Parent Experiences with Child Social Interventions and Their Perception of Bibliotherapy

Autor/in	Davis Bowman, Jennifer
Titel	Parent Experiences with Child Social Interventions and Their Perception of Bibliotherapy
Quelle	(2013), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Cincinnati
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-9069-2
Schlagwörter	Hochschulschrift; Dissertation; Parents; Child Behavior; Social Behavior; Phenomenology; Bibliotherapy; Intervention; Qualitative Research; Children; Interviews; Down Syndrome; Attention Deficit Disorders; Speech Impairments; Developmental Disabilities; Memory; Influences; Reading; Social Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Eltern; Social behaviour; Soziales Verhalten; Phenomenological psychology; Phänomenologie; Psychologie; Bibliotherapie; Qualitative Forschung; Child; Kind; Kinder; Interviewing; Interviewtechnik; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Entwicklungsstörung; Gedächtnis; Influence; Einfluss; Einflussfaktor; Leseprozess; Lesen; Soziale Entwicklung
Abstract	This study focused on the experience of parents concerned with child social behavior and the perception of bibliotherapy as an intervention. Using a qualitative phenomenological approach, four families raising children between the ages of 4-12 participated in a series of interviews. The children's social needs varied, but parent concerns were related to behavior challenges associated with Down Syndrome, Attention Deficit Disorder, speech impairment, and developmental issues. Results showed that the essence of the parent's experience with bibliotherapy included (a) recycling social memories from childhood, (b) factors that influence intervention use, and (c) the changing and enduring quality of reading. Implications for research and practice for children and families are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01