Thèse (Ph. D.)--Université Laval, 2002. / Bibliogr.: f. 47-53. Publié aussi en version électronique.

Theses (M.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains vii, 101 p. Bibliography: p. 67-79.

<p>A considerable number young of students are suffering from sociopsychological complaints. The psychological complaints emerge from differnt sources. Important factors for psychological well being are experiences of a satisfactory social network, efficient coping strategies and a supportive school climate.</p><p>The aim of this study was to examine how young girls in the age of 16-18 years old experience and cope with demands from school. To fulfill the aim of this study we have five questions: What do the girls apprehend as a satisfactory/unsatisfactory working environment? How do the girls define stress? How do the girls cope with stress? What importance has leisure time? What importance has the social network?</p><p> </p><p>The method we used for this study was qualitative and the material was collected through four focus groups. Fourteen girls were interviewed from four different school classes with different profiles. The theoretical framework used to analyze the findings consisted of the demand-control-model created by Karasek & Theorell, Antonovsky’s KASAM theory and Selyes GAS-theory.</p><p> </p><p>Stress expressed by the girls in this study is described as an unbalance between workload and available time. The analysis shows that most of the girls in the study experience school as a demanding setting that create strain. Furthermore, the results indicate that experienced demands not only originate from school but also from the girls themselves and by comparison with classmates. A satisfactory school environment is described as possibilities to influence the school work and the structrue of courses. Also a good relationship with teachers as well as classmates where pointed out as important factors. Strategies the girls use to cope with stress and demands are structuration, priority and planning. Some of the girls also think that a positive attitude towards life, regular eating and sleeping are important factors in coping with stress.</p><p>All the girls describs leisure time as significant.  Most girls practice sport activites but activities as playing instrument, watching movies and spending time with peers is also mentioned. All of the girls find their leisure time as of importance for them to relax and revive from the strain caused by school. However, some girls find it hard to fully relax during leisure activites and also think that time for leisure is too limited.</p><p>The social network is aslo seen as an important instrument in coping with strain. Most of the girls in this study do talk to family or friends in times of hardship.</p>

<p>Studiens syfte är att undersöka tonåringars upplevelser av att leva med diabetes och vilka problem de stöter på i vardagen. Tonårstiden är en omtumlande period då förvandlingen från att vara barn till att bli vuxen sker. Att samtidigt anpassa livet efter en kronisk sjukdom som innebär strikta regler och regelbunden vardag gällande mat och medicinering är påfrestande. En litteraturstudie har gjorts för att sammanställa forskning på området. Artiklarna hämtades i databaserna Cinhal och Medline. Sökorden som använts var: ungdomar, diabetes typ 1 och upplevelser. 14 artiklar valdes ut och analyserades. Två huvudteman definierades, det första var att leva med diabetes med underrubrikerna fritid, medicinering, kost och motion, skola och vård samt livskvalitet. Det andra var relationer med underrubrikerna familjen, vänner och frigörelse. Resultatet visar att tonåringar med diabetes typ 1 känner att de skiljer sig från sina vänner. De måste följa en regelbunden kost och medicinering. De kan inte vara spontana utan måste alltid planera sitt liv efter sin sjukdom. Frigörelseprocessen ser annorlunda ut för ungdomar med diabetes. Flickor och pojkar upplever sin sjukdom på olika sätt, pojkar har svårare att acceptera sin sjukdom och försöker dölja den, flickor identifierar sig mer med sin sjukdom men har svårare att följa de strikta och regelbundna rutinerna.</p> / <p>The aim of this study is to look into the experiences of adolescents living with diabetes and what problems they encounter in everyday life. Adolescence is a difficult period in life in which children grow up to become adults. At the same time it is stressful to adapt life to a chronic disease, with strict rules for food and medication on a regular timetable. A literature review has been made to compile research. Articles were retrieved in the databases Cinahl and Medline. The keywords used were: adolescent, type 1 diabetes and experiences. 14 Articles were selected and analyzed. Two main themes were defined, the first was to live with diabetes with subheadings leisure, medication, diet and exercise, quality of life, health care and school. The second was relationships with subheadings family, friends and emancipation. The result shows that teenagers with type 1 diabetes know that they are different from their friends. They must adhere to a regular diet and medication. They can not be spontaneous because they have to plan life to their illness. Emancipation process is different for adolescents with diabetes. Girls and boys experience their disease in different ways. Boys have more difficulties accepting their illness and try to hide it, girls identify more with it but find it harder to follow the strict and regular routines.</p>

Thèse (M.Ps.) -- Université du Québec à Chicoutimi, programme extensionné de l'Université du Québec à Trois-Rivières, 2004. / La p. de t. porte en outre : Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières. Comprend des réf. bibliogr. : f. [137]-145. Document électronique également accessible en format PDF.

No description available.

Th. 3e cycle--Sci. de l'éduc.--Lyon 2, 1986.

Akademisk avhandling--Samhällsvetenskap--Göteborg, 1982. / Bibliogr. p. 171-179.

Th.--Linguist.--Paris 3, 1986.

Th.--Méd.--Nancy 1, 1984. N°: 237.