Intertwining to fit in : a grounded theory study of caregivers with school-aged children with FASD
My study aimed to explain how caregivers of school-aged children with FASD manage their children’s schooling. Symbolic interactionism served as the guiding theoretical perspective. I used a Glaserian approach to grounded theory to develop a substantive theory: intertwining to fit in. I collected dat...
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| Language: | English |
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University of British Columbia
2012
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| Online Access: | http://hdl.handle.net/2429/42784 |