Spelling suggestions: "subject:"turns anda scalding inn children."" "subject:"turns anda scalding iin children.""
1 |
Caregiver factors related to unintentional burn injuries in young childrenJoseph, Karen Elizabeth. January 1900 (has links)
Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains viii, 124 p. Includes abstract. Includes bibliographical references (p. 76-84).
|
2 |
Predictors of functional outcome in children at 6 months post-burn /Tyack, Zephanie F. January 2001 (has links) (PDF)
Thesis (Ph. D.)--University of Queensland, 2001. / Includes bibliographical references.
|
3 |
The impact of a school reentry program on the psychosocial adjustment of children with burn injuriesGirolami, Peter A. January 1900 (has links)
Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 86 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 56-64).
|
4 |
The development of a systematic program to reduce the incidence of cutaneous burns in childrenMcCullough, John P. 03 June 2011 (has links)
This project was undertaken to develop an effective community wide educational program designed to reduce the incidence of tap water burns in children. A random phone survey was conducted to determine the level of awareness of the problem. Various educational methods were employed over a five-month period. A follow-up random phone survey was done to assess the level of effectiveness of the methods employed.Ball State UniversityMuncie, IN 47306
|
5 |
Lewensvaardighede vir die laerskoolkind: 'n gestaltriglynWard, Elzanne 30 November 2004 (has links)
Summaries in Afrikaans and English / A primary school child finds him or herself in the middle childhood years and it is considered to be a rich phase of life, since children have already reached important milestones. These children have the ability not only to act with empathy but also to maintain independent behaviour. As a result of the development in the cognitive and moral stage of development, these children can also distinguish between right and wrong and they show insight that social rules can be changed. As a result of this development, it is believed that this child will accept learners with different skills more confidently when the required awareness is provided.
One group of learners with special skills, which I focused on during this research, are those who have been deformed by burn wounds. Statistics show that a growing number of children in South Africa are deformed by burn wounds. As a result of the changing policy on inclusive education, these children cannot be denied into the mainstream education system because of deformity or disability anymore. It is therefore believed that an increasing number of deformed or disabled children will be entering the mainstream education system.
Information is gathered through various methods by using triangulation. The literature study, semi-structured interviews with children as well as teachers for experimental subjects, who completed an incomplete sentence test and open questions, added valuable information. Research indicated that children in this phase of life are indeed equipped with certain life skills, which place them in a privileged position to handle interaction with the deformed child, if they receive the required awareness. The information also indicated that the gestalt approach could be used as theoretical perspective for the compilation of the guideline. This approach recognises that play is the child's natural communication medium but also recognises that awareness is created through means of experimentation.
To my knowledge, there is no program or guideline from the gestalt approach that enables education staff to address children's awareness in respect of their inherent skills in the middle childhood years.
The researcher made a breakthrough in the integration of the gestalt approach with the education environment by constructing a practical guideline from the gestalt approach for education staff. Education staff should, however, receive training with regards to the gestalt approach in order to use this guideline effectively. / Laerskoolkind bevind hom- of haarself in die middelkinderjare en dit word as ryk
lewensfase beskou, aangesien kinders reeds belangrike mylpale bereik het. Hierdie
kinders beskik oor die vermoe om nie slegs empaties op te tree nie, maar om ook
selfstandige gedrag te handhaaf. As gevolg van die ontwikkeling in die kognitiewe en
morele ontwikkelingsterrein, kan hulle ook tussen reg en verkeerd onderskei en toon
hulle insig dat sosiale reels verander kan word. As gevolg van hierdie ontwikkeling word
daar verwag dat hierdie kind met die nodige bewusmaking, leerders wat oor verskillende
bekwaamhede beskik, met meer selfvertroue sal kan aanvaar.
Een groep leerders, waarop daar tydens hierdie navorsing gefokus sal word, wat oor
spesiale bekwaamheid beskik, is diegene wat deur brandwonde geskend is. Statistieke
toon dat toenemende aantal kinders jaarliks in Suid-Afrika, weens brandwonde geskend
word. As gevolg van die veranderende beleid op insluitende onderwys, kan kinders
weens geskend- of gestremdheid nie meer tot die hoofstroomonderwysstelsel geweier
word nie. Die verwagting is dus dat toenemende aantal geskende of gestremde kinders
die hoofstroomonderwysstelsel sal betree.
Inligting is deur verskeie metodes ingesamel deur die benutting van triangulering. Die
literatuurstudie, semi-gestruktureerde onderhoude met kinders asook onderwysers as
proefpersone wat 'n onvoltooide sinnetoets en oop vrae voltooi het, het bruikbare
inligting tot gevolg gehad. Daar is gevind dat kinders in hierdie lewensfase wei oor
bepaalde lewensvaardighede beskik, wat hulle in 'n bevoorregte posisie plaas om, indien
hulle die nodige bewusmaking ontvang, interaksie met die geskende kind sal kan
behartig. Die inligting het verder ook daarop gedui dat die gestaltspelbenadering as
teoretiese perspektief vir die samestelling van die riglyn benut kan word. Hierdie
benadering erken dat spel die kind se natuurlike kommunikasiemedium is, maar ook dat
bewuswording geskied deur middel van eksperimentasie. Sover bekend is daar geen program of riglyn vanuit die gestaltbenadering, wat
opvoedkundige personeel in staat stel om kinders in die middelkinderjare se bewustheid
ten opsigte van hulle inherente vaardighede aan te spreek nie. Die navorser het 'n
deurbraak in die integrering van die gestaltbenadering met die opvoedkundige omgewing
gemaak deurdat 'n praktiese riglyn vanuit die gestaltspelbenadering vir opvoedkundige
personeel saamgestel is. Opvoedkundige personeel behoort egter opleiding met
betrekking tot die gestaltspelbenadering te ontvang ten einde hierdie riglyn effektief te
kan benut. / Social Work / M. Diac. (Play Therapy)
|
6 |
Lewensvaardighede vir die laerskoolkind: 'n gestaltriglynWard, Elzanne 30 November 2004 (has links)
Summaries in Afrikaans and English / A primary school child finds him or herself in the middle childhood years and it is considered to be a rich phase of life, since children have already reached important milestones. These children have the ability not only to act with empathy but also to maintain independent behaviour. As a result of the development in the cognitive and moral stage of development, these children can also distinguish between right and wrong and they show insight that social rules can be changed. As a result of this development, it is believed that this child will accept learners with different skills more confidently when the required awareness is provided.
One group of learners with special skills, which I focused on during this research, are those who have been deformed by burn wounds. Statistics show that a growing number of children in South Africa are deformed by burn wounds. As a result of the changing policy on inclusive education, these children cannot be denied into the mainstream education system because of deformity or disability anymore. It is therefore believed that an increasing number of deformed or disabled children will be entering the mainstream education system.
Information is gathered through various methods by using triangulation. The literature study, semi-structured interviews with children as well as teachers for experimental subjects, who completed an incomplete sentence test and open questions, added valuable information. Research indicated that children in this phase of life are indeed equipped with certain life skills, which place them in a privileged position to handle interaction with the deformed child, if they receive the required awareness. The information also indicated that the gestalt approach could be used as theoretical perspective for the compilation of the guideline. This approach recognises that play is the child's natural communication medium but also recognises that awareness is created through means of experimentation.
To my knowledge, there is no program or guideline from the gestalt approach that enables education staff to address children's awareness in respect of their inherent skills in the middle childhood years.
The researcher made a breakthrough in the integration of the gestalt approach with the education environment by constructing a practical guideline from the gestalt approach for education staff. Education staff should, however, receive training with regards to the gestalt approach in order to use this guideline effectively. / Laerskoolkind bevind hom- of haarself in die middelkinderjare en dit word as ryk
lewensfase beskou, aangesien kinders reeds belangrike mylpale bereik het. Hierdie
kinders beskik oor die vermoe om nie slegs empaties op te tree nie, maar om ook
selfstandige gedrag te handhaaf. As gevolg van die ontwikkeling in die kognitiewe en
morele ontwikkelingsterrein, kan hulle ook tussen reg en verkeerd onderskei en toon
hulle insig dat sosiale reels verander kan word. As gevolg van hierdie ontwikkeling word
daar verwag dat hierdie kind met die nodige bewusmaking, leerders wat oor verskillende
bekwaamhede beskik, met meer selfvertroue sal kan aanvaar.
Een groep leerders, waarop daar tydens hierdie navorsing gefokus sal word, wat oor
spesiale bekwaamheid beskik, is diegene wat deur brandwonde geskend is. Statistieke
toon dat toenemende aantal kinders jaarliks in Suid-Afrika, weens brandwonde geskend
word. As gevolg van die veranderende beleid op insluitende onderwys, kan kinders
weens geskend- of gestremdheid nie meer tot die hoofstroomonderwysstelsel geweier
word nie. Die verwagting is dus dat toenemende aantal geskende of gestremde kinders
die hoofstroomonderwysstelsel sal betree.
Inligting is deur verskeie metodes ingesamel deur die benutting van triangulering. Die
literatuurstudie, semi-gestruktureerde onderhoude met kinders asook onderwysers as
proefpersone wat 'n onvoltooide sinnetoets en oop vrae voltooi het, het bruikbare
inligting tot gevolg gehad. Daar is gevind dat kinders in hierdie lewensfase wei oor
bepaalde lewensvaardighede beskik, wat hulle in 'n bevoorregte posisie plaas om, indien
hulle die nodige bewusmaking ontvang, interaksie met die geskende kind sal kan
behartig. Die inligting het verder ook daarop gedui dat die gestaltspelbenadering as
teoretiese perspektief vir die samestelling van die riglyn benut kan word. Hierdie
benadering erken dat spel die kind se natuurlike kommunikasiemedium is, maar ook dat
bewuswording geskied deur middel van eksperimentasie. Sover bekend is daar geen program of riglyn vanuit die gestaltbenadering, wat
opvoedkundige personeel in staat stel om kinders in die middelkinderjare se bewustheid
ten opsigte van hulle inherente vaardighede aan te spreek nie. Die navorser het 'n
deurbraak in die integrering van die gestaltbenadering met die opvoedkundige omgewing
gemaak deurdat 'n praktiese riglyn vanuit die gestaltspelbenadering vir opvoedkundige
personeel saamgestel is. Opvoedkundige personeel behoort egter opleiding met
betrekking tot die gestaltspelbenadering te ontvang ten einde hierdie riglyn effektief te
kan benut. / Social Work / M. Diac. (Play Therapy)
|
7 |
Burned, banished or burnished a pilot study of a school reintegration programmeHorwitz, Ula Nadine January 1999 (has links)
It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.
|
8 |
Relationship of Self-esteem in Pediatric Burn Patients to other Psychological and Physiological ParametersKoon, Kamela Suzanne 08 1900 (has links)
The purpose of this study was to evaluate post-burn adjustment in light of the self-esteem of child burn survivors. The study attempted to assess the viability of using a single, explicit self-report measure of self-esteem (Piers-Harris Children's Self-Concept Scale) as an index of post-burn adjustment. It appears that pediatric burn patients do not suffer a compromised self-concept secondary to the burn injury and, rather, are successful in incorporating their post-burn state, physically and psychologically, into a positive self-concept. It is suggested that evaluation of overall self-esteem incorporate a comprehensive picture of post-burn adjustment, based upon psychological and physiological parameters. Further research is justified and suggestions for future examinations are presented.
|
Page generated in 0.0842 seconds