DOCSLIB.ORG

Chronic Stress and Coping Among Families of High-Functioning Adolescent Girls with Autism Spectrum Disorder

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Chronic Stress and Coping Among Families of High-Functioning Adolescent Girls with Autism Spectrum Disorder "Living Life in the Moment": Chronic Stress and Coping Among Families of High-Functioning Adolescent Girls with Autism Spectrum Disorder Author: Lisa Ellen Watson Persistent link: http://hdl.handle.net/2345/bc-ir:103562 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2014 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Graduate School of Social Work “LIVING LIFE IN THE MOMENT”: CHRONIC STRESS AND COPING AMONG FAMILIES OF HIGH-FUNCTIONING ADOLESCENT GIRLS WITH AUTISM SPECTRUM DISORDER A dissertation by LISA E. WATSON, LICSW Submitted in partial fulfillment of the requirements for a degree of Doctor of Philosophy June 2014 © Copyright by LISA E. WATSON 2014 “LIVING LIFE IN THE MOMENT”: CHRONIC STRESS AND COPING AMONG FAMILIES OF HIGH-FUNCTIONING ADOLESCENT GIRLS WITH AUTISM SPECTRUM DISORDER A dissertation by LISA E. WATSON, LICSW Dissertation Co-Chairs: Dr. Ruth McRoy and Dr. Linnie Green Wright Abstract Autism spectrum disorder (ASD) prevalence rates have risen dramatically over the past decade and boys are five times more likely to be diagnosed than girls. Prior research on children with ASD includes samples that are overwhelmingly male, but does indicate that girls with high-functioning ASD may have distinct needs and profiles. This study begins to address this gap in the research through a qualitative study of eleven families with an adolescent daughter with high-functioning autism spectrum disorder. The family is the primary unit of analysis and the study focuses on the following: (a) families’ experience with the diagnostic process (b) families’ management of their daughter’s adjustment to adolescence, and(c) the impact of the ASD on family well- being. Family stress theory was the conceptual framework used to guide the study. Using grounded theory with a supplemental quantitative data strand, the study involved forty in-depth semi-structured interviews. Parents completed the Stress Index for Parents of Adolescents (SIPA) and a demographic questionnaire. Findings indicate that parenting a daughter with ASD could be categorized as a chronic stressor. The majority of parents endorsed clinically significant levels of stress on the SIPA. The mean age of ASD diagnosis was 8.7 years, well above the most recent (2014) Centers for Disease Control findings (6.3 years). Delayed and misdiagnosis for girls with ASD resulted in significant stress for families and reduced access to appropriate intervention. A shift in perception of the ASD from an acute to a chronic stressor allowed families to move toward acceptance and adaptation. The study findings support the need for a family centered model of assessment and intervention. Social workers in schools and in early intervention programs can play a critical role in providing education and support for families. DEDICATION This dissertation is dedicated to the parents who participated in this study for their generosity in sharing their stories and caring so deeply for their daughters i ACKNOWLEDGEMENTS Thank you to my partner, Kelly, for her endless support and tireless patience throughout this odyssey. This would never have happened without you. A very big hug for my children, Pyper and August, for their humor and understanding while “mommy works on her big paper”. I could not ask for a happier and more fulfilling home life; so key to getting me to the end of this process. Thank you to my parents, Don and Lynda, for all their support and inspiration. A heartfelt thank you to Dr. Ruth McRoy, my dissertation co-chair, for her genuine interest in this study, patience with my timeline, and critical support in this long journey. Thank you to Dr. Linnie Green Wright for her insight and tireless feedback on countless drafts. Thank you to Dr. Penny Hauser-Cram for sharing her expertise and enthusiasm for the study. A big thank you to Brenda Vitale, an amazing asset and resource within the doctoral program. Her organizational skills and ability to make things happen is truly impressive. ii TABLE OF CONTENTS Abstract .............................................................................................................................. vi DEDICATION ..................................................................................................................... i ACKNOWLEDGEMENTS ................................................................................................ ii TABLE OF CONTENTS ................................................................................................... iii LIST OF FIGURES ........................................................................................................... vi LIST OF TABLES ............................................................................................................ vii Chapter I. Introduction ........................................................................................................ 1 ASD Classifications, Prevalence Rates and Sex Ratios .................................................. 4 Study Rationale ................................................................................................................. 15 Study Aims ....................................................................................................................... 18 Chapter II: Literature Review ........................................................................................... 20 Introduction ................................................................................................................... 20 Diagnostic Sex Differences ........................................................................................... 22 Adolescent Functioning Among ASD Youth ............................................................... 26 Female adolescent development. .............................................................................. 26 Mental health. ........................................................................................................... 29 Public school experiences ......................................................................................... 30 Bullying. ................................................................................................................... 35 Family Stress and Coping ............................................................................................. 36 Diagnostic Process. ................................................................................................... 37 The parenting experience. ......................................................................................... 38 Conceptual Framework ................................................................................................. 46 Research Questions ....................................................................................................... 52 Chapter Summary ......................................................................................................... 55 Chapter III: Method .......................................................................................................... 56 Study Design ................................................................................................................. 56 Human Subjects Protection ........................................................................................... 58 Sampling Strategy and Recruitment ............................................................................. 59 Sample inclusion criteria. .......................................................................................... 62 Sample ........................................................................................................................... 62 Data Collection Procedures ........................................................................................... 64 Interview setting ........................................................................................................ 64 iii Interviews. ................................................................................................................. 65 Measures ....................................................................................................................... 66 Interview Protocol ..................................................................................................... 66 Demographic Questionnaire. .................................................................................... 68 Stress Index for Parents of Adolescents. ................................................................... 68 Written Documentation on the ASD Diagnosis. ....................................................... 69 Data Management ......................................................................................................... 70 Transcription. ............................................................................................................ 70 File Management ...................................................................................................... 70 Quantitative Data. ..................................................................................................... 71 Data Analysis ................................................................................................................ 72 Analytic Memoing .................................................................................................... 72 Coding Process.............................................................................................................
Load more

Recommended publications
  • Beauty Trends 2015
    Beauty Trends 2015 HAIR CARE EDITION (U.S.) The image The image cannot be cannot be displayed. displayed. Your Your computer computer may not have may not have enough enough memory to memory to Intro open the open the With every query typed into a search bar, we are given a glimpse into user considerations or intentions. By compiling top searches, we are able to render a strong representation of the United States’ population and gain insight into this specific population’s behavior. In our Google Beauty Trends report, we are excited to bring forth the power of big data into the hands of the marketers, product developers, stylists, trendsetters and tastemakers. The goal of this report is to share useful data for planning purposes accompanied by curated styles of what we believe can make for impactful trends. We are proud to share this iteration and look forward to hearing back from you. Flynn Matthews | Principal Industry Analyst, Beauty Olivier Zimmer | Trends Data Scientist Yarden Horwitz | Trends Brand Strategist Photo Credit: Blind Barber (Men’s Hair), Meladee Shea Gammelseter (Women’s Hair), Andrea Grabher/Christian Anwander (Colored Hair), Catface Hair (Box & Twist Braids), Maria Valentino/MCV photo (Goddess Braid) Proprietary + Confidential Methodology QUERY To compile a list of accurate trends within the Jan-13 Aug-13 Jan-14 Aug-14 Jan-15 Aug-15 beauty industry, we pulled top volume queries related to the beauty category and looked at their monthly volume from January 2013 to August 2015. We first removed any seasonal effect, and DE-SEASONALIZED QUERY then measured the year-over-year growth, velocity, and acceleration for each search query.
    [Show full text]
  • Getting to the Root of Hair Loss
    26 March 2012 | MP3 at voaspecialenglish.com Getting to the Root of Hair Loss Reuters An example of male pattern baldness SHIRLEY GRIFFITH: This is SCIENCE IN THE NEWS in VOA Special English. I'm Shirley Griffith. JUNE SIMMS: And I'm June Simms. Today we talk about hair. We will tell what hair is, how it grows, and some of the main reasons people lose it. (MUSIC) SHIRLEY GRIFFITH: Hair has always been an important sign of beauty. This is especially true for women. Next to the face, hair is one of the main qualities people look for when they consider a woman's beauty. Whether long or short, curly or straight, hair often gets a lot of attention. People who have it value it. Those of us who do not often mourn its loss. JUNE SIMMS: Each hair on a person's head grows from a single tube-like hole in the skin called a follicle. People are born with all of the hair follicles they are ever going to have. The average person has about one hundred thousand hair follicles. They begin to form on a fetus around the third month of pregnancy. 2 The part of the hair under the skin is known as the hair root. The hair sticking out from the skin is known as the hair shaft. The shaft is made up of dead cells that have been pushed up through the root. At the base of the hair root is a small ball-like formation called a bulb. This is where new cells are formed.
    [Show full text]
  • Ll||L||||||||L||||||||L|||||||||||||||||||||||L||||||||||||||||||||||||||||| US 20060005394A1 (19) United States (12) Patent Application Publication (10) Pub
    l|||||||||||||ll||l||||||||l||||||||l|||||||||||||||||||||||l||||||||||||||||||||||||||||| US 20060005394A1 (19) United States (12) Patent Application Publication (10) Pub. No.: US 2006/0005394 A1 Newkirk et al. (43) Pub. Date: Jan. 12, 2006 (54) RAZOR FOR BUZZ CUTTING HEAD HAIR Publication Classi?cation (76) Inventors: James C. Newkirk, Crescent Springs, (51) Int. Cl. KY (US); Donna M. Newkirk, B26B 21/00 (2006.01) Crescent Springs, KY (US) (52) US. Cl. ................................................................ .. 30/50 Correspondence Address: WOOD, HERRON & EVANS, LLP (57) ABSTRACT 2700 CAREW TOWER 441 VINE STREET CINCINNATI, OH 45202 (Us) A dual Wet razor device is used for shaving hair on a head at different lengths. The device has a ?rst and a second (21) Appl. No.: 10/886,090 cutting edge on opposite sides of one another and a sensitive guide under each cutting edge for safely cutting different 22 Filed: Jul. 7, 2004 short len g ths of hair on the sealP of a user. \\\\\\\\\\\\\\\\W\X,\ // J ///// Patent Application Publication Jan. 12, 2006 Sheet 1 0f 2 US 2006/0005394 A1 \\\\\\\\\\\\\\\\\\F US 2006/0005394 A1 Jan. 12, 2006 RAZOR FOR BUZZ CUTTING HEAD HAIR distance. In a preferred form, the sensitive guide is formed by a plurality of rounded knobs Which cooperate With the FIELD OF THE INVENTION cutting blade so as to provide a smooth, clean and safe haircut. Thus, the dual raZor avoids cutting abnormalities on [0001] This invention relates to a head shaving razor and, the scalp, such as moles, scars or folds in the skin, and the in particular, to a raZor designed for Wet shaving of hair like.
    [Show full text]
  • 2015 Program
    Table of Contents 13 41 47 52 7 Festival Team and Special Thanks 9 Festival Details 10 Founder’s Note 13 About UNICEF: 2015 Charity Partner 14 Rachel Winter: Women in Production Panelist, Writer and Producer 17 Programmer’s Note 18 2015 Narrative and Documentary Feature Films 30 2015 Narrative and Documentary Short Films 36 Festival Village Map 40 VIP Lounge and Celebrity Gifting Suites 41 Colin Hanks: Panelist, Executive Board Member and Director 43 Panels and Workshops 51 Opening Night Party 52 Changemaker Honoree Gala 54 Alysia Reiner: Social Impact Juror, Panelist, Actress and Director 62 2015 Sponsors 63 Festival Partners 66 Special Thanks to Supporters Official Program content as of May 15, 2015 | Please visit website for Festival Updates | 5 | 7 8 | Festival details Passes and Tickets Please visit www.greenwichfilm.org for ticket information and a current schedule of events. Purchase passes and event tickets online or from our Box Office. To Purchase Website: www.greenwichfilm.org Box Office: 340 Greenwich Avenue, Greenwich, CT 06830 Monday-Friday 9-6PM Saturday-Sunday: 12-4PM Box Office Telephone: (203) 340-2735 Admission for Passholder vs. Ticket Holders Passholders are required to wear their badge at the entrance of all Festival events. Ticket holders must present their printed tickets at the entrance to Festival events. Films, Parties and Panels Film Screening Locations Cole Auditorium, Greenwich Library: 101 West Putnam Avenue, Greenwich, CT 06831 Bow Tie Cinemas, Theaters 1 -3: 2 Railroad Avenue, Greenwich, CT 06830 Panel
    [Show full text]
  • Movember in Molumbus Stickme: Acupuncture H
    THe aLTernanve HeaLTOTssue insiDe: sociaLTsar ROBBie STePHens are YOU a STress mess? MOvemBer in moLumBus STICK me: acupuncTure HanDS on HeannG MaDLaB APOcaLYPse siLver Moon RisinG A LITTLe DOG I.aUGHeD inTerview: miKa OUT & PFOUD o ll74470"25134 ' 7 & LOCaL CeLeBIITY BLOGGerS by Erin McCalla 2010, the shop has been enthusiastically re­ ceived and increasingly successful. Greg's When I enter the Blue Star Barbershop, goal was to do 100 cuts a day, and Blue Star Johnny Cash is pumping through the speak­ has beaten that number... handily. ers. He's singing about shooting a man in Reno, just to watch him die and subsequently He explains that it's his superb staff that ending up in Folsom Prison. Johnny Cash keeps the clients coming back. Greg has his wouldn't get his haircut in a beauty salon, and employees go through a stringent screening if you're a man (or a lesbian with a short 'do), process before they even sharpen their neither should you. shears. This isn't your bargain bin buzz cut as each potential hire goes through three in­ That's because this locally (and queer) owned terviews and a technical try out that's why barbershop employs people who are really you can't get a better cut in town for the focused and adept at giving great haircuts, price. ($19!) tapers and fades to "smart men who want to look sharp." He's not knocking his swanky salon sisters and brothers, but Greg is passionate when it And speaking of sharp looking men, Greg comes to a man's mop and suggests that men Hund, the suave and sawy proprietor of Blue should stay away from salons with women- Star, opened this 9-chair shop two years ago based clienteles.
    [Show full text]
  • 2011 06 Kamus Saku Tado 1A
    Nama angka : 1 saungu satu one 2 roungu dua two 3 toluongu tiga three 4 aopo empat four 5 alima lima five 6 aono enam six 7 papitu tujuh seven 8 uwalu delapan eight 9 sasio sembilan nine 10 sampulu sepuluh ten 11 sampulu saungu sebelas eleven 12 sampulu roungu duabelas twelve 13 sampulu toluongu tigabelas thirteen 14 sampulu aopo empat belas fourteen 15 sampulu alima lima belas fifteen 16 sampulu aono enam belas sixteen 17 sampulu papitu tujuh belas seventeen 18 sampulu uwalu delapan belas eighteen 19 sampulu sasio sembilan belas nineteen 20 rompulu dua puluh twenty 30 tolu mpulu tiga puluh thirty 40 aopo mpulu empat puluh forty 50 lima mpulu lima puluh fifty 60 aono mpulu enam puluh sixty 70 pitu mpulu tujuh puluh seventy 80 walu mpulu delapan puluh eighty 90 sio mpulu sembilan puluh ninety 100 saatu seratus one hundred 200 roatu dua ratus two hundred 300 toluatu tiga ratus three hundred 400 opoatu empat ratus four hundred 500 limatu lima ratus five hundred 600 aonoatu enam ratus six hundred 700 pituatu tujuh ratus seven hundred 800 waluatu delapan ratus eight hundred 900 sioatu sembilan ratus nine hundred 1000 sanjobu seribu one thousand Nama hari : eo Minggu hari Minggu Sunday eo Sinei hari Senin Monday eo Salasa hari Selasa Tuesday eo Rabu hari Rabu Wednesday eo Kamisi hari Kamis Thursday eo Jumaa hari Jum'at Friday eo Satu hari Sabtu Saturday Nama bulan : Wula Saungu Januari January Wula Roungu Februari February Wula Tuluongu Maret March Wula Aopongu April April Wula Limaongu Mei May Wula Aonongu Juni June Wula Pituongu Juli July Wula Waluongu Agustus August Wula Siongu September September Wula Sampuluongu Oktober October Wula Sampulu Saungu November November Wula Sampulu Roungu Desember December KAMUS SAKU BAHASA TADO-LINDU — INDONESIA — INGGRIS Disusun oleh Tim Kerja Pengembangan Bahasa Tado-Lindu: Bance Tarua Erik Pengei, S.Pd.
    [Show full text]
  • 11/14/13 Complete List Family & Community Resource Center
    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
    [Show full text]
  • List of Hairstyles
    List of hairstyles This is a non-exhaustive list of hairstyles, excluding facial hairstyles. Name Image Description A style of natural African hair that has been grown out without any straightening or ironing, and combed regularly with specialafro picks. In recent Afro history, the hairstyle was popular through the late 1960s and 1970s in the United States of America. Though today many people prefer to wear weave. A haircut where the hair is longer on one side. In the 1980s and 1990s, Asymmetric asymmetric was a popular staple of Black hip hop fashion, among women and cut men. Backcombing or teasing with hairspray to style hair on top of the head so that Beehive the size and shape is suggestive of a beehive, hence the name. Bangs (or fringe) straight across the high forehead, or cut at a slight U- Bangs shape.[1] Any hairstyle with large volume, though this is generally a description given to hair with a straight texture that is blown out or "teased" into a large size. The Big hair increased volume is often maintained with the use of hairspray or other styling products that offer hold. A long hairstyle for women that is used with rich products and blown dry from Blowout the roots to the ends. Popularized by individuals such asCatherine, Duchess of Cambridge. A classic short hairstyle where it is cut above the shoulders in a blunt cut with Bob cut typically no layers. This style is most common among women. Bouffant A style characterized by smooth hair that is heightened and given extra fullness over teasing in the fringe area.
    [Show full text]
  • Autistic Subjectivities: a Critical Narrative Analysis of the Stories of Women Who Self- Identified As Autistic in Adulthood
    Autistic Subjectivities: A critical narrative analysis of the stories of women who self- identified as autistic in adulthood Jacqui Pearse A thesis submitted in partial fulfilment of the requirements of the University of the West of England, Bristol for the degree of Professional Doctorate in Counselling Psychology Faculty of Health and Applied Sciences July 2020 Abstract Until recently, autism was assumed to be a predominantly male phenomenon, but a growing number of women are now identifying as autistic in adulthood after many years of unexplained difficulties in their everyday lives. The findings of the few studies in this area indicate that ‘late diagnosed’ autistic women commonly report a longstanding sense of ‘difference’, accompanied by efforts to conform to social norms and an increased vulnerability to mental health difficulties. To date, however, little attention has been paid to the potential implications for autistic women of dominant androcentric and deficit-focused constructions of autism. The present study employed a critical narrative methodology to explore this by examining the ways that discourses of autism are deployed and/or resisted within the autobiographical stories of women who identified as autistic in adulthood. Narrative interviews were conducted with five women in order to explore the experiences that led to them identifying as autistic in adulthood, and the significance of this for their lives subsequently. The narrative analysis of the interview data was informed by critical realist and social constructionist perspectives, which view personal meaning making as socially mediated and culturally situated. It was found that dominant negative and androcentric discourses initially rendered autism unavailable to participants as a hermeneutic resource but that this changed when they discovered an alternative construction of autism which construes it as a valuable facet of human diversity.
    [Show full text]
  • 100 Day Kit for Newly Diagnosed Families of Young Children
    100 Day Kit For Newly Diagnosed Families of Young Children FAMILY SERVICES JULY 2014 100 DAY KIT A tool kit to assist families of young children in getting the critical information they need in the first 100 days after an autism diagnosis. Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this tool kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism. © 2018 Autism Speaks Inc. Autism Speaks and Autism Speaks Design are registered trademarks owned by Autism Speaks Inc. All rights reserved. The use of unaffiliated representatives for endorsement, advertising, promotional and sales material is prohibited by law. 100 DAY KIT A out This Kit 1 0 0 ay Kit rofessional A v isory ommittee The Autism Speaks 0 0 Day Kit is a tool designed G eral ine awson h. to help assist families of children recently diagnosed Professor, Department of Psychiatry and Behavioral Sci- with autism during the critical period following an ences, Duke niversity Medical Center autism diagnosis. The kit includes basic information about autism and its symptoms, tips for dealing with Ro in . ansen . a child s diagnosis, information about therapies and Director, niversity Center for Excellence in Develop- treatments, forms to help parents get organized, a mental Disabilities comprehensive list of resources and more.
    [Show full text]
  • Resource Guide for Families of Children with Autism Spectrum Disorders
    0001-11-Autism_SNB_autism guide3.qxd 11-01-03 08:48 PageC1 Resource Guide for Families of Children with Autism Spectrum Disorders OFFICE OF SPECIAL HEALTH CARE NEEDS :: REVISED 2011 NOTE TO PROFESSIONALS: THIS IS A VALUABLE RESOURCE FOR YOU AS YOU WORK WITH FAMILIES. 0001-11-Autism_SNB_autism guide3.qxd 11-01-03 08:48 PageC2 0001-11-Autism_SNB_autism guide3.qxd 11-01-05 14:02 Page1 Table of Contents INTRODUCTION 3 SECTION 1: UNDERSTANDING AUTISM SPECTRUM DISORDERS (ASDs) 6 Defining Autism Spectrum Disorders The Disorders Within the Autism Spectrum How ASDs Affect Child Development Developmental Screening Early Periodic Screening, Diagnosis, and Treatment Program Causes of ASDs More about ASDs Common Myths about ASDs SECTION 2: ADJUSTING TO YOUR CHILD’S DIAGNOSIS 20 Don’t Overwhelm Yourself with Information Chronic Sorrow The Five Stages of Grief Be Your Child’s Number One Advocate How to Help Your Family Adjust Steps to Provide Safety Inside and Outside the Home SECTION 3: STEPS AFTER DIAGNOSIS 32 Medical Assistance (Medicaid) Services Other Resources SECTION 4: TREATMENT AND INTERVENTIONS 50 Selecting a Treatment Evidence-Based Practices Behavioral Approaches Biomedical and Dietary Approaches Medications (Psychopharmacologic Treatments) SECTION 5: SPECIAL EDUCATION 68 Special Education Evaluations Individualized Education Program 504 Plan Other Educational Settings Inclusion Institutes Tailoring Special Education for Students with ASDs Educational/Secondary Transition Vocational/Employment Transition Healthcare Transition SECTION 6: COMMUNITY
    [Show full text]
  • A GUIDE to the HUMAN RESOURCE BODY of KNOWLEDGETM (Hrboktm) WEBFFIRS 04/03/2017 18:59:21 Page Ii WEBFFIRS 04/03/2017 18:59:21 Page Iii
    WEBFFIRS 04/03/2017 18:59:21 Page i A GUIDE TO THE HUMAN RESOURCE BODY OF KNOWLEDGETM (HRBoKTM) WEBFFIRS 04/03/2017 18:59:21 Page ii WEBFFIRS 04/03/2017 18:59:21 Page iii AGUIDETOTHE HUMAN RESOURCE BODY OF KNOWLEDGETM (HRBoKTM) SANDRA M. REED, SPHR WEBFFIRS 04/03/2017 18:59:21 Page iv Cover design: Wiley Cover image: naqiewei/Getty Images Copyright 2017 by Human Resources Certification Institute, Inc. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright. com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at www.wiley.com/ go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose.
    [Show full text]