Bakgrund: Barn som anhöriga till en förälder med psykisk eller fysisk sjukdom, missbruk eller dödsfall är en grupp som blir direkt påverkade av förälders situation och som ofta hamnar i skymundan. De tar ett större ansvar hemma och både skolan samt barnens sociala liv kan bli påverkat. Skolsköterskor har en stor möjlighet att träffa och hjälpa dessa barn. Det finns dock begränsat med forskning kring deras erfarenhet.   Syfte: Att beskriva skolsköterskors erfarenheter av att möta barn som anhöriga.  Metod: För att besvara studiens syfte användes en kvalitativ intervjustudie med induktiv ansats. Data insamlades genom tio semistrukturerade intervjuer med skolsköterskor. Dataanalysen genomfördes med manifest innehållsanalys enligt Graneheim och Lundman.  Resultat: Den insamlade datan resulterade i två huvudkategorier; betydelsen av en god relation vilken belyser vikten av att lyssna, vara lyhörd och skapa en kontakt med barnen och att arbeta utifrån barnets bästa vilken belyser samarbetet med andra professioner både i och utanför skolan. Ett barncentrerat arbetssätt möjliggör för skolsköterskorna att identifiera och stödja barnen genom att se varje barn och utgå ifrån deras enskilda behov.  Slutsats: Arbetet med barn som anhöriga kommer med många möjligheter men även utmaningar. Samarbetet med andra professioner möjliggör skapandet av en helhetsbild kring barnen vilket förbättrar möjligheterna att individualisera insatser och stöd för varje enskilt barn. Därav behövs uppdaterade rutiner och riktlinjer för att ytterligare kunna hjälpa barnen. Då barn som anhöriga kan visa diffusa tecken och dölja sin situation behöver skolsköterskor ytterligare kunskap. Vidare forskning behövs för att fortsätta uppmärksamma barnen och deras behov av stöd / Background: Children who are next of kin to parents which are suffering from illness, substance abuse or death is a group which are directly affected by their parents' situation and are often neglected. They take on greater responsibility at home, which affects both school and their social life. School nurses have a great opportunity to meet and help these children, though, there is not much research concerning school nurses' experiences with children who are next of kin.   Aim: To describe school nurses experiences working with children who are next of kin.   Method: A qualitative interview study with and inductive approach was conducted to answer the studies aim.  Data was collected through ten semi structured interviews with school nurses. The data was analyzed using qualitative content analysis according to Graneheim and Lundman.  Result: The collected data resulted in two main categories; the importance of a good relationship which enlightens the importance of listening and creating a contact with the children and working for the child’s best interest which enlightens the collaborations with other professions both inside as well as outside of school. A child-centered perspective enables the school nurses to identify and support the children by seeing every individual child and their needs. Conclusion: Working with children who are next of kin comes with both opportunities and challenges. Collaboration with other professions was essential when creating an overall picture of the child's situation and thereby individualizing the support and care. Hence, updated routines and guidelines are needed to be able to further help the children. As children who are next of kin can show diffuse signs and hide their situation, school nurses need additional knowledge. Further research is necessary for highlighting the importance of children who are next of kin and their need of support.

The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)

Includes bibliographical references (leaves 206-239) / The primary aim of the study was to develop a psychosocial assessment tool for determining willingness to participate in child-centred safety promotion interventions, specifically in a low-income community in South Africa. The secondary aim was to determine the factors associated with willingness to participate. The study employed a mixed methods approach to develop the measure, and included content validation, item writing and initial validation processes. Nominal Group Technique discussions were conducted with various role-players in the relevant communities to inform the development of the instrument, while participatory methodologies were utilised to conceptualise the instrument in relation to psycho-social factors associated with intervention participation, with these categorised according to core dimensions. A Delphi method utilising an expert panel reviewed items for relevance, difficulty and ambiguity, with items subsequently amended or removed. Item selection procedures were conducted on the English version of the instrument and these results were applied to the Afrikaans version. A pilot study was conducted as part of the initial validation in order to test the items and format the questionnaire. The instrument was then administered to Afrikaans speaking individuals in a community in the Western Cape. Iterative exploratory factor analysis was conducted at both the item and scale levels to select and reassign items and scales in order to determine the final composition of the questionnaire. The findings indicate that the instrument measures seven factors, namely incentives; priorities and community needs; perceived benefits; social approval; accessibility and values; altruistic capital; and community cohesion. These factors are explained in terms of the Process-Person-Context-Time model and the Theory of Planned Behaviour, considered within a participatory framework. The study findings indicate that the seven factors represent salient dimensions of the construct willingness to participate in interventions. The questionnaire and its subscales displayed acceptable to good reliability, with Cronbach’s α ranging from 0.55 to 0.80. Since willingness precedes actual participation, it is argued that insight into the factors that relate to willingness to participate provides an avenue for motivating actual participation. / Psychology / Ph. D. (Psychology)

The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)