Dissertations / Theses on the topic 'Parents of children with disabilities'
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Mpontshane, Nozipho Bethusile. "The experiences of parents of children with disabilities." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1561.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Community Work in the Department of Social Work at the University Of Zululand, South Africa, 2017Parents of a child with a disability cope with greater demands than those living with a healthy child. The purpose of this qualitative study was to provide insights into the experiences of parents of children with disabilities. The research was located in the phenomenological framework. Seven parents who are residing within uThungulu District municipality and whose children were diagnosed with disability participated in the study. They were selected though purposive sampling. In-depth interviews were conducted with them to gain in-depth insights into their experiences. Content analysis was used to analyse data gathered through in-depth interviews and five themes emerged i.e. parents’ realisation of the child disability, reaction towards the realisation of the child’s disability, the essence of parenting a child with a disability, parents’ social support and the needs identified by parents. Findings of the study indicated that parents do not alter their parenting. On the contrary, they modify it to accommodate the children with disability. Secondly, it transpired in the study that several challenges are faced by parents in raising their children with disability. These challenges include, among others, lack of financial resources, finding a suitable school for their children with disability, care giving challenges, lack of suitable housing and transport allocated for children with disability. It also transpired that there are support structures within their communities despite there being no programs to support them.
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Byrne, Natalie Elizabeth. "Parental cognitions, stress and coping in parents of children with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4928/.
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The review examines the literature in relation to parental cognitions and their relationship to child behaviour in parents of children with intellectual disability. It is generally recognised that mental health difficulties are at least partly influenced and maintained by cognitive differences and style. A literature search was carried out to identify articles relevant to parental locus of control, self-efficacy and attributions of behaviours in people with intellectual disability. It is argued that there is a need to develop a multidimensional model of parental cognition to fully describe parental cognitions and their relations to child behaviour and parental mental health. Within the empirical paper, parental perceptions of their child’s genetic syndrome were explored using the Common Sense Model of Illness Representations (Leventhal et al., 1980). Associations between parental perceptions, coping behaviours, affect and mental health were explored. Participants completed the Illness Perceptions Questionnaire Revised for Genetic Syndromes, measures of positive and negative affect, anxiety and depression and coping behaviours. Findings provide preliminary support for the hypothesis that the Common Sense Model of Illness Representations can be applied to the caregivers of children with rare genetic syndromes. Findings suggest that illness representations may have important implications for coping strategies and caregiver wellbeing.
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Giauque, Amy Leigh Bailey. "Relationships between cohesion and depression in parents of children with developmental disabilities /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1105.pdf.
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Bahrami, Nahid Anna, and Pamela Lynne Shiner. "A study on the children of the developmentally disabled." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/798.
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Fanelli, Kimberly. "Family Pals an exploration of parents' experiences /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23255.
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Ong-Dean, Colin William. "Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.
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Burke, Christopher W. "Parent-professional collaboration : implications for service delivery to parents of children with learning disabilities." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27524.
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This study examined the relationship between parents of children with learning disabilities and healthcare professionals providing services to them. Parents were asked to name the most and least helpful professional they had experienced contact with in relation to their child with learning disabilities and rate them using an adapted version of the Helping Behaviour Checklist (HBCL-A) (Cournoyer and Johnson, 1991). An adapted version of the Providers Beliefs About Parents Questionnaire (PBAP-A) (Johnson et al, 1994) measured the degree to which professionals endorsed a collaborative approach towards working with parents of children with learning disabilities across blame, inform, validate and instruct factors. The extent to which these professionals' beliefs on the PBAP-A influenced parents choice of most and least helpful professional was examined. Further analyses investigated whether other characteristics of professionals or characteristics of the family influenced parents choice and rating on the HBCL-A of most and least helpful professionals. Parents choice of the most and least helpful professional was not found to be influenced by professionals' beliefs on the PBAP-A. Parents were more likely to name the professional as most helpful than least if they understood their role, had a larger number of contacts and ongoing contact with them, and had a greater degree of congruence with professionals' beliefs on the instruct factor of the PBAP-A. HBCL-A ratings of most helpful professionals were correlated with parents' age and factors concerning parental stress, support and child's behaviour. HBCL-A ratings of least helpful professionals were correlated with parents' beliefs about parents on the validate factor. Implications for service provision were discussed.
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Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.
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Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21). Families participated in two rounds of data collection, approximately two and a half years apart. At Time 1 child behaviour problems significantly predicted parent stress (ß = .71, t (53) = 7.47, p < .0001). Between Time 1 and Time 2 child behaviour problems decreased significantly (t (19) = 2.13, p < .05), as did parent stress (t (19) = 3.58, p = .002). At Time 2, child behaviour problems were significantly related with parent stress (r (19) = .74, p < .0001), and so was child adaptive functioning (r (19) = -.53, p < .05). The results are discussed in the context of current EI practice and policy in Canada.Le niveau de stress chez les parents d'enfants ayant une déficience intellectuelle est plus grand que chez les parents d'enfants ayant un développement typique. Néanmoins, peu de recherches ont été menées sur les effets des variables chez les enfants sur le stress qu'éprouvent les parents à la longue. Le but de cette étude est d'évaluer l'impact des changements dans les comportements adaptatifs et problématiques de l'enfant sur le niveau de stress parental. A partir des donnés du National Early Intervention Research Initiative, cette étude examine les indices du stress chez les parents d'enfants ayant un trouble envahissant du développement qui faisaient partie d'un programme de soins précoces (n = 21). Les familles en question ont participé à deux enquêtes à deux années et demi de différence. Lors de l'enquête 1, les comportements problématiques de l'enfant prédisaient considérablement le niveau de stress parental (ß = .71, t (53) = 7.47, p < .0001). Entre l'enquête 1 et l'enquête 2, les comportements problématiques de l'enfant ont diminué considérablement (t (19) = 2.13, p < .05), ainsi que le stress parental (t (19) = 3.58, p = .002). Lors de l'enquête 2, les comportements problématiques de l'enfant s'avéraient intimement liés au stress parental (r (19) = .74, p < .0001) ainsi que les comportements adaptat ifs de l'enfant (r (19) = -.53, p < .05). Les résultats sont présentés dans le contexte de la pratique des soins précoces et des politiques actuellement en vigueur au Canada.
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Chan, Kwok-ying. "Stress and coping in parents of children with developmental disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29697190.
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Jenkins, Kate S. M. "Parents of children with disabilities : chronic sorrow and parenting stress." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420251.
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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.
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Sanchez, Nelson. "Health Outcomes of Hispanic Parents Caring for Children with Disabilities." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3508.
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The purpose of this correlational study is to investigate the impact of the child’s functional status, family context, parent acculturation, and social support on parenting stress and, ultimately, on parents physical and mental health. A convenience sample of 50 Hispanic parents was recruited through a Facebook page and from agencies in South Florida providing services to children with disabilities and their families. The parents ages range from 21 to 62 years and the majority were mothers (n= 45). The majority of parents in this study live in low income households, have no college education, showed little participation in the workforce, and low acculturation. There were 30 boys and 20 girls between the ages of three to 21 years. Parents provided the data during an interview and through questionnaires. Data analysis included descriptive statistics and correlation analyses. Correlation analyses were conducted with the child’s characteristics, family context, socioeconomic status, parent acculturation, social support, parenting stress, and parent’s physical and mental health. The most frequent health problem reported by parents was neck and back pain. Parenting stress had a positive correlation with low acculturation and depression. The parents’ physical and mental health had a positive correlation with parents’ perception of social support. Parenting stress had a negative correlation with perceived social support, parents’ mental health, educational achievement and years lived in the U.S. There was a negative correlation between parent depression, perceived social support, and parents’ physical health. These parents reported low perceived social support and high levels of parenting stress. The results of this study indicate that parents with low acculturation reported higher level of parenting stress. Future research ought to continue exploring which interventions will better serve these parents and how cultural constructs influence their attitudes, expectations, decision making, and priorities.
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Forman, Yulika E. "The state is fighting against our children : parental advocacy on behalf of children with disabilities in Moscow, Russia /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2005.
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Thesis (Ph.D.)--Tufts University, 2005.Advisers: Donald Wertlieb; Jayanthi Mistry. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 138-156). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.
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The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
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Orme, John G., Donna J. Cherry, and Taylor E. Krcek. "Who Is Willing to Foster Children With Disabilities?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7639.
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Children with disabilities represent a significant and increasing proportion of children in foster care. In a national sample of 304 foster mothers we identified two groups of mothers, one willing to foster children with any type of disability except HIV/AIDS (51%) (Unconditional mothers), and a second group who were more selective (49%) (Selective mothers). Unconditional mothers fostered longer, fostered more children, and had more foster children in their homes.
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Graves, Marlena La Nae, and Tracy Ann Schroeder. "An exploratory study of single parents raising a child with developmental disabilities." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1833.
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Prellwitz, Maria. "Playground accessibility and usability for children with disabilities : experiences of children, parents and professionals." Doctoral thesis, Luleå tekniska universitet, Hälsa och rehabilitering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-62215.
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Studies have identified barriers in the physical environment causing restricted participation in play activities for children with disabilities. Therefore, was the overall aim of this thesis to identify and explore aspects of playground accessibility and usability for children with disabilities based on the experiences of children, parents and professionals. The design of the thesis includes four studies examining different aspects of playground accessibility and usability. Data were collected in Study I through interviews with creators of playgrounds (i.e., persons in a municipality responsible for playgrounds), and with users of playgrounds (i.e., children with restricted mobility, and adults that accompany the children to playgrounds). Data in Study II were collected using a questionnaire completed by persons responsible for playgrounds in 41 municipalities of northern Sweden. In Study III, data were collected through interviews of children with different abilities and in Study IV parents of children with disabilities were interviewed regarding playground design. Data from the interviews were analysed qualitatively while data from the questionnaire were analysed using descriptive statistics. Results of the studies showed that persons responsible for playgrounds have not always considered accessibility for children with disabilities. In fact, many of them had never thought about the issue and also expressed a lack of knowledge needed for building accessible playgrounds (I, II). Further, based on children’s experience, playgrounds are important environments for all children, but these are not accessible and usable for all (III). According to the parents, playgrounds do not support play or social interaction for children with disabilities and the design of most playgrounds made their children dependent on adult support. This in turn limited contact with peers and causing the children a sense of being different (IV). To conclude, the results showed that playgrounds are not an accessible or usable environment for many children with disabilities in Sweden. This has affected children with disabilities in negative ways that in turn can cause play deprivation, dependency and stigmatization. The results also indicated that there seems to be lack of awareness regarding children’s rights in society and legislation that governs playgrounds.
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Thompson, Kirsty M. "THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Human service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
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Thompson, Kirsty M. "THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE." University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Doctor of PhilosophyHuman service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
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Gordon, Cheryl. "Feeding disordered children : the impact on family systems from parents' perspectives." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036183.
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Feeding disorders are common in disabled children, and family reactions are critical factors influencing the severity and course of this problem. This study hypothesized that feeding disorders in disabled children would be significantly more stressful to parents than other childhood disabilities; that pediatric feeding disorders would be more stressful in single parent families than two parent families; and that childhood feeding disorders would be less stressful to fathers than to mothers.Two copies each of the Friedrich Questionnaire on Resources and Stress (QRS-F) and a demographic data survey were sent to 79 families of disabled children. Responses were received from 47 subjects representing 31 households. Analysis of Variance of the QRS-F scores indicated significantly greater stress levels in families of disabled children who received tube feedings, but not in families whose disabled children required special assistance with oral feeding. There was an inadequate number of responses from single parent families to statistically compare their stress levels to two parent families with feeding disordered children. The comparison of fathers and mothers of disabled children with feeding disorders did not yield a statistically significant difference in stress levels.The greater stress levels found in parents of disabled children who received tube feedings shows a need to provide improved education and training programs, as well as support after hospital discharge, to families with tube fed children.Department of Family and Consumer Sciences
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Gregoire, Josee. "An Analysis of Haitian Parents' Perceptions of Their Children With Disabilities." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/152.
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Parental involvement is an integral part of the educational system in the U.S. Yet, parents from non-mainstream racial/ethnic backgrounds have not fully grasped the nature of parental involvement expectations in the educational process and how these expectations may impact student achievement. The purpose of this study was to identify Haitian parents’ perceptions of their children with disabilities and the education these children were receiving. Several authors have conducted studies on parents of children with disabilities to better gain an understanding of the level of their involvement with their children’s education, their perceptions of the children, and their views on the school system (Harry, 1992a, 1992b). In this study, Haitian parents of children with disabilities were interviewed using an interview protocol. Through these interviews, this study explored 10 Haitian parents’ perceptions of their child with a disability, the education the child was receiving, their interaction with the school system, and how the disability had affected their relationship with their child and their involvement with the school. Findings of the present study revealed that these Haitian parents seldom disagreed with school personnel and did not seem to fully grasp the different methods available to address their concerns as parents of children with disabilities nor the role they were expected to play in the process. The majority did not have basic literacy skills in Creole or English. The parents in this study were overwhelmed by school written communication. Additionally, this study discovered that parents’ perceptions were guided by two core concepts: coping mechanisms and locus of control. Parents with an internal locus of control, who tended to be more educated, focused inward to find solutions to problems encountered. Those with an external locus of control relied on outside influences to resolve their problems. Parental involvement was strongly influenced by their values, beliefs, customs, and conceptual knowledge about disability; all closely aligned with culture and acculturation. Overall, these parents’ perceptions greatly influenced their thoughts and behaviors when they realized that their children with disabilities might fall short of their immigrant dreams of success they held for these children.
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Weikle, Bonnie J. "Literacy practices in parents of preschool children with & without disabilities." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191110.
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The study examined the literacy practices, general resources, and technological tools being used by parents to promote literacy at home. The primary purpose was to determine if differences existed in the literacy practices used by parents of preschool children with and without disabilities. The study also sought to determine if the age and education of parents had any effect upon the literacy practices utilized by parents.The population for the study consisted of 384 parents from six counties in Indiana. Each participant had a child between the ages of 3- to 6-years old who attended a preschool program. Over half of the participants had a child with disabilities. Preschool administrators who were selected for the study distributed the data-collection instrument, Parent's Views on Literacy Survey, which was developed by the researcher. The survey instrument consisted of demographic questions that addressed the study's independent variables and 20 questions that were designed to act as the study's dependent variables. The questions pertained to the types of literacy activities being provided in the home.A multivariate analysis of variance (MANOVA) was performed and a significant difference between parents of preschool children with disabilities and parents of preschool children without disabilities was determined. Parents of preschool children without disabilities used significantly more general literacy practices and literacy activities using technology. There was a significant difference in the types of activities and in the quantity of activities provided. It was also determined that the differences were not due to the factors of age or education of the parents. The second part of the questionnaire directed questions specifically to parents of preschool children with disabilities. The type of disability of the child, the types of assistive technology (AT), and the frequency in which AT was utilized to promote literacy activities were identified. A simple cross tabulation between the types of disabilities and the categories of AT revealed that there were also differences among the categories of AT used and disability types.Three open-ended questions were used to determine additional information about parents' literacy practices. The data collected was stratified and analyzed for emergent themes. Parents of typically developing children reported the need for more technological tools and resources while parents of preschool children with disabilities reported that more information on specific skill development was needed. Furthermore, parents of preschool children with disabilities expressed the belief that the greatest barrier for their child in developing literacy skills related to factors that were associated with the disability. It was also determined that parents of children with disabilities underutilized assistive technology devices for facilitating literacy skills.This research further supports the differences in the literacy practices among parents. Parents of preschool children without disabilities use general literacy practices and technological literacy practices with greater frequency than do the parents of preschool children with disabilities.Department of Special Education
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Singh, Sharita Fiona. "Challenges of Indian parents caring for adult children with intellectual disabilities." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65606.
Full textAbstract:
Intellectual disability is a lifelong condition that brings with it many medical, psychological, social and cultural challenges that affect parents caring for their adult children in their family home. Therefore, the present study is aimed at identifying these challenges so that services and programmes can be developed and implemented. This, as a result, will enhance service delivery to ensure a better quality of life for both parents and their children. The goal of the study was to explore and describe the challenges of parents caring for adult children with intellectual disabilities within the Indian community in Laudium. The researcher conducted the study using a qualitative research approach. This type of research was applied in nature and a collective case study design was utilised. The sampling technique chosen was purposive and included snowballing as a secondary technique. The 12 participants that were selected met the following criteria of the present study: a South African citizen, an Indian from any religion, a father or mother of an adult child or children (20 years and older) with an intellectual disability, an adult child who attends the day care centre at the Laudium Mental Health Society and/or a parent who accessed services such as counselling/support at the Laudium Mental Health Society or whose child accessed these services. The researcher conducted semi-structured one-to-one interviews because this type of data-collection method provides more flexibility for both the researcher and the participants regarding the interview schedule. The present study found that parents displayed a fair insight into and understanding of their children’s intellectual disabilities despite not receiving a formal diagnosis. There are many medical challenges for parents when living with adult children with intellectual disabilities such as associated health conditions, co-morbidities and psychiatric disorders. The present study further found that the emotional experiences encountered by parents caring for adult children with intellectual disabilities ranges from positive emotions (hope and acceptance) to negative emotions (despair and hurt). Many parents chose to be self-employed because it offered flexible working hours in order to take care of their children with intellectual disabilities. The parents and adult children with intellectual disabilities experienced a lack of a social and community life because of behavioural problems, lack of facilities available for children with physical disabilities as well as stigma within the community. The most supportive system parents experienced when caring for adult children with intellectual disabilities is the immediate family members such as spouses and other children. Furthermore, the parents require assistance with regards to physical care when caring for their adult children with intellectual disabilities because they are getting older. Despite receiving a disability grant, parents required an additional source of income to pay for special equipment, medical expenses, therapies, clothing, food and toiletries for their adult children with intellectual disabilities. Due to racial segregation, parents could not access special schools in the community for their children with intellectual disabilities. The parents hoped that their adult children with intellectual disabilities would die before them. The families of adult children with intellectual disabilities believed that cultural influences were the cause of the intellectual disability. In conclusion, there are many biopsychosocial challenges that parents faced when caring for adult children with intellectual disabilities. Parents who are middle aged or elderly are in need of care and support themselves but they find themselves still providing care and support to their children and therefore various interventions within the community are needed to support and promote the well-being of the parents and their children.Mini Dissertation (MSW)--University of Pretoria, 2017.
Social Work and Criminology
MSW
Unrestricted
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Terra, Amy Ann. "Connections: Social media and parents raising children with profound multiple disabilities." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.
Full textAbstract:
Parenting plays an important role in many adult lives. Parenting a child with profound multiple disabilities results in a distinct parenting experience. This qualitative phenomenological study examined the role of social media in the lives of parents raising children with profound multiple disabilities. Five parents raising children with profound multiple disabilities were interviewed, and resulting themes were identified.
Consistent with previous research, parents described the initial adaptation to their child’s disability-related needs as the most challenging period of their parenting to date. Adaptation was followed by an acclimation to a new normal of their parenting experience. Parents described moving from medical crises, feelings of isolation, and unfamiliarity with resource systems to becoming empowered through interactions with other parents raising children with profound multiple disabilities, both in-person and through social media. Parents focused on three areas with their social media efforts: their own social needs, their child’s social needs, and their child’s disability-related needs. To address disability-related needs, parents used a social media bricolage approach to create a composite of social media group memberships that reflected their child’s complex medical, disability and intervention profiles.
Parents described social media use as daily and essential to their functioning both personally and within their parenting. However, parents prioritized in-person social connections and utilized social media to make and maintain relationships both online and in-person. Parents expressed awareness and deliberate use of privacy settings in using social media. Parents described common pitfalls to social media use and described engaging in disability awareness through social media.
Parents described social media as providing a sense of community through which they became empowered in their parenting. They also networked through in-person and virtual social interactions. Social media provided these parents with a networked community empowerment experience as they parented their child with profound multiple disabilities.
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Steward, Sarah Rachelle. "Support Group Design for Parents of Children with Severe Developmental Disabilities." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/85638.
Full textAbstract:
Parents of children with severe developmental disabilities face a variety of unique circumstances as they raise a child who requires specialized care. Accessing the support of other parents of children with developmental disabilities can be a valuable external resource for managing the stress associated with raising a child with special needs. The literature on support groups for parents of children with disabilities predominantly focuses on evaluating existing support groups rather than designing support groups based on the recommendations of the population that would utilize them. The purpose of this study was to determine the perceived value of support groups and identify recommendations for support group design based on the experiences and feedback of 19 interviews with parents of children with severe or profound developmental disabilities. Despite varied experiences with support groups, most participants indicated the value of support groups is in providing a place where parents can feel understood, share information, and gather information. There was a high degree of variability among parents' recommendations for support group design, with the preferences of some parents being in direct contrast to the preferences of others; the summary recommendations for support group design address a wide range of preferences: a qualified group leader to organize groups that are highly flexible in structure, composed of parents with a high degree of similarity, and that offer a wide variety of content in various formats.Master of Science
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Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.
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Hassall, Richard. "The effects of parental cognitions on stress reactions in parents of children with intellectual disabilities." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273920.
Full textAbstract:
This thesis consists of a literature review, a research report, and a public dissemination paper. The literature review, intended for submission to Clinical Psychology Review, begins with a review of theories of stress in parents caring for children with disabilities or other disorders. The importance of parental cognitions is a common theme in these theories, and the literature on three forms of parental cognitions is therefore reviewed. The review concludes by discussing the implications of this research for parents of children with intellectual disabilities. The research report, intended for submission to the Journal of Child Psychology and Psychiatry, is a study of parenting stress in 46 mothers of children with intellectual disabilities. The study includes measures of child characteristics, family support, and parental cognitions. The results show that parenting stress is associated with child behaviour difficulties, parental locus of control, and parenting satisfaction. Some potential clinical implications of these findings are discussed. The public dissemination paper provides a summary of the literature review and research report for a non-psychological readership. It is written for the school headteachers who assisted in recruiting participants and for several of the participants who requested feedback on the outcome of the research.
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Lai, Shun-keung. "Deaf parents having hearing children : issues of communication and child-rearing /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470824.
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Ng, So-sum, and 吳素心. "Coping and psychological states among parents of children with specialneeds." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50700352.
Full textAbstract:
Past studies from various cultures have reported that parents of children with special needs experience more distress. The present study aimed to explore the psychological states of local Chinese parents of children with special needs in Hong Kong with the construct of coping flexibility incorporated. Participants were 116 parents of children with special needs and 62 parents of children without special needs. Results indicated that Chinese parents of children with special needs had higher anxiety and lower life satisfaction than did parents of children without special needs. The former also had lower perceived social support, perceived controllability, and coping flexibility for childcare than did parents in the control group. Another aim of the current study was to identify factors for prediction of anxiety, depression, and life satisfaction. Status of having children with special needs predicted depression, but not anxiety and life satisfaction. Social support not only demonstrated a main effect on anxiety, depression, and life satisfaction, but also showed a buffering effect on coping flexibility for childcare in predicting anxiety and depression respectively. Social support moderated the relation between controllability and life satisfaction as well. The results in this study guide us in designing suitable services for parents.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Pritzlaff, Amy. "Examing [sic] the coping strategies of parents who have children with disabilities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001pritzlaffa.pdf.
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Larson, Brooke Noelle. "Preferred developmental disabilties among prospective adoptive parents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3288.
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This study was done to examine prospective adoptive parents' perceptions of one particular group of special needs children waiting for adoption: those children with developmental disabilities. The results will give social workers information that will help provide training and informational meetings to prosepctive parents in regard to the child's age and developmental disabilities.
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Yeh, Chun Chang Morreau Lanny E. Lian Ming-Gon John. "Perceptions of Chinese parents toward mainstreaming their children with disabilities and service needs." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311293.
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Thesis (Ed. D.)--Illinois State University, 1992.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Lanny Morreau, Ming-Gon Lian (co-chairs), Mack Bowen, Thomas Caldwell, Barbara Heyl, William Rau, Alan Repp. Includes bibliographical references (leaves 135-148) and abstract. Also available in print.
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Wong, Siu-ping. "Factors affecting Hong Kong parents' choices in the educational placement of their children with disabilities." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42128602.
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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.
Full textAbstract:
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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Hafen, McArthur Jr. "Preparation for Caregiving by Parents of Children with Disabilities: An Exploratory Study." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2719.
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Older adults who provide care for an adult child with a disability have rarely been considered in the planning and preparation literature. As they grow older, these adults face the challenge of arranging care for their dependent children and for themselves. This study investigated influences on planning for one's own future care.
Results indicated that parents who prepared for their adult child's future care were more likely to prepare for their own care. When compared to adults without a dependent child, parents caring for an adult child with a disability were equally likely to plan for their own future care.
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Strong, Elizabeth Joyce. "Parents' Perceptions of Transition and Postsecondary Services for Their Children with Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5268.
Full textAbstract:
Students with intellectual and other disabilities who age out of transition programs or graduate from high school may experience marginalization as young adults. There exists scant literature on the perceptions of parents about access to employment and services for their adult children with disabilities. The purpose of this qualitative study was to explore how parents perceived educational services, financial burdens, social isolation, and lack of access to employment for their children with intellectual and other disabilities. Critical disability theory and transformational theory constituted the study's conceptual framework. The research questions concerned how parents perceived access to services related to financial assistance, postsecondary education, employment, and vocational consultation. The design was a case study with a purposefully selected sample consisting of 5 parents from a Western U.S. state. Data sources included field notes, interviews, and artifacts. A field log, newspaper articles, and interview transcriptions were gathered, sorted, and categorized into themes. Results of the study revealed that employment gaps for adults with disabilities decreased with better knowledge about disability strengths, social capital, employer and employee diversity training, and competitive employment opportunities. A position paper was developed based on study findings, which was targeted to employers and included information on the reasons for a business to embrace diversity in the workplace. Business leaders' promotion of social enterprises that enable community inclusion and financial independence for people with disabilities may result in a positive paradigm shift towards equitable employment as a positive social change outcome.
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DeCesare, Betsy Harrison. "A college handbook for learning disabled adolescents, adults and their parents, educators and special education professionals /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10296372.
Full textAbstract:
Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Ellen Condliffe-Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (leaves 172-185).
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Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.
Full textAbstract:
The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.Department of Special Education
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Link, Hanna. "Stress and coping among parents of children with severe learning disabilities : coping strategies and parents' well-being." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/31299.
Full textAbstract:
Lazarus and Folkman's (1984) process model of stress and coping, emphasising the importance of coping resources and coping strategies, is now incorporated in disability research. Recent research examining the ways parents of children with disabilities cope has focused primarily upon coping resources. Comparatively little research has explored coping strategies and the relationship between the use of coping strategies and parents' well-being (Beresford, 1994). Further, the results of Quine and Pahl's (1991) study of mothers caring for a child with severe learning disabilities (SLD) are inconsistent with previous research with related populations, warranting further research. This thesis reports on a large scale (N = 123) cross-sectional, correlational study of parents caring for a child with SLD. Lazarus and Folkman's (1984) process model provided the conceptual framework for the work. The study aimed to provide a detailed analysis of the coping strategies used by parents, by employing both quantitative and qualitative techniques, and aimed to investigate the relationship between use of individual coping strategies listed on the WC-R and parental well-being. As hypothesised, in contrast to Quine and Pahl's (1991) study, use of practical coping strategies and or emotional social support was associated with decreased stress and psychological distress, as measured by the QRS-F and GHQ-12 respectively. Further, as predicted, use of wishful thinking was associated with increased stress and psychological distress. The results are discussed in relation to previous research findings and theory. Clinical and policy implications are discussed. Finally, limitations of the study are outlined and suggestions for further research are offered.
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Gray, Karen Fischer. "An examination of the relationship between parent satisfaction with IEP meetings and student academic achievement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181101.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-133). Also available for download via the World Wide Web; free to University of Oregon users.
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Reynolds-Brewer, Gaynell D. McCarty Toni Morreau Lanny E. "Perceptions held by parents, teachers and elementary-age students with mild disabilities of the importance and responsibility for development of career goals." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803736.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.
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Himrod, Lola K. "Protective vigilance the experience of parenting an adolescent who has learning disabilities /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1995. http://www.icsw.edu/_dissertations/himrod_1995.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1995.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Smith, Ashlyn L. "Parental stress and its relation tp parental perceptions of communication following language intervention." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-134357/.
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Thesis (M.A.)--Georgia State University, 2007.Title from file title page. MaryAnn Romski, committee chair; Rose A. Sevcik, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (53 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 17, 2007. Includes bibliographical references (p. 48-53).
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Chong, Ngar-yin. "Factors affecting older parents in making long-term plans for their adult mentally handicapped children still living at home /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013129X.
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Petersen, Amanda Jane. "Self-Control Training for Parents of Children with Autism and Related Disabilities in Albania." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8553.
Full textAbstract:
Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were able to teach the three strategies they were trained on at a high quality and that there was a preference for one strategy over the other two.
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Halls, Terry T. "The experience of parents raising a child with special health care needs while living in a rural area." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1798480931&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Tigere, M. B. "Experiences of parents of children living with disabilities at Lehlaba Protective Workshop in Sekhukhune District of Limpopo Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2005.
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Thesis (M. A. (Social Work)) --University of Limpopo, 2017.This study investigates experiences of parents of children living with physical and intellectual disabilities in South Africa’s Limpopo province. The study utilized a sample of 14 participants drawn using purposive sampling. An interview schedule with a set of questions was used to collect data. The results suggest that both positive and negative experiences are encountered by parents of children living with disabilities. Problems which children encounter on a daily basis have got also similar implications on their parents or guardians. This study has revealed that parents face many challenges ranging from personal, social, economic and financial. The study found out that it is actually more expensive, mental draining for parents of children living with disabilities to look after them. It emerged in the study that community negative attitudes on children with disabilities hinders their progress and results in social exclusion. The study also revealed that the majority of the parents believe that witchcraft had a hand in disabling their children. It also emerged that most of the parents of children living with disabilities hoped for a cure of the disabilities medically, traditionally and spiritually. However the study confirms that parents of children living with disabilities go through a cycle of denial fear, guilty, depression and acceptance after discovering that their child is disabled.
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Scharf, Mary Kay Lian Ming-Gon John. "The effects of communication training on parent participation in school programs for children with disabilities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101126.
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Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 14, 2005. Dissertation Committee: Ming-Gon John Lian (chair), Keith E. Stearns, Miryam Assaf-Keller, Mark E. Swerdlik, Ray Dembinski. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.
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Au, Yeung Nga-yee Irene, and 歐陽雅怡. "An exploratory study of families with disabled children: perceived discrimination, family functioning, and familyleisure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50700078.
Full textAbstract:
Parents nowadays face many challenges in raising their children. Those of children with disabilities take extra burden in parenting their children as these children tend to have more externalizing behaviour problems, which might have influence on the family functioning. Researchers suggested a positive relationship between family functions and family leisure activities (Zabriskie & McCormick, 2003). Perceived discrimination is also believed to be one of the possible factors contributing to the relationship. The purpose of the study is to explore the relationship between perceived discrimination, family functioning and the leisure patterns in these families. Results indicate that there is positive relationship between family leisure involvement and family functioning in these families. Family functioning of families of those reported experience of perceived discrimination is significantly lower than those who reported no perceived discrimination. However, there is no difference in family leisure involvement in both groups. Their leisure pattern does not mediate the association between perceived discrimination and family functioning.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
50
Kuaka, Kennedy Born. "Views and experiences of children with disabilities and their parents regarding school attendance." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5838_1318490189.
Full textAbstract:
The study population was children with physical disabilities who were not attending school and their parents. A sample of 19 participants was purposefully selected. A qualitative approach was used to explore the participants" attitudes, cultural beliefs, and challenges related to school attendance of children with physical disabilities. A content analysis approach was used for data analysis after translating and transcribing raw data from Tonga into English. The data were coded, categorized and themes of the content identified. Ethical procedures included, obtaining permission from the University of Western Cape, the Ministry of Community Development and Social Services in Zambia and Rural Health Centre. Signed consent from parents, consent from parents stating that their children can participate and assent from children was obtained. Anonymity and confidentiality of participants was emphasized and participants were reminded that their participation was voluntary. Participants had the freedom to withdraw without any prejudice. The results indicated positive attitudes of children and their parents towards school attendance of children with disabilities. The traditional and religious beliefs of parents did not influence or contribute to children with disabilities not attending school. The main reason why most children with physical disabilities were not attending school in Mazabuka district was due to physical and social barriers.