Distinction-based Cooperation between Teachers and Nurses for Children with Asperger Syndrome

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  • アスペルガー症候群の子どもに対する教師と看護師の視点の相違を基盤とした連携の検討
  • アスペルガー ショウコウグン ノ コドモ ニ タイスル キョウシ ト カンゴシ ノ シテン ノ ソウイ オ キバン ト シタ レンケイ ノ ケントウ

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<p> Children with Asperger Syndrome (AS) often cause problems as a result of their behavior at school, home, and hospitals where they are treated. We aimed to clarify the ability of teachers and nurses to recognize issues with these children and identify differences in their communication practices to determine a suggested framework for cooperation in managing these children.</p><p> We enrolled eight teachers and ten nurses who had supported AS children for more than 5 years and subjected them to a focus group interview.</p><p> Six shared themes with 25 and 23 sub-themes were observed for teachers and nurses, respectively, and compared. “Limited communication of the problem behavior of AS children” and “Difficulty with family support” were themes where teachers and nurses exhibited differences in how they identified and communicated issues related to AS children. Teachers tended to use a social model, while nurses depended on a medical model for assessment, and the differences in these approaches were shown by the difficulty in obtaining a consistent response from the child.</p><p> Our results suggest that cooperation between teachers and nurses in terms of the techniques used for power reinforcement and dealing with the individual nature of the AS child would improve assessment and management of behavioral problems. In situations where secondary disorders in AS children are aggravated, it is suggested that alongside cooperative education and medical care, communication with the child's family is important.</p>

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