Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (M.S.L.T.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 62-71). Also available via the World Wide Web.

Thesis (D.PT.)--Sage Colleges, 2010. / "May 2010." "A Capstone project for PTY 768 presented to the faculty of The Department of Physical Therapy Sage Graduate School in partial fulfillment of the requirements for the degree of Doctor of Physical Therapy." Includes bibliographical references.

The study investigates .the use of the Bender Gestalt Test (BGT) amongst low-educated adults. Three versions of the BGT are used in this study; the original 'copy' version as well as the 'immediate' and 'delayed'recall versions. This is done so as to expand the ability of the BGT to identify neurological impairment and to differentiate between this and functional impairment. A literature review explores the problems of standardization in the administration, scoring and application of all three versions of the test Suggestions are made to correct the problems identified and a novel system of scoring the recall versions are proposed, which allows for the comparison of results of the three versions of the test and which is based on Lacks's (1984) and Weiss's (1970) systems. Administration procedures were also developed to suit the context of the study. The copy, immediate and delayed versions of the BGT were administered to a group of 184 low-educated adults. Statistical analyses revealed significant education effects for the sample tested with regards to both test scores and performance time. The finding of an education effect for performance time is discussed at length, as some literature regards excessive time as a neurological indicator. An anomaly for the group with no education was found to exist, with the scores of these subjects not Significantly different from those with 4-6 years of education. Possible reasons for this were explored. In addition, the findings of this research revealed a plateau effect with those having less than 6 years of education scoring substantially lower than those with 7 years and more. The scores of adults with 7 and more years of education level out with no significant differences between educational levels. This appears to suggest that education effects rather than the developmental maturity level proposed by Koppitz, are involved. In addition, the scores of low-educated adults on the expanded Bender Gestalt Test were significantly lower than those of children with similar educational levels, in other studies. These findings and possible explanations are discussed. The study concludes by suggesting new research areas and emphasizing the urgent need for separate normative data on the expanded BGT for low-educated adults, and the establishment of appropriate 'cut-off' points.

Thesis (Ed.D.)--Boston University

No description available.

When children have a moderate to severe traumatic brain injury (TBI), they are treated in a continuum of care that includes triage and emergency care, hospitalization, rehabilitation and outpatient therapy. Physical and cognitive recovery from brain injury may take several years. Children’s recovery varies, depending on numerous factors including pre-injury conditions and injury severity. While children and families are eager to return home to familiar activities, there are often significant physical, cognitive, behavioral and emotional changes that challenge families. Successful community reintegration depends on the ability of the family to understand and support the child, dealing with and responding effectively to those challenges. The purpose of this study is to understand how parents manage the care and community reintegration of their child who has experienced a TBI over time. This study utilized a mixed methods approach exploring the dimensions of the health challenge faced by parents caring for a child after a TBI, critical turning points as they face health challenges, and approaches for movement toward resolving health challenges. Story theory and story inquiry method were used to gather stories from 10 parents of children who experienced moderate to severe traumatic brain injury between the ages of 12 and 18, and between 2 and 5 years ago. Parents’ perceptions of their child’s quality of life and their ability to manage their child’s health challenge were explored using the Pediatric Quality of Life Inventory and Family Management Measure. Health challenges identified were: living with overwhelming personal upheaval, navigating the unknown, and struggling with how to support independence/dependence. Turning points were chronological or epiphanies. Approaches for movement toward resolving were continuously re-creating a new normal, being fully engaged in meeting the needs of one’s child, and embracing caring relationships to construct the new normal. Qualitative and quantitative data were analyzed to synthesize the findings. Results include a sense of ease in managing the health condition of the child associated with continuously creating a new normal. Healthcare providers can support and strengthen family management of children after TBI by understanding the health challenge, critical turning points and how parents move toward resolving. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisors: Michael Gamel-McCormick and Michael Ferrari, Dept. of Individual & Family Studies. Includes bibliographical references.

This thesis explores the experiences of aging parents caring for adult children with acquired brain injury regarding future care needs. Seven parents representing four adult disabled children, were individually interviewed using the Family Support and Coping Interview. The parents then participated in three groups sessions to discuss the commonality of 'never-ending' parenthood. The parents, who average 70.9 years of age, have been sole caregivers for middle-aged children. Their displaced life cycle responsibilities, their vision of a solution and the need to socially publicize their predicament were major themes requiring advocacy with policy makers and government funders. Research into the care of those who cannot manage independent living is imperative, particularly as social thinking and fiscal policies espouse the benefits of the autonomous family.

Thesis (PhD) - Swinburne University of Technology, 2006. / Submitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2006. Typescript. Bibliography: p. 191-223.