Pub Date : 2021-07-08DOI: 10.1080/13575279.2021.1939655
Harry M. Voulgarakis, J. S. Lisa, K. A. Conde, Erica A. Davies
ABSTRACT Objective The aim of this study was to explore the range of experiences encountered by parents and caretakers of children with autism spectrum disorder. Materials and methods An inductive conventional content analysis approach was utilized for this study. Twenty-four (N = 24) parent responses to open-ended questions about their experience parenting a child with autism spectrum disorder were analyzed. Results Based on content analysis of responses, five main categories emerged: emotional distress, growth and role change, perspective change, support or the need for support, and family strain. Within the main categories, 20 subcategories were identified. Conclusion Findings from this study show that families and caretakers of children with autism spectrum disorder endorse many emotions and complex experiences, both positive and negative. The implications from these data are great and include the need for support and resources for families impacted by autism spectrum disorder.
{"title":"The Experience of Parenting Children with Autism Spectrum Disorder: A Qualitative Content Analysis","authors":"Harry M. Voulgarakis, J. S. Lisa, K. A. Conde, Erica A. Davies","doi":"10.1080/13575279.2021.1939655","DOIUrl":"https://doi.org/10.1080/13575279.2021.1939655","url":null,"abstract":"ABSTRACT Objective The aim of this study was to explore the range of experiences encountered by parents and caretakers of children with autism spectrum disorder. Materials and methods An inductive conventional content analysis approach was utilized for this study. Twenty-four (N = 24) parent responses to open-ended questions about their experience parenting a child with autism spectrum disorder were analyzed. Results Based on content analysis of responses, five main categories emerged: emotional distress, growth and role change, perspective change, support or the need for support, and family strain. Within the main categories, 20 subcategories were identified. Conclusion Findings from this study show that families and caretakers of children with autism spectrum disorder endorse many emotions and complex experiences, both positive and negative. The implications from these data are great and include the need for support and resources for families impacted by autism spectrum disorder.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"83 - 95"},"PeriodicalIF":1.9,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1939655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44270915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13575279.2021.1924487
Carmen Kealy
{"title":"Managing Behavioural Issues in Child Care and Schools – A Quick Reference Guide","authors":"Carmen Kealy","doi":"10.1080/13575279.2021.1924487","DOIUrl":"https://doi.org/10.1080/13575279.2021.1924487","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"27 1","pages":"310 - 311"},"PeriodicalIF":1.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1924487","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41313235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13575279.2021.1924483
J. Mooney
Child Care in Practice adopts the aim of being a journal to act as an international forum for professionals working in all disciplines in the provision of children’s services. As with other editions, the papers included here are an epitome of this aim. Among the papers are a diverse set of topics and research approaches by researchers and practitioners from countries including Columbia, Canada, Ghana, Ireland, Northern Ireland, Wales and Norway. The papers included here show a rich diversity of practices and approaches to research including indepth and semi-structured qualitative approaches, evaluation of standardized pre and post intervention testing, national and international survey and questionnaire-based research as well as theoretical commentaries and systematic narrative reviews of existing literature. Even with such diversity in topics, research approaches, and research settings there are clear threads between the manuscripts presented in this edition, including topics such as care for young children and associated decision making in the context of the family and wider systems; the concept of play and its centrality to, and impact upon, childhood; and finally, discussions on the wider systems that serve to protect and provide care for children. The intimate nature and complexity related to the care of children is the first such theme. The maternal and non-maternal caregiving practices of drug administration are considered in a small scale in-depth qualitative study by Asiedu Owusu et al. (2019). The paper explores the practices of drug administration in the home environment and how such practices vary between both maternal and non-maternal caregivers. The study itself, set in a region of Ghana which experiences high levels of infant mortality, examines “health related-caregiving” such as administering medicines, paying heed to dosage accuracy, and the preparation of medicine for administration. The paper reports that while 17 of the mothers interviewed reported “consistent understanding of a medicines” side effects, only two of those deemed non-maternal caregivers had such an understanding. While there was a preference among the sample for use of formal medical facilities for the treatment of children in their care, the study also shows that “surplus” medicines tended to be used prior to such visits with wider implications for child safety and health discussed. The theme of health care needs of children continues in a paper by Arias Ramírez et al. (2019) which discusses the design and implementation of an educational programme aimed at increasing knowledge, awareness, and skills (KAS) in respect of breastfeeding in Colombia. As part of the study, an initial survey of KAS was conducted prior to the intervention and found that there were good existing levels of knowledge and awareness regarding the importance of breastfeeding, with lower levels of skills relating to what beneficial activities should be engaged in during breastfeeding. The p
{"title":"Editorial","authors":"J. Mooney","doi":"10.1080/13575279.2021.1924483","DOIUrl":"https://doi.org/10.1080/13575279.2021.1924483","url":null,"abstract":"Child Care in Practice adopts the aim of being a journal to act as an international forum for professionals working in all disciplines in the provision of children’s services. As with other editions, the papers included here are an epitome of this aim. Among the papers are a diverse set of topics and research approaches by researchers and practitioners from countries including Columbia, Canada, Ghana, Ireland, Northern Ireland, Wales and Norway. The papers included here show a rich diversity of practices and approaches to research including indepth and semi-structured qualitative approaches, evaluation of standardized pre and post intervention testing, national and international survey and questionnaire-based research as well as theoretical commentaries and systematic narrative reviews of existing literature. Even with such diversity in topics, research approaches, and research settings there are clear threads between the manuscripts presented in this edition, including topics such as care for young children and associated decision making in the context of the family and wider systems; the concept of play and its centrality to, and impact upon, childhood; and finally, discussions on the wider systems that serve to protect and provide care for children. The intimate nature and complexity related to the care of children is the first such theme. The maternal and non-maternal caregiving practices of drug administration are considered in a small scale in-depth qualitative study by Asiedu Owusu et al. (2019). The paper explores the practices of drug administration in the home environment and how such practices vary between both maternal and non-maternal caregivers. The study itself, set in a region of Ghana which experiences high levels of infant mortality, examines “health related-caregiving” such as administering medicines, paying heed to dosage accuracy, and the preparation of medicine for administration. The paper reports that while 17 of the mothers interviewed reported “consistent understanding of a medicines” side effects, only two of those deemed non-maternal caregivers had such an understanding. While there was a preference among the sample for use of formal medical facilities for the treatment of children in their care, the study also shows that “surplus” medicines tended to be used prior to such visits with wider implications for child safety and health discussed. The theme of health care needs of children continues in a paper by Arias Ramírez et al. (2019) which discusses the design and implementation of an educational programme aimed at increasing knowledge, awareness, and skills (KAS) in respect of breastfeeding in Colombia. As part of the study, an initial survey of KAS was conducted prior to the intervention and found that there were good existing levels of knowledge and awareness regarding the importance of breastfeeding, with lower levels of skills relating to what beneficial activities should be engaged in during breastfeeding. The p","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"27 1","pages":"209 - 211"},"PeriodicalIF":1.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1924483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45358902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-23DOI: 10.1080/13575279.2021.1925632
Maria Lotty, E. Bantry-White, A. Dunn-Galvin
This article presents the findings of a qualitative study of foster carers’ and multidisciplinary practitioners’ perceptions of foster carers’ needs and existing practices in foster care in Ireland...
{"title":"A Qualitative Study in Ireland: Foster Carers and Practitioners Perspectives on Developing a Trauma-Informed Care Psychoeducation Programme","authors":"Maria Lotty, E. Bantry-White, A. Dunn-Galvin","doi":"10.1080/13575279.2021.1925632","DOIUrl":"https://doi.org/10.1080/13575279.2021.1925632","url":null,"abstract":"This article presents the findings of a qualitative study of foster carers’ and multidisciplinary practitioners’ perceptions of foster carers’ needs and existing practices in foster care in Ireland...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1925632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45770777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.1080/13575279.2021.1929845
Tereza J. Brumovská, Bernadine Brady
The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors wer...
{"title":"Initial Motivation of Mentors in Formal Youth Mentoring Relationships","authors":"Tereza J. Brumovská, Bernadine Brady","doi":"10.1080/13575279.2021.1929845","DOIUrl":"https://doi.org/10.1080/13575279.2021.1929845","url":null,"abstract":"The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors wer...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1929845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42927216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1080/13575279.2021.1920367
Adell Woods, A. Mannion, S. Garrity
ABSTRACT Aistear: The Early Childhood Curriculum Framework, was launched in Ireland in 2009. The framework is applicable in all settings where children in the 0-6-year range are present; this includes all early years settings and the first two years of primary schools, referred to as “infant classes” in the Irish context. This article shares the findings of a local research project which sought to explore the implementation of “Aistear”, by Early Years Educators (EYEs) and Primary School Teachers (PSTs) in pre-schools and infant classes. This research, based on a qualitative case-study design, was primarily focused on those educators working with children who are between three and six years of age and was based in the North East region of Ireland. The study examined the implementation of Aistear and how educators adapted their existing curriculum and daily routine. Thirteen educators participated, including six EYEs and seven PSTs. The collected data was thematically analysed with the emerging story captured through five key themes: Emergent Curriculum, Social Development, Communication, Holistic Development, and Implementation of Aistear. Overall, the benefits for children’s social interactions, language development and cognitive development through play in a child-led environment were discussed by participants. However, training, ratios and resources were a concern and a requirement for EYEs and PSTs. The recommendations from this study indicates that further research into the implementation of Aistear on a national scale would offer greater insight into the adaptation of the curriculum framework within pre-schools and infant classes in primary schools.
{"title":"Implementing Aistear – the Early Childhood Curriculum Framework Across Varied Settings: Experiences of Early Years Educators and Infant Primary School Teachers in the Irish Context","authors":"Adell Woods, A. Mannion, S. Garrity","doi":"10.1080/13575279.2021.1920367","DOIUrl":"https://doi.org/10.1080/13575279.2021.1920367","url":null,"abstract":"ABSTRACT Aistear: The Early Childhood Curriculum Framework, was launched in Ireland in 2009. The framework is applicable in all settings where children in the 0-6-year range are present; this includes all early years settings and the first two years of primary schools, referred to as “infant classes” in the Irish context. This article shares the findings of a local research project which sought to explore the implementation of “Aistear”, by Early Years Educators (EYEs) and Primary School Teachers (PSTs) in pre-schools and infant classes. This research, based on a qualitative case-study design, was primarily focused on those educators working with children who are between three and six years of age and was based in the North East region of Ireland. The study examined the implementation of Aistear and how educators adapted their existing curriculum and daily routine. Thirteen educators participated, including six EYEs and seven PSTs. The collected data was thematically analysed with the emerging story captured through five key themes: Emergent Curriculum, Social Development, Communication, Holistic Development, and Implementation of Aistear. Overall, the benefits for children’s social interactions, language development and cognitive development through play in a child-led environment were discussed by participants. However, training, ratios and resources were a concern and a requirement for EYEs and PSTs. The recommendations from this study indicates that further research into the implementation of Aistear on a national scale would offer greater insight into the adaptation of the curriculum framework within pre-schools and infant classes in primary schools.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"28 1","pages":"671 - 690"},"PeriodicalIF":1.9,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1920367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42733221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1080/13575279.2021.1924121
K. Kirby, S. Sweeney, C. Armour, K. Goetzke, M. Dunne, Mark S. Davidson, M. Belfer
ABSTRACT The present study examined the efficacy of Hopeful Minds, a 12 week hope based school intervention programme in a sample of 153 pre- and early- adolescent secondary school children (11–14 years) in the North West of Ireland. This study used a one-group, pretest-posttest design to determine whether participants experienced changes regarding their hope, well-being, and a range of known protective factors. Results from a Wilcoxin Signed Ranks test showed significant increases in children’s hope scores post intervention. Resilience and adaptive coping skills of stoicism and social support seeking were also significantly improved. Although pre–post intervention improvements in well-being or emotional regulation/arousal scores were observed, results were non-significant. However, further analysis examined associations between hope and a range of well-being and protective factors using linear regression. Hope was found to be significantly associated with improvements in each of the well-being scores of anxiety, depression, resilience, positive emotion, reduced negative emotion, emotional control, stoicism, social support seeking and self-care. No associations were found between hope and rumination. This study builds upon the extant evidence for the implementation of the Hopeful Minds school based intervention. Further, the study demonstrates that teaching and thereby increasing hope has a significant positive impact on child and adolescent well-being and a range of protective factors; factors known to buffer against mental ill health and suicide.
摘要本研究对爱尔兰西北部153名学龄前和青少年早期中学生（11-14岁）的样本进行了为期12周的希望心理学校干预计划的疗效检验。这项研究使用了一组前测后测设计来确定参与者是否在希望、幸福感和一系列已知的保护因素方面经历了变化。Wilcoxin Signed Ranks测试的结果显示，干预后儿童的希望得分显著增加。坚忍和寻求社会支持的韧性和适应性应对技能也得到了显著提高。尽管在干预前后观察到幸福感或情绪调节/唤醒评分的改善，但结果并不显著。然而，进一步的分析使用线性回归检验了希望与一系列幸福感和保护因素之间的关系。研究发现，希望与焦虑、抑郁、恢复力、积极情绪、减少消极情绪、情绪控制、坚忍、寻求社会支持和自我照顾等幸福感得分的改善显著相关。希望和沉思之间没有关联。这项研究建立在现有证据的基础上，以实施基于希望的心态学校干预。此外，该研究表明，教学从而增加希望对儿童和青少年的幸福感以及一系列保护因素有着重大的积极影响；已知的缓冲心理疾病和自杀的因素。
{"title":"Developing Hopeful Minds: Can Teaching Hope Improve Well-being and Protective Factors in Children?","authors":"K. Kirby, S. Sweeney, C. Armour, K. Goetzke, M. Dunne, Mark S. Davidson, M. Belfer","doi":"10.1080/13575279.2021.1924121","DOIUrl":"https://doi.org/10.1080/13575279.2021.1924121","url":null,"abstract":"ABSTRACT The present study examined the efficacy of Hopeful Minds, a 12 week hope based school intervention programme in a sample of 153 pre- and early- adolescent secondary school children (11–14 years) in the North West of Ireland. This study used a one-group, pretest-posttest design to determine whether participants experienced changes regarding their hope, well-being, and a range of known protective factors. Results from a Wilcoxin Signed Ranks test showed significant increases in children’s hope scores post intervention. Resilience and adaptive coping skills of stoicism and social support seeking were also significantly improved. Although pre–post intervention improvements in well-being or emotional regulation/arousal scores were observed, results were non-significant. However, further analysis examined associations between hope and a range of well-being and protective factors using linear regression. Hope was found to be significantly associated with improvements in each of the well-being scores of anxiety, depression, resilience, positive emotion, reduced negative emotion, emotional control, stoicism, social support seeking and self-care. No associations were found between hope and rumination. This study builds upon the extant evidence for the implementation of the Hopeful Minds school based intervention. Further, the study demonstrates that teaching and thereby increasing hope has a significant positive impact on child and adolescent well-being and a range of protective factors; factors known to buffer against mental ill health and suicide.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"28 1","pages":"504 - 521"},"PeriodicalIF":1.9,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1924121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46553880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1080/13575279.2021.1924120
Sean Woodland, M. Kahler, John A Blue Star, Brandon Fielding
We have observed that as the theoretical landscape in behavioral science continues to proliferate and diversify, it is not uncommon that distance between subspecialties emerge, artificially accentu...
我们观察到，随着行为科学的理论景观不断增殖和多样化，亚专业之间的距离出现，人为地强调。。。
{"title":"Borrowing Bronfenbrenner: An Argument for Increasing the Intersection of Diverse Theoretical and Applied Models","authors":"Sean Woodland, M. Kahler, John A Blue Star, Brandon Fielding","doi":"10.1080/13575279.2021.1924120","DOIUrl":"https://doi.org/10.1080/13575279.2021.1924120","url":null,"abstract":"We have observed that as the theoretical landscape in behavioral science continues to proliferate and diversify, it is not uncommon that distance between subspecialties emerge, artificially accentu...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1924120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44172387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1080/13575279.2021.1929844
M. Majorano, Rachele Ferrari, Beatrice Bertelli, V. Persici, T. Bastianello
ABSTRACT Many studies have reported that early interventions on language and early literacy skills are important for preventing later reading difficulties at primary school. The aim of the study is to assess the effectiveness of a 12-week intervention programme focused on enhancing pre-schoolers’ language and early literacy skills. Two groups of children (ages 5-6) were involved in the study: the “Talk-group”, who participated in the intervention programme, and the “Play-group”, who followed the standard preschool curriculum. The children's early literacy skills were tested in two sessions six months apart, at the beginning and at the end of the last year of preschool. Data analysis showed that children achieved significantly higher scores in nonword repetition and lexical comprehension at the second assessment; however, only the children in the Talk-group produced significantly higher phonological awareness scores at the second session, i.e. after the intervention. Additional tests showed that the intervention programme was effective only in the case of more basic phonological awareness skills. The programme's potential for supporting early literacy development in preschool and for preventing long-term difficulties in reading are discussed.
{"title":"Talk—An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study","authors":"M. Majorano, Rachele Ferrari, Beatrice Bertelli, V. Persici, T. Bastianello","doi":"10.1080/13575279.2021.1929844","DOIUrl":"https://doi.org/10.1080/13575279.2021.1929844","url":null,"abstract":"ABSTRACT Many studies have reported that early interventions on language and early literacy skills are important for preventing later reading difficulties at primary school. The aim of the study is to assess the effectiveness of a 12-week intervention programme focused on enhancing pre-schoolers’ language and early literacy skills. Two groups of children (ages 5-6) were involved in the study: the “Talk-group”, who participated in the intervention programme, and the “Play-group”, who followed the standard preschool curriculum. The children's early literacy skills were tested in two sessions six months apart, at the beginning and at the end of the last year of preschool. Data analysis showed that children achieved significantly higher scores in nonword repetition and lexical comprehension at the second assessment; however, only the children in the Talk-group produced significantly higher phonological awareness scores at the second session, i.e. after the intervention. Additional tests showed that the intervention programme was effective only in the case of more basic phonological awareness skills. The programme's potential for supporting early literacy development in preschool and for preventing long-term difficulties in reading are discussed.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"28 1","pages":"691 - 707"},"PeriodicalIF":1.9,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1929844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1080/13575279.2021.1920369
T. Cassidy, M. McLaughlin
It is widely accepted that family caregivers are central to the future of cancer care and the impetus is to understand how best to support and empower them.This study explored the role of the relat...
{"title":"Caring for a Child with Cancer: The Role of Attachment, Self-Compassion and Social Support","authors":"T. Cassidy, M. McLaughlin","doi":"10.1080/13575279.2021.1920369","DOIUrl":"https://doi.org/10.1080/13575279.2021.1920369","url":null,"abstract":"It is widely accepted that family caregivers are central to the future of cancer care and the impetus is to understand how best to support and empower them.This study explored the role of the relat...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1920369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48464490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：