How do carers of disabled children cope? The Ugandan perspective

Hartley, Sally; Ojwang, Paul; Baguwemu, Ali Ayub; Ddamulira, M.; Chavuta, A.

doi:10.1111/j.1365-2214.2004.00464.x

Cited by 89 publications

(128 citation statements)

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“…Practical assistance in the form of the provision of assistive devices, food supplements and nappies together with advice regarding finding schools and accessing welfare grants was also appreciated. This echoes the findings of Hartley's (2005) study in Uganda where parents expressed the need for assistive devices, physical resources such as food and money, and access to education for their children.…”

Section: Discussionsupporting

confidence: 53%

“…Caregivers' need for further infor mation has been highlighted in studies in various settings -from Botswana (Brodin and Molosiwa 2000) and Uganda (Hartley et al 2005) to the United Kingdom (Milner et al 1996), and Australia (Dyke et al 2006) and sug gest that this is a universal need and one which therapy services do not always adequately address.…”

Section: Discussionmentioning

confidence: 99%

“…Although this process has been fol lowed in a number of countries and settings (Dyke et al 2006;Hartley et al 2005;King et al 2004;Goldbart and Mukherjee 2001;Brodin and Molosiwa 2000;Milner 1996), the views, expe riences and perceptions of caregivers of children with CP attending therapy at…”

mentioning

confidence: 99%

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Using caregivers’ perceptions of rehabilitation services for children with Cerebral Palsy at public sector hospitals to identify the components of an appropriate service

Saloojee

Rosenbaum

Stewart

2011

South African Journal of Physiotherapy

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Section: Discussionsupporting

confidence: 53%

Section: Discussionmentioning

confidence: 99%

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Using caregivers’ perceptions of rehabilitation services for children with Cerebral Palsy at public sector hospitals to identify the components of an appropriate service

Saloojee

Rosenbaum

Stewart

2011

South African Journal of Physiotherapy

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“…A further concern is that the studies promoting time off and time away from care recipients have been conducted in North American and European countries. Studies of family caregiving in other parts of the world suggest that attitudes toward respite are cultural, not universal (Hartley, Ojwang, Baguwemu, Ddamulira, & Chavuta, 2005;Kao & McHugh, 2004). Even within Western democracies, the perceptions of respite and support held by racial and ethnic minorities are poorly studied (AllenKelsey, 1998).…”

Section: "Respite" As Ideographmentioning

confidence: 99%

Respite: Cultural Values in North American and Caribbean Caregiving

Dysart-Gale¹

2007

Canadian Journal of Communication

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Providing home health care to family members presents many physical and psychological stressors. Health care professionals frequently counsel family caregivers to seek respite by temporarily delegating caregiving responsibilities to others. However, when viewed from the perspective of rhetoric, definitions of respite as private time away from the care recipient are culturally bound ideographs and may not be appropriate outside North America. This qualitative study explored North American-trained social workers practising on the Canadian Journal of Communication, Vol 32 (2007) 401-415 ©2007 Canadian Journal of Communication Corporation IntroductionThroughout the world, changes in the demography and epidemiology of disease, together with changes in practices of health care delivery, have precipitated a steady increase in the number of chronically ill individuals receiving long-term health care from family members in their home (World Health Organization, 2006). The stressors of caregiving have compelled many researchers and health care professionals to seek ways to assist family members in providing care to their ill and disabled loved ones. Effective communication between professional and family caregivers is one essential factor in the success of such interventions.The purpose of this project was to examine the communication between family and professional caregivers on the Caribbean island of St. Kitts as they negotiated definitions of acceptable family caregiving activities. Analysis of interview data collected during a six-week research trip revealed that while professional caregivers, all of whom were educated in North America, frequently spoke of caregiving work in the language of professional health care, they were also aware of how these professional norms conflicted with local cultural values. For their part, family caregivers tended to reject professionals' depictions of caregiving that were culturally dissonant, particularly the advice to seek respite through relinquishing caregiving duties to others outside the family circle. Instead, family caregivers advanced definitions of respite that brought them closer to family life rather than isolating them from it.The results suggest that while professional and family caregivers constituted a single community of care, there were important differences in the ways in which the stakeholders viewed key values that defined caregiving work. Michael Calvin McGee's discussion of ideographs in deliberative discourse (1980) provides the theoretical underpinning for our examination of the polysemy and evolving meaning of terms related to these key values. By shedding light on the communication process between professional and family caregivers, McGee's discussion can suggest avenues leading to improved professional communication practices.

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“…Having support increases the chances of access to remediation for specific cognitive and academic skills. Caregivers of children with disabilities in sub Saharan Africa often felt that they do not have sufficient time to cope with household tasks and feel isolated (Gona et al, 2011;Hartley et al, 2004). Families of children with neuro-disabilities including spina bifida in Kenya (van't Veer et al, 2008), Malawi (Paget et al, 2015), and South Africa (Coomer, 2013) struggle with the social barriers towards care and support for their child.…”

Section: Environmental Factors Contributing To Cognitive Functioningmentioning

confidence: 99%

Full Issue October 2016

Editors

2016

IJEP

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Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country. Keywords: Higher education, expectations, academic achievement, immigration IJEP -International Journal of Educational Psychology, Vol. 5 No. 3 October 2016 pp. 223-248 Rendimiento y Expectativas de Estudiantes Inmigrantes, de Segunda Generación y Negros no Inmigrantes en la Educación Superior en Estados Unidos Cynthia Hudley University of California, Santa Barbara ResumenLa investigación sobre rendimiento académico comparando a estudiantes inmigrantes Negros, de segunda generación y estudiantes no inmigrantes como grupos distintos es sorprendentemente escasa en la literatura sobre educación superior. Este estudio examinó estudiantes de grado inmigrantes Negros y de segunda generación de África y del Caribe con estudiantes de grado Negros Americanos, utilizando las lentes comparativas de la teoría de la asimilación segmentada y la teoría ecológica cultural. Los resultados sobre el rendimiento académico favorecieron a los estudiantes de segunda generación, siendo esto consistente con la teoría eclógica cultural, mientras que los resultados sobre expectativas fueron más consistentes con la teoría de la asimilación segmentada. Sin embargo, los resultados fueron moderados por el género en formas complejas. Esta investigación indica la necesidad de teorías más comprensivas sobre el rendimiento y la motivación de estudiantes inmigrantes que incorporen el contexto que envuelve tanto la emigración del país de origen como la inmigración al país de acogida. Palabras clave: Educación superior, expectativas, rendimiento académico, inmigración 5(3) 225 he literature on academic achievement has not always attended to differences in ethnicity and immigration history among Black youth in U.S. schools. Rather, Black students are too often depicted as a monolithic group, and immigration history is ignored. Further, although a great deal of research has been devoted to the academic trajectories of immigrant and second generation adolescents, relatively little of this body of work has addressed students from Africa and the Caribbean; the largest share of this research has been devoted ...

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How do carers of disabled children cope? The Ugandan perspective

Cited by 89 publications

References 11 publications

Using caregivers’ perceptions of rehabilitation services for children with Cerebral Palsy at public sector hospitals to identify the components of an appropriate service

Using caregivers’ perceptions of rehabilitation services for children with Cerebral Palsy at public sector hospitals to identify the components of an appropriate service

Respite: Cultural Values in North American and Caribbean Caregiving

Full Issue October 2016

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