Parents’ experiences of the regular classes adaptation process among children with acquired brain injury:

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  • Kusano Yusuke
    Advanced Occupational Therapy, Advanced Rehabilitation Sciences, Department of Human Health Sciences, Graduate School of Medicine, Kyoto University Rehabilitation Unit, Kyoto University Hospital
  • Teraoka Mutsumi
    Kibi International University
  • Kyogoku Makoto
    Kibi International University

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Other Title
  • 後天性脳損傷児の通常学級への適応プロセスに関する保護者の経験の質的解明
  • 後天性脳損傷児の通常学級への適応プロセスに関する保護者の経験の質的解明 : 複線径路等至性アプローチを用いて
  • コウテンセイ ノウ ソンショウジ ノ ツウジョウ ガッキュウ エ ノ テキオウ プロセス ニ カンスル ホゴシャ ノ ケイケン ノ シツテキ カイメイ : フクセン ケイロ トウ シ セイ アプローチ オ モチイテ
  • A qualitative study using the trajectory equifinality approach
  • ─複線径路等至性アプローチを用いて─

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Abstract

The aim of this study was to clarify the commonality and diversity of school adaptation processes in children with acquired brain injury. The experiences of five parents were analyzed using a qualitative research method:the Trajectory Equifinality Approach. As a result, a new concept of “conflict over adjustment” and three Bifurcation Points in the process of returning to school for children with acquired brain injury were generated. The adaptation to school is a transitional point goal, and the concept of adaptation is a fluctuating state that included parents’ conflicts. The role of the occupational therapist is to provide long-term support for problem-solving in the participation of the child and parents in community life, while considering future life stage changes.

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