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    Making decisions : a critical analysis of factors affecting decision making processes for parents and caregivers of students with special needs : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education (Special Education), Massey University
    (Massey University, 1998) McLachlan, Karen J
    This thesis examines the experiences and perspectives of parents and caregivers and professionals in the education of students with special needs. Special education is reviewed and the move towards parent-professional partnerships is examined In the past, there has been little critical evaluation of the role of parents in educational decision-making This study recognises the difficulties encountered by parents, caregivers and professionals in creating efficient partnerships. Without documenting the experiences of the people significantly concerned in the education of children with special needs, many erroneous assumptions may be made. The study involves using semi-structured interview questions to record the narratives of 21 parents and caregivers of children with special needs and 7 professionals. In-depth individual interviews were conducted with each person The findings suggested that whilst professionals considered their open approach enabled parents and caregivers to be fully informed, comments made by parents contradicted this view. Many parents expressed feelings of isolation and neglect as they remained ignorant of educational decisions and starved of information. Comments by participants are used to illustrate significant themes which emerged from the interviews. A participant questionnaire summarises relevant issues derived from the interview questions and provides the data presented in computer generated charts. In most cases, the responses indicated agreement with the statements. An analysis of the data shows many parents and caregivers have not been included in significant aspects of their child's education. Although there are compelling reasons for their non-participation, if recent educational policy aims to include students and their families in educational decision-making, there is much work to be done by educators to foster effective parent/professional partnerships.
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    Parent management training for the families of children diagnosed with attention deficit hyperactivity disorder : four case studies with a multiple baseline across participants design using the Incredible Years Parent Training Series : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2003) Lees, Dianne G
    Attention deficit hyperactivity disorder (ADHD) is a commonly diagnosed behavioural disorder of childhood that has had a dramatic increase in diagnosis in recent years. It has long-term adverse effects on educational and psychosocial outcomes, and is a major health problem for individuals, families and society. Parents of children with ADHD often lack the skills to manage difficult behaviour effectively. Family functioning may also be compromised. This includes increased stress levels for parents. While medication is the single most effective intervention for the symptoms of ADHD, it has not yet been demonstrated to have long-term benefits, has adverse side effects for some children and does not address the associated comorbid disorders that often accompany ADHD. The combination of medication and parent training may result in better long-term outcomes for children and their parents. The aim of this research was to assess the effectiveness of 'The Incredible Years Parent Training Series' on the functioning of families of children with ADHD. The program is an empirically based parent training intervention that uses group discussion, videotape modelling, role plays and rehearsal, along with facilitator input and guidance. A multiple baseline across participants design was employed with four research participants in a group of parents attending a 2-hour treatment session weekly for 20 weeks. Participants were referred from the Child and Adolescent Mental Health Specialist Service at Tauranga Hospital and were all solo mothers with sons between 5 and 10 years of age who met the DSM IV criteria for ADHD. Family functioning was assessed from a pre-treatment interview schedule, measures of child behaviour (CBCL, Conners, Strengths and Difficulties Questionnaire, daily ratings of child behaviour), and parental and family functioning (BDI- II, Parental Stress Index, weekly ratings on specific areas of family functioning, group goals). Participants also completed programme satisfaction and evaluation measures. Results showed (a) improvement in teacher reports of child behaviour but generally not in parent psychometric reports, (b) improved targeted family functioning problems, (c) high number of goals achieved related to child behaviours, (d) reduced stress and depression levels for most participants (e) reports of better parent-child relationships, and (f) increased parental confidence. Additionally, participants were highly satisfied with the programme. Findings support the use of the Incredible Years Parent Training Series as an effective low cost intervention to improve the functioning of families of ADHD children.