title: BurnEd: parental, psychological and social factors influencing a burn-injured child's return to education.
abstract: Childhood burns are painful and traumatic and impact the child and their family. For the child, part of the returning to wellness process involves successfully returning to school, a process in which parents play a vital role. This qualitative research aimed to examine how influential parental and other factors were in the return to school process. Data was collected through semi-structured interviews and was analysed using a social-constructivist Grounded Theory approach. The analysis revealed that parental confidence-in themselves, their children and their children's schools; role adaptation, skill acquisition and flexibility; and school receptivity, were pivotal in the return to school process.
authors.affiliation: Central Manchester University Hospitals NHS Foundation Trust, United Kingdom. gemma.horridge@cmft.nhs.uk
authors.forename: Gemma
authors.initials: G
authors.lastname: Horridge
authors.forename: Keren
authors.initials: K
authors.lastname: Cohen
authors.forename: Sarah
authors.initials: S
authors.lastname: Gaskell
mesh_terms: D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D002056:Burns / Q000523:psychology* / Q000534:rehabilitation*; D002648:Child; D004644:Emotions; D005260:Female; D006801:Humans; D008297:Male; D010290:Parents / Q000523:psychology*; D036301:Qualitative Research; D012574:Schools; D012649:Self Concept; D012917:Social Adjustment; D011795:Surveys and Questionnaires