Morris Rita I, Butt Rachael A
School of Nursing, San Diego State University, San Diego, CA, USA.
J Sch Nurs. 2003 Feb;19(1):43-50. doi: 10.1177/10598405030190010701.
This qualitative study explored parents' perceptions of how their homelessness affected the development and academic achievement of their children. Grounded theory with symbolic interactionism was the framework for this study. Data were collected through semistructured interviews with 34 homeless families in a variety of settings. Multiple factors were found, including unstable relationships, abuse and violence, abdication of parental responsibility, poor parenting models, and resilient children. The findings present a case for supportive educational services for homeless school-age children. School nurses play a dual role. They can ensure that school personnel and resource providers understand the culture of homelessness, and they can develop and implement innovative programs for parents and school personnel to help homeless children.
这项定性研究探讨了父母对于自身无家可归的状况如何影响其子女发展和学业成绩的看法。以符号互动主义为基础的扎根理论是本研究的框架。通过对34个处于不同环境的无家可归家庭进行半结构化访谈来收集数据。研究发现了多个因素，包括不稳定的关系、虐待和暴力、父母责任的缺失、不良的育儿模式以及有适应力的孩子。研究结果表明应为无家可归的学龄儿童提供支持性教育服务。学校护士发挥着双重作用。他们可以确保学校工作人员和资源提供者了解无家可归的文化，并且可以为家长和学校工作人员制定和实施创新项目，以帮助无家可归的儿童。
