Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vi, 186 p. : ill., map. Includes abstract. Includes bibliographical references (p. 127-137).

Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 40-45).

The purpose of this research study was to describe managerial guidelines to support parents with the hospitalisation of their child in a private paediatric unit. The study explored and described: · the nursing care experiences of parents regarding the hospitalisation of their child in a paediatric unit; · managerial guidelines to support parents with their lived experiences of their child’s hospitalisation in a private paediatric unit. To achieve the purpose and the objectives of the research, an interpretivephenomenological qualitative approach was used in the research design and method. Various questioning methods were employed during this study. Parents were invited to take part in unstructured individual interviews to ascertain parents’ experiences of their child’s hospitalisation. A narrative diary was used as the second method of questioning and parents were asked to narrate their lived experiences of their child’s hospitalisation in a private paediatric unit. During the study the researcher kept field notes as she participated in the fieldwork. The data obtained was then incorporated into existing literature during the conceptualisation phase. The population and sampling for this study consisted of seven parents who took part in the interviews and 15 parents who completed the narrative diaries. Purposive sampling was used to achieve saturation of data. The model of Guba and Lincoln (1985) was used to ensure trustworthiness. Ethical considerations were maintained throughout the study and consent was obtained from the respondents. The recommendations of the research were that attention should be given to: · empowering parents to participate in certain aspects of their child’s care to the extent and intensity that they feel comfortable with, recognising parents’ strengths and intrinsic characteristics and minimising feelings of parental guilt created by social roles; · guiding nursing personnel to plan the discharge process effectively; · including parents in the unit routine and managing resources whilst promoting cost containment; II · interpersonal relationships in the paediatric unit, with special emphasis on fostering a trusting and caring relationship between parents and nursing care professionals · promoting the communication of information by using a communication style that ensures parents receive adequate information; and · creating a safe, therapeutic environment for parents, where parents can be comfortable with adequate facilities and minimal external stimuli. / Prof. K. Jooste

See Afrikaans / Dissertation (M(Communication Pathology))--University of Pretoria, 2005. / Speech-Language Pathology and Audiology / unrestricted

M.Ed. (Educational Leadership) / The purpose of this study was: A. To discuss the term slow learner and to identify certain problems experienced by the slow learner. B. To identify specific problems experienced by the parents of the slow learner. C. To design a parent guidance programme for the head of the guidance department to aid Afrikaans speaking parents of the slow learner to accept their child and to try and solve the problems that their child experiences. D. To evaluate the effectiveness of the parent guidance programme. In evaluating the effectiveness of the parent guidance programme, the specific aims of the study were: - To ascertain what kind of parenting style the parents were using. - To teach the parents the advantage of the democratic parenting style. - To ascertain how the selfimages of the parents have improved in attending the programme. - To design guidelines for the parents how to cope with problems existing in the relationship between parent and child such as: * how to cope with conflict, * how to communicate effectively, * how to motivate the slow learner to become a successful student, * how to improve the selfconcept of the slow learner, and * how to cope with discipline. The Head of the Guidance department has a very important role to play in the establishing of such a parent guidance programme. This can be accomplished by keeping track of the needs of the parents and to update all the information regarding the slow learner. The ultimate goal will still be to create a positive working relationship between parent and teacher, to accommodate the needs of the slow learner and to cooperate in making the slow learner a successful student and eventually a successful adult.