BurnEd: Parental, psychological and social factors influencing a burn-injured child's return to education

被引：30

作者：

Horridge, Gemma ^{[1
]}

Cohen, Keren ^{[2
]}

Gaskell, Sarah ^{[1
]}

机构：

[1] Cent Manchester Univ Hosp NHS Fdn Trust, Manchester, Lancs, England

[2] London Metropolitan Univ, Sch Psychol, London, England

来源：

BURNS | 2010年 / 36卷 / 05期

关键词：

Paediatric; Pediatric; Children; Adolescents; Burn-injury; School; Return to school; Grounded Theory; Model; Education; POSTTRAUMATIC STRESS SYMPTOMS; QUALITY-OF-LIFE; FAMILY ENVIRONMENT; ADJUSTMENT; DEPRESSION; MOTHERS; SCHOOL; IMPACT;

D O I：

10.1016/j.burns.2009.08.013

中图分类号：

R4 [临床医学];

学科分类号：

1002 ; 100602 ;

摘要：

Childhood burns are painful and traumatic and impact the child and their family. For the child, part of the returning to wellness process involves successfully returning to school, a process in which parents play a vital role. This qualitative research aimed to examine how influential parental and other factors were in the return to school process. Data was collected through semi-structured interviews and was analysed using a social-constructivist Grounded Theory approach. The analysis revealed that parental confidence-in themselves, their children and their children's schools; role adaptation, skill acquisition and flexibility; and school receptivity, were pivotal in the return to school process. (C) 2009 Elsevier Ltd and ISBI. All rights reserved.

引用

页码：630 / 638

页数：9

共 17 条

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