Dissertations / Theses on the topic 'Mothers of children with disabilities – Biography'
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1
Krokidis, Nicole. "Mothers in transition : children with learning disabilities transition to adulthood." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532952.
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This research project aimed to provide a more elaborate understanding of mothers' views regarding their child with learning disabilities' transition to adulthood. In particular, the researcher focused on how mothers conceptualised "transition", the role that mothers' relationships with services would play, and mothers' experiences of social structures. Individual semistructured interviews were conducted with seven mothers of young people (16-23 years) with learning disabilities; yielding information on their views and experiences of transition. Thematic analysis within a critical realist epistemological framework was utilised as an analytic methodology. Mothers' were found to conceptualise transition as a complex, life long, worrying process informed by previous experiences of transitions. Mothers considered transition to adulthood as marked by a transition to "independence"; however, the meaning of independence varied amongst the sample. Mothers' visions of their children's adult futures included ideas about social relationships, employment and development of sexuality. The transition process was positioned within important peripheral issues including mothers' predominantly negative reports of service provision, with some helpful exceptions and resources available to mothers external to service provision. Mothers' commitment to their children was demonstrated throughout the data, and was often spoken about in terms of "fighting talk" whereby mothers were campaigning for improved service provision. The implications for professionals working with mothers are to improve partnership working with mothers in preparing for transition and improving service provision more generally. A recognition by services of mothers' needs and alternative identities aside from their role as "maternal caregiver" is recommended.
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Lopez, Sheila. "Mothers' and Fathers' Attachment Relationships with Children who Have Disabilities." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2068.
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Research has found that attachment relationships between parents and children are formed independent of each other and have different outcomes for the child. Very little research regarding parent-child attachment relationships has been done with children who have a disability. This study aimed to learn more about whether differences exist in attachment relationships between mothers and fathers and whether or not the child has a disability. Results indicate that fathers of children with a disability appear to have less secure attachments with their children compared to fathers of typically developing children as well as mothers of children with and without disabilities. It is unclear as to why this may be; however, it is hypothesized that factors such as understanding the child’s needs and being able to engage in highly stimulating play (e.g., throwing child in the air, etc.) may contribute to this finding. Further research is needed to better understand what factors contribute to the development of a secure attachment between the father-child dyad when the child has a disability and why fathers may be experiencing greater difficulty than mothers of children with a disability as well as fathers of typically developing children.
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Chirwa, Masauso Simon. "Experiences of parenting children with disabilities : a qualitative study on the perspectives of mothers of children with disabilities in Zambia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/101764/.
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This thesis sought to provide new insight into the lives and experiences of mothers of children with disabilities in the rural (Kaoma) and urban (Lusaka) settings of Zambia. A detailed literature review revealed that there is a dearth of research that has focused on the views of mothers parenting children with disabilities within the Zambian social and cultural context. Qualitative, biographical interviews were undertaken with thirty mothers whose child had a disability significant enough to qualify for intervention services at the time of the interviews. This study drew on a framework using insights from the social model of disability, feminist intersectionality and the social empowerment model. The methodology was informed by interpretivism, social constructionist grounded theory, feminist intersectionality theories, and data analysis was carried out concurrently with data collection. Findings revealed that disability is still surrounded by stigma and prejudice. It was associated with punishment and bad omen. The diagnosis of a child’s disability had an impact on mothers as it resulted in a liminal (suspended) state and a biographical disruption as they had to reorient their lives. Mother-blame was common and they were often ostracised by their significant others and the communities. Divorce was common especially among first-time mothers whose child had cerebral palsy. Divorce was an unexpected disruptive event that had socioeconomic impact on mothers. They had to bear the burden of caregiving in the absence of support from their partners. Some gave up their employment because of the demands associated with caregiving resulting in financial deprivation. Mothers also experienced loss of agency over their future and that of their child. More power was allotted to husbands than mothers with regard to decision making at home. The study makes a deeper, and more nuanced, contribution to the scarce literature on mothering children with disabilities in Zambia and globally.
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Gordon, Margaret. "Women's labour lost - mothers' labour's cost : workforce participation when children have disabilities /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18561.pdf.
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Lee, Ji Hyun. "Group Art Therapy and Self-Care for Mothers of Children with Disabilities." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641805.
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The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, & The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers’ stress.
A total of 44 participants from multiple regions across Korea were included, and mothers in AG (n = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.
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Li, Nicole Stacey. "Stress and coping in mothers of children with developmental disabilities across the lifespan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30953.pdf.
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Khusaifan, Shatha. "The well-being of mothers of children with intellectual disabilities in Saudi Arabia." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419388.
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Balot, Michelle Magee. "Redefining Responsibility: Welfare Reform, Low-Income African American Mothers, and Children with Disabilities." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/957.
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Mothers of children with disabilities face a variety of problems compared to other mothers, but their experiences are not universal. This thesis provides a critical analysis of caregiving and disability by examining the experiences of a group of low-income African American mothers with children with disabilities. It explores the impacts of race, class, gender, and disability on mothers' experiences in the context of conflicting employment and caregiving demands for poor women. Drawing on in-depth qualitative interviews with ten low-income African American mothers of children with disabilities, I illustrate how the struggles of raising a child with a disability are amplified in the face of race and class inequalities. As a result, these women redefine the notion of personal responsibility and employ a series of survival strategies.
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Collins, Heather. "Mothers' Perceptions of Website Information in Solving Behavioral Problems in Children with Disabilities." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2300.
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This research investigated the needs of mothers in regard to designing an educational website for parents/caregivers of children with disabilities. This research was designed to provide information to inform outreach efforts of Brigham Young University's Family HOPE (Happiness, Optimism, Promise, and Excellence) Project. This project assists families struggling with child behavior problems. Results from this study provided an initial understanding of the potential for a website to offer support to families not directly served through the Family HOPE project. Participants included 26 adult females, 25 mothers and one female caregiver. Each participant was the primary caregiver of a child with a disability and challenging behaviors. Results from this study indicated that what parents would like to see on a website are modules or lessons to teach how to solve behavior problems, video demonstrations of parents successfully solving children's behavior problems, information about how to solve behavior problems, and blog/posts where parents can post questions and professionals and/or parents who have dealt with similar problems can post answers. This study provided incentive for practitioners, educators, and the human services field to conduct, design, and make available training modules or video demonstrations for parents on dealing with their children's problem behaviors at home. Due to the rise of computer networking via the Internet and advances in multimedia technology, the Internet provides an opportunity to provide services to families with limited access to traditional services (Feil et al., 2008). When participants were asked where they go to get the most helpful support in solving their child's behavior problem, the majority of respondents reported that they go to the doctor, family, friends, and the Internet for support: Most found these avenues to be helpful in providing that support. This study's findings offer several implications for practitioners, educators, and other human services professionals. Professionals, particularly school personnel, can increase their efforts to decrease family stress and increase their quality of life by providing support, resources, and expertise related to handling challenging behaviors in children with disabilities. Service providers must be open to exploring technology's potential to enhance their clinical work. It is critical to adapt empirically supported interventions to a nontraditional delivery system, such as the Internet.
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Allred, Diane W. "Caregiver Burden and Sibling Relationships in Families Raising Children with Disabilities." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3771.
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The purpose of this study was to examine sibling relationships and caregiver burden in families raising children with disabilities (CWD). In order to determine (a) are there differences in caregiver burden according to parent gender and types of disability (b) are there differences in sibling relationships according to parent gender and type of disability and (c) is there a relationship between caregiver burden and sibling relationships after controlling for CWD and sibling gender and age, and type of disability? After IRB approval, 166 families living in the west and raising typically developing children (TDC) or a CWD participated. Disabilities included autism; Down syndrome (DS); other disabilities (OD), which included orthopedic impairment, intellectual disabilities, emotional or physical disabilities, health impairment; and multiple disabilities (MD), which included both physical and intellectual disabilities. After consenting, both parents independently completed the 28-item Schaefer Sibling Inventory of Behavior. This inventory ranked sibling behaviors in relation to kindness, involvement, empathy,and avoidance. Additionally a revised version of the Caregiver Strain Index (Robinson, 1983) measuring hassle and frequency of burden was utilized. Mothers completed a demographic questionnaire. Analyses included descriptive statistics, a MANOVA, correlations, and multiple regressions. Results indicated mothers perceived more burden than fathers for all disability types. Parents of children with autism perceived the highest burden, and mothers of TDC and fathers of children with DS perceived the least amount burden. Mothers rated female siblings higher in kindness, involvement, and empathy than male siblings. Whereas, fathers rated siblings of children with OD as least avoidant; as did mothers of children with DS. The highest sibling relationship scores were fathers' rating of empathy in families raising children with DS and mothers' rating of empathy in families raising children with MD. There was a positive relationships between caregiver burden for both parents and between both parent's ratings of sibling empathy, kindness, and involvement. A negative relationship was found between parents'ratings of avoidance and empathy, kindness and involvement. All caregiver burden variables were positively related to avoidance. Siblings may benefit from information regarding a child's disability in order to decrease avoidance behavior. It would also be important to provide interventions/information about respite care and other appropriate community resources to parents of children with autism in order to help decrease the burden they experience. Finally, parents of CWD may benefit from information regarding the effect their perception of burden has on relationships between the child and siblings.
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Hill, Sheri L. "Language, behavior, and neurodevelopmental delay in children of adolescent mothers /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9132.
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Biederman-Weinstein, Lori. "A descriptive study of the empowerment process of mothers of children who have disabilities." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1646.
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The purpose of this study was to examine the phenomenological aspect in the empowerment process of mothers of children with disabilities, and to determine if the coding categories used by Dunst & Trivette (1996) could be replicated. Three mothers of children with disabilities agreed to participate in the study. A semistructured interview was used to determine the specific events that lead to empowerment. Interviews were audio-taped and transcribed by the researcher. Fifteen coding categories and four majors themes of empowerment were identified. Triangulation was used to assure reliability and validity. The findings demonstrated that the coding stages of empowerment as outlined by Dunst & Trivette (1996) are reproducible, as well as the envisionment of the future for their children is the essence of empowerment for these mothers. Specific suggestions are made by which occupational therapists can facilitate the empowerment process of mothers who have children with disabilities.
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Simpamba, Micah Mutuna. "Profiling children with neural tube defects and exploring experiences of mothers." University of the Western Cape, 2012. http://hdl.handle.net/11394/4615.
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Magister Scientiae (Physiotherapy) - MSc(Physio)Neural tube defects (NTDs) are the world‘s second most common birth defects after cardiovascular defects. In developing countries, poor access to health care services among children with NTDs contributes to early infant deaths, while those who survive live with severe disabilities. In Zambia, all children with NTDs in need of surgery are referred to Lusaka and physiotherapy services are not available in health facilities below the first level hospitals. The aim of the current study was to determine the profile of children with NTDs and to explore the experiences of mothers with accessing health care services for these children. The study which was conducted at the University Teaching Hospital (UTH) in Lusaka consisted of both quantitative and qualitative methods. The quantitative phase consisted of a retrospective record review of children with NTDs, who were admitted to UTH from January to December, 2010. A sample of 50 medical records was used based on available records, and data collection was done using a data extraction sheet which was specifically designed for the study. Analysis of quantitative data was done using Statistical Package for Social Science (SPSS) version 20.0. The qualitative phase had two parts, with the first part involving in-depth interviews with a purposefully selected sample of 20 mothers of children who were admitted to UTH. The second part used a sample of convenience of four mothers who had brought their children for follow up visits. All interviews were audiotaped, transcribed verbatim and translated, and recurring ideas were coded and collapsed into categories and themes. Permission to conduct the study was obtained from the UWC Research Grant and Study Leave Committee, University of Zambia Research Ethics Committee, and University Teaching Hospital management. Informed written consent was obtained from the mothers who accepted to take part in the study. Results from the record review revealed that the majority of children were from Lusaka province, with ages ranging from one day to 48 months and a male predominance of 58%. Myelomeningocele was the most common type of NTD (44%) with the lumbar region being the common site (52%). Hydrocephalus was present in 74% of children, 30% of children had both paraplegia and incontinence and 22% (n=11) of the files had no information on the neurological impairments. Wound infection was present in 40% (n=20) of the children. The majority (66%) of children were lost to follow up. Mothers of children who were admitted in UTH cited transport to UTH and back home as the main challenge. Other challenges included the lack of a prenatal diagnosis, the need for information, uncertainty about future of their children, and concerns about their family. Interviews with mothers on experiences with accessing physiotherapy services found that the lack of knowledge among mothers was the main reason children were not accessing physiotherapy services. Findings on access to health care were related to the ―Four A‘s‖ access theory which consists of four dimensions of access namely geographical accessibility, availability, affordability and acceptability. It is recommended that health care providers and policy makers ensure that all children with NTDs are provided with free transport to and from referral hospitals. Policy makers need to consider involving physiotherapists in out-reach programmes and mobile clinics to ensure access to physiotherapy services for all children in need of the service. Health care providers must also ensure that they give adequate information to mothers of children born with birth defects as this enhances their access to appropriate health care services.
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Welch-Scalco, Rhonda Jeannean. ""Si, Dios quiere" ... Latina mothers' coping strategies to maintain their positive well-being." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=148&did=1974753281&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270571851&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 91-109). Issued in print and online. Available via ProQuest Digital Dissertations.
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Moody, Judith G. "Mothers' experiences of a child with learning disabilities : a phenomenological study /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,164041.
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Brown, Martha. ""I seemed to understand": Mothers' Experiences of the Schooling of Their Children with Multiple Disabilities." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20083.
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Mothers of children with multiple disabilities have unique and important things to tell us about their children's schooling. In this work, the overarching question asks: How do the mothers of children with multiple disabilities narrate their experiences with their children's schooling, and what insights can their stories provide? Within a feminist framework that acknowledges participating mothers as “expert witnesses” (Traustadottir, 1991, p. 216) with important insights, this study employs a hermeneutic-phenomenological approach to develop the themes that, taken together, can be said to describe these participants' experiences. Four mothers of children with multiple disabilities were interviewed in an open-ended qualitative manner, and their experiences are thematized in this thesis. It is my hope that the stories so generously offered by the participants, and the themes which arise from them, can play a part in guiding those involved in the education of students with multiple disabilities, in changing our practice and policies in order to truly include children with disabilities and their caregivers in our schools.
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Brown, Mallory. "Caregiver Depression and Social Support in Families with Children with Autism." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18306.
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Parents of young children with autism spectrum disorders (ASDs) often report heightened levels of parental distress. An increasing amount of attention is being directed to parental mental health and addressing the well-being of the entire family system. In order to best serve families raising children with ASDs, the present study sought to better understand the relation between social support, various risk factors, and caregiver depression. Data were collected from 60 families with children 2—7 years with ASDs through the use of extensive, in-home interviews with primary caregivers. Mothers reported the availability and helpfulness of both formal and informal supports. Similar to previous research, mothers also reported elevated levels of depression. In the present sample, more than half of mothers reported depressive symptoms at or above the cut-off for mild depressive symptomatology. Both child-related variables (autism symptomatology, atypical behavior) and service-related variables (satisfaction with the education eligibility process, satisfaction with sources of information about ASDs) were predictive of maternal depression. Social support and maternal depression were not related.
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Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.
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This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.
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Chan, Wing-leung. "Parenting stress of and social support for mothers of mentally handicapped children in Guangzhou /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115686.
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Henson, Tahna B. "Deaf identity, motherhood and transforming normalcy an ethnographic challenge to disability studies' treatment of personal experience narratives /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6065.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2008). Includes bibliographical references.
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Oelofsen, Natius. "Parental coherence, health and stress in mothers and fathers of pre-school children with developmental disabilities." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433582.
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Tupe, Debra Ann. "The Lived Experience of Caring: The Voices of Mothers of Children with Disabilities in Cardenas, Cuba." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/81759.
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SociologyPh.D.
Cuba's community-based health care system is both internationally renowned and the signature of the Cuban revolution. Since the time of Cuba's catastrophic economic crisis known as the Special Period in Time of Peace, the health care system has been closely linked to the state's political legitimacy and the nation's economic development. The Special Period also led to the state's self evaluation of institutional practices in health and social sectors. Lack of disability services and resources to meet the needs of individuals with disabilities and their families was a key finding of the state's assessment. The intent of this study is to present how, during Cuba's Post Special Period, structure and culture come together to help in understanding the subjective experiences of women who care for their children with disabilities in a specific context, the community of Cardenas, Cuba. The experiences of women who mother their children with disabilities were examined through survey, semi-structured interactive interviews and observation of mother-professional interactions in the rehabilitation gym of El Centro de Rehabilitacion y Neurodesarrollo, the site where this study was conducted. This study shows that structural and cultural conceptions of disability, gender, and the authority of health professionals are reflected in how mothers understand their children's conditions, enact their roles as mothers, and navigate institutional arrangements. The dominance of Cuba's health care within the society strongly influences the construction of disability as strictly a medical phenomenon. The continuation of significant structural economic constraints clearly has an impact on the methods mothers use to gain resources for their children and access services. Cultural expectations that mothers with children with disabilities embody traditional "good mother" archetype contradict the state's legislated position of gender equality. This study reveals group differences in how mothers accept or reject the dominant discourse surrounding disability by examining how they explain their children's conditions, the visions they hold for their children and their role in promoting their children's progress. Within group differences are explained by individual location in the social structure, class. The three different approaches that mothers take on in the care of their children are described as provincial, community or cosmopolitan. These categories are distinguished by mothers' educational level, geographical location and their access to material and informational resources. We can conclude that Cuba's economic crisis and a recovery plan that included capitalist initiatives played a role in augmenting economic stratification, resulting in a new but somewhat hidden class structure within this socialist nation. Thus the everyday lived experience of mothers who care for their children with disability in Cuba is influenced by the society's structural and cultural arrangements.
Temple University--Theses
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Giauque, Amy Leigh. "Relationships between Cohesion and Depression in Parents of Children with Developmental Disabilities." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/704.
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This research study examined the relationship between family cohesion and depression in mothers and fathers of children with disabilities. One hundred and six two-parent families who had a child with a disability provided information on their feelings of cohesion through Bloom's cohesion subscale and depression through the Center for Epidemiological Studies Depression scale (CES-D). Analyses indicated that mothers and fathers of this sample are not significantly more depressed than the general population. However, there was a correlation between mothers' and fathers' depression, indicating that when mothers' depression increased, fathers' depression increased. Negative correlations were found between mothers' and fathers' self-reported levels of cohesion and depression indicating that when there were high levels of depression there were low levels of cohesion. Limitations, implications, and further research ideas are presented.
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Rikhotso, Tsakani Glory. "Phenomenological experiences of mothers of children with mental retardation in Mopani and Vhembe districts, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1444.
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Thesis (M.A. (Psychology)) --University of Limpopo, 2013This study explored the phenomenological experiences of mothers of children with mental retardation in two special schools (i.e. Fulufhelo and Pfunanani). The former is in Vhembe while the later is situated in Mopani district in Limpopo province. A qualitative approach was followed and participants were selected using purposive sampling. The sample consisted of 24 members (12 for individual interviews and 12 for focus group) whose children were diagnosed with mental retardation at the time of the study. Data were collected through unstructured interviews and analysed using interpretative phenomenological analysis. The following psychological themes emerged from the study: mothers’ subjective understanding of mental retardation; mothers’ understanding of the causes of mental retardation; living with a mental retarded child; psychological reactions of mothers to a diagnosis of mental retardation and mothers’ causal explanation of mental retardation. The present study discovered that all families with mentally retarded children are directly or indirectly affected by this condition.
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Hill, Frances. "Subjective perceptions of stress and coping by mothers of children with an intellectual disability : a needs assessment." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53074.
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Thesis (MEdPsych)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: My study aims to explore the feelings of and coping strategies used by a group of mothers of young children with an intellectual disability. I used two validated questionnaires and, at a later date, a semi-structured interview with each research participant. My analyses of the questionnaires' data provided me with tentative themes for inclusion during the semi-structured interviews. The combination of quantitative and qualitative research methodologies resulted in the confirmation and expansion of some of the data, but contradictions between other data. I used lay theory as one explanation for the contradictory findings. My study found that the mothers of young children with an intellectual disability experience a range of feelings and use a combination of different coping strategies, a pragmatic coping style being common to all the participants. I conclude by acknowledging the inherent capabilities of my research participants and encouraging service providers to empower parents of young children with an intellectual disability.
AFRIKAANSE OPSOMMING: Die doel van die studie is die ondersoek van gevoelens en hanteringstrategiee van 'n groep moeders vanjong kinders met 'n kognitiewe gestremdheid. Ek het aanvanklik gebruik gemaak van twee geldige vraelyste en na afloop daarvan is 'n semigestruktureede onderhoud gevoer met elke deelnemer. Tentatiewe temas verkry uit geanaliseerde vraelys data is ook gebruik/ingesluit gedurende die semi-gestruktureede onderhoud. Die kombinasise van kwantitatiewe en kwalitatiewe navorsingsmetttodologiee het gelei tot die bevestiging en uitbreiding van sekere data, maar was ook weer teenstrydig met van die ander data. Ek het leke teorie gebruik as verklaring vir die teenstrydighede. My studie het bevind dat hierdie moeders 'n wye verskeidenheid gevoelens ervaar en dat hulle ook van verskeie hanteringstrategiee gebruik maak. Die pragmatiese hanteringstyl was die mees algemene onder die deelnemers. Samevattend het ek erkenning verleen aan die inherente vermoens van die deelnemers en ook diensverskaffers aangemoedig om ouers van jong kinders met 'n kognitiewe gestremdheid te bemagtig.
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Mahoney, Frida Perales. "The Relationship between Parenting Stress and Maternal Responsiveness among Mothers of Children with Developmental Problems." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238097387.
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Thesis (Ph.D.)--Case Western Reserve University, 2009Title from PDF (viewed on 30 July 2009) Mandel School of Applied Sciences, Department of Social Welfare Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center
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Capewell, Carmel. "The lived experience of Glue Ear : voices of mothers and young people." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/7846/.
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This qualitative research enabled the participants (three young people, aged nine to fourteen years, and seven mothers) to explain their experience of living with long-term Glue Ear. As far as I could ascertain this is the first research in which young people and their mothers have led the researcher in exploring their experience. This innovative research illustrates the effects of the condition at home and school. It provides insight into participants’ views of interactions with healthcare and educational professionals. Photovoice is usually used with groups, but in this research it was successfully adapted to enable individual participants to reflect on their experience. The data was analysed using Interpretative Phenomenological Analysis (IPA) to keep the focus on each participant’s words. Innovatively combining these two methodologies provided depth to both the data gathering and the data analysis. Five healthcare and educational professionals were interviewed to understand their perspective. The contribution of this research is that the methodology enabled young people and their mothers to reflect on their experience and lead the researcher in understanding the impact Glue Ear had on their day-to-day life. It highlighted the need for educational professionals to receive more formal training about Glue Ear’s potential educational and social impacts and to potentially adapt their teaching and learning practices to better support affected students. Young people and their parents demonstrated that they have valuable information to contribute to decisions about their healthcare and education requirements and would welcome the opportunity to work collaboratively with such professionals.
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Edmonds, Jane C. "A qualitative study looking at the experiences of mothers with learning disabilities and their school aged children." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286955.
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Rodriguez, Barbara L. "A comparative study of mainstream and Mexican-American mothers' beliefs regarding child rearing, education, disability, and language impairment /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8197.
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Office, Snowball Ditlhamallo. "The psychosocial needs of mothers with primary school physically disabled children : the role of social work in community based rehabilitation." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6636.
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Thesis (M Social Work (Social Work))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Disability can be physical or mental and have different causes, which determine how it is classified. This study will concentrate on physical disability. In the past, the causes of disability were associated with many beliefs of which most perceived disability as something bad. In Botswana, even though people now understand the causes of disability, they still associate it with something bad or have not fully accepted disabled people. The beliefs surrounding physical disability are worse due to the fact that the disability is visible. The way people perceive physical disability does not only affect the disabled person, but also their families. As the causes of disability vary and can develop prior to birth or be acquired later in life, they affect the different age groups in different ways. This study will focus on physical disability in school children and will explore the impact it has on their mother’s psychosocial needs. The physical disability of school children has different challenges depending on the type of disability. The challenges can be physical, social, economic and psychological. Due to these challenges these children are considered to have special needs and require special care. The special care involves providing for their special basic needs and their medical, social and psychological needs at home and at school. The physically disabled school children also use special equipment which helps them with their daily actives. This equipment needs special care and these children therefore need to go for regular checkups. They also need to be assisted with how to use this equipment at home and school. The challenges of physically disabled school going children are administered by social workers under the Community Based Rehabilitation (CBR) Programme. The CBR must assist with improving the lives of disabled children and their families. When the social workers attend to the disabled school going child, they concentrate on the medical part of the child’s disability, often forgetting other needs. They also do not attend to the mother and her needs, as she is the primary carer. This study was conducted in Letlhakeng village in Botswana. Twenty (20) biological mothers of physically disabled school going children were interviewed using a semi structured questionnaire. The sampling was a non probability purposive sample and the study used both quantitative and qualitative methods of research. The quantitative study has shown that the mothers in the area have limited education and are non-skilled. They are still active and most of them are single parents engaged in low income economic activities or not doing anything and they have a reasonable number of children. Their housing structures are poor and not accessible for the disabled children. The results indicated that mothers know about disability, but the causes have not been fully communicated to them. Even though they consider physical disability to have a natural cause, they still associate it with other beliefs according to which the disability could have happened at birth or after birth. This indicates that cultural beliefs still have an impact. The mothers send their children to school but their schooling is not taken seriously as the mothers do not know about programmes like special education that can help their children. They still have negative feelings when the child is at school. In addition the mothers are not comfortable with the school environment and still believe a disabled child does not have the capacity to learn. The qualitative study showed that mothers have psychosocial needs which are not provided for, as they feel that CBR does not involve them and assist them accordingly. This therefore deprives them of the information and confidence to provide for their disabled children. The mothers do not interact well with their relatives and the community due to the negative attitudes they have towards the disabled. They also lack support from them and from the social workers, because at the time of this study there was no social worker in the area. The mothers showed that they have the burden of caring for their disabled children and this is affecting them physically, economically, socially and psychologically. The role of social work in rehabilitation is still not taken seriously as indicated by the fact that the post at the rehabilitation office has remained vacant for so long. Overall, mothers have psychosocial needs and experience difficulties in coping with the burden of providing for their physically disabled school going children and the social workers are not playing their role in this regard to assist them. The recommendation is made for advocacy to assist the physically disabled children and their families especially the mothers as the primary caregivers and to improve the role of the social worker.
AFRIKAANSE OPSOMMING: Gestremdheid kan liggaamlik of geestelik wees en het verskillende oorsake waarvolgens dit geklassifiseer kan word. Hierdie studie fokus op liggaamlike gestremdheid. In die verlede is die oorsake van gestremdheid met allerlei gelowe vebind, wat meestal as negatief beskou is. Selfs al is die oorsake van gestremdheid vandag bekend, is daar steeds mense in Botswana wat gestremdheid as iets boos beskou of diegene met gestremdhede nie ten volle aanvaar nie. Die gelowe rondom liggaamlike gestremdheid is selfs eger omdat die gestremdheid sigbaar is. Die manier waarop mense liggaamlike gestremdheid beskou, beïnvloed nie net die gestremde persone nie, maar ook hulle gesinne. Aangesien die oorsake van gestremdheid verskil en dit by geboorte of later opgedoen kan word, beïnvloed dit verskillende ouderdomsgroepe op verskillende maniere. Hierdie studie fokus op liggaamlike gestremdheid by skoolkinders en ondersoek die impak daarvan op hulle moeders se psigososiale behoeftes. Die liggaamlike gestremdheid van skoolkinders bied verskillende uitdagings na gelang van die soort gestremdheid. Die uitdagings kan liggaamlik, maatskaplik, ekonomies en sielkundig wees. Hierdie uitdagings beteken dat die kinders beskou word as kinders met spesiale behoeftes wat spesiale sorg nodig het. Die spesiale sorg behels dat voorsiening gemaak moet word vir hulle spesiale basiese behoeftes, asook hulle mediese, maatskaplike en sielkundige behoeftes tuis en by die skool. Liggaamlik gestremde skoolkinders gebruik ook spesiale toerusting wat hulle in staat stel om hulle daaglikse aktiwiteite te kan uitvoer. Aangesien hierdie toerusting deel uitmaak van spesiale sorg, word die kinders gereeld medies ondersoek. Hulle moet ook hulp kry om die toerusting tuis en by die skool te gebruik. Die uitdagings wat die skoling van liggaamlik gestremde kinders bied word ooreenkomstig die Gemeenskapsgebaseerde Rehabilitasieprogram (GBRP) deur maatskaplike werkers aangebied. Die GBRP is gemik daarop om kinders met gestremdhede én hulle ouers se omstandighede te verbeter. Wanneer die maatskaplike werkers met skoolgestremde kinders werk, fokus hulle op die mediese sy van die kind se gestremdheid en vergeet dikwels van die ander behoeftes. Hulle sien ook nie om na die moeder – wat die hoofversorger is – en háár behoeftes nie. Die studie is uitgevoer in die dorpie Letlhakeng in Botswana. Onderhoude is gevoer met twintig biologiese moeders van skoolgaande liggaamlik gestremde kinders deur gebruik te maak van ʼn halfgestruktureerde vraelys. Die steekproefneming behels ʼn doelgerigte niewaarskynlikheidsteekproef en die studie gebruik kwantitatiewe sowel as kwalitatiewe navorsingsme. Die kwantitatiewe studie dui daarop dat die moeders in die gebied oor ʼn lae opvoedingsvlak beskik en weinig vaardighede het. Ofskoon hulle nog aktief is en die meeste van hulle die hoof van die huishouding is, is hulle betrokke by ekonomiese aktiwiteite wat lae inkomste bied. Ander beskik oor geen inkomste nie, terwyl die getal kinders binne die nasionale gemiddeld is. Die huisstruktuur is swak en ontoeganklik vir kinders met gestremdhede. Die resultate dui daarop dat die moeders vertroud is met gestremdheid, maar dat die oorsake daarvan nie volledig aan hulle oorgedra is nie. Selfs al besef hulle dat liggaamlike gestremdheid wel ʼn natuurlike oorsaak het, assosieer hulle dit steeds met ander gelowe wat by geboorte of na geboorte ʼn rol kon speel. Dit dui daarop dat kulturele gelowe wel ʼn impak op hulle het. Alhoewel die moeders hulle kinders laat skoolgaan, word die skoling nie in ʼn ernstige lig beskou nie, aangesien die moeders onbewus is van spesialeonderrigprogramme wat hulle kan help. Hulle bly dus negatief oor hulle kinders se skoolbywoning. Verder het die moeders nie vertroue in die skoolomgewing nie en meen gestremde kinders se leervermoë is ontoereikend. Die kwalitatiewe studie wys dat moeders psigososiale behoeftes het waarin daar nie voorsien word nie. Hulle meen die GBRP betrek hulle nie en staan hulle nie dienooreenkomstig by nie. Dít ontneem hulle dus die inligting en selfvertroue om vir hulle gestremde kinders te kan voorsien. Die moeders kommunikeer nie juis met familielede en die gemeenskap nie weens die familielede en gemeenskap se ingesteldheid. Die moeders kry nie bystand van hulle óf van maatskaplike werkers nie. Met die studie is daar vasgestel dat daar geen maatskaplike werkers in die omgewing is nie. Dit was duidelik dat die moeders gebuk gaan onder die las om hulle gestremde kinders te versorg en dat dit hulle liggaamlik, ekonomies, sosiaal en sielkundig beïnvloed. Die rol van maatskaplike werk in rehabilitasie word steeds nie ernstig opgeneem nie en daarom staan die rehabilitasiekantoor dikwels vir lang tye leeg. Oor die algemeen het moeders psigososiale behoeftes en hulle vind dit moeilik om die las te hanteer wat die skoling van hulle liggaamlik gestremde kinders op hulle plaas, terwyl daar onvoldoende maatskaplike werkers is om bystand hiermee te verleen. Daar word vervolgens aanbevelings gedoen en voorspraak gelewer om die gesinne en families van liggaamlik gestremde kinders te help, veral betreffende die rol van die moeders as versorgers en om maatskaplike werkers se betrokkenheid te verbeter.
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Marcenko, Maureen Olivia. "The influence of informal social support on coping, stress and life satisfaction in mothers of children with severe developmental disabilities /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75843.
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The trend towards family care of children with developmental disabilities has lead us to examine ways to support families. One source of help primary caregivers have available to them is informal social support. Ninety mothers of children with severe developmental disabilities, residing in four Michigan counties (two urban and two rural) were interviewed face-to-face to determine the nature and extent of their informal social support systems. The types of support investigated were perceived, instrumental, emotional, informational and network. Data were analyzed using bivariate and multivariate techniques. The findings indicate that mothers are primarily responsible for the day-to-day care of their children. However, the help they do receive is important to them. Assistance proffered to mothers comes mostly from immediate family members. Although married and working women perceive greater support from some family members, when help with daily tasks was measured, these women did not actually receive any greater assistance. Multivariate analysis revealed that perceived informal social support was associated with better ability to cope and lower levels of stress. The influence of informal social support on life satisfaction was less certain. Ability to cope was significantly correlated with decreased stress and increased life satisfaction. None of the various types of informal support explained coping, stress or life satisfaction. However, emotional support turned out to be a proxy for emotional problems, and so it was associated with higher stress, and lower coping and life satisfaction. None of the other independent variables included in the model (severity of handicap, formal support or life stress) explained the variance in the dependent variables. When actual regression coefficients were examined, it was concluded that increasing the amount of social support to mothers is not a very efficacious approach to helping them reduce their stress and improve their copin
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Deris, Aaron. "Social Supports Among Parents of Children Recently Diagnosed with Autism: Comparisons between Mothers and Fathers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/327.
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Parents are best able to identify their own support needs, and professionals can assist parents in receiving supports to assist with these needs. There has been an increase of children diagnosed with autism, which has resulted in a major concern for education professionals. Teachers, therapists, and medical personnel are better able to assist families of children with autism in obtaining supports because they are able to view the family and child objectively and are not emotionally tied to the situation. The focus of this study was to identify the forms of social support that mothers and fathers of children recently diagnosed with autism perceive as being important. Twenty couples (father-mother dyads) of children between the ages of three to five and diagnosed no more than a year and a half with autism participated in this study. Before the study began a social validation process with professionals and parents of children with autism was used to validate the usefulness of the 16 support items. Once the validation was complete, twenty families completed a Q-sort with the items, which allowed for a ranking from "most" to "least" important. Results indicated that both fathers and mothers ranked "information on how I can help my child" as the most important support and "help with transportation" as the least important support. Overall, fathers' preferred instrumental (goods, services, financial assistance, and information) types of supports, such as, "financial help for expenses." Mothers' preferred emotional (someone to talk to about problems, feelings, and attitudes) types of supports, such as, "contact with other parent(s) who experienced the same situation." T-tests, correlations, and a factor analysis were performed to analyze the data. Significant correlations were from on five support items. "Involvement with a church or strong religious beliefs", "special equipment to help meet my child's needs", "financial help for expenses", "participation in an organized parent support group", and "information on how I can help my child" were significant at the.05 level. From the findings, implications for professionals who work with families of children with autism and recommendations for future research are discussed.
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Du, Toit Tania. "Emosionele ondersteuning van moeders met kinders met kogleere implantings." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1997.
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Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008.Cochlear implants are electronic devices implanted in the ear, which can give children with severe to profound hearing loss, access to sound and the opportunity to aquire spoken language. Such implants are achieved via a delicate surgical procedure, followed by an intensive rehabilitation program. Parents are intimately involved in this entire process and play a pivotal role in terms of decision-making, the surgery and the child’s language development. Research has shown that this procedure causes increased stress levels in parents, as well as an initial experience of mixed emotions. They also have to consider that some cochlear implants are not successful and thus do not provide all children with access to sound and the possibility of learning spoken language. Parents’ first contact with professional services/persons is generally doctors, ear, nose and throat specialists, audiologists, speech therapists and social workers. Further research shows that the relationship between such professionals and parents is not always satisfactory. As mothers often work closest with professionals, the following research questions arose: How do mothers experience the emotional support they receive during the diagnosis, implantation procedure and rehabilitation, and what are their emotional needs during this time? Because of a lack of literature concerning the role of educational psychologists in this process, a third question arose: What role can the educational psychologist play during the diagnosis of deafness and the cochlear implant process? The purpose of this generic qualitative study, therefore, was to analyze, describe and explain the experience of eight mothers of children with cochlear implants, with regard to support and support needs. The study was conducted within the interpretive paradigm, which guided the qualitative research design. Data was collected by means of semi-structured interviews. The interview data were transcribed and analyzed. The data analysis was done by using aspects of grounded theory. The findings show that mothers’ experiences of the process were unique, as the situation of each family differed. The eight mothers’ needs for emotional support also differed because of their unique experiences. Furthermore, a lack of support to parents after the rehabilitation process, just before children start primary school, was identified, and it was established that the educational psychologist can play a role in this phase and transition phases. Recommendations were made to improve the support mothers receive from professional services or people.
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Woodman, Ashley Cynthia. "Trajectories of Parenting Stress among Mothers and Fathers of Children with Developmental Disabilities: From Early Childhood through Adolescence." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2606.
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Thesis advisor: Penny Hauser-CramParents of children with developmental disabilities (DD) face greater caregiving demands than other parents, which may lead to heightened levels of stress. The problematic behavior and functional limitations of the child with DD have been found to contribute to parenting stress (Baker et al., 2002; Beckman, 1991). Despite heightened demands, many parents successfully adapt to raising a child with DD. A goal of recent research has been to identify resources and supports that explain the considerable variability in parental adjustment (Neece & Baker, 2008). This dissertation examined trajectories of parenting stress among mothers (N=147) and fathers (N=110) of children with diverse developmental disabilities, from their child's early years (age 3) through adolescence (age 15). Using hierarchical linear modeling, stress was found to increase from early to middle childhood and subsequently decrease from middle childhood to adolescence. Characteristics of the child with DD were found to contribute to parents' stress, with higher behavior problems and lower functional skills predicting greater stress. Parent resources and supports were also found to relate to parenting stress. Greater social support, use of adaptive coping strategies, and more positive perceptions of the family climate predicted lower stress. An additional model was conducted using a modified hierarchical linear modeling approach to examine the role of child stressors and family resources and supports within parenting dyads. The findings of this study contribute to the limited literature on patterns of change in stress among parents, particularly fathers, of children with DD. Following these results, interventions for families of children with DD should aim to reduce child-related stressors and promote parent resources and supports
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Chikusie, Chirwa Leah Ndija. "The experiences of mothers caring for their school-going children with physical or mental disabilities in low-income communities : an ecological perspective." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20264.
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Thesis (M Social work)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The aim of this study was to develop an understanding of the experiences of mothers caring for their school-going children with mental or physical disabilities in low-income communities using the ecological perspective. The rationale for this research was a gap in the existing literature re-garding the experiences of mothers caring for their school-going children with mental or physical disabilities in low-income communities in South Africa, which was identified in the preliminary and main literature review. The literature review further indicated that these mothers have to struggle with several challenges, particularly in low-income communities. In order to achieve the aim of this study, four research objectives were formulated for this study. To reach the objectives of the study the researcher employed both qualitative and quantitative research methods to col-lect the data for the research. The research methodology comprised two main parts: firstly, a lit-erature study of all relevant literature on the subject matter, in order to gain the necessary in-depth understanding of the field; and secondly, qualitative and quantitative data-collection, using a semi-structured questionnaire. The first part of this study, the extensive literature review, helped firstly to provide the necessary background information on the mental and physical disabilities of school-going children, sec-ondly, it helped to establish a number of challenges that mothers caring for their disabled chil-dren face and the needs that result from them, from an ecological perspective. These were cate-gorized into four groups of needs: (1) access needs; (2) economic needs; (3) social and cultural needs; and (4) mental/psychological needs. Consequently, ways of meeting these needs were discussed, from formal support, such as government grants, to informal support, for example, the support of family and friends. Assessing the South African environment it was found that while the country has provided a very positive policy environment, through its constitution, policies and grant system, the practical implementation of this is, in many instances, inadequate. Using the findings of the first part of this thesis to create a questionnaire, its second part, the em-pirical study, presented and analysed the answers of nineteen mothers caring for their disabled children who attend the special school selected for the research study in Cloetesville, Stellenbosch; a low-income community. The questionnaire explored, among other aspects, the physical, social, emotional, psychological and economic needs of the mothers; the role of the school, fami-ly, friends, non-governmental organisations and other coping options in meeting them, as well as the mothers´ awareness of available resources. The findings in the South African low-income community corresponded to a large extent with what was indicated in the literature study. The mothers were found to live under precarious economic and employment situations, having to rely on child support and disability dependence grants. Furthermore, the mothers reported that they experienced stress, emotional and physical, as a result of having to care for disabled children. It was shown that while receiving grants and sending their children to the special school did alle-viate some of the challenges, this aid was not perceived as sufficient. On the other hand, the study confirmed and emphasized the importance of understanding and support by family and friends in helping mothers meet their needs. Moreover, it was found that most of the mothers interviewed for this thesis had a positive perception of their role as caregiver for their disabled child: for example, seeing themselves as good mothers, being proud to be self-sufficient, as well as a positive influence on the mothers‟ relationship with their family. As a consequence of the results this study, several recommendations were made for government (social development) and service providers (social workers, teachers, doctors): firstly, govern-ment should aim to achieve a better congruence between the positive policy environment in South Africa and the implementation of these policies; secondly, among other recommendations for service providers, awareness needs to be raised in communities to decrease the stigma of dis-ability and increase understanding and support. Finally, while this study was a success, it was only a first step in filling the gap in the literature on the experiences of mothers caring for their mentally and physically disabled children in South African low-income communities, and therefore needs to be complemented and tested by further research on the subject.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om „n begrip te ontwikkel van die ervarings van moeders wat sorg vir hul skoolgaande kinders met verstandelike- of fisiese gestremdhede, in lae-inkomste gemeenskappe, deur gebruik te maak van die ekologiese perspektief. Die rasionaal vir die navorsing was, die gaping in bestaande literatuur ten opsigte van die ervarings van moeders wat sorg vir hul skoolgaande kinders met verstandelike- of fisiese gestremdhede in lae-inkomste gemeenskappe in Suid-Afrika, soos geïdentifiseer is in die voorlopige- en hoof literatuur oorsig. Die literatuur oorsig het verder aangedui dat hierdie moeders, veral in lae-inkomste gemeenskappe, verskeie uitdagings in die gesig staar. Ten einde die doel van hierdie studie te bereik, is vier navorsingsdoelwitte vir die studie geformuleer. Die navorser het beide kwalitatiewe- en kwantitatiewe navorsingsmetodes vir data-insameling gebruik, ten einde die doelwitte van die studie te bereik. Die navorsingsmetodologie het uit twee primêre dele bestaan: eerstens, „n literatuurstudie van al die relevante literatuur oor die spesifieke onderwerp, ten einde die nodige in-diepte begrip in verband met die onderwerp te ontwikkel; en tweedens, kwalitatiewe- en kwantitatiewe data-insameling, deur gebruik te maak van „n semi-gestruktureerde vraelys. Die eerste deel van die studie, naamlik die uitgebreide literatuuroorsig, het eerstens gehelp om die nodige agtergrondinligting oor verstandelike- en fisiese gestremdhede van skoolgaande kinders te voorsien en tweedens, het dit gehelp om „n aantal uitdagings te identifiseer wat moeders ervaar wat vir hul kinders met gestremdhede sorg, asook om te identifiseer watter behoeftes hierdie uitdagings tot gevolg het, vanuit „n ekologiese perspektief. Die behoeftes is gekategoriseer in vier kategorieë van behoeftes: (1) behoeftes van toeganklikheid; (2) ekonomiese behoeftes; (3) sosiale- en kulturele behoeftes; en (4) verstandelike/sielkundige behoeftes. Vervolgens, is maniere bespreek waarop hierdie behoeftes bevredig kan word, van formele ondersteuning, soos staatstoelae, tot informele ondersteuning, byvoorbeeld ondersteuning deur familie en vriende. Deur middel van die assessering van die Suid-Afrikaanse konteks, is daar bevind dat, terwyl die land „n baie positiewe beleidsomgewing voorsien, deur sy konstitusie, beleide en toelae-sisteem, is daar in baie gevalle agterstande met betrekking tot die praktiese implementering daarvan. Nadat die bevindinge van die eerste deel van hierdie tesis gebruik is om „n vraelys saam te stel, het die tweede deel van die studie, naamlik die empiriese studie, bestaan uit die voorstelling en die analisering van die antwoorde van 19 moeders wat sorg vir hul kinders met gestremdhede wat ʼn laerskool in Cloetesville, „n lae-inkomste gemeenskap in Stellenbosch, bywoon. Die vraelys het, onder andere, die fisiese-, sosiale-, emosionele-, sielkundige- en ekonomiese behoeftes van die moeders, die rol van die skool, familie, vriende, nie-regeringsorganisasies en ander hanteringsopsies om die voorafgenoemde behoeftes te bereik, asook die moeders se bewustheid van beskikbare hulpbronne, ondersoek. Die bevindinge in die Suid-Afrikaanse lae-inkomste gemeenskap het grootliks ooreengestem met die bevindinge aangedui in die literatuurstudie. Daar is bevind dat die moeders hulself in baie moeilike ekonomiese- en werksituasies bevind het, wat beteken het dat hul moes staatmaak op kinderondersteunings- en ongeskiktheidstoelae. Verder, het die moeders gerapporteer dat hul emosionele- en fisiese stres ervaar het, as „n gevolg van hul verantwoordelikheid om vir hul kinders met gestremdhede te sorg. Daar is ook bevind dat, alhoewel die ontvangs van toelae en die feit dat hul kinders spesiale skole bygewoon het, sommige van hul uitdagings verlig het, was dit nie as voldoende beskou nie. Aan die ander kant, het die studie die belangrikheid van die begrip en ondersteuning van familie en vriende om moeders te help om hul behoeftes te bevredig, bevestig en beklemtoon. Daar is ook bevind dat die meeste van die moeders wat aan die studie deelgeneem het, positiewe persepsies van hul rol as versorgers van hul gestremde kinders gehad het: byvoorbeeld, deur hulself as goeie moeders te sien, deur trots te wees daarop om self-onderhoudend te wees, asook deurdat hul rol as versorgers, „n positiewe invloed op hul verhoudings met hul familie gehad het. As „n gevolg van die resultate van die studie, is verskeie aanbevelings aan die regering (Maatskaplike Ontwikkeling) en diensverskaffers (maatskaplike werkers, onderwysers, dokters) gemaak: eerstens, behoort die regering te poog om „n beter kongruensie tussen die positiewe beleidsomgewing in Suid-Afrika en die implementering van hierdie beleide te bereik; tweedens, onder ander aanbevelings aan diensverskaffers, moet bewustheid in gemeenskappe geskep word, ten einde die stigma gekoppel aan gestremdheid te verminder en om begrip en ondersteuning te verhoog. Laastens, alhoewel die studie „n sukses was, is dit slegs „n eerste stap met betrekking tot die vervulling van die gaping in literatuur in verband met die ervarings van moeders wat sorg vir hul verstandelike- en fisies gestremde kinders in Suid-Afrikaanse lae-inkomste gemeenskappe. Hierdie onderwerp moet egter gekomplimenteer en getoets word deur verdere navorsing.
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陳榮亮 and Wing-leung Chan. "Parenting stress of and social support for mothers of mentally handicapped children in Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248871.
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Hoover, Paula J. "Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27190.
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This study investigated 10 mothers' perceptions on the transition process, for their children with disabilities, from early intervention to early childhood special education. The issues of related stressors, supports, and coping skills were further explored. This research was guided by the ecological or systems theory.
The issue of transition between the two service programs (early intervention to early childhood special education) is addressed specifically in the legislation (Part C, Section 619, IDEA 1997). Federal law defines several elements that must be included in the transition planning. Each state must ensure a smooth transition for toddlers receiving early intervention services to preschool and other appropriate services. Since transition is such a critical time for young children with disabilities and their families, stress will presumably occur. The parents need to learn new terminology and procedures because each program is unique in which services are provided. Families are to receive information and training during the transition period.
This study was guided by the following research questions: (1) What are the mother's perceptions of the transition process? (2) What factors facilitate or inhibit their satisfaction and involvement with the process? (3) What types of stressors and supports do these mothers experience during this process?
Qualitative methods were used to secure data. In-depth interviews provided the most information, but document analysis was also utilized. Each participant was interviewed two times. Participants were found from a variety of resources in the local communities. The criterion for this study included mothers whose children had a diagnosed disability or developmental delay, had been in an early intervention program, and had transitioned within the last two years.
The mothers from this study had positive transitions for their children. They were involved in this process and became better advocates. They were supported by family members and friends. Much support was provided by the professionals working within the early intervention system. The individuals who work with families of children with disabilities need to be aware of the whole family system. By knowing the family system, professionals will be able to provide services based on the individual needs of the family. Specific recommendations for policy makers in rural areas include the availability, location and cost of services. The medical model versus the education model was also discussed as an issue for these families when transitioning their children from one program to another.Ed. D.
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Frost, Heather. "A comparison of parenting stress and perceived sense of competence amongst mothers of children with and without learning disabilities." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318495.
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Castellanos, Prieto Mariela. "Behavioural and emotional problems, mothers' stress, and early intervention services for families of children with developmental disabilities over time." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121547.
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Early Intervention (EI) services for children with developmental disabilities (DDs) and their families are central to helping children achieve their optimal developmental outcomes and to supporting parents in meeting their families' needs. Research evidence suggests that parent perceptions about the quality of the EI services their children receive are related to their beliefs of children's progress in EI. In the current study mothers' perceptions of their children's behavioural and emotional problems, mothers' parenting stress, and mothers' perceptions about the quality of the EI services their children receive were examined at two time points, approximately two years apart, in order to assess whether change occurred following EI. The relationship between parenting stress and mothers' perceptions about EI services was also analyzed. The data used for the current study are part of the larger longitudinal National Early Intervention Research Initiative. Significant differences were found in mothers' perceptions of their children's behavioural and emotional problems from Time 1 to Time 2. Parenting stress related to mothers' characteristics changed significantly from Time 1 to Time 2 (t(17) = 4.81 p = .00). Parenting stress related to child characteristics also changed significantly from Time 1 to Time 2 (t(17) = 4.21, p = .00). No significant relationship was found between parenting stress and mothers' perceptions of EI services at either Time 1 or Time 2. The results of the current study are discussed in comparison with previous research on EI. Limitations are acknowledged and recommendations are made for future research, given the implications of EI services for the wellbeing of children with DDs and their families.Les services d'intervention précoce (IP) pour les enfants ayant une trouble d'envahissement de développement (TED) et leurs familles sont importants pour aider les enfants à atteindre leurs potentiels optimaux de développement et à aider les parents à répondre aux besoins de leurs familles. Les recherches indiquent que les perceptions des parents au rapport à la qualité des services d'IP reçu par leurs enfants sont liées à leurs croyances des progrès réalisés par les enfants dans l'intervention. Dans cette étude, les perceptions maternelles des difficultés comportementales et affectives des leurs enfants, les niveaux de stress parental, et les perceptions maternelles de la qualité des services d'IP reçu par leurs enfants ont été examinés deux fois, environ deux ans entre les évaluations, afin de juger si un changement est survenu à la suite de services d'IP. La relation entre le stress parental et les perceptions maternelles sur les services d'IP a été également analysée. Les données utilisées pour cette étude s'inscrit dans le cadre du National Early Intervention Research Initiative, un projet longitudinale nationale. Une différence significative a été observée dans les perceptions maternelles des problèmes comportementaux et affectifs des enfants entre la première et la deuxième évaluation. Le stress parental lié aux caractéristiques des mères a changé de façon significative entre les deux évaluations (t (17) = 4.81 p = .00). Le stress parental lié aux caractéristiques de l'enfant a également changé de façon significative entre les évaluations (t (17) = 4.21, p = .00). Aucune relation significative n'a été trouvée entre le stress parental et les perceptions maternelles des services d'IP. Les résultats de cette étude sont discutés par rapport aux recherches antérieures sur l'IP. Les limitations sont reconnues et des recommandations sont faites pour des futures recherches, étant donné les implications de services d'IP pour le bien-être des enfants ayant un TED et de leurs familles.
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Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.
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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.
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Gane, Amanda. "Mothers' experience of having a child diagnosed with an autism spectrum disorder : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5884.
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Feng, Peihong. "The impacts of children's disability on mothers' labor supply and marital status." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1142442563.
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Mulrenin, Stacey. "Teaching Students with Down Syndrome: Mothers' Perspectives on the Most Appropriate Educational Environments for Their Children." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6545.
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This study examined the perspectives that mothers of children with Down syndrome (Ds) hold regarding the most appropriate educational environments for their children. Environments for students with Ds may be classified as inclusive (fully included within a general education classroom with complete access to the general curriculum and typical peers), integrated (self-contained within a general education school, with some interaction with typical peers), or segregated (separate school for students with intellectual disabilities, or InD). A qualitative research design using semi-structured interviews and a follow-up focus group was used to gather thick, rich descriptions of mothers’ perspectives of these different types of settings, including academic (e.g., reading, math) and non-academic (e.g., self-esteem, peer relationships) outcomes for their children. Mothers of children of different ages (N=6) were recruited to allow for examination of how of mothers’ perspectives may change over time or vary with the child’s age. Findings yielded information that can be used to help parents and educators understand mothers’ perspectives on the risks and benefits of different types of educational environments for youth with Ds.
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Priestley, Lyndsey. "'That's how i got back to being nearly normal' : Influences on quality of life in mothers of children with intellectual disabilities." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500144.
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Lai-Bovenkerk, Yuan. "An investigation of the experiences and perspectives of immigrant Chinese Canadian mothers of sons with disabilities : parent involvement, coping, and related beliefs and values." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56572.pdf.
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Freeman, Lena Janine. "Maternal perceptions of support from professionals and daily care-giving burden as determinants of distress in mothers of children with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0009/MQ52552.pdf.
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Deglon, Under. "Children of mothers with physical disabilities : perceptions of parenting, the mother-adolescent relationship and the adolescent's engagement in risky behaviour : five case studies." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8183.
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Includes bibliographical references (leaves [122]-132).This qualitative study investigated the effect of a mother's physical disability on the mother-adolescent relationship, parenting and the adolescent's engagement in risky behaviour. Interviews were conducted with five mothers with visible physical disabilities and with their adolescent children. The adolescents comprised two boys and three girls between the ages of 12 and 15 years. All five mother-adolescent dyads were black, with low maternal educational levels, from low socio-economic backgrounds, and lived in neighbourhoods characterised by unemployment, gangsterism, substance abuse, violence and crime. The multiple case study design was used to compare and contrast evidence from the individual cases. Two separate semistructured interviews, covering the same topics, were conducted with both the mother and the adolescent in order to triangulate the data. The interviews focused on perceptions of (a) the impact of the mother's disability for mother-adolescent relations; (b) disability-related stigma and the adolescent's awareness of the mother's difference on the mother-adolescent relationship; (c) the ways in which the mother's disability and other contextual factors affect parenting and the adolescent's engagement in risky behaviour. The results illuminated a range of barriers andfacilitators to parenting with a physical disability but the variability notwithstanding, the majority of the families reported positive relationships and experiences given the cumulative stressors that they face.
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Ritter, Helen. ""My dearest Mum": a biographical journey based on my mother's letters from Australia to England 1968-1985." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/637.
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Cline, Kimberly L. "Identifying protective and risk factors in mothers of developmentally disabled children an assessment of their coping ability and strategies /." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0139.
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Joseph, Lavanithum. "The impact of using graphic representations of signs in teaching signs to hearing mothers of deaf children." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06042009-152153.
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