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dc.contributor.authorOShaughnessy Carroll, Clare
dc.date.accessioned2017-02-24T14:13:52Z
dc.date.available2017-02-24T14:13:52Z
dc.date.issued2016-06-21
dc.identifier.urihttp://hdl.handle.net/10379/6361
dc.description.abstractIn Ireland the provision of early intervention services for children with disabilities is changing. With the policy and legislative contexts driving this change, these services need to be informed by evidence and underpinned by conceptual constructs which are grounded in praxis within the Irish context. These constructs can support the implementation and evaluation of best practice EI services in Ireland. Underpinned by an interpretivist paradigm, this study used a qualitative case study design with a Grounded Theory methodology, and developed a substantive theory which is represented by a conceptual model. Data were collected from multiple perspectives within one early intervention disability service in Ireland. In total, 31 indepth interviews with young children with disabilities, parents and professionals were included and data were collected and interpreted in a coherent, systematic and rigorous way. The conceptual model acknowledges that synergistic interdependent relationships exist in the EI context. When considering outcomes to service delivery professionals need to consider how rewarding and enabling the service is to all involved in the relationship. Balancing interdependence within the complex relationships is crucial to support positive outcomes. Finding this balance requires an acknowledgement of the constructs within the relationship and conversations about process and outcomes for individual families. This balancing act is core to EI practice and regard must be given to the driving and restraining factors within each partnership. The goal of the partnership is one where the rewards exceed the costs. In order to meet this goal, attentive consideration needs to be given to the profile and influence of each individual within the relationship. The concept of the relationship trajectory is paramount and how the position of the individual on this trajectory influences their interaction, expectations and level of involvement needs to be considered. This study proposes considering the relationship stages as momentous in the development of early intervention relationships between partners.en_IE
dc.subjectEarly interventionen_IE
dc.subjectDisabilitiesen_IE
dc.subjectMultiple perspectivesen_IE
dc.subjectGrounded Theoryen_IE
dc.subjectCase studyen_IE
dc.subjectHealth promotionen_IE
dc.subjectHealth sciencesen_IE
dc.subjectGrounded theoryen_IE
dc.titleUnderstanding early intervention services in Ireland: a conceptual evaluationen_IE
dc.typeThesisen_IE
dc.local.noteChildren, parents and professionals from one early intervention disability service in Ireland were interviewed. A conceptual model represents the study findings. This model can inform best practice early intervention services in Ireland. The concepts, which are integral to the model, can support the implementation and evaluation of best practice early intervention services.en_IE
dc.local.finalYesen_IE
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