Gotowe bibliografie tematyczne / Parent-doctor

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Gotowa bibliografia na temat „Parent-doctor”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Parent-doctor"

McCarthy, Danielle M. "Doctor–parent communication." Patient Education and Counseling 87, no. 3 (June 2012): 289–90. http://dx.doi.org/10.1016/j.pec.2011.09.004.

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Tates, Kiek. "Doctor-parent-child communication over the years." Patient Education and Counseling 34 (May 1998): S11. http://dx.doi.org/10.1016/s0738-3991(98)90017-9.

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Sangster, Joan. "Honorary Doctor of Laws Degree for Madeline Parent." Labour / Le Travail 45 (2000): 349. http://dx.doi.org/10.2307/25149086.

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Tates, Kiek, Ed Elbers, Ludwien Meeuwesen, and Jozien Bensing. "Doctor–parent–child relationships: a ‘pas de trois’." Patient Education and Counseling 48, no. 1 (September 2002): 5–14. http://dx.doi.org/10.1016/s0738-3991(02)00093-9.

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Tates, Kiek, and Ludwien Meeuwesen. "Doctor–parent–child communication. A (re)view of the literature." Social Science & Medicine 52, no. 6 (March 2001): 839–51. http://dx.doi.org/10.1016/s0277-9536(00)00193-3.

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McLaughlin, Melanie P. "What a Patient or Parent Wants to Tell a Doctor." International Anesthesiology Clinics 53, no. 3 (2015): 12–24. http://dx.doi.org/10.1097/aia.0000000000000068.

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Bailey, D., and M. E. Garralda. "Referral to Child Psychiatry: Parent and Doctor Motives and Expectations." Journal of Child Psychology and Psychiatry 30, no. 3 (May 1989): 449–58. http://dx.doi.org/10.1111/j.1469-7610.1989.tb00258.x.

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Zupancic, J. A. F. "Characterising doctor-parent communication in counselling for impending preterm delivery." Archives of Disease in Childhood - Fetal and Neonatal Edition 87, no. 2 (September 1, 2002): 113F—117. http://dx.doi.org/10.1136/fn.87.2.f113.

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Durbin, M. "From Both Sides Now: A Parent-Physician's View of Parent-Doctor Relationships During Pediatric Cancer Treatment." PEDIATRICS 100, no. 2 (August 1, 1997): 263. http://dx.doi.org/10.1542/peds.100.2.263.

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Tates, Kiek, and Ludwien Meeuwesen. "‘Let Mum have her say’: turntaking in doctor–parent–child communication." Patient Education and Counseling 40, no. 2 (May 2000): 151–62. http://dx.doi.org/10.1016/s0738-3991(99)00075-0.

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Rozprawy doktorskie na temat "Parent-doctor"

Couch, Clare Mary. "Balanced parenting with young children : relationship focused parent training within a dialectical framework : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1206.

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While traditional behavioural parent training programmes have assisted families with concerns of child behaviour problems, they have not kept abreast with recent conceptualisations of the development of problematic behaviours in the parent-child relationship. Research has indicated that understanding of this relationship needs to go beyond bidirectional explanations and that a dialectical framework better describes the complexity of this relationship, which, in turn, should be reflected in the parent training programmes offered. Therefore, this study provided a parent training programme focuse

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McLemore, Bronwyn. "Student, Parent and Teacher Perceptions of Emergent Literacy." UNF Digital Commons, 1999. http://digitalcommons.unf.edu/etd/108.

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This qualitative study was conducted to illuminate the different perceptions of students, parents, and teachers in one urban classroom pertaining to learning to read and write. The study explored the similarities, differences, and relationships among these perceptions. One kindergarten classroom was selected in an urban school that was currently implementing literacy initiatives. Eighteen students, six parents and three teachers were interviewed to provide insight into their views of emergent literacy. Five themes were identified as reoccurring topics and are discussed in the findings: activit

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Griffin, Heather Renee. "The Importance of Collaboration Between Parents and School in Special Education: Perceptions From the Field." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/530.

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Each student receiving special education services in the public school system, roughly 6.4 million students, has an Individualized Education Program (IEP) that is mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA dictates that a team of people familiar with the student, including the parents, should create the IEP. Unfortunately, research indicates that many parents believe their participation is not welcome. While only a small percentage of parents may actually be dissatisfied with the IEP process, the cost of dissatisfaction is high, further stretch

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Duffney, Kristen. "Effects of Online ABA Training on Stress Levels of Parents with a Child with Autism." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/887.

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This quantitative study investigated the effects of an online training program in applied behavior analysis (ABA) on stress levels of parents that have a child with autism spectrum disorder (ASD). The online ABA training program is comprised of 22 videos which take a total of 4½ hours to complete. Parenting stress levels were assessed using the Parenting Stress Inventory Short Form (PSI-SF, Abidin, 1995) and general stress levels were self-reported scores immediately before and after the training. The assessment and questionnaire were completed online immediately before the ABA training was ma

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Young, James. "Assessing the Impact of Family Coaching on Parental Attitudes and Behaviors." UNF Digital Commons, 2007. https://digitalcommons.unf.edu/etd/211.

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The purpose of this study was to assess the effects of participation in a family coaching program on perceptions of parental self-efficacy, families' use of encouragement, and reinforcement behaviors. A second purpose of the study was to ascertain the lasting effect on families participating in a family involvement intervention that included coaching. Families with prekindergarten and/or kindergarten children attending school in a low-income neighborhood and neighboring child care centers were recruited for the study. The Family Coaching Institute, the family involvement intervention for this

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Dickinson, Annette R. "Within the web the family/practitioner relationship in the context of chronic childhood illness : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Doctor of Philosophy, March 2004." Full thesis. Abstract, 2004.

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Woods, Martin. "Parental resistance : mobile and transitory discourses : a discursive analysis of parental resistance towards medical treatment for a seriously ill child : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing, Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1585.

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This qualitative thesis uses discourse analysis to examine parental resistance towards medical treatment of critically ill children. It is an investigation of the 'mobile and transitory' discourses at play in instances of resistance between parents, physicians and nurses within health care institutions, and an examination of the consequences of resistance through providing alternative ways of perceiving and therefore understanding these disagreements. The philosophical perspectives, methodology and methods used in this thesis are underpinned by selected ideas taken from the works of Michel Fou

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MacIntyre, Lesieli I. Kupu. "Tongan mothers' contributions to their young children's education in New Zealand = Lukuluku 'a e kau fa'ē Tonga' ki he ako 'enau fānau iiki' 'i Nu'u Sila : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/1398.

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This study investigates the complex nature of how Tongan mothers in New Zealand contribute to their young children's ako (learning, and general education) in their homes, in the early childhood centre and primary school settings, and in church and the community. It argues that the mothers' contribution to their children's ako is based mainly on their cultural background, educational experience in Tonga, and their Christian faith, plus new knowledge they have picked up in New Zealand. Through the use of talanoa (conversation, questions and discussion) in Tongan and English languages, data were

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Książki na temat "Parent-doctor"

Schmidt, Michael A. Childhood ear infections: What every parent and doctor should know about prevention, home care, and alternative treatment. Berkeley, Calif: North Atlantic Books, 1990.

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Daley, Margaret. What the heart knows. New York, NY: Steeple Hill Books, 2004.

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Daley, Margaret. What the heart knows. Waterville, Me: Thorndike Press, 2004.

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Lokietz, Howard. Doctor Howie on Raising Children: A Parent User Friendly Guide for the First Five Years. 1st Books Library, 1992.

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Wahl, Jan. Doctor Rabbit's Foundling. Little Simon, 1990.

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Husak, Douglas N. Legal Paternalism. Edited by Hugh LaFollette. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199284238.003.0016.

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This article's central interest is to examine the special philosophical difficulties that arise in attempts to think about paternalism in legal contexts. Most moral philosophers have focused on personal relationships in their efforts to understand both the nature and the justification of paternalism. That is, they have endeavoured to identify the conditions under which what they define as paternalism might be justified in situations in which one person (for example, a parent, a doctor, or a friend) interacts with another person (for example, a child, a patient, or a friend). The article is lar

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WAY HOME, THE: A DOCTOR CARES FOR HIS AGING PARENTS. Hyperion, 2008.

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Pearce, John. Ansiedades Y Miedos: Como Aumentar LA Autonomia De Tu Hijo Y Su Seguridad En Si Mismo (Serie Doctor John Pearce, 2). Ediciones Paidos Iberica, 2001.

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Levkoff, Logan. Got teens?: The doctor moms' guide to sexuality, social media and other adolescent realities. 2014.

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Części książek na temat "Parent-doctor"

Able-Boone, Harriette. "Parent-professional communication relative to medical care decision making for seriously ill newborns." In Doctor–Patient Interaction, 227. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/pbns.4.13abl.

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Winnicott, D. W. "The teacher, the parent, and the doctor." In Thinking about Children, edited by Ray Shepherd, Jennifer Johns, and Helen Taylor Robinson, 77–93. Routledge, 2018. http://dx.doi.org/10.4324/9780429483950-12.

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Winnicott, Donald W. "The Teacher, the Parent and the Doctor." In The Collected Works of D. W. Winnicott, 375–88. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271336.003.0069.

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In this paper, Winnicott studies difficulties in the emotional development of babies and of children of different age groups. It forms the foundation for a study of the inter-relations of parents, teachers, doctors and all concerned in the management and education of the children.

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Dickens, Charles. "The Child of the Marshalsea." In Little Dorrit. Oxford University Press, 2012. http://dx.doi.org/10.1093/owc/9780199596485.003.0009.

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The baby whose first draught of air had been tinctured with Doctor Haggage’s brandy, was handed down among the generations of collegians, like the tradition of their common parent. In the earlier stages of her existence, she was handed down in a literal and...

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Winnicott, Donald W. "Support for Normal Parents." In The Collected Works of D. W. Winnicott, 287–90. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271343.003.0046.

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This essay deals with the problems of communicating medical knowledge to parents who have a different kind of knowledge of their children. Winnicott describes and applauds the fact that the State in England allows parents freedom to choose to accept or refuse what the State offers in the way of helping programmes. He also stresses the importance of a doctor respecting the specialized knowledge of the parent when it comes to treating the ill child.

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Evans, Hughes. "Chapter 3 Gender and Doctor–Parent Communication about Down Syndrome in the Mid-Twentieth Century." In Pink and Blue, 51–74. Rutgers University Press, 2021. http://dx.doi.org/10.36019/9781978809871-004.

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"On Being a Parent, a Son, and a Husband." In Geek Doctor, 317–70. HIMSS Publishing, 2014. http://dx.doi.org/10.1201/b21575-12.

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Crighton, A., and J. G. Meechan. "Oral medicine and oral surgery in children." In Paediatric Dentistry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789277.003.0024.

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Children experience a variety of oral medicine and oral surgical problems, of which some last into adulthood and some resolve with or without intervention by the dentist or doctor. Even where the same pathology is found in both adults and children the approach to management and the issues of delivering dental care may be very different in each group. This chapter reviews conditions of the orofacial region, oral soft tissues, and bone that are frequently found in children or require a particular approach to their management in a paediatric population. The examination of the child starts as soon as the dentist and the child meet. Observations about a child’s weight, height, and development for his/her age, the attachment to the parent or siblings, and even the clothing worn by the child can be important. Apart from being a good starter to a conversation, the child’s new clothes or shoes can suggest a period of growth. Facial and perioral observation is best completed when seeing the child initially, as first impressions of swelling or asymmetry can be investigated later during the standard clinical examination. Although the history will elicit the findings needed to diagnose dental as well as non-dental conditions, the information needed for non-dental conditions and the impact that these conditions have on the child need particular exploration. When at all possible the child should be the source of the information—usually supported by the views of a parent—but it is important to have the child as the focus for initial information gathering. Be careful not to interpret the language used too literally—not every ‘ulcer’ turns out to be such, and always ask ‘What do you mean by …’ if the child or parent uses a word with a particular meaning to the dentist. Many ulcers subsequently turn out to be ‘sore bits’ with questioning—let the child use language with which they are comfortable. Always ask the child for permission before starting an extra- or intraoral examination of the soft tissues and explain what is going to happen.

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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Focused history taking." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0009.

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Focused history taking is a vital part of the MRCPCH clinical exam; candidates are expected to grasp the key issues and formulate an effective management plan. This station requires candidates to be efficient, purposeful, and well-directed in their approach. The candidate is expected to obtain and present the key facts in the history and suggest an appropriate management plan. The examiner sits in the room as an observer while the candidate takes the history. This gives the examiner ample opportunity to assess the candidate’s communication skills, general approach, and knowledge of the condition. Only 13 minutes are allowed with the patient in the presence of the examiner. In the subsequent 9 minutes, the candidate will present and discuss the history. Problem-oriented history and management is the most effective way of approaching this station. The objectives of obtaining a focused paediatric history are: • to establish and maintain rapport with the child and parents • to obtain an overview of the child’s previous and current health issues • to establish the psychological, family, and social context of a child’s illness • to reach a correct diagnosis (or form a differential diagnosis) • to plan an appropriate management strategy. Although the principles of history taking in children are similar to those used for adults, there are important differences in the scheme and the details. The paediatric case history is potentially more difficult to elicit and is influenced by the age of the child. For each age group, you will have to adapt your style. The primary historian may be the child or another person, usually the parent. The consultation itself is triadic, involving the child, their family (or caregiver), and the doctor. Always keep in mind the principles of communication (discussed in chapter 2) and use an empathic approach while taking the history. Although in most cases the parents give the history, the child must also be encouraged to speak. In young children who have limited speech, you must take the history through the parents or the carers. In teenagers, there is a difficult line to tread between giving the child complete autonomy and allowing the parent to be the main historian.

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Otis, Jessica J. "Parents’ Experiences." In Aniridia and WAGR Syndrome. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195389302.003.0013.

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Editor’s Note: Since not much was known about aniridia for many years some doctors did medical procedures that we now know should not be done on aniridic eyes. Please do not use any specific story here as a guide for your journey, because some of the medical procedures mentioned should not have been done. Furthermore, please make sure to see a doctor with experience and knowledge of anirida. Lastly, please keep in mind, each person’s journey has different medical issues. Not everybody will experience the exact same medical challenges in their journeys. When we face challenges in our lives, we turn to those who love and support us. Yet sometimes it isn’t enough; we need the support of those who know how we are feeling and what we are going through. Parents who have children with aniridia can help each other by talking, lending advice, or just being there with a shoulder lean on. The stories compiled in this chapter are from parents who wish to share their personal experiences and struggles of having a child with aniridia. It is our wish that these stories will give you hope and inspiration as well as show you the love a parent has for a child, even when it seems like there is no light at the end of the tunnel. When I was 29 years old, we were blessed with our third child. We already had two sons, and now we had a little girl! From the very beginning, I knew something was wrong. Amy seemed to keep her eyes closed most of the time. When I took her outdoors, she would bury her head in my shoulder. I told our pediatrician to look at her eyes, and he told us not to worry. He said that she had muscle problems that surgery could correct. Over the months to follow, we decided to see an ophthalmologist. He told us that Amy had been born with a rare eye condition called aniridia.

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