In this qualitative study, parental perspectives were sought about the overall experiences of seeking support for children with Emotional/Behavioural Disorders (E/BD), from the early signs of disordered behaviour through the processes of diagnosis, assessment, and treatment. The parents of 4 children with Severe E/BD participated in interviews exploring child and family history, previous access to supports and services, and the perceived need for additional services for the child and/or family. Results were examined using multiple case study design, and indicated that parenting a child with E/BD results in significant impact on parental stress, employment, and health. The processes of assessment and diagnosis were perceived as confusing and overwhelming, and relationships with school personnel were often strained. The participants had variable experiences accessing supports outside of school. Examination of these perspectives suggests that continuity, collaboration, and communication continue to be necessary building blocks for developing effective child and family supports. / Special Education
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1025 |
| Date | 06 1900 |
| Creators | Edey, Ruth |
| Contributors | Jahnukainen, Markku (Educational Psychology), McQuarrie, Lynn (Educational Psychology), Sobsey, Dick (Educational Psychology), Wishart, Diane (Educational Policy Studies) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 606628 bytes, application/pdf |
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