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

作者：Horridge Gemma^*; Cohen Keren; Gaskell Sarah

来源：Burns, 2010, 36(5): 630-638.

DOI：10.1016/j.burns.2009.08.013

• Paediatric
• Pediatric
• Children
• Adolescents
• Burn-injury
• School
• Return to school
• Grounded Theory
• Model
• Education

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.

• 出版日期2010-8