The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study

Øverland, Klara; Thorsen, Arlene Arstad; Størksen, Ingunn

doi:10.1016/j.tate.2011.10.010

Cited by 22 publications

(9 citation statements)

References 38 publications

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“…Factor interpretations were based on factor scores of Q‐statements, participants’ comments on the Q‐statements, and biographical and other information about the participants (Øverland et al ., ).…”

Section: Resultsmentioning

confidence: 97%

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

Dan

Stone

Petrini

et al. 2016

Nursing & Health Sciences

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Q-methodology was used to investigate the health beliefs of Chinese clinical nurses and nurse academics. Twenty-eight participants from one hospital and nursing school in China were involved. The four stages of this study included: (i) concourse development from literature review, Internet searches, and key informant interviews; (ii) A pilot study to develop the Q-sample from the concourse; (iii) participants sorted the Q-sample statements along a continuum of preference (Q-sorting); and (iv) PQ data analysis using principal component analysis and varimax rotation. Five viewpoints were revealed: (i) factor 1--health management and the importance of evidence; (ii) factor 2--challenging local cultural belief, and Eastern and Western influences; (iii) factor 3--commonsense; (iv) factor 4--health and clinical practice; and (v) factor 5--health and nursing education. This study presents a need for nurses and nurse academics to think critically, examine their long-held health beliefs, and promote the use of evidence-based practice.

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Section: Resultsmentioning

confidence: 97%

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

Dan

Stone

Petrini

et al. 2016

Nursing & Health Sciences

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“…Hospital data are incomplete as denial of the abuse and shame prevent the perpetrator to bring attention to the child's critical situation. Øverland, Thorson and Størksen (2012) indicate that teachers can support children, acting as catalysts to encourage resilience by listening, by developing a warm and concerned relationship, by becoming aware of potential risks for the child and by stimulating well-being. Correspondingly it has been suggested that teachers need to assume a much wider role than previously expected (Bojuwoye and Akpan, 2009) as personal disasters for children (e.g., divorce of parents) have dramatically increased in recent years (Øverland et al, 2012).…”

Section: Children's Personal Disasters and Children's Fearsmentioning

confidence: 99%

Reflecting on childhood and child agency in history

2019

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In today's fast changing and unpredictable world we tend to rely upon children's agency to ensure their survival following traumatic events. Because of this, parents and teachers need to be conversant with ways of encouraging children's agency to support their health and efficacy throughout the lifespan. This paper takes the form of a literature review covering historical and recent developments in the field of childhood, child abuse and child agency. It offers the findings of a qualitative document study that aimed to explore how childhood and child agency have been conceptualized historically in the Western world. It begins with a summary of theories and typologies of childhood throughout history, exploring the unique social and historical concepts in which theories of childhood and child agency developed. Furthermore, a paradigm shift in Western society towards women achieving agency is revealed. With this came greater attention to the child, especially the abused child. Focusing on abuse to which children have been exposed, this study looks at child agency and how it can be actualized for children's wellbeing. Research findings make a strong case for the arts to provide valuable tools of resilience for the developing child. Arts-based activities have been increasingly appreciated as providing a voice for traumatized or abused children. Therefore, the findings of this study into agency and child abuse were distilled into a poem to demonstrate the potential impact on a child and to help adults better understand the historically perceived voiceless victim. The poem, as seen from the perspective of the child, offers a distinctive contribution to the literature on child abuse. Key findings of this study are discussed, including the importance of increasing understanding of children's agency. It is argued that a shift in childrearing, incorporated child protection laws and agentic experiences build children's confidence to challenge the traditional adult-child power relationship. The results of this research help to contribute to teacher knowledge about the intricate background to child abuse and child agency.

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“…Q methodology has been used to study viewpoints in a variety of fields including medical education. [22][23][24][25][26][27] It combines the strengths of qualitative and quantitative methodologies by using quantitative analyses to support qualitative interpretation of viewpoints. 28 The first step in Q methodology is to develop a list of statements which should adequately represent the universe of beliefs about the topic at hand.…”

Section: Beliefs Regarding Supervisionmentioning

confidence: 99%

Beliefs, identities and educational practice: a Q methodology study of general practice supervisors

Dory

Audetat

Rees

2015

Education for Primary Care

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The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study

Cited by 22 publications

References 38 publications

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

Reflecting on childhood and child agency in history

Beliefs, identities and educational practice: a Q methodology study of general practice supervisors

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