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Letteratura scientifica selezionata sul tema "Parent-doctor"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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Articoli di riviste sul tema "Parent-doctor"

McCarthy, Danielle M. "Doctor–parent communication". Patient Education and Counseling 87, n. 3 (giugno 2012): 289–90. http://dx.doi.org/10.1016/j.pec.2011.09.004.

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Tates, Kiek. "Doctor-parent-child communication over the years". Patient Education and Counseling 34 (maggio 1998): S11. http://dx.doi.org/10.1016/s0738-3991(98)90017-9.

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Sangster, Joan. "Honorary Doctor of Laws Degree for Madeline Parent". Labour / Le Travail 45 (2000): 349. http://dx.doi.org/10.2307/25149086.

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Tates, Kiek, Ed Elbers, Ludwien Meeuwesen e Jozien Bensing. "Doctor–parent–child relationships: a ‘pas de trois’". Patient Education and Counseling 48, n. 1 (settembre 2002): 5–14. http://dx.doi.org/10.1016/s0738-3991(02)00093-9.

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Tates, Kiek, e Ludwien Meeuwesen. "Doctor–parent–child communication. A (re)view of the literature". Social Science & Medicine 52, n. 6 (marzo 2001): 839–51. http://dx.doi.org/10.1016/s0277-9536(00)00193-3.

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McLaughlin, Melanie P. "What a Patient or Parent Wants to Tell a Doctor". International Anesthesiology Clinics 53, n. 3 (2015): 12–24. http://dx.doi.org/10.1097/aia.0000000000000068.

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Bailey, D., e M. E. Garralda. "Referral to Child Psychiatry: Parent and Doctor Motives and Expectations". Journal of Child Psychology and Psychiatry 30, n. 3 (maggio 1989): 449–58. http://dx.doi.org/10.1111/j.1469-7610.1989.tb00258.x.

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Zupancic, J. A. F. "Characterising doctor-parent communication in counselling for impending preterm delivery". Archives of Disease in Childhood - Fetal and Neonatal Edition 87, n. 2 (1 settembre 2002): 113F—117. http://dx.doi.org/10.1136/fn.87.2.f113.

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Durbin, M. "From Both Sides Now: A Parent-Physician's View of Parent-Doctor Relationships During Pediatric Cancer Treatment". PEDIATRICS 100, n. 2 (1 agosto 1997): 263. http://dx.doi.org/10.1542/peds.100.2.263.

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Tates, Kiek, e Ludwien Meeuwesen. "‘Let Mum have her say’: turntaking in doctor–parent–child communication". Patient Education and Counseling 40, n. 2 (maggio 2000): 151–62. http://dx.doi.org/10.1016/s0738-3991(99)00075-0.

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Più fonti

Tesi sul tema "Parent-doctor"

Couch, Clare Mary. "Balanced parenting with young children : relationship focused parent training within a dialectical framework : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Wellington, New Zealand". Massey University, 2009. http://hdl.handle.net/10179/1206.

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While traditional behavioural parent training programmes have assisted families with concerns of child behaviour problems, they have not kept abreast with recent conceptualisations of the development of problematic behaviours in the parent-child relationship. Research has indicated that understanding of this relationship needs to go beyond bidirectional explanations and that a dialectical framework better describes the complexity of this relationship, which, in turn, should be reflected in the parent training programmes offered. Therefore, this study provided a parent training programme focused on balance in the parent-child relationship, which encapsulated the complex, dialectical nature of this intimate relationship. A central implication when adopting this notion of balance was that all aspects of the programme were addressed at the parent and child level. In addition, multiple factors were addressed that included mindfulness and acceptance, dealing with emotions, understanding development, and addressing parental attributions. It was only within this overarching concept of balance and relationship factors that behavioural skills were introduced. Mechanisms of change were identified by investigating parental emotional schemas through their narratives about themselves, their child, and the programme. This research involved 23 parents with their 3-4 year-old children in a parent training programme where both the parent and child met weekly with a therapist in group parent training. The groups involved 2-hourly sessions for 5 weeks, modelled on a “coffee morning” where parents met and discussed issues and the children played alongside in the same room. A research assistant was available to play with and tend to basic needs of the children. Measures at pre-, post-treatment, and at follow-up targeted child behaviour problems, how much of a problem these were for the parents, parents’ sense of competence, parental attributions, and what was useful for parents in the programme. Results indicated that at post-treatment parents were able to address and maintain balance in their parent-child relationship and this reflected multiple dimensions of a dialectical understanding that had not been evident prior to the intervention. There was an increased mindfulness of both parent and child’s needs with a strong emphasis on an increased understanding of the child as an individual in their own right. Parents reported an increased recognition of the importance of dealing with emotions, with improved skills to be able to do this, an increased understanding of accommodating development, and an appreciation of needing to address parental attributions. In addition, there was a decrease in parent-reported intensity of child behaviour problems and how problematic these were for the parents, which were corroborated with parental verbal reports of improved child behaviour. Mechanisms of change that were identified included changes in parental attributions, parents being able to share with other parents, accessing “expert” knowledge from the programme facilitator, and gaining parental strategies. Implications for practice were discussed with suggestions for behavioural parent training programmes. In conclusion, limitations of the research and directions for future research were indicated.

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McLemore, Bronwyn. "Student, Parent and Teacher Perceptions of Emergent Literacy". UNF Digital Commons, 1999. http://digitalcommons.unf.edu/etd/108.

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This qualitative study was conducted to illuminate the different perceptions of students, parents, and teachers in one urban classroom pertaining to learning to read and write. The study explored the similarities, differences, and relationships among these perceptions. One kindergarten classroom was selected in an urban school that was currently implementing literacy initiatives. Eighteen students, six parents and three teachers were interviewed to provide insight into their views of emergent literacy. Five themes were identified as reoccurring topics and are discussed in the findings: activities that count as reading and writing, motivation for learning to read, how children acquire literacy skills, the use of technology to promote literacy, and working with students at home. The findings suggested that there are few literacy related issues upon which students, parents and teachers agree. Five conclusions were drawn based upon the findings. The conclusions examined the use of metacognitive discussions, appropriateness of motivational techniques, teachers' knowledge of research, effectiveness of computers in the classroom, and benefits to parents of volunteering in the classroom. The need to improve communication and interaction between students, parents, teachers and administrators was illuminated in this study.

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Griffin, Heather Renee. "The Importance of Collaboration Between Parents and School in Special Education: Perceptions From the Field". UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/530.

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Each student receiving special education services in the public school system, roughly 6.4 million students, has an Individualized Education Program (IEP) that is mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA dictates that a team of people familiar with the student, including the parents, should create the IEP. Unfortunately, research indicates that many parents believe their participation is not welcome. While only a small percentage of parents may actually be dissatisfied with the IEP process, the cost of dissatisfaction is high, further stretching already limited resources that could be better used in the classroom. The purpose of this study was to investigate parents’ and school personnel’s beliefs about and experiences with collaborative activities that took place prior to the annual IEP or 504 plan meeting. Participant perceptions and suggestions about improving the special education process were also explored. In-depth interviews were conducted with an assistant principal, a self-contained ESE teacher, a resource ESE teacher, a regular education inclusion teacher, and three parents whose children were receiving special education services. All participants were involved in the special education process at the elementary school level. The study’s findings indicated that while school personnel perceive that they are providing opportunities for parents to be involved in a collaborative manner, parents do not perceive that a fully open and transparent collaboration exists. The school made an effort to generate a comfortable environment inviting collaboration during formal meetings; however, parents expressed frustration with the more informal aspects of the special education process including initiation of services. Teachers and parents identified similar concerns and frustrations with the IEP process and suggested similar ideas for improvement. Both school personnel and parents identified scarcity of resources within the school, which seemed to create a barrier to open communication and collaboration. Suggestions for improvement included access to outside support and advocacy groups to increase parent understanding of the special education process and facilitate its process. It is concluded that, ultimately, policy makers should become more involved at the classroom level in order to understand the implications of policy change.

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Duffney, Kristen. "Effects of Online ABA Training on Stress Levels of Parents with a Child with Autism". UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/887.

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This quantitative study investigated the effects of an online training program in applied behavior analysis (ABA) on stress levels of parents that have a child with autism spectrum disorder (ASD). The online ABA training program is comprised of 22 videos which take a total of 4½ hours to complete. Parenting stress levels were assessed using the Parenting Stress Inventory Short Form (PSI-SF, Abidin, 1995) and general stress levels were self-reported scores immediately before and after the training. The assessment and questionnaire were completed online immediately before the ABA training was made available and immediately after the ABA training was completed. The final PSI-SF was distributed one week after the ABA training was completed. This study confirmed that the ABA training decreased stress from the pretest to posttest but slightly increased after the delayed posttest, although delayed posttest scores remained below baseline levels. Results of the data analysis also found that general stress reduced significantly from baseline to posttests. In conclusion, the online ABA training program was an effective tool in decreasing parenting stress and general stress levels.

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Young, James. "Assessing the Impact of Family Coaching on Parental Attitudes and Behaviors". UNF Digital Commons, 2007. https://digitalcommons.unf.edu/etd/211.

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The purpose of this study was to assess the effects of participation in a family coaching program on perceptions of parental self-efficacy, families' use of encouragement, and reinforcement behaviors. A second purpose of the study was to ascertain the lasting effect on families participating in a family involvement intervention that included coaching. Families with prekindergarten and/or kindergarten children attending school in a low-income neighborhood and neighboring child care centers were recruited for the study. The Family Coaching Institute, the family involvement intervention for this study, consisted of three 5-week, 2-hour biweekly sessions. Attendance ranged from 3 to 15 sessions. Child care, dinner, learning activities, materials, books and supplies were provided. Participants were encouraged to use the activities at home with their children between sessions. Pre-intervention and post-intervention interviews were conducted with the participants using scales designed to measure parental self-efficacy, encouragement, and reinforcement behaviors. Family members also participated in a focus group and completed the Family Involvement Learning Survey 6 months after the intervention. Results of the study indicated there were no statistically significant differences in responses from the beginning to the end of the intervention on the scales designed to measure parental self-efficacy, encouragement, and reinforcement behaviors. These findings are discussed in the context of a response shift bias. In contrast, ratings on the Family Involvement Learning Survey indicated participation in the intervention had a strong impact on family behaviors.

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Dickinson, Annette R. "Within the web the family/practitioner relationship in the context of chronic childhood illness : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Doctor of Philosophy, March 2004". Full thesis. Abstract, 2004.

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Woods, Martin. "Parental resistance : mobile and transitory discourses : a discursive analysis of parental resistance towards medical treatment for a seriously ill child : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing, Massey University, Palmerston North, New Zealand". 2007. http://hdl.handle.net/10179/1585.

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This qualitative thesis uses discourse analysis to examine parental resistance towards medical treatment of critically ill children. It is an investigation of the 'mobile and transitory' discourses at play in instances of resistance between parents, physicians and nurses within health care institutions, and an examination of the consequences of resistance through providing alternative ways of perceiving and therefore understanding these disagreements. The philosophical perspectives, methodology and methods used in this thesis are underpinned by selected ideas taken from the works of Michel Foucault and Pierre Bourdieu and supported by relevant literature in the fields of media, law, children, parenting, caring, serious childhood illness, medicine and nursing. The thesis obtains information from a variety of texts that includes established literature (such as medical, sociological, legal, academic and philosophical), newspaper articles, radio or television interviews, internet sources, court reports and proceedings, legal experts and other commentators - and 15 interview based texts, where the focus is on analyses of narratives of parents, doctors and nurses. In the texts gathered for this thesis, there are noticeable differences between the personal experience discourses of parents, the 'in-between' discourses of nurses, and the disciplined discourses of physicians. This thesis brings these discourses into conversation with each other suggesting that parental resistance does not occur because of an infrequent and unusual set of circumstances where a few socially isolated and/or 'difficult' parents disagree with the treatment desires of paediatric physicians. Instead, it is argued that from an examination of interview based texts, parental resistance is an omnipresent but transitory occurrence that affects many of the interactions between the parents of seriously ill children and clinical staff. It is maintained that within these interactions, the seeds of this resistance are sown in both critical decision making situations and in everyday occurrences between doctors, nurses and parents within healthcare institutions. Contributing factors to parental resistance include the use of power games by staff, the language of medicine, forms of symbolic violence, the presence or absence of trust between parents and medical staff, the effects of medical habitus, and challenges to the parental role and identity. Overall, it is proposed in this thesis that parents who resist treatment for their seriously ill child are not exceptions to the normative patient-physician relationship. Instead an analysis of their discourses and practices is able to illuminate the complex interactions between patients and medical conventions. It is therefore possible to see parents who resist medical advice not as peripheral to the medical encounter but as examples of how patient-physician relationships come to be codified, constructed and crafted through everyday discourses and practices within health care settings.

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MacIntyre, Lesieli I. Kupu. "Tongan mothers' contributions to their young children's education in New Zealand = Lukuluku 'a e kau fa'ē Tonga' ki he ako 'enau fānau iiki' 'i Nu'u Sila : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand". 2008. http://hdl.handle.net/10179/1398.

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This study investigates the complex nature of how Tongan mothers in New Zealand contribute to their young children's ako (learning, and general education) in their homes, in the early childhood centre and primary school settings, and in church and the community. It argues that the mothers' contribution to their children's ako is based mainly on their cultural background, educational experience in Tonga, and their Christian faith, plus new knowledge they have picked up in New Zealand. Through the use of talanoa (conversation, questions and discussion) in Tongan and English languages, data were gathered from a small community in a town in the North Island, New Zealand and were coded, analysed, and presented. The participants draw on skills and knowledge of child-rearing strategies and educational practices experienced in Tonga before their migration to this country. However, when implemented in New Zealand, some aspects prove contradictory to the current practice in Aotearoa. The mothers find these emerging tensions frustrating, yet ongoing, but new learning in this country and their Christian faith help enhance their practice. The findings show that the mothers' use of Tongan language, cultural values, beliefs, and practices, with the lived experience of their Christian faith, is effective in teaching the children social and moral education, while contributing to their academic learning and still be preserving their Tongan culture, language, and identity. The mothers' shared use of Tongan language, cultural values and Christian faith enable them to create and maintain good relationships with teachers and other mothers for making worthwhile contributions to their children's ako in the selected contexts. Most of the mothers are involved in most activities, and nearly all participate where Tongan language is used and Tongan culture and Christianity are practised. It is acknowledged that some contributions create dilemmas and mismatches of expectations between the women and mainstream educational institutions. The women's efforts, accessing information in Tongan, and operating in education using faka-Tonga ways, and creating warm relationships among the mothers, teachers, and children who contribute to one another's learning reveal the complex nature of mothers' contributions to their children's education. They shuttle from one context to another, using their faka-Tonga ways, views and practices to fulfill their obligations and responsibilities, while going through transformation in their participation. Based on these findings, implications for mothers, teachers/educators, researchers, and policymakers are considered, and suggestions for future research directions are made that may benefit the growing Tongan population since it is they who have the main responsibility for young Tongan children's ako in Aotearoa-New Zealand.

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Libri sul tema "Parent-doctor"

Schmidt, Michael A. Childhood ear infections: What every parent and doctor should know about prevention, home care, and alternative treatment. Berkeley, Calif: North Atlantic Books, 1990.

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Daley, Margaret. What the heart knows. New York, NY: Steeple Hill Books, 2004.

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Daley, Margaret. What the heart knows. Waterville, Me: Thorndike Press, 2004.

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Lokietz, Howard. Doctor Howie on Raising Children: A Parent User Friendly Guide for the First Five Years. 1st Books Library, 1992.

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Wahl, Jan. Doctor Rabbit's Foundling. Little Simon, 1990.

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Husak, Douglas N. Legal Paternalism. A cura di Hugh LaFollette. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199284238.003.0016.

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This article's central interest is to examine the special philosophical difficulties that arise in attempts to think about paternalism in legal contexts. Most moral philosophers have focused on personal relationships in their efforts to understand both the nature and the justification of paternalism. That is, they have endeavoured to identify the conditions under which what they define as paternalism might be justified in situations in which one person (for example, a parent, a doctor, or a friend) interacts with another person (for example, a child, a patient, or a friend). The article is largely concerned with the problems that inhere in efforts to apply to the domain of law any theories about paternalism that might be derived from these personal contexts. It proposes tentative solutions to several of these problems.

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WAY HOME, THE: A DOCTOR CARES FOR HIS AGING PARENTS. Hyperion, 2008.

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Pearce, John. Ansiedades Y Miedos: Como Aumentar LA Autonomia De Tu Hijo Y Su Seguridad En Si Mismo (Serie Doctor John Pearce, 2). Ediciones Paidos Iberica, 2001.

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Levkoff, Logan. Got teens?: The doctor moms' guide to sexuality, social media and other adolescent realities. 2014.

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Capitoli di libri sul tema "Parent-doctor"

Able-Boone, Harriette. "Parent-professional communication relative to medical care decision making for seriously ill newborns". In Doctor–Patient Interaction, 227. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/pbns.4.13abl.

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Winnicott, D. W. "The teacher, the parent, and the doctor". In Thinking about Children, a cura di Ray Shepherd, Jennifer Johns e Helen Taylor Robinson, 77–93. Routledge, 2018. http://dx.doi.org/10.4324/9780429483950-12.

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Winnicott, Donald W. "The Teacher, the Parent and the Doctor". In The Collected Works of D. W. Winnicott, 375–88. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271336.003.0069.

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In this paper, Winnicott studies difficulties in the emotional development of babies and of children of different age groups. It forms the foundation for a study of the inter-relations of parents, teachers, doctors and all concerned in the management and education of the children.

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Dickens, Charles. "The Child of the Marshalsea". In Little Dorrit. Oxford University Press, 2012. http://dx.doi.org/10.1093/owc/9780199596485.003.0009.

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The baby whose first draught of air had been tinctured with Doctor Haggage’s brandy, was handed down among the generations of collegians, like the tradition of their common parent. In the earlier stages of her existence, she was handed down in a literal and...

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Winnicott, Donald W. "Support for Normal Parents". In The Collected Works of D. W. Winnicott, 287–90. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271343.003.0046.

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This essay deals with the problems of communicating medical knowledge to parents who have a different kind of knowledge of their children. Winnicott describes and applauds the fact that the State in England allows parents freedom to choose to accept or refuse what the State offers in the way of helping programmes. He also stresses the importance of a doctor respecting the specialized knowledge of the parent when it comes to treating the ill child.

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Evans, Hughes. "Chapter 3 Gender and Doctor–Parent Communication about Down Syndrome in the Mid-Twentieth Century". In Pink and Blue, 51–74. Rutgers University Press, 2021. http://dx.doi.org/10.36019/9781978809871-004.

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"On Being a Parent, a Son, and a Husband". In Geek Doctor, 317–70. HIMSS Publishing, 2014. http://dx.doi.org/10.1201/b21575-12.

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Crighton, A., e J. G. Meechan. "Oral medicine and oral surgery in children". In Paediatric Dentistry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789277.003.0024.

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Children experience a variety of oral medicine and oral surgical problems, of which some last into adulthood and some resolve with or without intervention by the dentist or doctor. Even where the same pathology is found in both adults and children the approach to management and the issues of delivering dental care may be very different in each group. This chapter reviews conditions of the orofacial region, oral soft tissues, and bone that are frequently found in children or require a particular approach to their management in a paediatric population. The examination of the child starts as soon as the dentist and the child meet. Observations about a child’s weight, height, and development for his/her age, the attachment to the parent or siblings, and even the clothing worn by the child can be important. Apart from being a good starter to a conversation, the child’s new clothes or shoes can suggest a period of growth. Facial and perioral observation is best completed when seeing the child initially, as first impressions of swelling or asymmetry can be investigated later during the standard clinical examination. Although the history will elicit the findings needed to diagnose dental as well as non-dental conditions, the information needed for non-dental conditions and the impact that these conditions have on the child need particular exploration. When at all possible the child should be the source of the information—usually supported by the views of a parent—but it is important to have the child as the focus for initial information gathering. Be careful not to interpret the language used too literally—not every ‘ulcer’ turns out to be such, and always ask ‘What do you mean by …’ if the child or parent uses a word with a particular meaning to the dentist. Many ulcers subsequently turn out to be ‘sore bits’ with questioning—let the child use language with which they are comfortable. Always ask the child for permission before starting an extra- or intraoral examination of the soft tissues and explain what is going to happen.

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Zengeya, Stanley Tamuka, e Tiroumourougane V. Serane. "Focused history taking". In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0009.

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Focused history taking is a vital part of the MRCPCH clinical exam; candidates are expected to grasp the key issues and formulate an effective management plan. This station requires candidates to be efficient, purposeful, and well-directed in their approach. The candidate is expected to obtain and present the key facts in the history and suggest an appropriate management plan. The examiner sits in the room as an observer while the candidate takes the history. This gives the examiner ample opportunity to assess the candidate’s communication skills, general approach, and knowledge of the condition. Only 13 minutes are allowed with the patient in the presence of the examiner. In the subsequent 9 minutes, the candidate will present and discuss the history. Problem-oriented history and management is the most effective way of approaching this station. The objectives of obtaining a focused paediatric history are: • to establish and maintain rapport with the child and parents • to obtain an overview of the child’s previous and current health issues • to establish the psychological, family, and social context of a child’s illness • to reach a correct diagnosis (or form a differential diagnosis) • to plan an appropriate management strategy. Although the principles of history taking in children are similar to those used for adults, there are important differences in the scheme and the details. The paediatric case history is potentially more difficult to elicit and is influenced by the age of the child. For each age group, you will have to adapt your style. The primary historian may be the child or another person, usually the parent. The consultation itself is triadic, involving the child, their family (or caregiver), and the doctor. Always keep in mind the principles of communication (discussed in chapter 2) and use an empathic approach while taking the history. Although in most cases the parents give the history, the child must also be encouraged to speak. In young children who have limited speech, you must take the history through the parents or the carers. In teenagers, there is a difficult line to tread between giving the child complete autonomy and allowing the parent to be the main historian.

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Otis, Jessica J. "Parents’ Experiences". In Aniridia and WAGR Syndrome. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195389302.003.0013.

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Editor’s Note: Since not much was known about aniridia for many years some doctors did medical procedures that we now know should not be done on aniridic eyes. Please do not use any specific story here as a guide for your journey, because some of the medical procedures mentioned should not have been done. Furthermore, please make sure to see a doctor with experience and knowledge of anirida. Lastly, please keep in mind, each person’s journey has different medical issues. Not everybody will experience the exact same medical challenges in their journeys. When we face challenges in our lives, we turn to those who love and support us. Yet sometimes it isn’t enough; we need the support of those who know how we are feeling and what we are going through. Parents who have children with aniridia can help each other by talking, lending advice, or just being there with a shoulder lean on. The stories compiled in this chapter are from parents who wish to share their personal experiences and struggles of having a child with aniridia. It is our wish that these stories will give you hope and inspiration as well as show you the love a parent has for a child, even when it seems like there is no light at the end of the tunnel. When I was 29 years old, we were blessed with our third child. We already had two sons, and now we had a little girl! From the very beginning, I knew something was wrong. Amy seemed to keep her eyes closed most of the time. When I took her outdoors, she would bury her head in my shoulder. I told our pediatrician to look at her eyes, and he told us not to worry. He said that she had muscle problems that surgery could correct. Over the months to follow, we decided to see an ophthalmologist. He told us that Amy had been born with a rare eye condition called aniridia.

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