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First published 1982-09

Interaction of Health-care Professionals with Critically III Children and Their Parents

George W. Marten, Alvin M. Mauer

Clinical Pediatrics

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Research article

First published 2009-9

Cross-Cultural Issues in Parent-Professional Interactions: A Qualitative Study of Perceptions of Asian American Mothers of Children with Developmental Disabilities

Brinda Jegatheesan

Research and Practice for Persons with Severe Disabilities

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Research article

First published 1979-2

Atypical Children: Perspectives on Parent-Professional Interaction

Betty A. Sugarman

Families in Society: The Journal of Contemporary Social Services

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Research article

First published 2020-3

Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

Christine A. Marvin, Amanda L. Moen, Lisa L. Knoche [...]

Young Exceptional Children

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Research article

First published 2013-2

Talking via the Child

Anders Ringnér, Inger Öster, Maria Björk [...]

Journal of Family Nursing

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Research article

First published 2000-10

Measuring Parent/Professional Interaction in Early Intervention: Validity and Reliability

Amy L. Goetz, William Gavin, Shelly J. Lane

OTJR: Occupational Therapy Journal of Research

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Other

First published 2020-3

From Article to Action: Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

Chelsea L. Waters, Camille Catlett

Young Exceptional Children

Open access

Research article

First published 2024-3

Engaging children,young people,parents and health professionals in interviews: Using an interactive ranking exercise within the co-design of multimedia websites

Jacqueline Martin-Kerry, Steven Higgins, Peter Knapp [...]

Journal of Child Health Care

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Research article

First published 2008-3

The Doubting Dance: Contributions to a History of Parent/Professional Interactions in Early 20th Century America

Philip M. Ferguson

Research and Practice for Persons with Severe Disabilities

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Research article

First published 1997-8

Promoting the Full Inclusion of Emotionally Disturbed Students through “No Fault” Interactions between Parents and Professionals

Edward J. Kelly

Psychological Reports

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