob, compiled the English version for publication, bringing a comprehensive knowledge of her life, and yet complicating objectivity because he was, indeed, her son. Recent scholarship in women's and western studies focuses on situational context; investigation of diversity supplements an increasingly multi-faceted picture. Contemporary scholarship in immigrant literature emphasizes ambivalence rather than assimilation and changed how I considered the Calof story. I apply the Personal Narratives Group's conceptualization of context, narrator-interpreter relations and multiple connotations of "truths." The oral nature of the Yiddish language is also considered as influencing the translation. I analyze specific themes at length: Rachel Calof's physical environment of home, prairie and transitional spaces; the rhetoric of frontier settlement; home in physical and religious terms; and finally, Americanization as an editorial emphasis which reduced ethnic and religious distinctions. Other multi-authored works, including those of Anne Frank, Laura Ingalls Wilder and Black Elk, reveal parallel collaborative tensions. Neither generational nor gender differences entirely explain alterations families and ethnographers make in editing transmitted works. Barbara Myerhoff's concept of the "third voice" particularly influenced my understanding the dialogic nature of manuscripts and oral histories. Finally, I question whether publishers and audiences are complicit in the demand for success stories even at the expense of stifling an author's voice. The English publication of Rachel Calof's Story was polished and unaccented; the original Yiddish manuscript was a stream of consciousness that might not have been published.
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Gregg, Lisa. "Collaboration in family violence intervention: A process evaluation of the hamilton Family Safety Team." The University of Waikato, 2007. http://hdl.handle.net/10289/2520.
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The Family Safety Team (FST) is a collaborative intervention developed to address family violence in New Zealand. Interagency collaborations are effective at addressing the social supports for battery, improving the systems and responses of agencies that address battery, and improving cohesion and consistency across agencies. The FST has a particular focus on justice system agencies. The purpose of this research was to evaluate the Hamilton FST. The research was conducted using in-depth interviews with FST members and others directly involved with the project, archival research using police family violence files, observation of FST meetings, and a focus group with battered women. The evaluation was constructed around four aims: to identify any barriers to establishing the FST, to assess the strengths and weaknesses of the Hamilton FST, to determine the adequacy of the FST structure, and to assess the extent to which the FST has improved the ability of agencies to enhance the safety and autonomy of battered women and hold offenders accountable. An overall finding of this evaluation was that people are feeling very positive about the Hamilton FST. The evaluation found that the FST has increased contact and communication between community and government agencies, and there was improvement in each agency's awareness of the policies, processes and protocols of other agencies in the FST. The evaluation found some limitations in the amount of monitoring and measurable outcomes from the FST, but this was understandable considering the infancy of the project and the time taken for members to understand their roles and the function of the FST. However, there were some positive developments in police responsiveness: an improved police attitude towards family violence cases, and an increase in cases coded as family violence. An important finding of this evaluation was that the Hamilton FST is functioning as a genuine collaboration. This seemed to be due to: mutual respect and an equal distribution of power among FST members, trusted working relationships, recognising each member for their area of expertise, and the role of the coordinator. There are, however, some limitations of the FST model that FST members need to acknowledge.
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McCubbins, Jennifer Lynn. "Transition into Kindergarten: A Collaboration of Family and Educational Perspectives." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9894.
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In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. I include parent and educational perspectives of these relationships and relate how these relationships enhance children's transition into kindergarten.Master of Science
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Lincoln, Robert. "Multi-agency collaboration against domestic violence learning from a 10-year effort /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r_lincoln_012409.pdf.
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Chan, Vivian Wing Yan. "Promoting change through collaboration : reshaping the professional boundaries of family physicians through the Division of Family Practice." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42867.
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A collaborative framework is increasingly being used to promote change in the way health services are being provided. Collaborations have been studied mostly from a team perspective in health services research (HSR); system and institutional levels of analysis are underutilized. Applying an (neo) institutional perspective, this dissertation explored the role of interorganizational collaborative relationships in promoting practice change in family physicians. Specifically changes in the professional boundaries of family physicians were examined. The dissertation is comprised of two parts. The first study was a systematic qualitative examination of the HSR literature on the concept of professional boundary for family physicians. Fifty articles were reviewed. Conceptual distinctions used by family physicians to describe their role and their work were synthesized to form a multi-faceted notion of professional boundaries of family physicians (i.e., task-related, object-related, and relational). The second study was a case study of a new organizational form, the Division of Family Practice, in a suburban community in British Columbia. The new organizational form employed a collaborative framework to promote system and professional practice change in primary care. Findings were generated from interview texts, organizational documents, and participant observations. The study investigated how professional boundaries of family physicians are being reshaped through family physician’s involvement in collaborative relationships under the Division of Family Practice. Conclusion: collaborations provide a physical as well as a social space for partners (family physicians, the health authority, the government, and the medical association) to share, challenge, and shape each other’s perspectives, values, interests, and goals. The case study demonstrated the Division of Family Practice was successful at disrupting the physician institution and reshaping professional boundaries for family physicians as 1) the profession of family practice is undergoing a process of deinstitutionalization: the professional boundaries of family physicians are not as clear and distinct as they once were and have become a weakened institutional element; 2)the Division was able to disturb and reformulate the reward and sanction mechanisms for family physicians; and 3) the Division has enabled core assumptions and beliefs about family practice to be broken down and redefined.
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Clark, Rebecca E. "Perceived Need of Family Physicians for Their Patients to Receive Family Therapy Related Care." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33059.
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The purpose of this study was to explore the extent that family physicians believe their patients could benefit from marriage and family therapy-related care, the extent of their experiences of collaborating with family therapists, and their interest in future collaboration with family therapists. Limitations family physicians face when providing psychosocial care as well as roadblocks they face when making mental health referrals and collaborating with family therapists were also explored. Sixty-four percent of the 240 family physicians surveyed responded to the mailed questionnaire. Descriptive statistics are provided for the quantitative analysis, while content analysis was used to evaluate the qualitative data. Quantitative results revealed that family physicians do detect psychosocial concerns in patient encounters, even when those concerns are not the presenting complaint, but face limitations and roadblocks to adequately addressing these concerns. The most common form of collaboration that the respondents expressed interest in was referring out with collaborative communication continuing with the family therapist, but other forms were also identified.Master of Science
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Marshall, Joanne Kay. "Family-professional collaboration for positive behavioral support, a participatory action research project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/MQ41810.pdf.
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Hildebrand, Mary Anne. "A study of collaboration between child and family services and battered women's shelters." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ32926.pdf.
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Witko, Kim, and University of Lethbridge Faculty of Education. "Partnerships in mental health : effective referral and collaboration between family physicians and psychologists." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/209.
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This study looked at physicians' perceptions of the existing process of referral and collaboration between themselves and psychologists. Specifically, this study sought to identify the barriers to referral and collaboration in an effort to improve referral and collaboration between these two fields. A total of nine family physicians were interviewed. Overall, the barriers that were identified by physicians included a lack of feedback provided by psychologists, a low level of collaboration with psychologists, physicians' perception of the financial inaccessibility of psychological care, the lack of information that physicians have on psychologists, and physicians not knowing the resources that were available. Addressing these barriers appears to involve some combination of improving psychologists' feedback and collaboration with physicians, providing physicians with information and education on psychologists and their services, and improving the financial accessibility for patients to receive psychological
services.xiii, 156 leaves ; 28 cm.
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Taylor, Wade. "Predicting Marital Discord and Depression in Early Head Start Mothers: A Step Toward Marriage and Family Therapy Collaboration." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2713.
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The American Association of Marriage and Family Therapy (AAMFT) recently sponsored Head Start-Marriage and Family Therapy (MFT) program partnerships. MFT programs can begin building similarly successful collaborative partnerships with Early Head Start (EHS) programs through using all or portions of this research study. This study has been dedicated to describing the occurrence, co-occurrence, and predictive characteristics of marital discord and depression in families served by EHS programs. This identification of at-risk families can then be used to bolster existing treatment efforts, develop new maritally based interventions, and facilitate increased referrals.
Marital discord and depression are two often interrelated problems EHS mothers are at increased risk to face because they have low incomes and very young children (up to age three). Previous research has demonstrated the negative effects of marital discord and maternal depression on child, adult, and family development. Research with various married samples has further identified variables predictive of marital discord and depression. It was the aim of this study to reexamine these predictors and test couple measures to find the most effective identifying variables.
Cross-sectional and prospective longitudinal research analyses were conducted from surveys with 148 EHS married mothers and their spouses to answer specific research questions. In general, results revealed that EHS married mothers were (a) slightly less depressed and maritally discordant than what might be expected of lower income parents, (b) more prone to experiencing these problems the more children they had, and (c) more accurately identified by considering couple data, which included similarity in earlier marital discord, earlier depression, religious activity, attachment attitudes or demographic variables. The limitations of this study included weaknesses in measurement and analytic procedures largely resulting from the use of data originally organized at a national level with Jess complementary purposes in mind. In the future research should address the limitations and incorporate the findings of this study into development and testing of theoretically driven marital interventions in EHS samples. Systemic implications and managing ethical concerns of using the proposed marital interventions in EHS- MFT collaborative effort are also discussed.
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Wixom, Jacob Hartt. "Logics of Collaboration: An Ethnography of Codesign in the Brazilian Amazon." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8650.
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Engineers working internationally are increasingly concerned with the social impacts of their work. New frontiers in design show promise in helping practitioners address these concerns. One of these is codesign, a practice of making stakeholders co-decision-makers in the design process. Codesign has the potential to greatly improve the social sustainability of engineered products, but some concerns remain surrounding codesign’s practicability in engineering. I explore three such concerns: that conflicting institutional logics may undermine codesign’s collaborative aspirations, that codesign can perpetuate developmental idealism, and that codesign may insufficiently account for the needs and perspectives of marginalized populations. Through more than a year of ethnographic research, including dozens of interviews and hundreds of hours of observation, I examine the realities of codesign as it is carried out by a team of engineers in the Brazilian Amazon. I find that conflicting logics do undermine codesign at times, but that the engineers are still able to explore new tools and practices for socially sustainable engineering, even in times of codesign failure. I also find that the engineers are better equipped to respond to modernizing stakeholders than they are traditional ones. This may lead to the spread of developmental idealism and the further marginalization of disadvantaged groups.
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Singh, Yesheen. "Communication and collaboration: an exploration of clinical governance Interventions in the Western Cape Department of Health over the past twenty years." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32979.
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Background: The tension between the increasing cost of healthcare provision and the need to provide a quality level of care to a rising number of people is a global phenomenon. A focus on one over the other could result in a rise in adverse patient outcomes, or a health system too costly to be sustainable. Clinical governance is an approach policymakers can use to walk the middle line of creating a healthcare service that meets quality of care standards in a cost-effective manner, as has been done in Australia, Burundi, Egypt, Spain, UK and Yemen (Goyet et al, 2019; Abd El Fatah et al, 2019, Mannion et al, 2015; Aguilar Martin et al, 2019). This study examines the practice of clinical governance in one LMIC setting that has been able to successfully do this balancing walk for 20 years. Understanding how this was done in the Western Cape province of South Africa helps inform how clinical governance can be used to continue adding value as the health system moves towards universal healthcare. In addition, this South African experience adds to the still small pool of relevant experience from low- and middle-income countries reported in the international literature. Methods: A mixed methods qualitative design was used for data collection and involved three phases: (1) a document review of all policies in the province to identify clinical governance structures; (2) observation of these structures in action, comparing lived to written experience of clinical governance; and (3) interviews with key stakeholders in the province to get their perspectives on past, present and future forms of clinical governance. The Donabedian model was used to frame analysis into three dimensions of care, viz. structure, process and outcome. Results: Beyond a comprehensive policy framework, collaborative structures and consultative leadership styles facilitated strengthened clinical governance in the Western Cape. For example, although corporate-governance-inspired structures, such as clinical audits and M&E events, may become punitive and corrosive, the potential negative impact on clinical governance outcomes and organisational culture was tempered by healthy communication and supportive relationships between colleagues. Family physicians have become the champions of clinical governance in a decentralized health system and when supported in this by policy and management, the quality of care in health systems thrive. Conclusions Clinical governance is an effective strategy or tool LMICs can use to ensure quality of care is maintained or improved upon, even in resource-challenged settings. But while some structures, processes and outcomes may be borrowed from other LMIC or HIC settings, these need to be contextualized to local conditions. Appropriate clinical governance champions need to be identified and given the appropriate mandate. Human relationships are key to the successful implementation of interventions of this nature and space needs to be created in policy for this to be cultivated.
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Yoon, Hammer Miyoung Christine. "A survey of the attitudes and behaviors of medical family therapists regarding complementary and alternative medicine an exploration of collaboration /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Keilty, Bonnie, Carol M. Trivette, and Jennifer Kenealy. "Families as Disciplinary Experts: Collaborating to Build on Family Strengths in Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4427.
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Strengths-based interventions utilize families' "disciplinary" expertise as parents to their individual child. This workshop explores an assessment-to-intervention approach that delves into the ways families help their child learn and why those strategies were chosen to then collaboratively build interventions based on what families already do and their underlying parenting goals.
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Tannenbaum, Lloyd Gordon. "Parent/Professional Perceptions of Collaboration When Viewed in the Context of Virginia's Comprehensive Services Act System of Care." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30165.
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In 1992,Virginia created a system of care that was designed to address the needs of troubled youth and their families. Known as the Comprehensive Services Act, the legislation mandated that family and service system interactions were intended to be child-centered, family-focused, and collaborative in nature. Whether at the assessment, planning, implementation, or evaluation phase of a family's individualized service plan unfolding, strong collaborative linkages between families and professionals were encouraged. The present study focuses on determining perceptions of collaborative experiences from the point of view of parents of emotionally disturbed children who have been served by the system of care's Family Assessment and Planning Team, and the perceptions of experiences of professionals who comprise that team. In addition, the study will attempt to show a relationship between a parent's collaborative experiences and a child's treatment outcome.
Data suggest that differences exist between parents and professionals in their perceptions of collaborative experiences during the FAPT process, and that the group to which one belongs is a determining factor in shaping those perceptions. Secondly, no statistically significant relationship was found between parent perceptions of collaborative experiences and treatment outcomes of their children.
[App. C and D removed per Dean DePauw, 3/28/2014, GMc]Ed. D.
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Ozturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.
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The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers’ past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.
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Baker, Katie, R. Dean, S. C. Smith, D. Petgrave, C. Rowe, Karen Schetzina, and Jodi Polaha. "Reach, Effectiveness, and Adoption of the Family Check-Up in a Pediatric Primary Care Setting in Northeast Tennessee: An Interprofessional Collaboration." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6574.
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小倉, 正義, and Masayoshi OGURA. "学校と家庭の連携に関する研究の動向." 名古屋大学大学院教育発達科学研究科, 2007. http://hdl.handle.net/2237/10330.
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Hemphill, Rachel C. "Disease-related collaboration and adjustment among couples coping with type 2 diabetes." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618885.
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Coping with chronic illness often takes place within the context of the marital relationship. Among married couples, collaborative efforts to cope with one partner's chronic health condition have been linked to a range of positive outcomes, including better disease management among patients and greater emotional and interpersonal adjustment among patients and their spouses. Theory suggests that dyadic forms of coping with disease, such as collaboration, may be more beneficial when they are consistent with, or match, partners' appraisal of who is responsible (couple vs. patient) for managing the patient's disease. Very few studies, however, have examined this possibility. The current study of couples coping with one partner's diabetes addressed this research gap by investigating whether disease-related collaboration was more strongly related to better adjustment among partners who view diabetes management as their shared responsibility compared to those who view diabetes management as the patient's responsibility alone. Three major areas of adjustment were examined: 1) patients' disease management; 2) patients' and spouses' emotional well-being; and 3) patients' and spouses' relationship quality. Participants were 126 married couples in which one partner (the patient) was at least 55 years old and had been diagnosed with type 2 diabetes for at least one year and the other partner (the spouse) did not have diabetes. Patients and spouses separately completed a baseline interview and 24-day electronic daily diary. Predictor variables were derived from interviews; outcome variables were derived from daily diary records, and daily assessments of outcomes were aggregated across the entire diary period. Study hypotheses were tested using regression analysis and dyadic multilevel modeling. Results indicated that disease-related collaboration was linked to more positive psychosocial outcomes among patients in "shared responsibility" couples compared to patients "patient responsibility" couples. In contrast, collaboration had mixed associations with spouses' psychosocial outcomes, and none of these associations depended on partners' appraisal of responsibility for diabetes management. Overall, findings suggest that match between partners' collaborative efforts to cope with diabetes and their appraisal of disease management is important for the daily psychosocial adjustment of patients, but not for that of spouses. Implications for theory and intervention are discussed.
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Cook, Natalie E. "Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64424.
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Family support programs serve vulnerable families by providing various forms of support, such as education, health services, financial assistance, and referrals to community resources. A major feature of evaluation involves assessing program effectiveness and learning from evaluation findings (Mertens and Wilson, 2012). Collaboration and cultural responsiveness are important topics in evaluation which remain largely distinct in the literature. However, evaluation capacity building provides a context for exploring possible intersections.
Data about seven programs were collected via semi-structured interviews and document analysis. This study revealed that the program leaders feel that their programs are unique, complex, and misunderstood. The findings also suggest that program leaders believe that evaluation is important for program improvement and funding. Although participants did not anticipate evaluation capacity building and did not readily express a desire to develop their own evaluation skills, participants from all seven programs enthusiastically expressed interest in evaluation capacity building once explained.
Although participants did not discuss cultural responsiveness as it relates to race, they expressed a need to overcome a community culture of reluctance to participate in programs and aversion to educational pursuits. Given the programs' shared population of interest, similar outcomes, and common challenges, evaluation capacity building in a group setting may give Roanoke family support program leaders the evaluation knowledge, skills, and peer support to engage in program evaluation that is both collaborative and culturally responsive.Master of Science in Life Sciences
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Haines, Lisa Catherine. "Perceived Need of Directors for Family Therapy-Related Services in a Child Care or Preschool Setting." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31119.
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The purpose of this study was to investigate preschool and child care directors' perceptions about the potential for introducing family therapy-related services into a child care or preschool environment, and in particular, to explore their opinions about the extent to which children are affected by parental stress, to assess directors' awareness of the field of marriage and family therapy, to determine the extent of their current collaboration with family therapists or other mental health providers, and to gather their thoughts concerning the possibility of successfully bridging the professions of child care and family therapy in the future. Seventy-two of the 197 directors surveyed responded to the mailed questionnaire. Descriptive statistics were used for the quantitative data, while the qualitative data was evaluated using the method of content analysis.
Quantitative results revealed: 1) Most of the participants believed that children are at least somewhat affected by their parents' stress, 2) Over half of the participants were familiar with marriage and family therapists as trained professionals who focus on systemic treatment of the family as a whole unit, 3) Less than half of the participants currently offer on-site mental health services, 4) While it seems that participants routinely refer parents to and consult with mental health providers, they are least likely to consult with or refer to marriage and family therapists, and 5) Almost all of the participants identified at least one obstacle to providing family therapy-related services in their child care centers or preschools.
Limitations and implications for clinicians and future research are also discussed.Master of Science
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Kridler, Jamie Branam, Mary R. Langenbrunner, Karen Neef, and Terry Cutshaw. "Community House Cooperative: A Model for Collaboration and Building Partnerships with Community/Government Agencies, Universities and Secondary Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3486.
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Krantz, Ahlstrand Evelina, and Sara Svahn. "Föräldrars erfarenheter av läsningens betydelse efter besök inom barnhälsovården." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-38682.
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Bakgrund: Barnhälsovårdens mål är att främja och följa barnets hälsa, utveckling, välbefinnande och livssituation. I hälsosamtal med föräldrar lägger barnhälsovårdssköterskan grunden för en god språkutveckling. Vikten av bokläsning och det språkliga samspelet inom familjen har betydelse för barnets språkutveckling. Syfte: Syftet var att beskriva föräldrars erfarenheter av läsningens betydelse för barn efter besök/språkinformation inom barnhälsovården. Metod: Två semistrukturerade fokusgruppsintervjuer med föräldrar genomfördes. Intervjumaterialet analyserades med en kvalitativ innehållsanalys med induktiv ansats. Dataanalysen resulterade i två kategorier: kunskap och engagemang samt fem underkategorier. Resultat: Föräldrarna har kunskap om hur läsning påverkar barnet. Tidsbrist är ett bekymmer och äldre syskons bokläsning prioriteras. Barnhälsovårdssköterskans konkreta exempel på läsning av en barnbok och upplägget av besöket påverkar hur informationen mottages. Språkinformation inspirerar att läsa för sitt barn med åldersanpassade böcker. Föräldrar anser att hälsosamtalet inte ger ny information och att barnet inte är intresserad av att bli läst för. Slutsats: Information om språkutveckling och läsning inspirerar föräldrar att börja läsa med barnet. Tidsbrist, syskon och osäkerhet från förälder hur man läser åldersinriktat påverkar dock föräldrarna att behålla familjens tidigare läsvanor.Background: The aim of child health care is to promote and follow the child’s health, development, well-being and life situation. Through health dialogue with parents, the child health nurse lays the foundation for a good language development. Reading books and the linguistic interplay within the family are significant factors in the child’s language development.Purpose: The purpose was to describe parents' experiences of reading importance to children after visiting/language information in child health care. Method: Two semi-structured interviews consisting of focus groups of parents were carried out. The interviews were analysed using a qualitative content analysis with an inductive approach. The data analysis resulted in two categories: knowledge and commitment, as well as five sub-categories.Results: Parents do possess knowledge on how reading affects the child. Lack of time was presented as one concern and older siblings were being prioritised for bookreading. The child health nurse´s concrete examples of reading children’s books and the setup of the visit affect how the information is received. Language information leads to inspiration for reading to your child using age group-adapted books. Parents are under the impression that the health dialogue does not provide any new information, and that the child is not interested in being read to.Conclusion: Information about language development and reading inspires parents to start reading to the child. Lack of time, siblings and insecurities from the parents’ side on how to read in an age group-adapted way affect parents in their ability to maintain previous family reading habits.
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Graça, Anabela Fernandes da. "Escola - Familia: a educação em rede." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4679.
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Dissertação de Mestrado em Administração Pública na especialidade de Administração da EducaçãoO presente estudo enquadra-se na análise das relações entre a escola e a família, utilizando as parcerias educativas como promoção de uma cultura de maior participação, na busca de respostas às novas exigências sociais. Alguns estudos têm demonstrado as vantagens da colaboração entre escola-família-comunidade. Nesta perspetiva, pretende-se descrever as relações existentes e, através da participação dos intervenientes, equacionar modelos que caracterizem uma melhor colaboração. O trabalho em rede envolve a noção de parceria, a ação de todos os atores promove um melhor conhecimento da realidade e dos saberes. Todavia, colocam-se elementos críticos que nos propomos analisar: o tipo de colaboração, a comunicação, a coordenação horizontal e a vertical. A investigação desenvolve-se num contexto educativo, seguindo uma abordagem qualitativa – estudo de caso. Foi realizada em 2010/2011, numa escola secundária, utilizando como instrumentos de recolha de dados o questionário e a entrevista semi-estruturada. O estudo permitiu-nos notar que, apesar de a legislação favorecer a participação, as escolas parecem manter padrões tradicionais de interação com as famílias. As conclusões constituem o resultado das perceções e das representações sociais recolhidas numa comunidade escolar sobre a sua ação, contribuindo para (re)pensar o papel da escola no seu relacionamento com as famílias e a comunidade.
This study is based on the analysis of the relationships between school and family, using educational partnerships and promoting a culture of greater participation in the search for answers to new social demands. Some studies have demonstrated the advantages of collaboration between school-family-community. In this perspective, it is intended to describe the relationship and, through the participation of stakeholders, consider models that characterize a better collaboration. Networking involves the notion of partnership, the action of all actors promotes a better understanding of reality and knowledge. However, there are critical elements that we propose to consider: the type of collaboration, communication, horizontal and vertical coordination. As the research develops in an educational context we decided to engage the investigation with a qualitative approach - Case Study. It was held in 2010/2011, in a secondary school, using for data collection instruments such as a questionnaire and interview. The study allowed us to note that despite legislation encouraging participation, the schools seem to maintain traditional patterns of interaction with families. The conclusions are the result of a composition of perceptions and social representations collected in a school community about its action, contributing to (re) consider the role of school in its relationship with families and the community.
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Feranita, Faranita. "Collaborative innovation in family firms : collaborating within and beyond." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125615/.
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This dissertation is organised in four chapters. In Chapter 1, I present an overview of the thesis depicting rationale behind study, research methodology, empirical settings, and data collection. Further, I reflect on my PhD journey, from a student to an independent researcher. Chapter 2 consists of the first research paper of this dissertation - Collaborative innovation in family firms: Past research, current debates and agenda for future research. The paper presented in Chapter 2 has been published in Journal of Family Business Strategy, volume 8, issue 3, 2017. The paper has been presented at International Family Enterprise Research Academy (IFERA) 2017 Annual Conference Zadar, Croatia and received tremendous positive response. Chapter 3 contains the research paper - The transaction cost approach to collaborative innovation in family firms: A process of internal collaboration through integration of human assets, an empirical research that is based on a longitudinal single case study on an innovative family firm based on the North-west of UK. The paper has been presented at Alliance Manchester Business School Doctoral and Research Conference 2017 and Northern Advanced Research Training Initiative (NARTI) 12th Annual Doctoral Conference. The paper has also been presented at the Annual Family Business Day 2017, organized by Centre for Family Business at Lancaster University Management School and received many helpful feedback for improvements. Chapter 4 encloses the research paper – Forming international collaborative innovation and government funding as a doubleedged sword. This empirical paper presents a longitudinal comparative case study sampling on Lancaster China Catalyst Programme (LCCP), with the support from the LCCP team. The paper has been presented at a PhD workshop held by the Department of Entrepreneurship, Strategy, and Innovation within Lancaster University Management School on 4th December 2017. The aim of each of the three research pieces of this dissertation is to contribute to the advancement of our knowledge on collaborative innovation in family firms by which collaborations within and beyond enable family firms to innovate. First research paper provides literature review on collaborative innovation from both general management and family business literature, and opens up future research avenues. While the second research paper examines the internal aspect of collaborations, third research paper examines the external aspect of collaborations.
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Figueiredo, Maria João Ferreira da Silva Amaral de. "A relação escola-família no Pré-Escolar: contributos para uma compreensão." Master's thesis, [s.n.], 2010. http://hdl.handle.net/10284/1937.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, especialização em Psicologia da Educação e Intervenção Comunitária.Ao longo dos tempos a questão das relações entre pais e professores é um assunto que tem gerado várias reflexões entre muitos autores no âmbito da Psicologia da Educação. Este assunto origina debates e polémicas e leva, por vezes, a posições antagónicas. Encontramos aqueles que valorizam as relações entre a família e a escola e acreditam nas suas vantagens e os que continuam a ver a escola apenas como um local de aprendizagem onde os pais não devem intervir. A temática deste estudo relaciona-se com as percepções que os pais têm sobre o pré-escolar, procurando analisar e interpretar a forma como essas mesmas percepções influenciam a forma de relacionamento com a escola. Para que a relação escola/família possa ter ligações mais fortalecidas, será necessário que a escola se abra aos pais e à comunidade envolvente, permitindo que estes possam participar de uma forma mais activa nas actividades da escola. Dividimos o nosso trabalho em duas partes: a primeira faz uma abordagem do sistema familiar e do escolar, debruçando-se ainda sobre a problemática da colaboração entre os pais e o pré-escolar. Tendo em conta a legislação vigente, o estudo refere a opinião de vários autores, os quais nos serviram de base para a realização deste trabalho (Ramiro Marques, 1997 e 2001, Teresa Sarmento, 2002 e 2005, e José Diogo, 1998, entre outros). A segunda parte refere a metodologia seguida, a análise e interpretação dos resultados obtidos, apontando as variantes de opinião significativas encontradas e tirando as respectivas conclusões. O presente trabalho resulta de um estudo realizado numa Instituição Particular de Solidariedade Social de Oliveira de Azeméis (Centro de Apoio Familiar Pinto de Carvalho) na resposta social de pré-escolar. A investigação insere-se numa abordagem descritiva e exploratória, envolvendo 30 pais/encarregados de educação, tendo sido utilizado o inquérito por questionário como principal técnica de recolha de dados. Em conclusão e de modo geral, podemos referir que a relação entre a família e a escola se encontra no bom caminho, embora necessite que alguns pais se esforcem um pouco mais, de forma a entender a necessidade de um maior envolvimento entre pais e educadores, tornando as relações entre ambos numa rotina. Through time the topic of the relationships between parents and teachers has generated many reflections by authors in the field of Education Psychology. The subject leads to strong debates and controversy and sometimes shows contradictive stands. We find those who give priority to for the family-school relations and believe in its positive outcome and those who continue to see the school only as a learning place where parents should not intervene. The theme of this study relates with the perception that parents have towards the pre-scholar, analyzing the way that this perception influences their relationship with the school. In order for the relation school-family to strengthen its connections, the school shall open itself for the parents and to the surrounding community, allowing these to participate in a more active way in the school activities. We divide our work in two parts: the first looks into the family and scholar systems, studying as well the issue of collaboration between parents and the pre-scholar. Having in consideration the current legislation, the study mentions several author's opinions, which created the structural base for this work (Ramiro Marques, 1997 and 2001, Teresa Sarmento, 2002 and 2005, and Jose Diogo, 1998, among others). The second part shows the followed methodology, the analysis and interpretation of the results, pointing out the various points of view and acknowledging the results. This work is the result of a study that took place in a social Social Solidarity Private Institution from Oliveira de Azeméis (Family Support Centre Pinto de Carvalho) in the social outcome of the pre-scholar. This investigation is marked by a descriptive and explanatory position, involving 30 parents/rsponsible of education individuals, having made use of an enquiry as the main tool to gather the data. In conclusion and in a general mode, we can say that the relationship between the family and the school is following a good track, although is requiring more effort from some of the parents, in order to understand better the necessity for a bigger involvement between parents and tutors, turning this connection more frequent.
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Pirtle, Jody Marie. "Collaboration Among Families, Educators, and Medical Professionals to Create a Rural Medical Home for Children with Special Health Care Needs and Disabilities." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/283632.
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Families of children with special health care needs (CSHCN) and disabilities who lived in rural communities faced a variety of economic, social, and environmental challenges. Bronfenbrenner (1979, 2005) in his Bioecological Theory of Human Development offered an insightful lens for understanding the nested environments in which these families interact. This model was used as the overarching framework for this dissertation. The three manuscripts contained in this dissertation have included analyses of the involvement and participation of families of CSHCN and disabilities in the creation of a medical home located in a rural southwestern border community. These studies were critical for the medical home professionals - family involvement was at the core of the medical home philosophy. The overarching purpose of this dissertation was to set the foundation for successful family participation and feedback in the medical home. Within the first manuscript, I used the Medical Home Family Index to discover families’ (a) perceptions of interactions with medical professionals and (b) ratings of the quality of care within the medical home. Families of CSHCN (N = 92) completed the Medical Home Family Index and descriptive statistics as well as Chi-Square analyses were completed. Significant associations between families’ home languages and the amount of time the CSHCN had been receiving services at the medical home and the families’ responses were found. No associations between the children’s ages and the families’ responses were found. Recommendations for medical home professionals to complete the partner index, the Medical Home Index, were included. The purpose of the second manuscript was to examine the support needs of families of CSHCN and disabilities. Relationships between the severity of the children’s special health care needs and disabilities and the potential services they required were explored. For this study, a small sample (N = 25) of families of CSHCN completed the Family Needs section of the Center for Medical Home Improvement Family Survey, an in-depth, five-part survey designed to have families report on the services and supports that their CSHCN actually received. Families of CSHCN identified the need for therapies to be provided within the community. Findings from this study supported the creation of a pilot program in which parents were active participants in an intensive summer program designed to address the language and communication needs of their children. The purposes of the third manuscript were to (a) conduct research in two settings - a rural medical home and the families’ natural environments, (b) identify families’ perceptions of a targeted summer language intervention program, and (c) determine what changes in young children’s communication skills could be measured when parents were active members in a targeted summer language intervention program. For the third study, fourteen children with language delays and their families participated. Children were assessed using the Battelle Developmental Inventory-2nd Edition or the Preschool Language Scale-4th Edition. Intervention was conducted within a pediatric medical home and families continued the intervention at home. For both test results, the treatment had a significant effect. All families indicated a strong desire to continue the program and families who were most concerned with their children’s language were most satisfied with the program. This pilot program model was an example of ways that interventions could be extended successfully beyond traditional settings.
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Lukoševičienė, Vilija. "IKIMOKYKLINIO UGDYMO PEDAGOGŲ BENDRAVIMO IR BENDRADARBIAVIMO SU ŠEIMA YPATUMAI." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092821-53340.
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Bakalauro darbe analizuojami ikimokyklinio ugdymo pedagogų bendravimo ir bendradarbiavimo su šeima ypatumai. Suformuluota hipotezė, kad ikimokyklinio ugdymo pedagogų bendradarbiavimą su šeima labiausiai sąlygoja nepakankama informacijos sklaida ir neišplėtota bendradarbiavimo kompetencija.
Tyrime dalyvavo 138 Šiaulių miesto ikimokyklinio ugdymo institucijų pedagogai ir 4 šių įstaigų vadovai. Anketinės apklausos būdu tirta, kokios yra pagrindinės ikimokyklinio ugdymo pedagogų bendradarbiavimo su šeima sritys, kokie veiksniai skatina ar riboja šį bendradarbiavimą ir kokios yra ikimokyklinio ugdymo pedagogų veiksmingesnio bendradarbiavimo su šeima prielaidos. Kiekybinį tyrimą papildė ikimokyklinio ugdymo institucijų vadovų apklausa, vykdyta taikant pusiau struktūruotą interviu.
Tyrimu nustatytos pagrindinės ikimokyklinio ugdymo pedagogų bendradarbiavimo su šeima sritys: vaiko socializacija, įgūdžių lavinimas, sveikata ir pasiekimų vertinimas. Tyrimo rezultatai parodė, kad ikimokyklinio ugdymo pedagogų bendradarbiavimą su šeima skatinančiais veiksniais galima laikyti didesnę specialistų bendradarbiavimo kompetenciją, geresnę informacijos sklaidą, pozityvius santykius tarp bendradarbiaujančių subjektų, asmeninę iniciatyvą ir organizacinės kultūros veiksnius. Bendradarbiavimo procesas tarp ikimokyklinio ugdymo pedagogų ir šeimų yra trikdomas nepakankamos informacijos sklaidos, skirtingo bendradarbiaujančių subjektų požiūrio į sprendžiamas problemas bei... [toliau žr. visą tekstą]Bachelor's analysis the pre-school teachers’ communication and collaboration with family characteristics. Have stated the hypothesis that pre-school teacher collaboration with the family leads to the most inadequate dissemination of information and cooperation in underdeveloped powers. The study included 138 preschool teachers of Siauliai prežschool education institutions and 4 directors of these institutes. Carrying out a survey investigated what are the main pre-school teachers' cooperation with family areas, what factors promote or limit this cooperation and what are assumptions for more effective cooperation of the pre-school teachers with the family. The Heads of pre-school education institutions complemented the quantitative study by completing the surveys of semi-structured interviews. The study identifies the basic pre-school teachers' cooperation with family areas: children's socialization, skills development, health and assessment oh children achievement. The results showed that stimulating factors of the pre-school teacher collaboration with the family may be considered: more closely expertise, better information sharing, positive relationships between cooperating entities, personal initiative and organizational cultural factors. Process of cooperation among pre-school teachers and families is insufficient to interfere with the dissemination of information, different co-actors approaches addressed to the problems and lack of competence of the... [to full text]
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Tannerfalk, Lisa, and Mathilda Strandberg. "Omvårdnad i livets slutskede : Närståendevårdares erfarenheter av palliativ vård i hemmet." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-34660.
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Bakgrund: Andelen vårdtagare som är i behov av palliativ vård i hemmet ökar och därmed också andelen närståendevårdare som utgör en viktig del av vården. Det är en svår övergång att gå från närstående till närståendevårdare och därför är det viktigt för vårdpersonalen att främja närståendevårdarens roll som en god resurs i vårdteamet. Syfte: Att beskriva närståendevårdares erfarenheter av palliativ vård i hemmet. Metod: En litteraturöversikt med en sammanställning och analys av totalt tolv vetenskapliga kvalitativa artiklar. Resultat: Tre kategorier framkom i resultatet; interaktion med vårdpersonalen, utsatthet samt teamarbete och delaktighet. Närståendevårdarna hade ett stort behov av en god vårdrelation och kommunikation med vårdpersonalen och de ville ha en tydlig roll i vårdteamet. De ville även bli bekräftade och sedda som en individ med egna behov samtidigt som de tyckte det var problematiskt att sätta sina egna behov i främsta rummet. Slutsatser: Närståendevårdares erfarenheter av palliativ omvårdnad i hemmet har visat sig vara mångtydigt på grund av individuella behov. Det är en balansgång att som vårdpersonal se till de aktuella behoven och kunna bemöta närståendevårdare på bästa sätt. Vårdpersonal ska, för att optimera den palliativa hemsjukvården, individ- och situation anpassa med hjälp närståendevårdarna som en stor del av teamsamverkan.Background: The proportion of patients who are in need of palliative care in the home increases and therefor the proportion of informal carers’ increase. It is a difficult transition to go from next of kin to informal carer and therefore it is important for the professional care team to promote informal caretaking role as a good resource in the care team. Objective: To describe informal carers’ experience of palliative home care. Method: A literature review with summary and analysis of twelve qualitative articles. Results: Three main categories emerged in the results; interaction with caregivers, exposure and teamwork and participation. Informal carers had a great need of a good care relationship and communication with the medical staff and they wanted a clear role in the care team. They wanted to be confirmed and seen as individuals with individual needs while they thought it was problematic to put their own needs first. Conclusions: Carers experiences of palliative care in the home has proved to be ambiguous due to individual needs. There is a balancing act to how healthcare professionals have to meet the current needs and to respond to informal carers in the best way. It is therefore important for the healthcare professionals to individualize and adapt the care regarding different situations in palliative home care with help from the informal carers as a big part of the teamwork to optimize the care.
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Savard, Aurélie. "Rôle de la collaboration famille-école dans la relation entre les caractéristiques sociodémographiques des familles et les difficultés de comportement des enfants de maternelle." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9532.
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Résumé : Les enfants de maternelle dont la préparation scolaire est limitée risquent de présenter des difficultés comportementales nuisibles à leur adaptation ultérieure. L’implication des parents à l’école, plus précisément la collaboration famille-école (CFE), peut représenter un facteur de protection favorisant l’adaptation de l’enfant tout au long de son parcours scolaire. Les écrits scientifiques suggèrent que la CFE jouerait un rôle important dans l’explication des difficultés de comportement, surtout auprès des enfants provenant de familles défavorisées. Cette étude porte sur le rôle de la CFE dans l’explication des difficultés de comportement intériorisé et extériorisé des enfants de maternelle qui présentaient des lacunes sur le plan de leur préparation scolaire. Les analyses de régression linéaire montrent que pour l’ensemble des familles de l’échantillon (n=47), plus il y a de communication entre le parent et l’enseignant, plus il y a présence de comportements extériorisés et intériorisés. Par contre, la CFE modère la relation entre un indice d’adversité constitué du cumul de cinq facteurs de risque sociodémographiques et les difficultés de comportement intériorisé. Ainsi, chez les familles défavorisées, une communication plus fréquente est associée à moins de comportements de type intériorisé.Abstract : Children with limited school readiness are at risk for behavioral problems, which impact their school adjustment. Parents’ involvement in school, such as family-school partnership (FSP), may be a protective factor improving child's adaptation throughout their school career. Literature shows the important role of the FSP in reducing behavioral difficulties, especially for children from disadvantaged families. This study aims to explain child externalizing and internalizing behavior problems in kindergarten through FSP in children showing a limited school readiness. Linear regressions show that a frequent communication between the parent and the teacher is associate with a greater presence of externalizing and internalizing behaviors for the whole sample (n=47). However, FSP moderates the relationship between the demographics vulnerabilities and internalized child behavior problem in kindergarten. Indeed, for disadvantaged families, when there is a more frequent communication, children have less internalized behaviors.
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Aydin, Nadire Gulcin. "A national study : school counselor involvement in school, family and community partnerships with linguistically diverse families." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3254.
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In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF).
Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF. This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement. Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration). Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF.
Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores. Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have higher number of students on FRPL status. These issues illuminate the complex interplay of challenges facing LDS, such as limited resources, limited number of bilingual school staff and a need for bilingual education. This study highlights the multitude of factors that determine the degree of school counselor involvement by examining caseloads, specific training on LDS and LDF, the use of translators, and bilingual ability.
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Henry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.
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Faith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES), implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: Just Mentor (i.e., a school-based mentoring program), Just Connect (i.e., a classroom adoption program), and Just Rewards (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love.
The Model for Collaborative Evaluations (MCE) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions. A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students.
In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews. The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students.
Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School.
On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES.
Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored.
Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children.
Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed. (Abstract shortened by UMI.)
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Järbur, Martin, and Christopher Nyström. "Towards Increased Strategy Involvement of Boards in SMEs : A qualitative study mapping obstacles and exploring solutions for boards' involvement in strategy." Thesis, Umeå universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-109984.
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Strategy involvement of boards in small and medium-sized businesses has not been given adequate focus in contemporary research. The main concern has been on exploring the phenomenon in large corporations, which means that the field remains fairly unexplored. The purpose of this study is two folded. Firstly we want to understand what obstacles boards of small and medium-sized businesses face for strategy involvement. Secondly we want to generate new insights and knowledge about how these obstacles can be tackled. In order to accomplish these goals we assume the following two research questions: Research Question 1: Are there any obstacles in the way for strategy involvement of boards in small and medium-sized businesses? Research Question 2: What solutions are there to overcome these obstacles for strategy involvement of boards in small and medium-sized businesses? The first question aims to explore and map potential obstacles for strategy involvement, whereas the second question addresses potential solutions. By utilizing a qualitative approach and interviews we want to better understand the context. Our goal of using this method was to reveal motives and opinions to get a better understanding of how small and medium-sized businesses deal with strategy issues. The participants held various positions within small and medium-sized businesses in Sweden. CEOs, directors and busy directors participated in semi-structured interviews. This study is based upon two frameworks. Firstly we constructed an obstacle framework consisting of five obstacles derived from existing literature. Secondly we made a solution framework, which includes potential solutions connected to the obstacles, also derived from contemporary research. These two frameworks were then used to see what opinions our participants held about them. The data were analyzed by performing a thematic analysis. The idea of using this technique was to identify themes participants held in common. We found some patterns among the respondents which led us to revise both of the frameworks. The main finding of this study is that the presence of a board role conflict seems to be very limited in the context of small and medium-sized businesses. We furthermore found that there are differences in how to solve obstacles in regards to firm size. Two of the suggested solution in existing literature was found to be irrelevant for small and medium-sized businesses. Namely that it is not necessary to get CEOs to embrace strategy involvement, and stopping CEOs from handing over deceiving information is not solved by changing incentives. We also found patterns of two new solutions which were added in the revised solution framework. The first solution involves having regular strategy sessions and meetings. The second solution suggests that it can be advantageous to replace directors uncommitted to strategizing.
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Riley, Michael Wayne. "Belonging in Parent-School Partnerships: Perspectives of Parents of Middle School Students with Autism." Scholar Commons, 2002. https://scholarcommons.usf.edu/etd/5390.
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The goal of this study is to contribute to understandings of parent-school relationships involving parents of students with autism by exploring notions of belonging with a small group of parents. The purpose of the study is to describe the experiences of middle school parents of children with autism. From these descriptions, I examined how parents of students with autism might contribute to understandings of belonging in school-family partnerships and enable schools and families to collaborate more effectively. This study addresses an apparent gap in understandings of belonging of parents of children with autism in their relationships with their child's school. As parents are asked to make connections with their children's school in parent-school partnerships, understandings of those connections are vital to generating and sustaining meaningful and effective relationships between parents and schools. This study uses thick descriptive methods (Geetz, 1973) to examine the phenomenon of belonging in parent-school partnerships among a small group of parents of middle school children with autism. The experiences of the parents in this study suggest that parents of middle school students with autism seek a sense of belonging in their relationships with those they work with regarding their children's schooling. This study also suggests that a sense of belonging may be an essential element of effective parent-school partnerships.
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Taylor, Teresa, Jamie Branam Kridler, and Mary Langenbrunner. "Importance of Community Connections: Strategies for Intervention & Prevention." Digital Commons@Georgia Southern, 2016. https://digitalcommons.georgiasouthern.edu/nyar_savannah/2016/2016/84.
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Community connections play a vital role in strategies for intervention and prevention. An interactive presentation will focus on successful collaborations involving holistic approaches, service-learning and a comparison and contrast of communities (East Tennessee and the LA Watts District).
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Anstey, Erica Hesch. "Factors Related to the Professional Management of Early Breastfeeding Problems: Perspectives of Lactation Consultants." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4860.
Full textAbstract:
Addressing the sub-optimal breastfeeding initiation and duration rates has become a national priority. Inadequate support for addressing early breastfeeding challenges is compounded by a lack of collaboration between providers such as lactation professionals, nurses, pediatricians, and the family. The purpose of this exploratory study was to understand International Board Certified Lactation Consultants' (IBCLCs) perceived barriers to managing early breastfeeding problems. This qualitative study was guided by the symbolic interactionist framework through a grounded theory methodological approach. In-depth interviews were conducted with 30 IBCLCs from across Florida. IBCLCs were from a range of practice settings, including hospitals, WIC clinics, private practice, and pediatric offices. Data were digitally recorded, transcribed, and analyzed in Atlas.ti. A range of barriers were identified and grouped into the following categories: indirect barriers such as social norms, knowledge, attitudes; direct occupational barriers such as institutional constraints, lack of coordination, and poor service delivery; and direct individual barriers including social support and mother's self-efficacy. A model was developed to illustrate the factors that influence the role enactment of IBCLCs in terms of managing breastfeeding problems. IBCLCs overwhelmingly wish to be perceived as valued members of a health care team, but often find interprofessional collaboration is a struggle. However, IBCLCs find creative strategies to navigate challenges and describe their role as pivotal in empowering mothers and their families to meet their breastfeeding goals. Though rarely actualized, IBCLCs place strong value on coordinated, team approaches to breastfeeding management that employ transparent communication between providers and focus on empowering and educating mothers. Strategies for better collaboration and communication between IBCLCs and other providers are needed. Findings provide insight into the management issues of early breastfeeding problems and may lead to future interventions to reduce early weaning, thus increasing the lifelong health benefits of breastfeeding to the infant and mother.
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Naraha, Mio, and Pia Lönqvist. "Psykiatrisjuksköterskors erfarenheter av samarbete med närstående i psykiatrisk vård." Thesis, Högskolan i Halmstad, Hälsa och omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37594.
Full textAbstract:
Närstående betraktas tillsammans med patienten att vara experter i patienternas livsomständigheter. Ett gott samarbete mellan psykiatrisjuksköterskan och närstående kan innebära flera fördelar för patienters mående. För att uppnå förbättrad samarbete med närstående är det av betydelse att få ta del av psykiatrisjuksköterskors erfarenheter av samarbete med närstående. Syfte: Syftet med pilotstudien var att belysa psykiatrisjuksköterskors erfarenheter av samarbete med närstående i psykiatrisk vård. Metod: Studien har en kvalitativ ansats. Data baseras på fyra intervjuer med psykiatrisjuksköterskor utifrån öppna frågor. Data har analyserats med kvalitativ innehållsanalys. Resultat: Studien resulterade i kategorierna: Möjligheter till samarbete, Ett väl fungerande samarbete och Utmaning till samarbete. Konklusion: Psykiatrisjuksköterskorna hade intresse för samarbete med närstående i psykiatrisk vård. Samarbete sågs som positivt i patientarbetet men var inte alltid möjligt att praktisera. Samarbete upplevdes underlätta patientarbetet och leda till förbättrad relation mellan närstående och patienten. Det fanns flera svårigheter som utgjordes som hinder till samarbete. För kvalitétsbättring krävs att verksamheten ger stöd i kompetenshöjning och har ett förhållningssätt som är riktad till samarbete med närstående. Resultatet kan ha betydelse i förbättringssyfte för att utveckla ett fungerande samarbete med närstående till patienter i den psykiatriska vården.Family members and next of kin are a central and natural partner who, together with the patient, constitutes the most important experts in their life circumstances. Collaboration with family members may include prevention of illness, acceleration of recovery, shorter care time and fewer incisions for the relative with mental illness. Only a few studies describe the professionals´ perspective on collaboration with family members. Aim: The aim of the pilot study was to describe the psychiatric nurse's experiences of collaboration with family members in psychiatric care. Method: The study has a qualitative approach and data was based on four interviews with psychiatric nurses based on open questions. Data has been analyzed with qualitative content analysis. Result: The study resulted in the categories: Opportunities for collaboration, Experiences of working collaboration and Experiences of challenge for collaboration. Conclusion: Psychiatric nurses had an interest in collaboration with family members in psychiatric care. Collaboration was considered positive in patient work but was not always possible to practice. Collaboration was found to facilitate patient work and lead to improved relationships between family members and patient. There were several difficulties that constituted interference to collaboration. It requires that the psychiatric care unit provide support in raising competence and has an attitude aimed at collaboration with family members for quality improvement. The result may be important for improvement purposes in order to develop effective collaborative relationships with family members in psychiatric care.
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Faquim, Juliana Pereira da Silva. "Colaboração interprofissional na Estratégia Saúde da Família e a produção do cuidado em saúde durante o pré-natal." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-16032016-144923/.
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Introdução: Uma das mudanças mais importantes na produção do cuidado à saúde é a reorganização do processo de trabalho para a atuação de equipes multiprofissionais com abordagens interdisciplinares. A colaboração interprofissional tem sido apontada como um recurso que pode ser mobilizado para elevar a efetividade dos sistemas de saúde, e como estratégia inovadora, ela pode desempenhar um importante papel para enfrentar problemas do modelo de atenção e da força de trabalho em saúde. Objetivo: Descrever as percepções e atitudes de profissionais de saúde da Estratégia de Saúde da Família sobre as relações interprofissionais na atenção ao pré-natal, construir coletivamente e testar um protocolo de atenção à gestante para impulsionar as competências no trabalho colaborativo com vistas ao incremento da qualidade do cuidado. Métodos: Para isso, realizou-se previamente um estudo observacional descritivo para seleção de duas unidades de saúde. Na sequência foi realizado um estudo de intervenção do tipo antes e depois, com um grupo de controle pós-teste, incluindo métodos mistos. A população do estudo compreendeu oito profissionais de saúde (médicos, dentistas, enfermeiros e técnicos em saúde bucal) e 60 gestantes cadastradas em duas unidades de saúde da família do município de Uberlândia, sendo 36 incluídas no grupo intervenção e 24 no grupo controle. Dados numéricos, narrativas provenientes de entrevistas e registros de diário de campo foram usados para identificar mudanças na autoavaliação da saúde bucal, na qualidade de vida relacionada à saúde bucal medida pelo OHIP-14, na percepção das gestantes sobre o trabalho em equipe e nas práticas profissionais. Testes estatísticos para detectar diferenças de significância e análise temática de conteúdo foram empregados para interpretar os desfechos. Resultados: Em geral, observou-se percepção/atitude favorável dos profissionais em relação à colaboração interprofissional. Diferenças entre as categorias profissionais podem representar uma barreira subjetiva à implementação de protocolos que demandariam maior grau de trabalho colaborativo. Diferenças entre as unidades de atenção primária mostraram que a interação entre membros das equipes multiprofissionais pode sobrepujar dificuldades decorrentes do modo isolado e distinto no qual cada categoria profissional é formada. Foi produzido um Protocolo de Atenção à Gestante abrangendo o fluxo e a dinâmica dos processos de trabalho dentro de uma perspectiva de colaboração interprofissional. Segundo os profissionais, a intervenção apesar do seu caráter desafiador, estimulou o comprometimento da equipe para reorientar o processo de trabalho resultando em maior interação profissional colaborativa. Em relação às gestantes, a maioria era jovem (menos de 26 anos de idade) e tinha ensino médio incompleto ou completo sem diferenças significativas entre os grupos teste e controle. Gestantes do grupo intervenção perceberam que os profissionais trabalhavam mais em equipe do que as gestantes do grupo controle. De modo geral, as gestantes avaliaram que a saúde bucal e a qualidade de vida decorrente da saúde bucal melhoraram após a intervenção. Conclusões: Concluiu-se que apesar da percepção geral dos profissionais favorável à colaboração interprofissional, recursos formais e organizacionais não estavam sendo empregados. O método ZOPP se mostrou flexível e adequado para o desenvolvimento de competências para o trabalho colaborativo e para a construção de um protocolo de organização de serviços na atenção primária à saúde. O Protocolo de Atenção à Gestante testado provocou tensões e produziu efeitos positivos na colaboração interprofissional e na qualidade de vida relacionada à saúde bucal contribuindo para qualificar a atenção ao pré-natal oferecido.Introduction: One of the most important changes in health care production is the reorganization of the work process including multi-professional teams and interdisciplinary approaches. The interprofessional collaboration has been identified as a resource that can be mobilized to increase the effectiveness of health systems, and as an innovative strategy, it can play an important role in facing problems of the health care model and health workforce. Objectives: To describe the perceptions and attitudes on interprofessional relations in dental care within antenatal care, to build collectively and test a pregnant care protocol to boost skills in collaborative work for improving the quality of care. Methods: For this, an observational study for selection of two health units was carried out. After that, a before-after study, with a post-test control group, including mixed methods was undertaken. The study population comprised eight health professionals (doctors, dentists, nurses and technicians in oral health) and 60 pregnant women enrolled in two health units of the family of Uberlândia city, 36 categorized in the intervention group and 24 in the control group. Numerical data, narratives from interviews and field diary records were used to identify changes in self-rated oral health, quality of life related to oral health measured by OHIP-14, in the perception of pregnant women about the teamwork and the professional practices. Statistical tests to detect differences of significance and thematic content analysis were used to interpret the outcomes. Results: In general, the perception/attitude of health professionals was favorable on interprofessional collaboration. Differences among the determined professions can represent a subjective barrier before implementation of collaborating protocols. Differences among primary healthcare showed that interaction among workers of multi-professional team can surpass difficulties derived of isolated and distinct way in which every worker is graduated. A Pregnant Care Protocol was produced and tested covering the flow and dynamics of work processes within an interprofessional collaborative perspective. According to the professionals, the intervention despite its challenging character, encouraged the teams commitment to refocus the work process resulting in more collaborative professional interaction. Most of pregnant women were young (under 26 years old) and had incomplete or complete high school with no significant differences between the test and control groups. Pregnant women realized that professionals worked more as a team in the intervention group than in the control group. Self-rated oral health and oral health-related quality of life in pregnant women improved after intervention. Conclusions: In conclusion, despite the general perception in favor of, formal and organizational resources associated with interprofessional collaboration are not being employed. The ZOPP method proved flexible and suitable for the development of skills for collaborative work and the construction of a protocol services organization in primary health care. It was concluded that the Pregnant Care Protocol tested caused tensions and produced positive effects on interprofessional collaboration and on oral health-related quality of life contributing to improve antenatal care offered.
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Barrett, Donna Marie. "Exploring Social Support Networks of African American Emancipated Foster Care Women." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3428.
Full textAbstract:
Many youth exit the United States foster care system each year and face challenges related to housing, employment, health care, and education. After emancipation, foster youth can experience family instability, educational disruption, incarceration, unemployment, unstable housing, and emotional problems at a much higher rate than youth in the general population. The purpose of this qualitative case study was to examine the experiences of African American foster women and the social support they received in finding housing upon exiting foster care system. Bronfenbrenner's ecological theory provided a conceptual framework of social interrelation for the study. Data were collected from a purposeful sample of 4 African American former foster care women, a foster parent, a social worker, and a director of a support service's programs through face-to-face interviews. Data were analyzed using a 5-step approach for coding and analysis. Key findings were that the mobilization of collaborative social network support from foster parents, social workers, and government officials before foster youth enters their transitional phase were keys to successful outcomes. According to the foster care women and supporting adults' reports, more collaboration among agencies may assist youth with transitioning to independent living. Additionally, one-on-one mentorship program could address housing, education, employment, and health plans prior to emancipation. This study contributes to social change by providing information to those who provide services to foster care youth and may lead to enhanced programs and services encouraging youth to pursue their goals, and promote economic self-sufficiency.
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Tracey, Kerryn A. "Collaborations between music therapist and parents to transfer music therapy activities into the home context for children with Autism Spectrum Disorder." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/58977.
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This qualitative research study explored areas of similarity and contrast between a music therapy student's interpretations of selected audiovisual excerpts from music therapy sessions with a child with Autistic Spectrum Disorder (ASD), and his parent's interpretations of the same. A further feature of the study was investigating how these interpretations could inform the collaborative creation of a music activity for use in the home environment. Eight one-on-one music therapy sessions were conducted with an eight year-old boy with ASD at Alpha School in the Western Cape. The sessions were video recorded. Once the music therapy process was complete, four primary excerpts and five secondary excerpts were selected. Interpretations of the four primary excerpts were written by the music therapy student. A semi-structured interview consisting of two parts was then conducted with the child's parent. Part one involved eliciting the parent's interpretations of the four primary excerpts. Part two involved the viewing of the five secondary excerpts as part of a discussion between the music therapy student and parent, leading to the collaborative creation of a music activity for the home environment. The interpretations of the music therapy student and parent were matched with the music therapy student's interpretations for the purposes of qualitative content analysis and comparative analysis. Codes were derived for the interpretations, and then grouped into sub-categories and categories. Two overarching themes were then drawn from the data: operation of the music therapy student's contextual lens; and operation of the parent's lens. Within these two themes, different sub-themes were present: music therapy student’s reflexivity; focus on developing relationship; focus on clinical musical features; valuing offerings as musical; parent's pride in her child; noticing musical interactions; and focusing on successful interactions. These themes then implicitly informed the collaborative creation of a music activity for the home context.Dissertation (MMus)--University of Pretoria, 2017.
Music
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Fazliu, Fatlume. "En utforskande studie : inköpslistor som app." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-17534.
Full textAbstract:
Syftet med denna studien var att utforska den möjliga användningen av digitala inköpslistor i enfamiljekonstellation. Detta genomfördes genom kvalitativa metoder och insamlad empiri från dagböcker,intervjuer, observationer och en fokusgrupp. I studien deltog fyra medlemmar i en familj. Resultatet harsedan analyserats med hjälp av tidigare forskning och en del av analysen har omvandlats till tabeller.Resultatet visade att det finns ett behov av digitala inköpslistor i en familjekonstellation och funktionersom behöver uppfylla behoven. Studien avslutas genom att ge fem övergripande guidelines till design.The purpose of this study was to explore the possible use of digital shopping lists in a family constellation.This was accomplished through qualitative methods and collected empirical data from diaries, interviews,observations and a focus group. The study involved four family members. The result has then beenanalyzed using previous research and parts of the analysis has been transformed into tables. The resultshowed that there is a need for digital shopping lists in a family constellation and features that need tomeet the needs of the family. The study concludes by giving five overall guidelines for design.
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Smith, Matthew Scott. "Implicit Affinity Networks." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1112.
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Although they clearly exist, affinities among individuals are not all easily identified. Yet, they offer unique opportunities to discover new social networks, strengthen ties among individuals, and provide recommendations. We propose the idea of Implicit Affinity Networks (IANs) to build, visualize, and track affinities among groups of individuals. IANs are simple, interactive graphical representations that users may navigate to uncover interesting patterns. This thesis describes a system supporting the construction of IANs and evaluates it in the context of family history and online communities.
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Rocha, Francisca Alanny AraÃjo. "ColaboraÃÃo interprofissional entre docente de ensino superior e profissionais de saÃde da estratÃgia de saÃde da famÃlia em Juazeiro do Norte: estudo de caso." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10733.
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Trata-se de um estudo de caso, de abordagem qualitativa, do tipo exploratÃrio. O referencial
teÃrico que orientou a criaÃÃo, o desenho e o processo de coleta dos dados, a criaÃÃo dos
instrumentos de pesquisa e a posterior anÃlise do corpus de dados integralizado no trabalho de
campo foi o conceito de colaboraÃÃo interprofissional e a Tipologia da ColaboraÃÃo
Interprofissional de DâAMOUR et al.(2008). O estudo ocorreu no municÃpio de Juazeiro do
Norte ondefoi investigado o processo de colaboraÃÃo de gestores e docentes de trÃs IES
privadas que adotam a EstratÃgia SaÃde da FamÃlia (ESF) como campo de estÃgio curricular
para os seus discentes, e gestores e profissionais das equipes da ESF. A coleta de dados
ocorreu durante o mÃs de agosto de 2011 e em outubro de 2012, tendo-seutilizadoas seguintes
tÃcnicas: diÃrio de campo, entrevista aberta e revisÃo e anÃlise de documentos comregistro de
acordos e parcerias entre a Secretaria Municipal de SaÃde e as IES. Analisou-se cada
instituiÃÃo separadamente, discutindo o processo de colaboraÃÃo interprofissional entre
docentes e profissionais de saÃde, considerando quatro dimensÃes: governanÃa, objetivos e
visÃo compartilhadas, formalizaÃÃo e internalizaÃÃo, e dez indicadores do modelo,
reproduzido de forma esquemÃtica no grÃfico de Kiviat. Para a construÃÃo do grÃfico de cada
IES, analisou-se as falas dos entrevistados, buscando promover a transversalidade das
entrevistas dos profissionais do sistema municipal de saÃde, o que permitiu visualizar o nÃvel
de colaboraÃÃo entre as organizaÃÃes. O estudo foi submetido ao Comità de Ãtica em Pesquisa
da Universidade Estadual Vale do Acaraà (UVA), protocolo n 911. Desta forma,
considerando a questÃo proposta, as inferÃncias quanto à colaboraÃÃo interprofissional entre
as IES investigadas e a ESF contribuem de forma bastante incipiente para a qualidade da
formaÃÃo de graduandos e a educaÃÃo permanente dos profissionais da ESF, apresenta muitas
fragilidades. O espaÃo de trabalho das unidades de saÃde parece nÃo ser visto como campo
comum para professores, estudantes e profissionais de saÃde e isso resulta provavelmente da
falta de lideranÃas que induzam a integraÃÃo, objetivando o fortalecimento de prÃticas
qualificadas de saÃde à comunidade. Ademais a investigaÃÃo revelou a importÃncia da
articulaÃÃo interinstitucional e interprofissional para a promoÃÃo de atividades, como as de
educaÃÃo em saÃde, que acabam sendo deixadas em segundo plano pela burocratizaÃÃo dos
processos de trabalho e pela demanda imediata que precisa ser atendida nas unidades da ESF.
Seria fundamental uma aproximaÃÃo dos profissionais de saÃde à literatura que trata da
integraÃÃo ensino-serviÃo para que haja clareza do que significa e do que propÃe. Apesar das
limitaÃÃes da pesquisa, que nÃo avaliou, por exemplo, os resultados deste processo na
formaÃÃo profissional, esta pode contribuir para despertar nos gestores de IES e de sistemas e
serviÃos de saÃde a necessidade de estreitar laÃos para contribuir com o fortalecimento da
qualidade da atenÃÃo, da promoÃÃo e da educaÃÃo permanente em saÃde.
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Ahlberg, Rebecka. "Barnets bästa : En kvalitativ studie av familjerättssekreterarens arbete med barns delaktighet i samarbetssamtal." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77845.
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The purpose of this study was to investigate how family law secretaries in Sweden works with fulfilling the best interests of the child in collaboration talks and how they get children involved in the process. I have performed five semi-constructed interviews with family law secretaries from different municipalities. In order to achieve broader answers to my questions I have chosen to use a qualitative method. This method was also chosen to enable the possibility of follow-up questions. I gathered data from previous research in this area by searching after these keywords; child’s best, collaboration talk, custody, family law, children’s participation in investigations. The collected data was then analyzed with three different theories; Michael Lipsky’s theory about grass root bureaucrats, Svensson, Johansson & Laanemets’ theory about the social worker role and Roger Hart’s participation model. The participants that were interviewed all stated that it was difficult to fulfill the child’s best as it is an open concept that can be interpreted differently depending on the secretary’s individual knowledge and scope. Among the participants there were some of them that had deeper knowledge concerning the principle of the child’s best. This knowledge had been achieved through further education which ensures higher certainty that the child’s best has been fulfilled, but also raises awareness on when participation of the child in collaboration talk is possible. For those secretaries that are lacking this deeper knowledge in this principle agree that there are difficulties to ensure that the child’s best has been fulfilled. Because of the difference in knowledge there were variances in deciding when it was possible for a child to participate in the collaboration talk. Some of the secretaries thought that it was important to get the children involved in collaboration talks, but some thought that collaboration talks were not a platform for small children to participate in. This means that children are encountered in different ways depending on which family law secretary they meet and in what municipality the collaboration talk is held in.
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Ritz, Elizabeth Coleman. "WHAT PARENTS EXPERIENCE AS THEY NAVIGATE HOME AND SCHOOL SHARED LITERACY PRACTICES WITH THEIR PRESCHOOL CHILDREN: A NARRATIVE INQUIRY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent149890872870899.
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Meraz, Lotta, and Jenny Sandberg. "Distriktssköterskors erfarenheter av att vårda barn i hemsjukvård." Thesis, Jönköping University, HHJ, Avd. för omvårdnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51516.
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Bakgrund: Hemsjukvård för barn är en ny och växande vårdform i Sverige. Möjligheten att få hjälp av hemsjukvården för sjuka barn ser olika ut beroende på var i landet familjen bor. I Skåne län finns specialiserad hemsjukvård för sjuka barn medan barn i övriga landet får insatser från kommunens distriktssköterskor i hemsjukvården. Syfte: Syftet var att belysa distriktssköterskors erfarenheter av att vårda barn i hemsjukvård. Metod: Intervjuer genomfördes med tio distriktssköterskor och tre sjuksköterskor och materialet analyserades med innehållsanalys. Resultat: Samtliga informanter hade erfarenhet men ansåg sig sakna viktig kunskap om vårdandet av sjuka barn. Ett bra samarbete och tydlig kommunikation med ordinerande klinik där barnet vårdades var nödvändigt för att kunna utföra en säker vård i hemmet. De behövde även mer tid för besöken i hemmet, för att kunna bemöta barn, föräldrar och syskon. Slutsats: Vårdandet av barn ansågs positivt och meningsfullt av distriktssköterskorna, men resurskrävande då det eftersträvades att arbeta i par vid hembesök En välfungerande kommunikation mellan ordinerande klinik och hemsjukvård ansågs viktigt. God vårdrelation mellan barnet, familjen och distriktssköterskor var en förutsättning för att kunna bedriva patientsäker vård. Nyckelord: Familjefokuserad omvårdnad, kommunikation, kunskap, samarbeteBackground: Home care for children is a new and growing form of care in Sweden. The possibility of receiving help from home care for sick children looks different depending on where in the country the family lives. In the county of Skåne, there is specialized home care for sick children, while children in the rest of the country receive contributions from the municipality's district nurses in home care. Aim: The aim was to elucidate district nurses' experiences of caring for children in home care. Methods: Interviews using a qualitative approach were conducted with ten district nurses and three nurses. The material was analyzed with a qualitative content analysis. Results: All informants had experience but considered themselves to lack important knowledge about the care of sick children. A good collaboration and clear communication with the prescribing clinic where the child was cared for was necessary to be able to perform safe care at home. They also needed more time for the home visits, to be able to deal with the children, parents, and siblings. Conclusions: The care of children was considered positive and meaningful by the district nurses, but resource-intensive as it was sought to work in pairs during home visits. A well-functioning communication between the prescribing clinic and home health care was considered important. Good care relations between the child, the family and district nurses were a prerequisite for being able to provide patient-safe care Keywords: Collaboration, communication, family focused care, knowledge
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Pipik, Robert F. (Robert Francis). "The family self-sufficiency collaborative." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69381.
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Degoldi, Brett Raymond. "Lawyers' experiences of collaborative family law." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32367.
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Collaborative family law recently emerged as a method of dispute resolution where the
parties and their lawyers agree to finalize all matters through negotiations only, without
going to court. This thesis includes a history and literature review of collaborative family
law, drawing comparisons to mediation or litigation. It raises questions about the
capacity of collaborative family law to deal with disputes involving power imbalance or
spousal abuse.
Interviews with twenty Vancouver collaborative family lawyers were conducted to
inquire into their practical experiences and whether a paradigm shift in dispute resolution
has occurred, as is claimed in some of the literature. The results suggest that
collaborative family law in Vancouver is part of a spectrum of dispute resolution
mechanisms including litigation, lawyer-assisted negotiation, mediation, and arbitration.
Lawyers perceived key elements of the process to include agreement amongst clients and
lawyers not to go to court, signing of a participation agreement including a lawyer
withdrawal clause, trust between clients, trust among lawyers, trust between lawyers and
clients, and four-way meetings. Collaborative negotiation is distinguished by the
heightened levels of trust between lawyers, clients, and lawyer-clients, as well as an
extension of the role of advocacy to include broader notions of fairness, openness and
disclosure. In instances where one or both parties are unwilling, or unable, to participate
honestly and respectfully in the process then those parties should be screened out. The collaborative process is being used in practice where high conflict, power
imbalances, or spousal abuse exist. Participants highlighted the need for practitioners to
be trained to recognize power imbalances and utilize power balancing techniques, or
screen clients out of the process. In cases involving spousal abuse, some participants
highlighted the need to be specifically trained and experienced in recognizing spousal
abuse, but also to include other professionals, such as divorce coaches, to support clients.
Others suggested screening abused clients out of the process. Given the private nature of
collaborative negotiations, and the risk of abuse and misuse of process, it is important
that ethical and professional standards be developed and monitored.Law, Peter A. Allard School of
Graduate
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Rioux-Dubois, Annie. "L'intégration et la négociation du rôle de l'infirmière praticienne en soins de santé primaires en contexte de collaboration interprofessionnelle." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38717.
Full textAbstract:
La prestation coordonnée de soins de santé primaires (SSP) a été éprouvée comme améliorant la qualité et l’accès des soins prodigués aux Canadiens. Plusieurs études ont notamment confirmé les avantages des infirmières praticiennes (IP) et des modèles interprofessionnels en SSP pour le système de santé. Les écrits suggèrent toutefois que l’intégration des IP en SSP est jalonnée de tensions et restructurations en raison d’une confusion supposée de leur rôle. À ce jour, les recherches ont principalement ciblé les barrières et facilitateurs de l’intégration du rôle des IP. Une analyse critique des dynamiques socioprofessionnelles et politiques de l’intégration des IP n’a toutefois pas encore été réalisée. Une ethnographie critique combinant la Théorie de l’acteur-réseau et les concepts foucaldiens de discours, savoir et pouvoir a permis l’examen des interactions sémiotiques caractérisant certains milieux de SSP. Différents modèles interprofessionnels de SSP (2 centres de santé communautaire, 2 équipes de santé familiale et 2 cliniques dirigées par les IP) ont été investis. Les données issues d’entrevues semi-dirigées avec des IP (n=23), d’observations directes de milieux et de rencontres interprofessionnelles, et d’analyse documentaire ont été soumises à une analyse thématique puis une analyse critique de discours. Les résultats montrent que la valeur morale des IP, les finalités organisationnelles des milieux de SSP, les normes de pratique, la collaboration interprofessionnelle et la prise en charge des patients disposent les IP à la négociation de leur rôle et à certains enjeux socioprofessionnels et politiques qui génèrent plusieurs contrecoups: pluralisme de leurs rôles professionnels, dissonance identitaire, sentiments d’incompétence et d’incertitude, glissements discursifs dans leurs propres discours, et divers états émotionnels et souffrances. Ces contrecoups commandent diverses stratégies d’adaptation et de résistance permettant aux IP de gérer ces tensions. Plusieurs entités non-humaines (inscription des clientèles, discours de soutien aux médecins et espaces physiques) émergent comme acteurs agissant sur l’intégration et la négociation du rôle des IP en SSP. Cette étude permet de décrire le processus de traduction du rôle de l’IP en SSP qui problématise certains discours tenus pour acquis en SSP. Elle permet également de proposer une nouvelle définition de l’intégration du rôle des IP en SSP.
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Peyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.