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BurnEd: exploring factors influencing a burn-Injured child’s return to education

Horrige, Gema; Cohen, Keren and Gaskall, Sara. 2010. BurnEd: exploring factors influencing a burn-Injured child’s return to education. Burns, 36(5), pp. 630-638. [Article]

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Abstract or Description

Childhood burns are painful and traumatic and impact the child and their family. For the child, part of the returning to wellness process involves successfully returning to school, a process in which parents play a vital role. This qualitative research aimed to examine how influential parental and other factors were in the return to school process. Data was collected through semi-structured interviews and was analysed using a social-constructivist Grounded Theory approach. The analysis revealed that parental confidence—in themselves, their children and their children's schools; role adaptation, skill acquisition and flexibility; and school receptivity, were pivotal in the return to school process.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1016/j.burns.2009.08.013

Departments, Centres and Research Units:

Social, Therapeutic & Community Engagement (STaCS)

Dates:

DateEvent
2010Published

Item ID:

5598

Date Deposited:

23 May 2011 10:16

Last Modified:

10 Jul 2017 08:28

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/5598

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