Дисертації з теми "Family collaboration"
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Peleg, Kristine. "Rachel Calof's text(s): Family, collaboration, translation, 'Americanization'." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280320.
Повний текст джерелаGregg, Lisa. "Collaboration in family violence intervention: A process evaluation of the hamilton Family Safety Team." The University of Waikato, 2007. http://hdl.handle.net/10289/2520.
Повний текст джерелаMcCubbins, Jennifer Lynn. "Transition into Kindergarten: A Collaboration of Family and Educational Perspectives." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9894.
Повний текст джерелаMaster of Science
Lincoln, Robert. "Multi-agency collaboration against domestic violence learning from a 10-year effort /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r_lincoln_012409.pdf.
Повний текст джерелаChan, Vivian Wing Yan. "Promoting change through collaboration : reshaping the professional boundaries of family physicians through the Division of Family Practice." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42867.
Повний текст джерелаClark, Rebecca E. "Perceived Need of Family Physicians for Their Patients to Receive Family Therapy Related Care." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33059.
Повний текст джерелаMaster of Science
Marshall, Joanne Kay. "Family-professional collaboration for positive behavioral support, a participatory action research project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/MQ41810.pdf.
Повний текст джерелаHildebrand, Mary Anne. "A study of collaboration between child and family services and battered women's shelters." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ32926.pdf.
Повний текст джерелаWitko, Kim, and University of Lethbridge Faculty of Education. "Partnerships in mental health : effective referral and collaboration between family physicians and psychologists." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/209.
Повний текст джерелаxiii, 156 leaves ; 28 cm.
Taylor, Wade. "Predicting Marital Discord and Depression in Early Head Start Mothers: A Step Toward Marriage and Family Therapy Collaboration." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2713.
Повний текст джерелаWixom, Jacob Hartt. "Logics of Collaboration: An Ethnography of Codesign in the Brazilian Amazon." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8650.
Повний текст джерелаSingh, Yesheen. "Communication and collaboration: an exploration of clinical governance Interventions in the Western Cape Department of Health over the past twenty years." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32979.
Повний текст джерелаYoon, Hammer Miyoung Christine. "A survey of the attitudes and behaviors of medical family therapists regarding complementary and alternative medicine an exploration of collaboration /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаKeilty, Bonnie, Carol M. Trivette, and Jennifer Kenealy. "Families as Disciplinary Experts: Collaborating to Build on Family Strengths in Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4427.
Повний текст джерелаTannenbaum, Lloyd Gordon. "Parent/Professional Perceptions of Collaboration When Viewed in the Context of Virginia's Comprehensive Services Act System of Care." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30165.
Повний текст джерелаEd. D.
Ozturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.
Повний текст джерелаBaker, Katie, R. Dean, S. C. Smith, D. Petgrave, C. Rowe, Karen Schetzina, and Jodi Polaha. "Reach, Effectiveness, and Adoption of the Family Check-Up in a Pediatric Primary Care Setting in Northeast Tennessee: An Interprofessional Collaboration." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6574.
Повний текст джерела小倉, 正義, та Masayoshi OGURA. "学校と家庭の連携に関する研究の動向". 名古屋大学大学院教育発達科学研究科, 2007. http://hdl.handle.net/2237/10330.
Повний текст джерелаHemphill, Rachel C. "Disease-related collaboration and adjustment among couples coping with type 2 diabetes." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618885.
Повний текст джерелаCoping with chronic illness often takes place within the context of the marital relationship. Among married couples, collaborative efforts to cope with one partner's chronic health condition have been linked to a range of positive outcomes, including better disease management among patients and greater emotional and interpersonal adjustment among patients and their spouses. Theory suggests that dyadic forms of coping with disease, such as collaboration, may be more beneficial when they are consistent with, or match, partners' appraisal of who is responsible (couple vs. patient) for managing the patient's disease. Very few studies, however, have examined this possibility. The current study of couples coping with one partner's diabetes addressed this research gap by investigating whether disease-related collaboration was more strongly related to better adjustment among partners who view diabetes management as their shared responsibility compared to those who view diabetes management as the patient's responsibility alone. Three major areas of adjustment were examined: 1) patients' disease management; 2) patients' and spouses' emotional well-being; and 3) patients' and spouses' relationship quality. Participants were 126 married couples in which one partner (the patient) was at least 55 years old and had been diagnosed with type 2 diabetes for at least one year and the other partner (the spouse) did not have diabetes. Patients and spouses separately completed a baseline interview and 24-day electronic daily diary. Predictor variables were derived from interviews; outcome variables were derived from daily diary records, and daily assessments of outcomes were aggregated across the entire diary period. Study hypotheses were tested using regression analysis and dyadic multilevel modeling. Results indicated that disease-related collaboration was linked to more positive psychosocial outcomes among patients in "shared responsibility" couples compared to patients "patient responsibility" couples. In contrast, collaboration had mixed associations with spouses' psychosocial outcomes, and none of these associations depended on partners' appraisal of responsibility for diabetes management. Overall, findings suggest that match between partners' collaborative efforts to cope with diabetes and their appraisal of disease management is important for the daily psychosocial adjustment of patients, but not for that of spouses. Implications for theory and intervention are discussed.
Cook, Natalie E. "Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64424.
Повний текст джерелаMaster of Science in Life Sciences
Haines, Lisa Catherine. "Perceived Need of Directors for Family Therapy-Related Services in a Child Care or Preschool Setting." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31119.
Повний текст джерелаMaster of Science
Kridler, Jamie Branam, Mary R. Langenbrunner, Karen Neef, and Terry Cutshaw. "Community House Cooperative: A Model for Collaboration and Building Partnerships with Community/Government Agencies, Universities and Secondary Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3486.
Повний текст джерелаKrantz, Ahlstrand Evelina, and Sara Svahn. "Föräldrars erfarenheter av läsningens betydelse efter besök inom barnhälsovården." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-38682.
Повний текст джерелаBackground: The aim of child health care is to promote and follow the child’s health, development, well-being and life situation. Through health dialogue with parents, the child health nurse lays the foundation for a good language development. Reading books and the linguistic interplay within the family are significant factors in the child’s language development.Purpose: The purpose was to describe parents' experiences of reading importance to children after visiting/language information in child health care. Method: Two semi-structured interviews consisting of focus groups of parents were carried out. The interviews were analysed using a qualitative content analysis with an inductive approach. The data analysis resulted in two categories: knowledge and commitment, as well as five sub-categories.Results: Parents do possess knowledge on how reading affects the child. Lack of time was presented as one concern and older siblings were being prioritised for bookreading. The child health nurse´s concrete examples of reading children’s books and the setup of the visit affect how the information is received. Language information leads to inspiration for reading to your child using age group-adapted books. Parents are under the impression that the health dialogue does not provide any new information, and that the child is not interested in being read to.Conclusion: Information about language development and reading inspires parents to start reading to the child. Lack of time, siblings and insecurities from the parents’ side on how to read in an age group-adapted way affect parents in their ability to maintain previous family reading habits.
Språklust
Graça, Anabela Fernandes da. "Escola - Familia: a educação em rede." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4679.
Повний текст джерелаO presente estudo enquadra-se na análise das relações entre a escola e a família, utilizando as parcerias educativas como promoção de uma cultura de maior participação, na busca de respostas às novas exigências sociais. Alguns estudos têm demonstrado as vantagens da colaboração entre escola-família-comunidade. Nesta perspetiva, pretende-se descrever as relações existentes e, através da participação dos intervenientes, equacionar modelos que caracterizem uma melhor colaboração. O trabalho em rede envolve a noção de parceria, a ação de todos os atores promove um melhor conhecimento da realidade e dos saberes. Todavia, colocam-se elementos críticos que nos propomos analisar: o tipo de colaboração, a comunicação, a coordenação horizontal e a vertical. A investigação desenvolve-se num contexto educativo, seguindo uma abordagem qualitativa – estudo de caso. Foi realizada em 2010/2011, numa escola secundária, utilizando como instrumentos de recolha de dados o questionário e a entrevista semi-estruturada. O estudo permitiu-nos notar que, apesar de a legislação favorecer a participação, as escolas parecem manter padrões tradicionais de interação com as famílias. As conclusões constituem o resultado das perceções e das representações sociais recolhidas numa comunidade escolar sobre a sua ação, contribuindo para (re)pensar o papel da escola no seu relacionamento com as famílias e a comunidade.
This study is based on the analysis of the relationships between school and family, using educational partnerships and promoting a culture of greater participation in the search for answers to new social demands. Some studies have demonstrated the advantages of collaboration between school-family-community. In this perspective, it is intended to describe the relationship and, through the participation of stakeholders, consider models that characterize a better collaboration. Networking involves the notion of partnership, the action of all actors promotes a better understanding of reality and knowledge. However, there are critical elements that we propose to consider: the type of collaboration, communication, horizontal and vertical coordination. As the research develops in an educational context we decided to engage the investigation with a qualitative approach - Case Study. It was held in 2010/2011, in a secondary school, using for data collection instruments such as a questionnaire and interview. The study allowed us to note that despite legislation encouraging participation, the schools seem to maintain traditional patterns of interaction with families. The conclusions are the result of a composition of perceptions and social representations collected in a school community about its action, contributing to (re) consider the role of school in its relationship with families and the community.
Feranita, Faranita. "Collaborative innovation in family firms : collaborating within and beyond." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125615/.
Повний текст джерелаFigueiredo, Maria João Ferreira da Silva Amaral de. "A relação escola-família no Pré-Escolar: contributos para uma compreensão." Master's thesis, [s.n.], 2010. http://hdl.handle.net/10284/1937.
Повний текст джерелаAo longo dos tempos a questão das relações entre pais e professores é um assunto que tem gerado várias reflexões entre muitos autores no âmbito da Psicologia da Educação. Este assunto origina debates e polémicas e leva, por vezes, a posições antagónicas. Encontramos aqueles que valorizam as relações entre a família e a escola e acreditam nas suas vantagens e os que continuam a ver a escola apenas como um local de aprendizagem onde os pais não devem intervir. A temática deste estudo relaciona-se com as percepções que os pais têm sobre o pré-escolar, procurando analisar e interpretar a forma como essas mesmas percepções influenciam a forma de relacionamento com a escola. Para que a relação escola/família possa ter ligações mais fortalecidas, será necessário que a escola se abra aos pais e à comunidade envolvente, permitindo que estes possam participar de uma forma mais activa nas actividades da escola. Dividimos o nosso trabalho em duas partes: a primeira faz uma abordagem do sistema familiar e do escolar, debruçando-se ainda sobre a problemática da colaboração entre os pais e o pré-escolar. Tendo em conta a legislação vigente, o estudo refere a opinião de vários autores, os quais nos serviram de base para a realização deste trabalho (Ramiro Marques, 1997 e 2001, Teresa Sarmento, 2002 e 2005, e José Diogo, 1998, entre outros). A segunda parte refere a metodologia seguida, a análise e interpretação dos resultados obtidos, apontando as variantes de opinião significativas encontradas e tirando as respectivas conclusões. O presente trabalho resulta de um estudo realizado numa Instituição Particular de Solidariedade Social de Oliveira de Azeméis (Centro de Apoio Familiar Pinto de Carvalho) na resposta social de pré-escolar. A investigação insere-se numa abordagem descritiva e exploratória, envolvendo 30 pais/encarregados de educação, tendo sido utilizado o inquérito por questionário como principal técnica de recolha de dados. Em conclusão e de modo geral, podemos referir que a relação entre a família e a escola se encontra no bom caminho, embora necessite que alguns pais se esforcem um pouco mais, de forma a entender a necessidade de um maior envolvimento entre pais e educadores, tornando as relações entre ambos numa rotina. Through time the topic of the relationships between parents and teachers has generated many reflections by authors in the field of Education Psychology. The subject leads to strong debates and controversy and sometimes shows contradictive stands. We find those who give priority to for the family-school relations and believe in its positive outcome and those who continue to see the school only as a learning place where parents should not intervene. The theme of this study relates with the perception that parents have towards the pre-scholar, analyzing the way that this perception influences their relationship with the school. In order for the relation school-family to strengthen its connections, the school shall open itself for the parents and to the surrounding community, allowing these to participate in a more active way in the school activities. We divide our work in two parts: the first looks into the family and scholar systems, studying as well the issue of collaboration between parents and the pre-scholar. Having in consideration the current legislation, the study mentions several author's opinions, which created the structural base for this work (Ramiro Marques, 1997 and 2001, Teresa Sarmento, 2002 and 2005, and Jose Diogo, 1998, among others). The second part shows the followed methodology, the analysis and interpretation of the results, pointing out the various points of view and acknowledging the results. This work is the result of a study that took place in a social Social Solidarity Private Institution from Oliveira de Azeméis (Family Support Centre Pinto de Carvalho) in the social outcome of the pre-scholar. This investigation is marked by a descriptive and explanatory position, involving 30 parents/rsponsible of education individuals, having made use of an enquiry as the main tool to gather the data. In conclusion and in a general mode, we can say that the relationship between the family and the school is following a good track, although is requiring more effort from some of the parents, in order to understand better the necessity for a bigger involvement between parents and tutors, turning this connection more frequent.
Pirtle, Jody Marie. "Collaboration Among Families, Educators, and Medical Professionals to Create a Rural Medical Home for Children with Special Health Care Needs and Disabilities." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/283632.
Повний текст джерелаLukoševičienė, Vilija. "IKIMOKYKLINIO UGDYMO PEDAGOGŲ BENDRAVIMO IR BENDRADARBIAVIMO SU ŠEIMA YPATUMAI." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092821-53340.
Повний текст джерелаBachelor's analysis the pre-school teachers’ communication and collaboration with family characteristics. Have stated the hypothesis that pre-school teacher collaboration with the family leads to the most inadequate dissemination of information and cooperation in underdeveloped powers. The study included 138 preschool teachers of Siauliai prežschool education institutions and 4 directors of these institutes. Carrying out a survey investigated what are the main pre-school teachers' cooperation with family areas, what factors promote or limit this cooperation and what are assumptions for more effective cooperation of the pre-school teachers with the family. The Heads of pre-school education institutions complemented the quantitative study by completing the surveys of semi-structured interviews. The study identifies the basic pre-school teachers' cooperation with family areas: children's socialization, skills development, health and assessment oh children achievement. The results showed that stimulating factors of the pre-school teacher collaboration with the family may be considered: more closely expertise, better information sharing, positive relationships between cooperating entities, personal initiative and organizational cultural factors. Process of cooperation among pre-school teachers and families is insufficient to interfere with the dissemination of information, different co-actors approaches addressed to the problems and lack of competence of the... [to full text]
Tannerfalk, Lisa, and Mathilda Strandberg. "Omvårdnad i livets slutskede : Närståendevårdares erfarenheter av palliativ vård i hemmet." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-34660.
Повний текст джерелаBackground: The proportion of patients who are in need of palliative care in the home increases and therefor the proportion of informal carers’ increase. It is a difficult transition to go from next of kin to informal carer and therefore it is important for the professional care team to promote informal caretaking role as a good resource in the care team. Objective: To describe informal carers’ experience of palliative home care. Method: A literature review with summary and analysis of twelve qualitative articles. Results: Three main categories emerged in the results; interaction with caregivers, exposure and teamwork and participation. Informal carers had a great need of a good care relationship and communication with the medical staff and they wanted a clear role in the care team. They wanted to be confirmed and seen as individuals with individual needs while they thought it was problematic to put their own needs first. Conclusions: Carers experiences of palliative care in the home has proved to be ambiguous due to individual needs. There is a balancing act to how healthcare professionals have to meet the current needs and to respond to informal carers in the best way. It is therefore important for the healthcare professionals to individualize and adapt the care regarding different situations in palliative home care with help from the informal carers as a big part of the teamwork to optimize the care.
Savard, Aurélie. "Rôle de la collaboration famille-école dans la relation entre les caractéristiques sociodémographiques des familles et les difficultés de comportement des enfants de maternelle." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9532.
Повний текст джерелаAbstract : Children with limited school readiness are at risk for behavioral problems, which impact their school adjustment. Parents’ involvement in school, such as family-school partnership (FSP), may be a protective factor improving child's adaptation throughout their school career. Literature shows the important role of the FSP in reducing behavioral difficulties, especially for children from disadvantaged families. This study aims to explain child externalizing and internalizing behavior problems in kindergarten through FSP in children showing a limited school readiness. Linear regressions show that a frequent communication between the parent and the teacher is associate with a greater presence of externalizing and internalizing behaviors for the whole sample (n=47). However, FSP moderates the relationship between the demographics vulnerabilities and internalized child behavior problem in kindergarten. Indeed, for disadvantaged families, when there is a more frequent communication, children have less internalized behaviors.
Aydin, Nadire Gulcin. "A national study : school counselor involvement in school, family and community partnerships with linguistically diverse families." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3254.
Повний текст джерелаHenry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.
Повний текст джерелаFaith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES), implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: Just Mentor (i.e., a school-based mentoring program), Just Connect (i.e., a classroom adoption program), and Just Rewards (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love.
The Model for Collaborative Evaluations (MCE) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions. A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students.
In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews. The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students.
Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School.
On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES.
Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored.
Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children.
Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed. (Abstract shortened by UMI.)
Järbur, Martin, and Christopher Nyström. "Towards Increased Strategy Involvement of Boards in SMEs : A qualitative study mapping obstacles and exploring solutions for boards' involvement in strategy." Thesis, Umeå universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-109984.
Повний текст джерелаRiley, Michael Wayne. "Belonging in Parent-School Partnerships: Perspectives of Parents of Middle School Students with Autism." Scholar Commons, 2002. https://scholarcommons.usf.edu/etd/5390.
Повний текст джерелаTaylor, Teresa, Jamie Branam Kridler, and Mary Langenbrunner. "Importance of Community Connections: Strategies for Intervention & Prevention." Digital Commons@Georgia Southern, 2016. https://digitalcommons.georgiasouthern.edu/nyar_savannah/2016/2016/84.
Повний текст джерелаAnstey, Erica Hesch. "Factors Related to the Professional Management of Early Breastfeeding Problems: Perspectives of Lactation Consultants." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4860.
Повний текст джерелаNaraha, Mio, and Pia Lönqvist. "Psykiatrisjuksköterskors erfarenheter av samarbete med närstående i psykiatrisk vård." Thesis, Högskolan i Halmstad, Hälsa och omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37594.
Повний текст джерелаFamily members and next of kin are a central and natural partner who, together with the patient, constitutes the most important experts in their life circumstances. Collaboration with family members may include prevention of illness, acceleration of recovery, shorter care time and fewer incisions for the relative with mental illness. Only a few studies describe the professionals´ perspective on collaboration with family members. Aim: The aim of the pilot study was to describe the psychiatric nurse's experiences of collaboration with family members in psychiatric care. Method: The study has a qualitative approach and data was based on four interviews with psychiatric nurses based on open questions. Data has been analyzed with qualitative content analysis. Result: The study resulted in the categories: Opportunities for collaboration, Experiences of working collaboration and Experiences of challenge for collaboration. Conclusion: Psychiatric nurses had an interest in collaboration with family members in psychiatric care. Collaboration was considered positive in patient work but was not always possible to practice. Collaboration was found to facilitate patient work and lead to improved relationships between family members and patient. There were several difficulties that constituted interference to collaboration. It requires that the psychiatric care unit provide support in raising competence and has an attitude aimed at collaboration with family members for quality improvement. The result may be important for improvement purposes in order to develop effective collaborative relationships with family members in psychiatric care.
Faquim, Juliana Pereira da Silva. "Colaboração interprofissional na Estratégia Saúde da Família e a produção do cuidado em saúde durante o pré-natal." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-16032016-144923/.
Повний текст джерелаIntroduction: One of the most important changes in health care production is the reorganization of the work process including multi-professional teams and interdisciplinary approaches. The interprofessional collaboration has been identified as a resource that can be mobilized to increase the effectiveness of health systems, and as an innovative strategy, it can play an important role in facing problems of the health care model and health workforce. Objectives: To describe the perceptions and attitudes on interprofessional relations in dental care within antenatal care, to build collectively and test a pregnant care protocol to boost skills in collaborative work for improving the quality of care. Methods: For this, an observational study for selection of two health units was carried out. After that, a before-after study, with a post-test control group, including mixed methods was undertaken. The study population comprised eight health professionals (doctors, dentists, nurses and technicians in oral health) and 60 pregnant women enrolled in two health units of the family of Uberlândia city, 36 categorized in the intervention group and 24 in the control group. Numerical data, narratives from interviews and field diary records were used to identify changes in self-rated oral health, quality of life related to oral health measured by OHIP-14, in the perception of pregnant women about the teamwork and the professional practices. Statistical tests to detect differences of significance and thematic content analysis were used to interpret the outcomes. Results: In general, the perception/attitude of health professionals was favorable on interprofessional collaboration. Differences among the determined professions can represent a subjective barrier before implementation of collaborating protocols. Differences among primary healthcare showed that interaction among workers of multi-professional team can surpass difficulties derived of isolated and distinct way in which every worker is graduated. A Pregnant Care Protocol was produced and tested covering the flow and dynamics of work processes within an interprofessional collaborative perspective. According to the professionals, the intervention despite its challenging character, encouraged the teams commitment to refocus the work process resulting in more collaborative professional interaction. Most of pregnant women were young (under 26 years old) and had incomplete or complete high school with no significant differences between the test and control groups. Pregnant women realized that professionals worked more as a team in the intervention group than in the control group. Self-rated oral health and oral health-related quality of life in pregnant women improved after intervention. Conclusions: In conclusion, despite the general perception in favor of, formal and organizational resources associated with interprofessional collaboration are not being employed. The ZOPP method proved flexible and suitable for the development of skills for collaborative work and the construction of a protocol services organization in primary health care. It was concluded that the Pregnant Care Protocol tested caused tensions and produced positive effects on interprofessional collaboration and on oral health-related quality of life contributing to improve antenatal care offered.
Barrett, Donna Marie. "Exploring Social Support Networks of African American Emancipated Foster Care Women." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3428.
Повний текст джерелаTracey, Kerryn A. "Collaborations between music therapist and parents to transfer music therapy activities into the home context for children with Autism Spectrum Disorder." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/58977.
Повний текст джерелаDissertation (MMus)--University of Pretoria, 2017.
Music
MMus
Unrestricted
Fazliu, Fatlume. "En utforskande studie : inköpslistor som app." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-17534.
Повний текст джерелаThe purpose of this study was to explore the possible use of digital shopping lists in a family constellation.This was accomplished through qualitative methods and collected empirical data from diaries, interviews,observations and a focus group. The study involved four family members. The result has then beenanalyzed using previous research and parts of the analysis has been transformed into tables. The resultshowed that there is a need for digital shopping lists in a family constellation and features that need tomeet the needs of the family. The study concludes by giving five overall guidelines for design.
Smith, Matthew Scott. "Implicit Affinity Networks." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1112.
Повний текст джерелаRocha, Francisca Alanny AraÃjo. "ColaboraÃÃo interprofissional entre docente de ensino superior e profissionais de saÃde da estratÃgia de saÃde da famÃlia em Juazeiro do Norte: estudo de caso." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10733.
Повний текст джерелаAhlberg, Rebecka. "Barnets bästa : En kvalitativ studie av familjerättssekreterarens arbete med barns delaktighet i samarbetssamtal." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77845.
Повний текст джерелаRitz, Elizabeth Coleman. "WHAT PARENTS EXPERIENCE AS THEY NAVIGATE HOME AND SCHOOL SHARED LITERACY PRACTICES WITH THEIR PRESCHOOL CHILDREN: A NARRATIVE INQUIRY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent149890872870899.
Повний текст джерелаMeraz, Lotta, and Jenny Sandberg. "Distriktssköterskors erfarenheter av att vårda barn i hemsjukvård." Thesis, Jönköping University, HHJ, Avd. för omvårdnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51516.
Повний текст джерелаBackground: Home care for children is a new and growing form of care in Sweden. The possibility of receiving help from home care for sick children looks different depending on where in the country the family lives. In the county of Skåne, there is specialized home care for sick children, while children in the rest of the country receive contributions from the municipality's district nurses in home care. Aim: The aim was to elucidate district nurses' experiences of caring for children in home care. Methods: Interviews using a qualitative approach were conducted with ten district nurses and three nurses. The material was analyzed with a qualitative content analysis. Results: All informants had experience but considered themselves to lack important knowledge about the care of sick children. A good collaboration and clear communication with the prescribing clinic where the child was cared for was necessary to be able to perform safe care at home. They also needed more time for the home visits, to be able to deal with the children, parents, and siblings. Conclusions: The care of children was considered positive and meaningful by the district nurses, but resource-intensive as it was sought to work in pairs during home visits. A well-functioning communication between the prescribing clinic and home health care was considered important. Good care relations between the child, the family and district nurses were a prerequisite for being able to provide patient-safe care Keywords: Collaboration, communication, family focused care, knowledge
Pipik, Robert F. (Robert Francis). "The family self-sufficiency collaborative." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69381.
Повний текст джерелаDegoldi, Brett Raymond. "Lawyers' experiences of collaborative family law." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32367.
Повний текст джерелаLaw, Peter A. Allard School of
Graduate
Rioux-Dubois, Annie. "L'intégration et la négociation du rôle de l'infirmière praticienne en soins de santé primaires en contexte de collaboration interprofessionnelle." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38717.
Повний текст джерелаPeyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.
Повний текст джерелаTitle from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.