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dc.contributor.advisorHerbst, A.G.
dc.contributor.authorDeysel, Maxine
dc.date.accessioned2014-08-05T07:45:44Z
dc.date.available2014-08-05T07:45:44Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10394/11018
dc.descriptionMSW (Child Protection), North-West University, Potchefstroom Campus, 2014en_US
dc.description.abstractThe researcher is of the opinion that parents find it difficult to handle an adolescent with an intellectual disability and to cope effectively with the challenges that emerge. The adolescent with an intellectual disability can be described as a complex development phase and presents specific challenges that demands more than that of an adolescent without an intellectual disability. The purpose of the research study was to address the needs of parents of adolescents with intellectual disabilities. A qualitative research approach was used to achieve an in-depth and integrated view of the social world of the participants (Fouché & Delport, 2011b:64). During the research study, 22 participants were identified through an accidental sample and contributed to the research study. Data was collected during five focus group interviews with the help of a semi-structured interview framework. During the research study, all ethical aspects were applied. The data obtained during the research study was thematically analyzed. During the study the following themes were identified: * Theme 1 Lack of knowledge and understanding of intellectual disability. * Theme 2 Social- and behavioural implications of an intellectual disability. * Theme 3 The influence of the adolescent‟s intellectual disability on parents and/or teachers. * Theme 4 Resources. The research study has shown that access to relevant information of intellectual disability for parents and teachers are limited and that intellectual disability can be regarded as a very complex psychological disorder. Parents and teachers of such children experience positive and negative emotions in terms of the adolescent‟s disorder. Lack of parental involvement and financial resources inhibit the guidance of the adolescent with an intellectual disability. Parents and teachers recognize that they need additional resources that will guide them in terms of the child‟s intellectual disability. During the research study six resources were identified namely: training, skills, community support, professional services, educational opportunities, and future - and job opportunities.en_US
dc.language.isootheren_US
dc.subjectAdolessenten_US
dc.subjectIntellektuele gestremdhedeen_US
dc.subjectHulpbronneen_US
dc.subjectGeestesgesondheiden_US
dc.subjectAdolescenten_US
dc.subjectIntellectual disabilitiesen_US
dc.subjectResourcesen_US
dc.subjectMental healthen_US
dc.titleHulpbronne wat ouers nodig het om adolessente met intellektuele gestremdhede te begeleiafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US
dc.contributor.researchID12222372 - Herbst, Alida Glaudina (Supervisor)


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