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Children's Reentry to School After Psychiatric Hospitalization: A Qualitative Study
Children's Reentry to School After Psychiatric Hospitalization: A Qualitative Study
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151057
- ISBN
- 9798382321523
- DDC
- 610
- 서명/저자
- Childrens Reentry to School After Psychiatric Hospitalization: A Qualitative Study
- 발행사항
- [Sl] : Yale University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 77 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Martin, Andres.
- 학위논문주기
- Thesis (M.D.)--Yale University, 2024.
- 초록/해제
- 요약School reentry after inpatient psychiatric hospitalization requires careful coordination between multiple stakeholders to ensure stability across transitions, given the documented potential for negative academic and socioemotional impacts in the post-discharge period. Existing studies of lived experiences of school reentry after psychiatric hospitalization are limited, and no study examines the perspectives of multiple stakeholders from the child's home, school, and psychiatric experiences simultaneously. This study aims to characterizes the dynamics between children and adults in the transition process, to better inform future school-hospital-family partnerships. We conducted a qualitative study based on semi-structured interviews, and utilizing purposive recruitment to assess a spectrum of educational experiences. For each child interviewed, we recruited adults from home, school, and the hospital. Individual interviews occurred via video teleconferencing, with concurrent data analysis toward a grounded theory born of thematic analysis. Across 16 interviews, we analyzed perspectives from 17 related participants (three quartets and one quintet): four children, four parents, five school staff, and four hospital staff. Student profiles include first-time vs multiple admissions and the presence or absence of adequate special education services. We identified four key themes in service of an overarching grounded theory: 1) Centering the socioemotional role of school; 2) Clarifying what constitutes good communication; 3) Reconciling multiple sources of authority; and 4) Navigating limitations with creativity. Together, these themes converge into the theoretical concepts of stereovision and patchworking. Stereovision represents the synthesis of multiple stakeholder perspectives or "lines of sight," which cross to create a densely interactional system. When represented schematically, the crossed perspectives appear similar to threads in a fabric, a fitting metaphor for the safety net woven by teams to support a child in transition. Patchworking represents the creative problem-solving and makeshift pathways utilized by participants, the cobbling together of case-by-case solutions to develop an adequate support plan in the face of multiple limitations or barriers. In conclusion, by incorporating the above four thematic findings into a novel grounded theory, we argue that when navigating school reentry after psychiatric hospitalization, children and adults must use stereovision and patchworking to create a strong, flexible support fabric. These reflections increase representation of child and adult stakeholder voices in the literature and inform future school-hospital-family partnerships for school reentry after psychiatric hospitalization.
- 일반주제명
- Medicine
- 일반주제명
- Mental health
- 일반주제명
- Educational psychology
- 키워드
- Collaboration
- 키워드
- Psychiatry
- 키워드
- School reentry
- 기타저자
- Yale University Yale School of Medicine
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798382321523
■035 ▼a(MiAaPQ)AAI31142404
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a610
■1001 ▼aDiGiovanni, Madeline.
■24510▼aChildren's Reentry to School After Psychiatric Hospitalization: A Qualitative Study
■260 ▼a[Sl]▼bYale University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a77 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Martin, Andres.
■5021 ▼aThesis (M.D.)--Yale University, 2024.
■520 ▼aSchool reentry after inpatient psychiatric hospitalization requires careful coordination between multiple stakeholders to ensure stability across transitions, given the documented potential for negative academic and socioemotional impacts in the post-discharge period. Existing studies of lived experiences of school reentry after psychiatric hospitalization are limited, and no study examines the perspectives of multiple stakeholders from the child's home, school, and psychiatric experiences simultaneously. This study aims to characterizes the dynamics between children and adults in the transition process, to better inform future school-hospital-family partnerships. We conducted a qualitative study based on semi-structured interviews, and utilizing purposive recruitment to assess a spectrum of educational experiences. For each child interviewed, we recruited adults from home, school, and the hospital. Individual interviews occurred via video teleconferencing, with concurrent data analysis toward a grounded theory born of thematic analysis. Across 16 interviews, we analyzed perspectives from 17 related participants (three quartets and one quintet): four children, four parents, five school staff, and four hospital staff. Student profiles include first-time vs multiple admissions and the presence or absence of adequate special education services. We identified four key themes in service of an overarching grounded theory: 1) Centering the socioemotional role of school; 2) Clarifying what constitutes good communication; 3) Reconciling multiple sources of authority; and 4) Navigating limitations with creativity. Together, these themes converge into the theoretical concepts of stereovision and patchworking. Stereovision represents the synthesis of multiple stakeholder perspectives or "lines of sight," which cross to create a densely interactional system. When represented schematically, the crossed perspectives appear similar to threads in a fabric, a fitting metaphor for the safety net woven by teams to support a child in transition. Patchworking represents the creative problem-solving and makeshift pathways utilized by participants, the cobbling together of case-by-case solutions to develop an adequate support plan in the face of multiple limitations or barriers. In conclusion, by incorporating the above four thematic findings into a novel grounded theory, we argue that when navigating school reentry after psychiatric hospitalization, children and adults must use stereovision and patchworking to create a strong, flexible support fabric. These reflections increase representation of child and adult stakeholder voices in the literature and inform future school-hospital-family partnerships for school reentry after psychiatric hospitalization.
■590 ▼aSchool code: 0265.
■650 4▼aMedicine
■650 4▼aMental health
■650 4▼aEducational psychology
■653 ▼aCollaboration
■653 ▼aPsychiatry
■653 ▼aPsychiatric hospitalization
■653 ▼aSchool reentry
■690 ▼a0564
■690 ▼a0347
■690 ▼a0525
■71020▼aYale University▼bYale School of Medicine.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0265
■791 ▼aM.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160660▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
