Bakgrund  Missfall är en vanlig händelse och kan påverka en kvinnas liv markant. Den vanligaste definitionen av missfall är en graviditet som spontant avbryts av kroppen själv innan graviditetsvecka 22. Vid missfall kommer kvinnor i kontakt med vården och omvårdnadsansvarig vårdpersonal är sjuksköterskan.  Syfte  Syftet var att belysa kvinnors syn på omvårdnad i samband med missfall.  Metod  Metoden som valdes var en litteraturöversikt. Datainsamling genomfördes i databaserna Public Medline, Cumulative Index to Nursing and Allied Health Literature och Psychological Information Database. Urval och kvalitetsgranskning genomfördes vartefter 15 vetenskapliga artiklar analyserades enligt Kristenssons integrerade analys.  Resultat  Resultatet består av två kategorier vilka beskrivit kvinnans syn på omvårdnad vid missfall. Dessa övergripande kategorier blev ‘stöd ’och ‘kommunikation’. Avsaknaden av emotionellt stöd, uppföljning och negativt språkbruk påverkade kvinnornas syn på omvårdnaden i samband med missfall negativt.  Slutsats  Att genomgå ett missfall kan vara en emotionellt svårhanterad händelse för en kvinna, och kan leda till depression, ångest eller posttraumatisk stress. Kvinnors syn på och upplevelse av omvårdnaden de fick i samband med deras missfall hade en betydande roll för deras emotionella återhämtning efter förlusten. Resultatet visade på att majoriteten av kvinnorna som deltog i de olika studierna upplevde omvårdnaden som bristande, då den hade kunnat fokusera mer på personcentrerad omvårdnad. Kvinnors syn på god omvårdnad är att få emotionellt stöd genom att bli bekräftade, lyssnade till, informerade, tillfrågade om vad de behöver samt att vårdpersonal inte ska använda emotionellt laddade ord eller svår medicinsk terminologi. Kvinnor vill även få uppföljning samt att deras partners ska bli mer inkluderade. / Background  Miscarriage is a common occurrence and is most commonly defined as a pregnancy that spontaneously is terminated by the body itself within 22 weeks. A miscarriage can significantly affect a woman's life. In the event of a miscarriage, women come into contact with health care and the main responsible care provider is the nurse.  Aim  The aim was to illustrate women’s view on nursing care in conjunction with miscarriage.  Method  The chosen method was a literature review. Data collection was performed through the databases Public Medline, Cumulative Index to Nursing and Allied Health Literature and Psychological Information Database. Selection and quality review were implemented. Fifteen scientific articles were analyzed according to Kristensson's integrated analysis.  Results  The result consists of two categories which describe woman's view of nursing care in the event of a miscarriage. These overarching categories became 'support' and 'communication'. The lack of emotional support, follow-up and care with choice of words negatively affected the women's view of nursing care in connection with miscarriage.  Conclusions  Going through a miscarriage can be an emotionally difficult event for a woman, that can lead to depression, anxiety or post-traumatic stress. Women's views on and experience of the care they receive by health care personnel in connection with their miscarriage has a significant role in their emotional recovery after the loss. The majority of the women who participated in the studies experienced health care as inadequate. Women's view of good care was to receive emotional support by being confirmed, listened to, informed, asked about their needs and that caregivers should not use emotionally charged words or difficult medical terminology. Women also wanted follow-up and that their partners should be more included.

No description available.

Paternal incest is the intimate sexual contact between biological, step or foster fathers and their children. These father-figures include the live-in partners of the non-offending mother. The actual incidence of paternal incest in South Africa is not known; however, the South African Police Services report the incidence of incest in the Western Cape for 2011/2012 to be the second highest in South Africa. When children reveal the incest to any person, this is called disclosure. After disclosure and with the removal of the paternal figure from the family unit, the mother or grandmother is responsible for the sole care of the child-victim and becomes the primary caregiver. However, in the South African context it is traditionally accepted that the grandmother assumes the role of primary caregiver of the child where the child’s mother and/or father are unable to fulfil their parental role adequately. Therefore in this study, “primary caregivers” refers to mothers and maternal grandmothers. In the South African context, limited studies have been done that explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest. There is also a lack of information on how to support these primary caregivers in the abovementioned context. The aim of this study was firstly to explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest and secondly to use these experiences to suggest guidelines that may be utilised by practitioners (such as social workers and registered counsellors) to develop support programmes for these caregivers. The research was conducted at a non-profit organisation in the Western Cape Province of South Africa, that provides psychosocial services and where cases of paternal incest are referred for intervention. A qualitative, phenomenological research design was applied in this study to obtain rich data. Six primary caregivers were chosen through purposive sampling, on the basis that their children or grandchildren were exposed to paternal incest within the last five years. Of these, four were mothers and two were maternal grandmothers who were responsible for the children. Data was collected through in-depth interviews and was analysed thematically. Two main themes emerged from the study. The first theme involved reactions to the disclosure and its aftermath, which encompassed emotional, cognitive and physiological reactions that are similar to secondary traumatisation. The second theme was coping strategies that emerged to deal with the disclosure and its aftermath, which encompassed effective coping strategies (behavioural coping strategies to actively solve problems and the presence of social support), unhealthy or negative coping strategies (behavioural coping strategies of avoidance) and threats to coping (a lack of social support). The contribution of this study lies in the suggestion of guidelines for the support of primary caregivers whose children or grandchildren were exposed to paternal incest. These guidelines include the provision of emotional support, multidisciplinary practitioner support and educational support programmes. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Paternal incest is the intimate sexual contact between biological, step or foster fathers and their children. These father-figures include the live-in partners of the non-offending mother. The actual incidence of paternal incest in South Africa is not known; however, the South African Police Services report the incidence of incest in the Western Cape for 2011/2012 to be the second highest in South Africa. When children reveal the incest to any person, this is called disclosure. After disclosure and with the removal of the paternal figure from the family unit, the mother or grandmother is responsible for the sole care of the child-victim and becomes the primary caregiver. However, in the South African context it is traditionally accepted that the grandmother assumes the role of primary caregiver of the child where the child’s mother and/or father are unable to fulfil their parental role adequately. Therefore in this study, “primary caregivers” refers to mothers and maternal grandmothers. In the South African context, limited studies have been done that explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest. There is also a lack of information on how to support these primary caregivers in the abovementioned context. The aim of this study was firstly to explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest and secondly to use these experiences to suggest guidelines that may be utilised by practitioners (such as social workers and registered counsellors) to develop support programmes for these caregivers. The research was conducted at a non-profit organisation in the Western Cape Province of South Africa, that provides psychosocial services and where cases of paternal incest are referred for intervention. A qualitative, phenomenological research design was applied in this study to obtain rich data. Six primary caregivers were chosen through purposive sampling, on the basis that their children or grandchildren were exposed to paternal incest within the last five years. Of these, four were mothers and two were maternal grandmothers who were responsible for the children. Data was collected through in-depth interviews and was analysed thematically. Two main themes emerged from the study. The first theme involved reactions to the disclosure and its aftermath, which encompassed emotional, cognitive and physiological reactions that are similar to secondary traumatisation. The second theme was coping strategies that emerged to deal with the disclosure and its aftermath, which encompassed effective coping strategies (behavioural coping strategies to actively solve problems and the presence of social support), unhealthy or negative coping strategies (behavioural coping strategies of avoidance) and threats to coping (a lack of social support). The contribution of this study lies in the suggestion of guidelines for the support of primary caregivers whose children or grandchildren were exposed to paternal incest. These guidelines include the provision of emotional support, multidisciplinary practitioner support and educational support programmes. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Thesis (MScMedSc (Rehabilitation))--University of Stellenbosch, 2005. / Many South African National Defence Force (SANDF) soldiers have suffered spinal cord injury either in the line of duty or otherwise. This injury affects all spheres of life (physical, emotional, social and psychological). Servicemen are often considered heroes of their country and are often the ones who need to set aside their emotions in order to fulfil their roles as soldiers. However, it is anticipated that a permanent impairment/disability e.g. SCI will have an impact on their quality of life (QOL) and satisfaction with living (SWL). This study aims to explore whether emotional support offered to soldiers with spinal cord injury (SCI) during rehabilitation improve their long-term QOL and SWL. Thirteen soldiers who have been re-employed post injury were asked to complete a selfcompiled, self-administered questionnaire regarding the emotional support offered during rehabilitation and the impact thereof on long-term QOL and SWL. The questionnaire focused on their ratings of the QOL and SWL in different areas of their lives and circumstances and asked what they would advise newly injured individuals regarding SCI and rehabilitation. Data was analysed using a combination of qualitative and quantitative methods. Pearson’s chi-square test and the M-L chi-square tests were used to analyse the data with the Statistica programme. A p-value of < 0.05 were calculated as statistically significant. Emotional support during rehabilitation showed a significant impact on QOL (p=0.0497). Ninety-two percent (n=12) of participants rated their QOL as good or excellent while 77% (n=10) rated their SWL as good. Participants who were older than 26 reported a significantly higher rate of SWL than younger ones (p=0.0292). Furthermore, results showed that the family was the most constant source of support during rehabilitation (54%, n=7). Despite that, 77% (n=10) of participants felt that they received excellent emotional support from the rehabilitation team. The study results are intended to facilitate growth and development in the rehabilitation process and guide professionals in the offering of emotional support.

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Cochlear implants are electronic devices implanted in the ear, which can give children with severe to profound hearing loss, access to sound and the opportunity to aquire spoken language. Such implants are achieved via a delicate surgical procedure, followed by an intensive rehabilitation program. Parents are intimately involved in this entire process and play a pivotal role in terms of decision-making, the surgery and the child’s language development. Research has shown that this procedure causes increased stress levels in parents, as well as an initial experience of mixed emotions. They also have to consider that some cochlear implants are not successful and thus do not provide all children with access to sound and the possibility of learning spoken language. Parents’ first contact with professional services/persons is generally doctors, ear, nose and throat specialists, audiologists, speech therapists and social workers. Further research shows that the relationship between such professionals and parents is not always satisfactory. As mothers often work closest with professionals, the following research questions arose: How do mothers experience the emotional support they receive during the diagnosis, implantation procedure and rehabilitation, and what are their emotional needs during this time? Because of a lack of literature concerning the role of educational psychologists in this process, a third question arose: What role can the educational psychologist play during the diagnosis of deafness and the cochlear implant process? The purpose of this generic qualitative study, therefore, was to analyze, describe and explain the experience of eight mothers of children with cochlear implants, with regard to support and support needs. The study was conducted within the interpretive paradigm, which guided the qualitative research design. Data was collected by means of semi-structured interviews. The interview data were transcribed and analyzed. The data analysis was done by using aspects of grounded theory. The findings show that mothers’ experiences of the process were unique, as the situation of each family differed. The eight mothers’ needs for emotional support also differed because of their unique experiences. Furthermore, a lack of support to parents after the rehabilitation process, just before children start primary school, was identified, and it was established that the educational psychologist can play a role in this phase and transition phases. Recommendations were made to improve the support mothers receive from professional services or people.

This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of four feedback scenarios in which level of face threat mitigation and instructor age and status were manipulated. Student grade orientation and state feedback apprehension were measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that state feedback apprehension predicts self-efficacy for learning and perceived emotional support from the instructor. Grade orientation predicted self-efficacy for learning but did not significantly predict perceived emotional support from the instructor providing feedback. Finally, scenarios manipulated for instructor age and status did not significantly differ in self-efficacy for learning or perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student-instructor communication are discussed.

Bakgrund: Världen har en åldrande befolkning och den beräknas öka. Stigande ålder ökar risken att drabbas av sjukdomar vilket kan leda till ett ökat hjälpbehov. Äldre människor är sårbara relaterat till förluster. Denna sårbarhet ökar ytterligare vid flytt till en vård- och omsorgsboende. Emotionellt stöd beskrivs som ett abstrakt begrepp då det inbegriper det existentiella mötet och innehåller olika dimensioner. Emotionellt stöd beskrivs även som medmänsklighet och har visat sig leda till bättre hälsa samt att det förebygger depression. Syfte: Att beskriva betydelsen av- och vilka erfarenheter äldre personer som bor på vård- och omsorgsboenden har av emotionellt stöd som ges av sjuksköterskor och omvårdnadspersonal. Metod: Litteraturöversiktens artiklar sökes i databaserna PubMed och Chinal, 15 artiklar inkluderades med både kvantitativ, kvalitativ och mixad ansats. De inkluderade artiklarnas resultatdelar analyserades genom att söka efter skillnader och likheter som sedan sammanställdes i kategorier. Resultat: Äldre människorna upplevde att det emotionella stödet brister. Då det emotionella stödet inte gavs upplevde de äldre att de inte blev bekräftade som personer, kände ensamhet och otrygghet. Slutsats: För att de äldre ska uppleva emotionellt stöd är det viktigt att sjuksköterskan och omvårdnadspersonalen arbetar med ett personcentrerat förhållningsätt genom att möta de äldre, lyssna på dem och samtala med dem. / Introduction: The world has an aging population and it is expected to increase. When you get older, there is a high risk of diseases and due to that an increasing need of care. Older people are vulnerable due to losses. This vulnerability increases further when moving to a nursing home. Emotional support is described as an abstract concept, an existential meeting, with many dimensions. Emotional support is also described as humanity and emotional support has been shown to improve health and prevent depression. Aim: To describe, from the perspective of older people living in nursing homes, the meaning of and the experiences of emotional support given by registered nurses and nurse assistants. Methods: The articles of the literature review were searched in the databases PubMed and Cinahl, 15 articles of quantitative, qualitative and mixed methods approaches were includes. The articles were analyzed by searching for differences and similarities. The differences and similarities were then grouped together in categories. Result: The result showed that older people experienced shortcomings concerning emotional support. Older people felt that they were not confirmed as persons, felt loneliness and insecurity when emotional support was not given. Conclusion: In order for older people to experience emotional support, it is important that registered nurses and nurse assistant’s uses a person-centered approach by meeting the older people, listening to them and have good conversation with them.

Attorneys must obtain evidence for purporting their position on a court case. Many factors are considered when working with witness testimony such as age, development, narrative recall, and retraumatization. Research has detailed the hardship of obtaining evidence during witness testimony and the importance of support systems to help with the process. Existing research illustrates the stressors caused by the court processes, witness fear, and difficulty for attorneys to ascertain testimony. Therapeutic animals have been well researched and shown to have an important support role in many professions and situations. Additionally, much has been written regarding the use of varying types of court approved support systems. However, there is a gap in the literature regarding how attorneys perceive the use of facility dogs as support systems in the courtroom. The case study sought to understand how defense and prosecuting attorneys perceive the use of facility dogs in the courtroom, and how that experience has influenced their belief system. Data collection was completed through a 7 question phone interview process. The data collected via phone interviews were coded and analyzed through the use of NVivo software and Survey Monkey database. The analysis revealed the participants high level of acceptance on the use of facility dogs in the courtroom as support systems. Attorneys were open and receptive to learning more about dogs as a support system, even when hesitant about the outcome. The revelations from this study may be used to provide additional support to witnesses. Data collected within this study will propel future studies and education in many different animal advocate groups and legal entities.

In the southwest region of Tennessee, a local Head Start program classroom assessment scoring system's (CLASS) scores fell in the lowest 10% among national Head Start programs in emotional and instructional support. Since 2012, the Office of Head Start has released reports showing that the average Head Start program has low performance CLASS emotional and instructional support scores. The purpose of this exploratory case study was to investigate the professional development of local Head Start teachers with low CLASS scores in emotional and instructional support. Knowles's adult learning theory of andragogy was the overall conceptual framework and the concentrated theory of this study was Mezirow's transformative learning theory. The key research question focused on how the professional development of Head Start teachers contributed to successful CLASS scores in emotional and instructional support as perceived by Head Start education specialists and teachers. Data collection methods included observations, previous CLASS scores, 2 focus group interviews of 5 teachers, and 1 focus group interview of 4 education specialists. NVivo 10 was used in detecting trends, ideas, and displaying connections from which the themes of coaching, mentoring, individual learning plans, and observations emerged. Findings showed that although viable professional development strategies were used, learning transfer activities were unsubstantiated. A professional development program was created to increase learning transfer into the classroom. An implication for positive social change could result in achieving maximum emotional and instructional CLASS scores in the Head Start community, providing the highest quality of services recognized by the Head Start Office.