BurnEd : parental psychological and social factors influencing a burn0injured child's return to education.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

BurnEd : parental psychological and social factors influencing a burn0injured child's return to education. / Horridge, Gemma; Cohen, Keren; Gaskell, Sarah.
In: Burns, Vol. 36, No. 5, 08.2010, p. 630-638.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Horridge, G, Cohen, K & Gaskell, S 2010, 'BurnEd : parental psychological and social factors influencing a burn0injured child's return to education.', Burns, vol. 36, no. 5, pp. 630-638. https://doi.org/10.1016/j.burns.2009.08.013 |

APA

Horridge, G., Cohen, K., & Gaskell, S. (2010). BurnEd : parental psychological and social factors influencing a burn0injured child's return to education. Burns, 36(5), 630-638. https://doi.org/10.1016/j.burns.2009.08.013 |

Vancouver

Horridge G, Cohen K, Gaskell S. BurnEd : parental psychological and social factors influencing a burn0injured child's return to education. Burns. 2010 Aug;36(5):630-638. doi: 10.1016/j.burns.2009.08.013 |

Author

Horridge, Gemma ; Cohen, Keren ; Gaskell, Sarah. / BurnEd : parental psychological and social factors influencing a burn0injured child's return to education. In: Burns. 2010 ; Vol. 36, No. 5. pp. 630-638.

Bibtex

@article{2f688d7a08644c5aa4ab6a844a978a1f,

title = "BurnEd : parental psychological and social factors influencing a burn0injured child's return to education.",

abstract = "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.",

keywords = "Paediatric, Pediatric, Children, Adolescents, Burn-injury, School, Return to school, Grounded Theory, Model, Education",

author = "Gemma Horridge and Keren Cohen and Sarah Gaskell",

note = "PG Intake 2005",

year = "2010",

month = aug,

doi = "10.1016/j.burns.2009.08.013 |",

language = "English",

volume = "36",

pages = "630--638",

journal = "Burns",

issn = "0305-4179",

publisher = "Elsevier Limited",

number = "5",

}

RIS

TY - JOUR

T1 - BurnEd : parental psychological and social factors influencing a burn0injured child's return to education.

AU - Horridge, Gemma

AU - Cohen, Keren

AU - Gaskell, Sarah

N1 - PG Intake 2005

PY - 2010/8

Y1 - 2010/8

N2 - 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.

AB - 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.

KW - Paediatric

KW - Pediatric

KW - Children

KW - Adolescents

KW - Burn-injury

KW - School

KW - Return to school

KW - Grounded Theory

KW - Model

KW - Education

U2 - 10.1016/j.burns.2009.08.013 |

DO - 10.1016/j.burns.2009.08.013 |

M3 - Journal article

VL - 36

SP - 630

EP - 638

JO - Burns

JF - Burns

SN - 0305-4179

IS - 5

ER -

Research

Links

Text available via DOI:

Keywords