A research report submitted to the faculty of health sciences, University of Witwatersrand, Johannesburg, partial fulfillment of the requirements for the degree of master of science in occupational therapy Johannesburg, 2017 / MT2017

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: Dept. of Rehabilitation Counseling. Title from title-page of electronic thesis. Bibliography: leaves 98-107.

'n SKRIPSIE VOORGELe AAN DIE MEDTESE FAKULTEIT, UNIVERSITEIT VAN DIE W1TWATERSRAND, JOHANNESBURG TER GEDEELTEL1KE VOLDOENING AAN DIE HAMSTER SCIENTIFICAE IN ARREIDSTERAPIE JOHANNESRURi 1989 / Arbeldsterapeute ontvsng dikwels verwysings van kinders met leerprobleme omdat 'n nnderliggende oorsaak moontHk v ls u e e lperseptueel van aard kan wees. Daar is v ie r visueel-perseptuele toetse wat gereeld gebruik word om visueel-perseptuele probieme vas t e s t e l , met min kennis oor w atter een van die v ie r toetse probieme die beste aandui en of d ie toetse wel k o rrele er net akademiese probieme of mislukkinq op skool. Die essensie van die saak word verder beklemtoon deur die totstandkoming van verskeie remediMrende skole in S u id -A frika waar perseptuele vermo^ns en die evaluering en remediBring daarvan, 'n belangrike fa s e t vorm. C it noodsaak navorsing om die rol wat visu eel-p ersep tu ele vermoBns by kinders met leerprobleme speel, u i t t e l i g . Die doel van die s tu d ie , naamlik om te bepaal of daar en" > verband tussen die onderskeie v ie r visueel-perseptuele to*, r. bestaan en hul k o rre la s ie met akademiese probieme soos ervaar deur leergestremde kin ders, word dus deur die kandidaat as u ite rs belangrik beskou, aangesien Arbeidsterapeute al hoe neer betrek word in die evaluasie en remediBrinq van leergestremde kinders.

by Lau Ming Ho Victor. / Thesis submitted in: Dec. 1998. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves [111-120]). / Abstract also in Chinese. / Chapter Chapter 1: --- Introduction --- p.1 / Chapter Chapter 2: --- Review of Literature --- p.3 / Chapter 2.1 --- The Learning Disability Hospital as an institution --- p.3 / Chapter 2.2 --- Social Policy --- p.4 / Chapter 2.3 --- Findings of The Interpretative Studies --- p.10 / Chapter 2.3.1 --- Institutional context for staff practice --- p.10 / Chapter 2.3.2 --- Critique of Goffman work --- p.12 / Chapter 2.3.3 --- Theoretical studies in learning disability hospitals: residents as objects --- p.13 / Chapter 2.3.4 --- Institutionally-oriented practice --- p.15 / Chapter 2.3.5 --- Instrumental control --- p.15 / Chapter 2.3.6 --- A ffective control --- p.16 / Chapter 2.4 --- Observational Studies in Hospital Wards for People with Learning Disability --- p.19 / Chapter 2.5 --- Institutional Influences --- p.21 / Chapter 2.6 --- Role Redefinition of Ward Nurses --- p.22 / Chapter 2.7 --- Staff-Resident Dynamic --- p.23 / Chapter 2.8 --- Summary of Literature Review --- p.24 / Chapter 2.9 --- Aims and Objectives of Study --- p.25 / Chapter Chapter 3: --- Methods --- p.26 / Chapter 3.1 --- Operational Definition of Interaction --- p.26 / Chapter 3.2 --- Research Design --- p.26 / Chapter 3.3 --- Setting --- p.28 / Chapter 3.4 --- Data Collection Method: Systematic Observation --- p.30 / Chapter 3.4.1 --- Staff-Resident Interaction Chronograph (SRIC) --- p.30 / Chapter 3.4.2 --- Conducting the observations --- p.34 / Chapter 3.5 --- Data Collection Method: Qualitative Interview --- p.35 / Chapter 3.5.1 --- Conducting the qualitative interviews --- p.35 / Chapter 3.6 --- Sampling for Observation --- p.35 / Chapter 3.7 --- Sampling for Qualitative Interview --- p.36 / Chapter 3.8 --- Ethical issues --- p.39 / Chapter 3.9 --- Pilot Work --- p.40 / Chapter 3.10 --- Major Changes in The Main Study --- p.41 / Chapter Chapter 4: --- Reliability and Validity Issues --- p.44 / Chapter 4.1 --- Validity and Reliability of Systematic Observation --- p.44 / Chapter 4.1.1 --- Observer training --- p.44 / Chapter 4.1.2 --- Enhancement of inter-observer reliability --- p.45 / Chapter 4.1.3 --- Evidence of inter-observer reliability --- p.45 / Chapter 4.1.4 --- Validity of observational data --- p.46 / Chapter 4.2 --- Reliability and Validity of Interview Data --- p.47 / Chapter 4.2.1 --- Strategies to secure validity and reliability of interview data --- p.48 / Chapter Chapter 5: --- Data Analysis --- p.50 / Chapter 5.1 --- Analysis of Observational Data --- p.50 / Chapter 5.1.1 --- Treatment of written description of nursing behaviours --- p.50 / Chapter 5.1.2 --- Interaction and non-interaction cells --- p.51 / Chapter 5.1.3 --- Calculation of interaction rate --- p.51 / Chapter 5.2 --- Qualitative Data Analysis --- p.52 / Chapter 5.2.1 --- Immersion in the data --- p.52 / Chapter 5.2.2 --- Category building --- p.52 / Chapter Chapter 6: --- Results of Observation Data --- p.54 / Chapter 6.1 --- Overall Findings --- p.54 / Chapter 6.1.1 --- Nursing behaviours towards 'Appropriate 226}0ة resident behavior --- p.56 / Chapter 6.1.2 --- Nursing behaviours Towards 226}0بInappropriate Failure' resident behaviour --- p.57 / Chapter 6.1.3 --- Nursing behaviours Towards 226}0بInappropriate Crazy 226}0ب resident behaviour --- p.58 / Chapter 6.1.4 --- "Nursing behaviours towards 226}0بRequest, resident behaviour" --- p.59 / Chapter 6.1.5 --- Nursing behaviours towards 226}0بNeutral 226}0ة resident behaviour --- p.60 / Chapter 6.1.6 --- Resident behavioural profile in the ward and the Training Center --- p.61 / Chapter 6.2 --- Nurse-Resident Interactions in Ward --- p.62 / Chapter 6.2.1 --- Communication with residents --- p.62 / Chapter 6.2.2 --- Doing nursing care --- p.64 / Chapter 6.3 --- Not Interacting With Residents --- p.65 / Chapter 6.3.1 --- Ward activities --- p.66 / Chapter 6.3.2 --- Self-engaged activities --- p.67 / Chapter 6.3.3 --- Nursing activities --- p.68 / Chapter 6.4 --- Summary of Observational Results --- p.70 / Chapter Chapter 7: --- Results of Interview Data --- p.71 / Chapter 7.1 --- Orientation to A New Clinical Setting --- p.72 / Chapter 7.1.1 --- Meeting with residents 226}0ب disabilities --- p.72 / Chapter 7.1.2 --- Perceptions of residents lives --- p.73 / Chapter 7.1.3 --- Sense of a difference --- p.74 / Chapter 7.2 --- Stressors in Care Setting --- p.75 / Chapter 7.2.1 --- Powerless in caring --- p.75 / Chapter 7.2.2 --- Sense of frustration --- p.77 / Chapter 7.2.3 --- Relative-related stress --- p.78 / Chapter 7.3 --- Experiencing Contextual Constraints --- p.79 / Chapter 7.3.1 --- System constraints --- p.80 / Chapter 7.3.2 --- Managerial constraint --- p.81 / Chapter 7.3.3 --- Time constraint --- p.82 / Chapter 7.4 --- Personal Resolution --- p.83 / Chapter 7.4.1 --- Work attitude --- p.83 / Chapter 7.4.2 --- Self-determination --- p.84 / Chapter 7.5 --- Priority of Care --- p.85 / Chapter 7.5.1 --- Interpretation of care --- p.86 / Chapter 7.5.2 --- Dissimilar approach --- p.87 / Chapter 7.5.3 --- Preference to residents --- p.88 / Chapter Chapter 8: --- Discussion --- p.89 / Chapter 8.1 --- Comparison of present results and previous findings --- p.89 / Chapter 8.2 --- Convergence --- p.91 / Chapter 8.2.1 --- Extrinsic Factors --- p.92 / Chapter 8.2.1.1 --- Contextual constraints --- p.92 / Chapter 8.2.1.2 --- Care Problems --- p.94 / Chapter 8.2.1.2.1 --- Feeding Problems --- p.94 / Chapter 8.2.1.2.2 --- Communication Problem --- p.95 / Chapter 8.2.2 --- Intrinsic Factors --- p.96 / Chapter 8.2.2.1 --- Frustration and powerlessness --- p.97 / Chapter 8.2.2.2 --- Stress coping --- p.99 / Chapter 8.2.2.3 --- Individual work style --- p.101 / Chapter 8.2.3 --- A summary of intrinsic and extrinsic factors --- p.102 / Chapter Chapter 9: --- Recommendations and Conclusion --- p.105 / Chapter 9.1 --- Training Issues --- p.105 / Chapter 9.2 --- Implications for Organisational Change --- p.106 / Chapter 9.3 --- Conclusion --- p.107 / Chapter 9.4 --- Need For Further Research --- p.108 / Chapter 9.5 --- Limitation of the Study --- p.109 / References / Appendices / Appendix A. Geographic map of ward setting / Appendix B. A section of modified behaviour checklist / Appendix C. Interview guides / Appendix D. Observation time-table / Appendix E. Ethical approval / Appendix F. Consent form / Appendix G. Nursing behaviour codes / Appendix H. A section of interview transcript / Appendix I. Sample of interview notes / Appendix J. Sample of matrix method

Diss. (sammanfattning) Göteborg : Göteborgs universitet, 2007. / Härtill 4 uppsatser.

Thesis (M.S.)--University of Wisconsin. School of Nursing, 1975. / eContent provider-neutral record in process. Description based on print version record.

Orientador: Vanda Maria Gimenes Gonçalves / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-07-24T14:25:41Z (GMT). No. of bitstreams: 1 Tonelotto_JosianeMariadeFreitas_D.pdf: 3985928 bytes, checksum: 6713706db3bf893928b717fa85a5e49c (MD5) Previous issue date: 1998 / Resumo: O objetivo principal deste estudo foi investigar a presença de problemas de atenção em escolares de primeira série, relacionando-os com atitudes frente ao contexto escolar e presença de sinais neurológicos. Serviram como sujeitos da pesquisa, 128 alunos de primeira série de uma escola da rede municipal de ensino do município de Itatiba (SP). O tipo de pesquisa realizado foi a de levantamento, pois buscou-se o conhecimento direto da realidade por meio de instrumentos que levaram a previsão, análise e interpretação dos dados. Na coleta de dados, foram utilizados instrumentos capazes de verificar a presença de problemas de atenção, escalas para identificar atitudes positivas e negativas dos sujeitos frente ao contexto escolar, verificação de comportamentos exibidos em sala de aula e avaliação neurológica. Os instrumentos foram aplicados através de entrevistas individuais com os alunos na escola em questão, com a anuência dos pais, e por meio de avaliações da professora. A presença ou não, de problemas de atenção definiu dois grupos distintos, através de dois instrumentos diferentes. A análise de dados foi realizada em duas etapas, levando em consideração critérios destes instrumentos. O tratamento estatístico revelou diferenças significativas entre os resultados obtidos pelos grupos, sendo que, no grupo em que os problemas são mais evidenciados, a predominância do sexo masculino foi observada. As atitudes frente à escola, aos colegas e a si próprios apresentaram-se como mais negativa, a qualidade dos trabalhos realizados em casa e em sala de aula foi observada como pior. Os resultados revelaram ainda que estes sujeitos foram tidos como mais rejeitados, mais inquietos, mais agressivos e apresentando problemas de relacionamento. Além destes aspectos, apresentaram-se como menos populares, cooperativos, seguros, obedientes, alegres e tranqüilos. No grupo de problemas com atenção menos evidenciados, verificou-se a concordância para a maior parte dos itens avaliados. A avaliação neurológica não se mostrou conclusiva para a identificação dos problemas de atenção, porém um dos exames foi mais eficiente que o outro. O perfil comportamental das crianças desatentas neste estudo, independente da intensidade com que estes problemas foram percebidos, revelou-se semelhante. A importância da professora e ,das observações em sala de aula mostrou-se essencial na identificação de problemas de atenção / Abstract: The main object of the present study has been to investigate the presence of problems with attention within first grade school children, relating these problems to attitudes towards the school context and the presence of neurologic signs. 128 first grade pupils of a local government school in themunicipality of Itatiba, SP served as research subjects. The kind of research used was a survey, for one has sought a direct knowledge of reality through instruments that has led to the projection, analysis and interpretation of the data. Data collecting was done with instruments capable of verifying the presence of attention problems; scales to identify positive and negative attitudes of the subjects towards the school context; detecting of behaviors displayed in the classroom and a neurologic evaluation. The instruments were applied by means of individual interviews with the pupils at the specific school, with the parents' consent, as well as through the evaluations of the teacher. The presence or absence of attention problems has defined two distinct groups through two different instruments. The analysis of the data was done in two stages, taking into account criteria of such instruments. The statistical treatment disclosed significant differences between the results obtained by the groups, being that in the group where these problems were more accentuated, a prevalence of the male sex was evidenced. Their attitudes towards the school, their colleagues and themselves appeared more negative and the quality of their tasks done at home or in the classroom was observed as worse compared to the .others'. The results also revealed that these subjects were considered more rejected, restless and aggressive and marirfesting relationship problems. Besides these aspects,. they appeared less popular, cooperative, sure, obedient, cheerful or relaxed. In the group of children with less noticeable attention problems there has been a conformity for most of the items evaluated. The neurologic evaluation did not appear conclusive or effective in the identification of attention problems, although one of the examinations was more effective than the other. Regardless of the intensity with which these problems were perceived, the behavioral profile of the inattentive children in this study, were very much alike. The importance of the teacher and her observations in the classroom were pointed up as essential in the identification of the issues related to attention / Doutorado / Doutor em Neurociencias

No description available.

Diss. (sammanfattning) Göteborg : Göteborgs universitet, 2007. / Härtill 4 uppsatser.

Thesis (M.S.) -- University of Texas Southwestern Medical Center at Dallas, 2005. / Vita. Bibliography: 68-77.