Given the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents* satisfaction with their child*s school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, & Pathak, 2011; Van Tassel-Baska, 2006). The parents* decision to keep their child who is gifted enrolled in their current school may be influenced by factors within the school as well as those factors outside of the school. The purpose of this study was to research factors that may influence the parents* decision to keep their child who is gifted enrolled in their current school. The research studied parental perceptions of academic support, social and emotional support, and principal support for gifted education for their child who is gifted and the parents* willingness to keep their child who is gifted enrolled at their current school. The target group in the study was parents of children who are gifted and enrolled in a very large urban school district but did not include parents of children who are gifted and also have a disability. The research included the analysis of a survey and follow-up interview questions with parents of a child who is gifted and enrolled in the very large urban school district. There were 683 survey responses out of 4,401 total parents surveyed with a return rate of 16%. The low return rate is considered a limitation of the study and it is recommended to conduct additional research on the majority of parents who did not participate in the survey. Follow-up interviews were conducted with 10 randomly selected parents of children who are gifted and enrolled in the very large urban school district. The survey and interview data was coded and analyzed using IBM SPSS Statistics. There were two research questions that guided the development of the research process and the analysis of data. The first question focused on indicators of parent satisfaction that included academic needs met, social and emotional needs met, and principal support for gifted education. The survey and interview data yielded mixed results with parents split between the belief that their child*s academic needs were met, social and emotional needs were met, and that their child*s principal was supportive of gifted education. The second research question considered the relationship between the three indicators of parent satisfaction and the parents* willingness to consider enrolling their child in a school solely for students who are gifted. The results showed that there is a statistically significant relationship between the parents* belief that their child*s academic needs were met and the parents* consideration to send their child to a school solely for students who are gifted. However, there was a lack of evidence to establish a relationship between parent*s belief about their child*s social and emotional needs or the parents belief that their child*s principal was supportive of gifted education. The implications of the study are numerous. There are enough parents willing to consider sending their child to a school solely for students who are gifted to support opening the school. The majority of the survey participants had elementary school children; therefore, consideration should be focused on opening an elementary school for students who are gifted. Long range planning is needed to determine how to support the school for students who are gifted as well as the impact of transferring the students from one school zone to the school for students who are gifted. The literature reflected the diverse nature of the parents* satisfaction with academic support, social and emotional support, and principal support for gifted education and revealed that when the parents* are satisfied it does not guarantee that the parent will keep their child enrolled in their current school. The need for on-going communication between the school and the parents are critical to keeping the student enrolled in their current school. Further research is needed to determine the beliefs of parents with children who are gifted and identify themselves as Black, Hispanic, Asian, or another race since the majority of the survey participants were White. More research is also needed to determine the reasons why large numbers of parents would consider sending their child to a school solely for students who are gifted regardless of their satisfaction levels with school support. In addition, further research needs to be conducted to determine why parents would choose to keep their child enrolled in their current school when the parents believed their academic or social and emotional needs were not met or their principal was not supportive of gifted education.

Many parents experience preterm birth as traumatic and develop high levels of emotional stress, anxiety, and depressive symptoms. This can have a negative impact on the bonding process and the development of their parental identity. The emotional support provided by the staff varies between Swedish neonatal intensive care units (NICUs), and little is known about parents´ needs and preferences for emotional support. Further, there are knowledge gaps regarding parental stress in fathers and their needs for emotional support, differences in stress between mothers and fathers, change of parental stress over time and potential predictors for parental stress. The aim of this thesis was to explore the needs and preferences for emotional support in parents of preterm infants during their infant’s hospitalisation in a NICU, and to describe parental stress in mothers and fathers up until the infant’s age of 12 months and predictors for parental stress.  Study I was a qualitative study using semi-structured interviews with 51 parents of preterm infants, which were analysed using qualitative content analysis. The results showed that parents need a sense of coherence during their infant’s stay in a neonatal intensive care unit, and they want to be offered emotional support according to their preferences. Many parents preferred to attend professionally led parental groups as other NICU parents could really understand their situation and feelings. Parents also emphasised the value of combining parental groups with other means of support. Study II was a longitudinal cohort study in which data on self-reported parental stress during the first year were obtained from 493 mothers and 329 fathers of preterm infants and analysed using descriptive statistics, Student’s independent t-tests, linear regression, and linear mixed-effects modelling. The results showed that mothers perceived more role restriction than fathers, and that fathers experienced more social isolation than mothers. Further, parental stress decreased during the first year for mothers but increased for fathers, especially between 6 months and 12 months postpartum. For both mothers and fathers, having twins and a lower perceived general health were associated to higher levels of parental stress. In addition, mothers with infants of lower gestational age experienced significantly higher levels of parental stress.  In conclusion, individualised emotional support is important for parents of preterm infants for them to manage their situation both during their infant’s hospitalisation and during the first year postpartum. Apart from professional support, peer-support in the form of professionally led parental groups are perceived to be potentially valuable emotional support by parents. This peer-support could, preferably, be combined with other means of support during hospitalisation as ‘one size does not fit all’. In a next step, support interventions need to be designed, tested, and evaluated. Antonovsky’s theory of Sense of Coherence can be used to identify emotional needs in NICU parents and how to provide emotional support consistent with the parents’ preferences. After discharge from the NICU, vulnerable groups of parents, including parents of very preterm infants and twins need additional support. Moreover, there is a need in fathers for additional emotional support programmes offered during the first year of infants’ lives.

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Syftet med denna studie är att belysa hur närstående till personer som vårdas palliativt upplever stödet de får från sjukvårdspersonal. Frågeställningarna i studien bygger på två centrala frågor. Vilket stöd upplever närstående att de får och hur upplevde närstående detta stöd? Den metod som har använts i detta arbete är litteraturstudie. Tio vetenskapliga artiklar användes som gav svar på frågeställningarna. Resultatet visar att information av olika slag under denna tid var det övervägande behovet av stöd hos närstående. Andra fynd som upptäcktes var känslomässigt stöd, avlastning och undervisning "hjälp till självhjälp". Diskussionen är uppdelad i en metoddiskussion och en resultatdiskussion. I resultatdiskussionen belyses främst betydelsen av information som ges till närstående, hur den ges och när den ges. Som slutsats kan sägas att det är av stor betydelse att lyfta fram vikten av information till närstående under denna svåra tid i deras liv. Det måste satsas på undervisning till vårdpersonal på alla vårdinrättningar och utvecklas en standard eller ett vårdprogram för informationsgivning till närstående. / The aim of this litterature study is to illuminate how significant others experience the support they get from staff. This study emphasized two central questions. What kind of support does significant others experience they get and their experiences of this support? The method used was a litterature review. Ten articles dealing with the questions were used. The result finds out that information of different kind are the outweigh need of support for significant others. Other findings were emotional support, need of assistance end education related to caring "empowerment". The discussion is divided in one part related to the method and one related to the result.In the discussion of the results illuminates the significance of information as it is given to significant others, and also how and when it is given. As a conclusion it is of great importance to show the meaning of information to significant others during this difficult time in there life. We find it necessary to develop a standard or a programme in caring focused on information to significant others.

The purpose of this study was to develop a set of guidelines to enable teachers to support children with diabetes. The aspects of support include the physical, emotional, social and cognitive aspects that have an effect on a child with diabetes. A literature study and an empirica l investigation were und ertaken to investigate which factors would enable teachers to become better sources of support in school. Semi - structured interviews were conducted with teachers to determi ne their knowledge about diabetes . Parents who have children with diabetes were also interviewed to determine what support they required from teachers. The results of the study culminated in a set of guidelines for teachers. / Psychology of Education / M. Ed. (Psychology of Education)

From 2011 to 2031, the Canadian population living with neurological conditions is expected to double, but the population able to give informal care is not keeping pace, leading to a greater care burden. One element of this increasing care burden is emotional care. However, the effects of giving emotional care on caregiver health outcomes have not been sufficiently explored in the caregiving literature, where the majority of studies focus on instrumental forms of care, or fail to differentiate between different aspects of caregiving. This problem is further complicated by findings from other contexts which indicate that emotional supporting and helping others actually benefits the supporter or helper. Informed by the stress process and other ancillary theories, I use data from the 2012 General Social Survey to test several hypotheses which may help us understand the mental health, functional health, and caregiver burden of caregivers of persons with neurological conditions who emotionally support their care receivers, and of caregivers who are the sole provider of emotional support. The results suggest that emotionally supporting a care receiver with a neurological condition is detrimental to caregiver mental health, and that being the sole emotional supporter is detrimental to caregiver mental health, functional health, and experience of burden. A significant interaction effect also exists between emotional supporting and caregiver gender for functional health. These findings have important implications for future research, for intervention planners, and for caregivers themselves. / Graduate / 2020-08-06

Lazarus and Folkman's (1984) transactional stress-strain-coping theory provides the theoretical background for the present thesis. This theory proposes that strain (i.e., burnout) occurs when demands (i.e., work stressors) exceed coping resources (e.g., social support). The current thesis explores the influence of social support on the stress-burnout relationship in nurses. A sample of Australian nurses working across three public hospitals in Brisbane's metropolitan district were recruited to investigate the nature and level of burnout experienced by nurses. Burnout is characterised by emotional exhaustion, depersonalisation and reduced personal accomplishment. The present research addresses gaps in the empirical literature by investigating the key work stressors experienced by Australian nurses and by establishing nurses' referent levels of work stress, social support, and burnout. In addition, the research explores the complex relationships between work stress, social support and burnout. The majority of nursing studies have failed to consider how support from within the nurses' work environment mitigates burnout. The present research builds upon previous nursing literature by examining the "main&qout; and "buffering" effect hypotheses. Studies have consistently found support for the main effect model, however the hypothesis that social support buffers the negative effects of stress has resulted in highly conflicting findings. Some theorists (Cohen & Wills, 1985; Cutrona & Russell, 1990) propose that the buffering effects of social support will only be found if there is an adequate match between the needs elicited by the stressful event and the type of support an individual receives. The present study extends the stress or support matching theory by exploring the matching between specific types of stressors to specific types (i.e., emotional and instrumental) and sources (i.e.,supervisor and coworkers) of support. Cutrona (1990) suggests that the controllability of a stressor is the primary dimension in determining an appropriate match between stressors and types of support. Cutrona proposes that controllable stressful events elicit needs for instrumental support and uncontrollable events elicit needs for emotional support. Heeding Cutrona's advice, independent raters classified nurses' work stressors as controllable or uncontrollable stressful events prior to investigating the stressor-support matching theory. Three sequential studies were undertaken to explore the variables of interest to this research program. In Study 1, focus groups were conducted with 68 nurses (11 males, 34 females) from two public hospitals. The qualitative data was subjected to content analysis. The findings revealed that Australian nurses are exposed to a range of job-specific stressors (i.e., Job Conditions, Job Uncertainty, Interpersonal Conflict and a Lack of Professional Recognition and Support) and generic role stressors (i.e., Role Overload, Role Conflict and Role Ambiguity). The findings prompted the research to utilise Wolfgang's (1988) Health Professions Stress Inventory to measure nurses' job-specific stressors and Osipow and Spokane's (1987) Occupational Roles Questionnaire to measure nurses' role stressors in Study 2. The findings from Study 1 also confirmed that the way nurses perceive work support is consistent with current social support literature. Nurses indicated that their two main sources of support were their coworkers and their supervisor. Furthermore, nurses discussed social support from a multidimensional perspective, recognising different types of support that were broadly classified as emotional and instrumental support. Based on these findings, the researcher developed a work support measure specifically for the purpose of this research. Items were taken from established social support scales and were slightly modified to ensure that they were contextually relevant to nurses. In Study 2, 273 nurses (38 males, 235 females) completed a multi-measure questionnaire. While there was sufficient research evidence to indicate that the Occupational Roles Questionnaire (Osipow & Spokane, 1987) and the Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996) possess adequate levels of reliability and validity, less was known about Wolfgang's Health Professions Stress Inventory and the work support scales designed for this research program. Factor analysis of the Health Professions Stress Inventory revealed a four-factor solution: Lack of Professional Recognition and Support, Patient Care Uncertainty, Job Conditions, and Interpersonal Conflict. Cronbach's coefficient alphas ranged from .62 to .83. Factor analysis of the Coworker Support Scale revealed a two-factor solution, representing emotional and instrumental support. Cronbach's coefficient alphas for the Emotional Coworker Support and Instrumental Coworker Support were .92 and .88 respectively. Contrary to expectations, factor analysis of the Supervisor Support Scale revealed a one-factor solution. It was therefore deemed appropriate to examine Supervisor Support as a unidimensional construct in subsequent analyses. Cronbach's coefficient alpha for the Supervisor Support scale was .96. Overall, the results from Study 2 provided supporting evidence to suggest that the measures used in the current research program were psychometrically sound. In Study 3, the data collected in Study 2 was subjected to further statistical analysis. The findings from Study 3 indicated that overall, the sample of Australian nurses reported low to moderate levels of work stress, moderate levels of work support and moderately high levels of burnout. For Emotional Exhaustion, predictor variables accounted for 42.2% of the total variance. Sociodemographic factors explained a small but significant proportion of the variance (2.7%). Work stressors however, were the main predictors of Emotional Exhaustion, explaining 41.5% of the total variance. Role Overload, Job Conditions and Role Conflict were the main determinants of Emotional Exhaustion, with Role Overload explaining most of the variance. For Depersonalisation, the predictor variables accounted for 34.2% of the total variance. Sociodemographic factors (11.5%) and work stressors (33.6%) both explained a significant proportion of the variance. Role Conflict and Patient Care Uncertainty were the main determinants of Depersonalisation, with Role Conflict explaining most of the variance. For Personal Accomplishment, Role Conflict and Role Ambiguity explained 20.5% of the total variance, with Role Conflict explaining most of the variance. Sociodemographic factors and job-specific stressors were not significant Predictors of Personal Accomplishment. Evidence for main effects of work support on burnout were limited. There was no evidence to suggest that work support had significant main effects on Emotional Exhaustion. Supervisor Support had a small, but significant main effect on Depersonalisation (â = -.15, p < .05) and Personal Accomplishment (â = -.24, p < .01). There was no evidence of main effects for Emotional and Instrumental Coworker Support. Furthermore, the present research found no significant evidence to support the buffering effect of work support on burnout. Theoretical and practical implications of these findings are discussed.

Made available in DSpace on 2016-08-03T16:34:49Z (GMT). No. of bitstreams: 1 Ion de Freitas.pdf: 802705 bytes, checksum: 4e00d50acf069e67f95c70b5e2f49f04 (MD5) Previous issue date: 2009-12-10 / The goal of this study was to describe the dimension levels of social support (emotional and practical) and of emotional balance, to analyze its correlations and to investigate its relations with socio-demographic variables of a group of people who participate of a program of emotional and informational support in a charity institution of São Paulo. The researched sample, chosen randomly, consisted of 95 males and females with average age of 47, 99 years (SD=12,11). The gathering data instrument was an auto fill questionnaire composed by two measures which checked the variables of the study (perception, social support, positive and negative affects), besides the socio-demographic data. Descriptive statistic analyzes were used, differences between averages were tested, and correlation rates between variables were calculated as well. The results have shown that there are no significant differences in the perception of social support (emotional and practical) and the socio-demographic variables, sex, work, study, volunteering, time at the institution, level of education and marital status. The youngest, less than 30 years old, revealed more perception of social support (emotional and practical). They also revealed that there is no significant difference of the emotional balance towards the socio-demographic variable, except for the volunteer work which echoed expressive and positively over the emotional balance. The analyses of the relations between social support (emotional and practical) and age revealed the existence of a significant correlation, low and negative, that is, with an increase in age there s a tendency to lightly describe the perception of social support. The description of the levels of social support revealed that the perceptions of emotional and practical support (tangible and appraisal support) are significantly different, though the difference between the averages is small, prevailing the perception of higher emotional support. The description of the emotional balance scores showed that around three quarters of the interviewed have registered positive emotional balance and around one fourth have registered negative emotional balance. Significant correlation between emotional balance and age were not identified. The analyses of the relations between emotional support, practical support and emotional balance reveled significant and positive correlations, that is, with an increase in perception of the social support (emotional and practical) there is a tendency to increase the emotional balance. The results of this study might contribute to the comprehension of the psychological state of the investigated individuals, as well as, raise, to the managers of institutions, reflections on the improvement of assistential program services.(AU) / O objetivo deste estudo foi descrever os níveis de dimensões de suporte social (emocional e prático) e de balanço emocional, analisar as suas correlações e investigar as suas relações com variáveis sócio demográficas de um grupo de pessoas que participam de programa de apoio emocional e informacional em uma instituição beneficente de São Paulo. A amostra pesquisada, escolhida aleatoriamente, consistiu de 95 pessoas do sexo masculino e feminino com idade média de 47,99 anos (DP=12,11). O instrumento de coleta de dados foi um questionário de auto preenchimento composto por duas medidas que aferiram as variáveis de estudo (percepção de suporte social, afetos positivos e negativos), além dos dados sócio demográficos. Foram utilizadas análises estatísticas descritivas, testadas diferenças entre médias, bem como calculados os índices de correlação entre as variáveis. Os resultados mostraram que não há diferenças significativas na percepção de suporte social (emocional e prático) e as variáveis sócio demográficas sexo, trabalho, estudo, voluntariado, permanência na instituição, escolaridade e estado civil. Os mais jovens, com menos de 30 anos, revelaram maior percepção do suporte social (emocional e prático). Revelaram também que não há diferença significativa do balanço emocional em relação às variáveis sócio demográficas, com exceção do trabalho voluntário que repercutiu expressiva e positivamente no balanço emocional. A análise das relações entre suporte social (emocional e prático) e idade revelou existir uma correlação significativa, baixa e negativa, isto é, com o aumento da idade há uma tendência a decrescer levemente a percepção de suporte social. A descrição dos níveis de suporte social revelou que as percepções de suporte emocional e prático são significativamente diferentes, embora a diferença entre as médias seja pequena, prevalece a percepção de maior suporte emocional. A descrição dos escores de balanço emocional revelou que cerca de três quartos dos entrevistados registrou balanço emocional positivo e cerca de um quarto registrou balanço emocional negativo. Não foi constatada correlação significativa entre balanço emocional e idade. As análises das relações entre suporte emocional, suporte prático e balanço emocional revelaram correlações significativas e positivas, isto é, com um acréscimo na percepção de suporte social (emocional e prático) há a tendência de acréscimo no balanço emocional. Portanto, os resultados deste estudo poderão contribuir para a compreensão do quadro psicológico dos indivíduos pesquisados, bem como, suscitar aos gestores de instituições reflexões para o aprimoramento dos serviços de programas assistenciais.(AU)

Dans l’environnement hospitalier, les infirmiers jouent un rôle pivot dans la prestation de soin, cette population est particulièrement exposée à des niveaux élevés de demande émotionnelle ce qui peut entraîner à terme une insatisfaction, un épuisement professionnel (Dal Santo, Pohl & Battistelli, 2013), un sentiment d’impuissance et d’incapacité à accomplir un travail au niveau attendu (Davezies, 2007). Le soutien organisationnel perçu (SOP) a été supposé et démontré avoir la capacité d’atténuer les effets néfastes des tensions émotionnelles (Pohl, Battistelli & Librecht, 2013; Battistelli, Pohl & Dal Santo, 2012; George, Reed, Ballard; Halbesleben, 2006). Rhoades et Eisenberger (2002) ont ajouté que le soutien du supérieur hiérarchique (SSP) est défini par la perception qu’a le salarié de la manière dont son supérieur valorise sa contribution, et qui est considéré comme la variable qui contribue le plus significativement à la perception du soutien organisationnel. Rhoades et al (2001) ont observés un effet positif du SSP sur l’engagement organisationnel affectif ; (Wayne et al., 1997 ; Moorman et al., 1998) ont démontrés un effet direct du SSP sur le bien-être, la qualité de vie au travail et sur les comportements de citoyenneté organisationnelle. Enfin, le développement récent de la recherche confirme les effets tangibles du soutien du supérieur hiérarchique sur l’engagement affectif, l’intention de quitter et l’épuisement professionnel en témoignent Simons & Jankowski; 2008). Notre réflexion théorique s’articule en trois points. (1) Etudier les tensions psychologiques (conflit travail/famille-famille/travail) et les caractéristiques du travail (Demande psychologique, Contraintes physiques Complexité du travail…) constitue une clé d’entrée qui nécessite (2) une réflexion sur le soutien émotionnel au travail ainsi que les stratégies de régulation émotionnel comme variables modératrices, pour (3) étudier les effets de ces variables modératrices dans les modèles de recherche intégrant l’épuisement professionnel, l’engagement organisationnel, satisfaction au travail, la dissonance émotionnelle et le comportement de citoyenneté organisationnelle . Mots clé: Tensions au travail (conflit travail/famille-famille/travail) – Caractéristiques du travail (Demande psychologique, Contraintes physique, Complexité du travail) Burnout – Engagement organisationnel– Dissonance émotionnelle – comportement de citoyenneté_ Soutien émotionnel au travail –Stratégies de régulation émotionnelle. / The increasing demands of work and their impact on the quality of life of employees are timely. In this perspective, the reflection on the managerial practices deserves to be thorough. This research project has three objectives: to conceptualize, measure and predict the influence of emotional support at work (ESW) on organizational commitment, job satisfaction and organizational citizenship behaviour. Our reflection is based on three points. (1) Study the psychological tensions ( conflicts Work / family -life / work) and job characteristics (psychological demand, physical constraints, Complexity of work ... ) is a key input that requires (2) a reflection on the emotional support at work and emotional regulation strategies as moderating variables for ( 3) study the effects of moderating variables in integrating research models incorporating burnout, organizational commitment , emotional dissonance, job satisfaction and organizational citizenship behaviour. The hospital raises an exemplary manner the dynamics and challenges of local management. We will consider three cases: The University Hospital of Bab El Oued (Algeria), University Hospital of Brugmann, (Belgium) and The University Hospital of Bordeaux (France). To provide some answers, we mobilize two methods: qualitative and quantitative (more about a double measure of perceived SET and a measure of emotional regulation strategies) with a comparison of the target institutions. Key words : Emotional support at work_ psychological tensions (conflict work / life and family / work) - Work Characteristics (psychological demand, physical constraints, Labor Complexity ) Burnout – organizational commitment - emotional dissonance - organizational citizenship behaviour _ Strategies work emotional regulation .