Att bli förälder är en omtumlande upplevelse. För de föräldrar som vill ha stöd ska detta också finnas tillgängligt för att de med trygghet ska kunna möta barnets behov och stärka dess utveckling. BVC-sjuksköterskan har en central uppgift när det gäller att ge stöd till föräldrar med barn i åldrarna 0-6 år. Syftet med studien var att beskriva BVC-sjuksköterskors erfarenheter av att ge stöd i föräldraskapet. Metoden som användes var en kvalitativ innehållsanalys med induktiv ansats beskriven av Lundman och Hällgren Graneheim. Datainsamling gjordes genom intervjuer med fyra BVC-sjuksköterskor. Resultatet visade att BVC-sjuksköterskan upplevde att föräldrastöd var något som utfördes varje gång hon träffade föräldrarna. Genom att finnas till för familjen och stärka föräldrarnas egna resurser kunde hon stödja dem i föräldraskapet. Ett förändrat samhälle krävde dock en förändrad barnhälsovård och de resurser som gavs påverkade det stöd som kunde erbjudas föräldrarna. / Becoming a parent is an overwhelming experience. It is important to have support available for those who need it in order for parents to safely meet the needs of their child, and to strengthen the development of their child. The Child Health Nurse has a central role in supporting parents with childen aged 0-6 years. The aim of this study was to describe Child Health Nurses experiences of supporting parents. The method being used was a qualitative content analysis with an inductive approach described by Lundman and Hällgren Graneheim. The data was collected through interviews with four Child Health Nurses. The result shows that the Child Health Nurses experienced that parenting support was something which took place each time they met with the parents. By being there for the family and by strengthening the own resources of the parents, she could support their parenting. A changed society demanded a change in child health care and the conditions given influenced the support available for parents.

<p>Att bli förälder är en omtumlande upplevelse. För de föräldrar som vill ha stöd ska detta också finnas tillgängligt för att de med trygghet ska kunna möta barnets behov och stärka dess utveckling. BVC-sjuksköterskan har en central uppgift när det gäller att ge stöd till föräldrar med barn i åldrarna 0-6 år. Syftet med studien var att beskriva BVC-sjuksköterskors erfarenheter av att ge stöd i föräldraskapet. Metoden som användes var en kvalitativ innehållsanalys med induktiv ansats beskriven av Lundman och Hällgren Graneheim. Datainsamling gjordes genom intervjuer med fyra BVC-sjuksköterskor. Resultatet visade att BVC-sjuksköterskan upplevde att föräldrastöd var något som utfördes varje gång hon träffade föräldrarna. Genom att finnas till för familjen och stärka föräldrarnas egna resurser kunde hon stödja dem i föräldraskapet. Ett förändrat samhälle krävde dock en förändrad barnhälsovård och de resurser som gavs påverkade det stöd som kunde erbjudas föräldrarna.</p> / <p>Becoming a parent is an overwhelming experience. It is important to have support available for those who need it in order for parents to safely meet the needs of their child, and to strengthen the development of their child. The Child Health Nurse has a central role in supporting parents with childen aged 0-6 years. The aim of this study was to describe Child Health Nurses experiences of supporting parents. The method being used was a qualitative content analysis with an inductive approach described by Lundman and Hällgren Graneheim. The data was collected through interviews with four Child Health Nurses. The result shows that the Child Health Nurses experienced that parenting support was something which took place each time they met with the parents. By being there for the family and by strengthening the own resources of the parents, she could support their parenting. A changed society demanded a change in child health care and the conditions given influenced the support available for parents.</p>

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1946.

This study explored how having a child with a profound or multiple disabilities affects the home school relationship in a multi-cultural Special School for Primary aged children. Research has highlighted the impact upon the family in terms of coping strategies and how families with good and poor coping strategies differ. The purpose of the study was to consider how a model of systemic thinking called the Family illness systems model (Rolland 1994) might be used to understand the context in which a family might be operating, informing how the school might appropriately foster the home/school relationship. The study took a phenomenological approach using Interpretative Phenomenological Analysis (IPA) to explore the impact of having a disabled child upon the family; how this affects coping strategies of the parent, family functioning, and how this feeds into the expectations and experiences with school. 5 mothers were interviewed using semi-structured interviews. Interview data was analysed using IPA and three superordinate themes emerged: ‘making sense of life changing events’, ‘impact on family dynamics’, ‘impact of a child needing a special school’. These finding were discussed in relation to relevant literature and the initial research questions. Strengths and limitations of the research were acknowledged. Finally the findings of the study were considered in relation to educational psychology practise and for further areas of research.

A typical absence is a non-convulsive epileptic seizure that is a sole symptom of childhood absence epilepsy (CAE). It is characterised by a generalised hyper-synchronous activity (2.5-5 Hz) of neurons in the thalamocortical network that manifests as a spike and slow-wave discharge (SWD) in the electroencephalogram. Although CAE is not a benign form of epilepsy, its physiological basis is not well understood. In an attempt to make progress regarding the mechanism of SWDs, I built a large-scale computational model of the thalamocortical network that replicated key cellular and network electric oscillatory behaviours. Model simulation indicated that there are multiple pathological pathways leading to SWDs. They fell into three categories depending on their network-level effects. Moreover, all SWDs had the same physiological mechanism of generation irrespective of their underlying pathology. They were initiated by an increase in NRT cell bursting prior to the SWD onset. SWDs critically depended on the T-type Ca2+ current (IT) mediated firing in NRT and higher-order thalamocortical relay cells (TCHO), as well as GABAB synaptic receptor-mediated IPSPs in TCHO cells. On the other hand, first-order thalamocortical cells were inhibited during SWDs and did not actively participate in their generation. These cells, however, could promote or disrupt SWD generation if they were hyperpolarised or depolarised, respectively. Importantly, only a minority of active TC cells with a small proportion of them bursting were necessary to ensure the SWD generation. In terms of their relationship to other brain rhythms, simulated SWDs were a product of NRT sleep spindle (6.5-14 Hz) and cortical δ (1-4 Hz) pacemakers and had their oscillation frequency settle between the preferred oscillation frequencies of the two pacemakers with the actual value depending on the cortical bursting intensity. These modelling results are discussed in terms of their implications for understanding CAE and its future research and treatment.

In response to poor levels of fruit and vegetable consumption in children across the UK, numerous interventions have been developed in schools in an attempt to encourage children to meet the recommended five a day. This programme of research examined the potential of a school-based healthy eating intervention, the Food Dudes programme, to increase children’s fruit and vegetable consumption in the long-term, at both school and at home, in 15 schools across the West Midlands. In contrast to previous studies that focused on the internal validity of the intervention, the programme of research utilised a socio-ecological approach to explore the wider contextual factors involved in behaviour change, beyond discussion of efficacy. Evidence from the six outputs indicated that the Programme was: effective in increasing fruit and vegetable consumption in the short-term only; more effective for children who consumed school-provided lunches than those provided from home (output 3); did not result in any decreases in high fat and/or sugar foods (output 4), not able to transfer to the home environment (output 5); and difficult to implement as part of the school day (output 6). Sustaining healthy eating behaviours beyond the intervention was a key challenge. Whilst interventions such as Food Dudes may work at the intrapersonal level of an ecological system, issues of sustainability arise from the intervention’s inability to extend or function beyond individual level behaviour change. The ecological approach on children’s’ eating behaviour offers an alternative theoretical approach to explain the effectiveness of interventions such as Food Dudes, and as a basis for proposing alternative intervention strategies.

Based on Ullman’s (2004) hypothesis that declarative memory impairment will contribute to language impairment, this thesis presents two experiments that test familiarity and recollection in children with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID). Four experimental groups comprised children and adolescents with ASD with language impairment (ALI); ASD without language impairment (ALN), intellectually disabled children without ASD (ID) and typically developing children (TD). Children were tested on two forced choice recognition tests of familiarity and recollection and a shape recognition and cued action-recall test. The relation between familiarity and conceptual semantic knowledge was investigated whilst controlling for visuo-perceptual abilities and fluid intelligence. Findings confirmed an association between familiarity and conceptual semantic knowledge in the ASD population as well as the use of visuo-perceptual skills to enhance familiarity. The broader role of declarative memory in language is addressed in ASD. Implications for future methods of testing in ASD populations are considered, as are implications of declarative memory anomalies in both ASD and ID populations in educational settings.