Parents' school‐related concerns and perceived strengths in youth with spina bifida.
Background: Although the academic difficulties of children with spina bifida (SB) are well‐documented, there is limited literature on parents' views of their children's school experiences and school‐related supportive services. Thus, the current study examined parents' school‐related concerns, as we...
| Publicado en: | Child: Care, Health & Development Vol. 48; no. 4; pp. 623 - 634 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jul2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157443513&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157443513 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03051862 6NX jtl: Child: Care, Health & Development issn: 03051862 maglogo: Y pubinfo: dt: Jul2022 vid: 48 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 157443513 154990012 157443513 157443513 10.1111/cch.12969 157443513 ppf: 623 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Parents' school‐related concerns and perceived strengths in youth with spina bifida. aug: au: Winning, Adrien M. Ridosh, Monique Wartman, Elicia Kritikos, Tessa Friedman, Catherine Starnes, Meredith Crowe, Autumn N. Holmbeck, Grayson N. affil: Psychology Department, Loyola University Chicago, Chicago Illinois,, USA sug: subj: Parents of Children with Disabilities Psychosocial Factors Parental Attitudes Life Experiences Spina Bifida Psychosocial Factors Schools Human Multimethod Studies Questionnaires Interviews Content Analysis Female Male Child Adolescence Academic Performance Cognition Self-Advocacy Child: 6-12 years Adolescent: 13-18 years Female Male ab: Background: Although the academic difficulties of children with spina bifida (SB) are well‐documented, there is limited literature on parents' views of their children's school experiences and school‐related supportive services. Thus, the current study examined parents' school‐related concerns, as well as perceived areas of strength, among children with SB. Methods: Using a mixed‐methods approach, 30 families (29 mothers and 19 fathers) of children with SB (ages 8–15 years) completed questionnaires and interviews. Content analysis was used to generate themes from interview data about parents' school‐related concerns and perceptions of their child's strengths. Results: Overall, six themes emerged when assessing both parents' concerns and perceived strengths. Some parents did not endorse school concerns or strengths for their child. However, other parents described concerns related to academic performance, cognitive abilities, lack of school support, missed school and/or class time and disengagement, as well as strengths such as academic skills, cognitive abilities, persistence, self‐advocacy and agreeableness. Despite parents' concerns about their children's academic performance, quantitative data revealed that less than 50% of children had received a neuropsychological evaluation and/or academic accommodations; additional quantitative data supported the qualitative findings. Conclusions: The mixed‐methods approach used in this study provides a richer understanding of parents' experiences in the school setting when they have a child with SB. Results can inform clinical practice, identifying a need to improve academic support for children with SB and help parents manage education‐related stressors. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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