Thesis (M.S.)--University of Michigan, 1986.

This dissertation describes a study that investigated the perceptions of foster/whānau caregivers of support and training provisions in Canterbury, New Zealand. The study used both qualitative and quantitative methods. The qualitative component consisted of six questions presented to caregivers at individual or couple interviews. Major themes identified in the response to these questions indicated that participants are generally feeling under-supported and disrespected by social services staff, overwhelmed by the range, severity and difficulty of their children's behaviours, isolated in their role, unable to access relief care and a lack of provision and support for training in local areas. Participants also indicated a desire for training on the etiology and management of difficult child behaviours, managing birth family contact and legal issues relating to allegations and permanency. Areas of current support that caregivers indicated are useful included the support provided by Caregiver Liaison Social Workers, school and early childhood education staff, general practitioners, and other caregivers The quantitative component consisted of a survey covering basic demographic information. A modified child behavioural checklist, containing selected items from the 'Child Behaviour Checklist' and the 'Assessment Checklist for Children' was constructed to assess the range of problematic child behaviours caregivers are experiencing and how prepared they felt in dealing with them. Findings indicated that the participants are experiencing a range of severe behaviours well outside the normal experience of parents but are consistent with those reported in the international literature for children in care. The PSI was used to assess caregiver's stress levels relating to their parenting role. Participants reported high levels of stress particularly in the child domain of the PSI with sub-scales in the high to clinical range across this domain. Implications of theses results are discussed including implications for the caregivers, social welfare practices and the development of future training packages for caregivers.

Thesis (Ph.D.)--Indiana University, 2007. / Title from screen (viewed on September 21, 2007). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Tamilyn Bakas, Sharon Sims, Mary L. Fisher, Janet Welch. Includes vitae. Includes bibliographical references (leaves 228-244).

Thesis(M.A. (Social Work)) -- University of Limpopo, 2018 / Disability is most prevalent in low income countries and communities. Cerebral palsy c is one of the disabilities that is affecting a sizeable number of children in low income countries. This study sought to explore the psycho-social challenges faced by caregivers of children with cerebral palsy in Dzivarasekwa Suburb in Zimbabwe. The study had the following objectives: to identify the psycho-social challenges facing caregivers of children with cerebral palsy, to appraise individual characteristics of caregivers which predispose them to stress, social exclusion and other psychosocial challenges, to establish which coping mechanisms are employed by caregivers of children living with cerebral palsy in response to the challenges they are facing and also to suggest possible solutions/ strategies social workers may employ to improve caregiving of children with cerebral palsy. The study used a qualitative approach in exploring the psychosocial challenges caregivers face. The qualitative approach was useful as participants were able to participate freely giving a more realistic picture of their challenges. The research used an exploratory-descriptive case study design in exploring challenges faced by caregivers of children with cerebral palsy in Dzivarasekwa Suburb. Data was then collected using in-depth interviews and Focus Group Discussions. Participants were caregivers of children with cerebral palsy, a hospital psychologist as well as social workers for a local NGO supporting the rehabilitation work at a local hospital. Data were analysed used the Thematic Context Analysis method. The research concludes that caregivers are subjected to stressing conditions, lack the financial means of caring for a child with CP; caregivers employ negative strategies to the problems they face which include using the children to beg, prostitution among others. The study recommends that, government should lead initiatives for supporting children with disabilities and their families, formation of support groups for parents of children with cerebral palsy, and continuous training of frontline workers in disability to avoid burn out.

Caregiving for two parents affected by chronic dementia was the original impetus for this study. My negative experiences led to a quest for insight and solutions through volunteer, professional and academic pursuits. It culminated in this exploration of caregivers' experiences and their decision-making to expose the educational support they need. Caregivers tend to be family members, and overwhelmingly women. Studies from various disciplines confirm that caregivers need educational support to make decisions. Yet, little is known about what type of educational support they need and how it is to be provided. Caregivers' voices are seldom included in research and they are frequently blamed for the problems they confront. This qualitative study honours caregivers' voices. Through in-depth semi-structured interviews, the perspectives of five women form my primary source of data. Personal documentation, archival materials, and interviews with experts in the field supplement these data. To analyze the data two complementary analytic approaches are used: categorization and contextualization. A categorization approach organizes the data into conceptual themes. These themes include activities of multitasking, being locked into a state of heightened alert, interpreting the disease, and managing care. These activities reveal physical and psychological suffering. Contextualization approaches situate the dilemmas the women face in particular contexts. These dilemmas highlight their lack of authority. The analyses indicate that the women engage in a wide range of decision-making and that they need both similar and specific types of educational support. These types of support include (1) lessening their burdens and their frustrations of decision-making; (2) facilitating ethical decision-making; (3) providing information about medical treatments; and (4) assisting with the access to and with the assessment of suitable resources. Overall, caregiving is a ve

Thesis (PhD.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 180-194) and index.

Thesis (M.S.)--University of Nevada, Reno, 2007. / "August, 2007." Includes bibliographical references (leaves 65-69). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ed.D)--Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Patricia L. Munhall. Dissertation Committee: Elizabeth H. Tucker. Includes bibliographical references (p. 153-161).

Thesis (M.S.)--University of Michigan, 1986.