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Factors influencing mothers' learning from paediatric therapists: a qualitative study.

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Title: Factors influencing mothers' learning from paediatric therapists: a qualitative study.
Authors: Harrison C (AUTHOR), Romer T (AUTHOR), Simon MC (AUTHOR), Schulze C (AUTHOR)
Source: Physical & Occupational Therapy in Pediatrics. 2007, Vol. 27 Issue 2, p77-96. 20p.
Abstract: A paradigm shift in community-based paediatric therapy has changed the role of parents from passive observers to active partners. As a result, therapists need to acquire an expanded set of skills, which include partnership building and teaching to ensure effective service delivery. This qualitative study explored factors influencing mothers' learning about their child's special needs from their child's therapist. Nine mothers were interviewed regarding their experiences working with, and learning from, their therapists. The interviews were audiotaped, transcribed verbatim, and thematically analyzed. Two major themes emerged: Relationship: More Than Just a Client; and Learning: The Best Teaching Needs a Relationship. Mothers were content with their therapists' approach to teaching, even when it differed from their own typical learning style. Therapists need to be cognizant of their relationship with mothers and ensure that the mothers' needs are being met. [ABSTRACT FROM AUTHOR]
Copyright of Physical & Occupational Therapy in Pediatrics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Factors influencing mothers' learning from paediatric therapists: a qualitative study.
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  Data: <searchLink fieldCode="AR" term="%22Harrison+C%22">Harrison C</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Romer+T%22">Romer T</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Simon+MC%22">Simon MC</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schulze+C%22">Schulze C</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Physical+%26+Occupational+Therapy+in+Pediatrics%22">Physical & Occupational Therapy in Pediatrics</searchLink>. 2007, Vol. 27 Issue 2, p77-96. 20p.
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  Label: Abstract
  Group: Ab
  Data: A paradigm shift in community-based paediatric therapy has changed the role of parents from passive observers to active partners. As a result, therapists need to acquire an expanded set of skills, which include partnership building and teaching to ensure effective service delivery. This qualitative study explored factors influencing mothers' learning about their child's special needs from their child's therapist. Nine mothers were interviewed regarding their experiences working with, and learning from, their therapists. The interviews were audiotaped, transcribed verbatim, and thematically analyzed. Two major themes emerged: Relationship: More Than Just a Client; and Learning: The Best Teaching Needs a Relationship. Mothers were content with their therapists' approach to teaching, even when it differed from their own typical learning style. Therapists need to be cognizant of their relationship with mothers and ensure that the mothers' needs are being met. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Physical & Occupational Therapy in Pediatrics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=106300933
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        Value: 10.1080/j006v27n02_06
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