Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/84869
Title: Effects of an education programme on family participation in the rehabilitation of children with developmental disability or delay
Authors: Wong, Siu-yung
Degree: M.Phil.
Issue Date: 2001
Abstract: Children with developmental disability have potential for growth and development. Their parents often assume the full responsibility for their optimal functioning. Parenting these children is an extremely difficult task. This project intended to enhance the parenting skill and knowledge of these parents through an educational means. It was designed to evaluate the effects of a specially designed education programme on family participation in the rehabilitation of children with developmental disability. There were 4 stages in this study: (1) Identification of parental needs, (2) Formulation of family-focused education programme, (3) Implementation, and (4) Evaluation of the education programme. An exploratory method using focus group design was adopted to reveal the needs of the parents for the formulation of a family-focused education programme. Twenty-three parents of children with developmental disability or developmental delay from the Maternal and Children Hospital of Guang Dong Province were recruited by convenience sampling to participate in four focus group interviews. The data obtained were analyzed using a content analysis method. Six broad categories of needs were identified. They were parenthood, information, attitude towards the child, coping, family functioning and support. Based on these, a family-focused education programme was developed. It was a 10 weekly session programme. A post-education evaluation form was used to evaluate its efficacy. The effectiveness of the family-focused education was evaluated using a pretest-posttest control group design. Forty parents were invited to participate in either a family-focused education programme or a conventional education programme using convenience sampling technique. The outcomes were analyzed using the repeated measures ANOVA test but did not indicate any significant changes in parenting knowledge, parental attitude and parental stress. The mean scores of these variables, however, were in the direction of increasing after the programme. It was apparent that the education program had enhanced the parental competence which in turn increased their level of participation in rehabilitating their children. The possible explanations for these insignificant results were discussed. The findings have several implications to nurses' professional practice. Undoubtedly, family-focused approach is crucial for enhancing parenting competency. Education and training are fundamental means for enabling and empowering the parents. Support group is also important in strengthening the parents' psychological resources.
Subjects: Developmentally disabled children -- Rehabilitation -- China -- Guangdong Sheng
Developmentally disabled children -- Education -- China -- Guangdong Sheng
Hong Kong Polytechnic University -- Dissertations
Pages: vi, 526 leaves : ill. (some col.) ; 30 cm
Appears in Collections:Thesis

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