Bakgrund: Attention deficit hyperactivity disorder (ADHD) är en neuropsykiatrisk sjukdom. Klassiska symtom för ADHD är bristande impulskontroll, hyperaktivitet samt koncentrationssvårigheter. Det saknas systematiska översiktsstudier som beskriver vuxna personers erfarenheter av att leva med ADHD och dessa kan vara viktiga för att sjuksköterskan ska kunna ge en god omvårdnad.  Syfte: Att beskriva vuxna personers erfarenheter av att leva med ADHD. Metod: Åtta kvalitativa artiklar granskades och sammanställdes till denna litteraturstudie. Resultat: Analysen resulterade i ett övergripande tema: “Att uppleva ADHD både som hinder och styrka i vardagen”. Huvudtemat bestod av följande subteman: “Att utsätta sig för risker på grund av stress och dålig impulskontroll”, “Bristande impulskontroll och koncentrationssvårigheter försvårar relationer”, “Att uppleva svårigheter i skola och arbetsliv på grund av koncentrationssvårigheter”, “Att uppleva hur ADHD leder till positiva erfarenheter”, “Att uppleva stigmatisering och brist på förståelse från samhället” och “Att självkänslan och självbilden påverkas negativt”.      Konklusion: Litteraturstudiens resultat visar att personer med ADHD har en ökad risk för ett sämre välmående. Sjuksköterskan kan genom personcentrerad omvårdnad bidra till högre vårdkvalité. Att hitta strategier och metoder som kan bidra till att personer med ADHD får möjlighet att hantera diagnosen bättre kan sannolikt leda till ett ökat välmående men fler studier behövs. / Attention deficit hyperactivity disorder (ADHD) is a neuropsychiatric disorder. Classic symptoms of ADHD are lack of impulse control, hyperactivity and difficulty concentrating. There are no systematic reviews that describes the lived experience among adults living with ADHD. These could be important for nurses to provide good nursing care.Aim: The aim of this study was to describe the lived experience among adults living with ADHD. Methods: Eight qualitative articles were reviewed, analyzed and compiled for this literature study. Results: The analysis resulted in an overall theme: “Experience ADHD both as an obstacle and a strength in everyday life”. The main theme consisted of sub-themes: "Exposing oneself to risks due to stress and poor impulse control", "Lack of impulse control and concentrating difficulties impact on relationships", "Experiencing difficulties in school and work due to concentration difficulties", "Experiencing how ADHD leads to positive experiences”, “Experiencing stigma from lack of understanding from society” and ”That self-esteem and self-image are negatively affected ”. Conclusion: This literature study shows that people with ADHD have an increased risk for a poorer well-being. The nurse can contribute to higher quality care through person-centered nursing. Finding strategies that can help people with ADHD handle their diagnosis could lead to increased well-being, more studies are needed.

Sammanfattning Introduktion: Problematisk skolfrånvaro kännetecknas av att eleven inte mår bra och inte har fått rätt stöd och hjälp. Skolfrånvaro skapar stora samhällskostnader och kan få betydande konsekvenser på individnivå. Arbetsterapeuter samverkar med elever och andra aktörer för att skapa förutsättningar för aktivitet och delaktighet i vardags- och samhällsliv. Genomförd skolgång är en skyddsfaktor mot psykisk ohälsa. Syfte: Syftet med studien var att belysa upplevelser och erfarenheter hos elever med erfarenhet av problematisk skolfrånvaro. Metod: En metasyntes av kvalitativ forskning, 15 inkluderade artiklar, genomfördes med guidning av The PRISMA 2020 statement samt Joanna Briggs Institute. Datan analyserades med kvalitativ innehållsanalys. Resultat: Analysen genererade ett övergripande tema; Erfarenheter påverkar framtidsvisionen. Tre huvudkategorier; Flera faktorer samverkar över tid, Att förhålla sig till och hantera skolans psykosociala miljö samt Känsla av egenmakt - den egna rösten, belyser erfarenheter av deltagarnas skolgång och skolfrånvaro. Flera orsaker till skolfrånvaro samexisterade på olika nivåer över tid och eleverna utmanades i sökandet efter att passa in och känna trygghet i skolan. Att som elev bli sedd och lyssnad på främjade skolnärvaro. Att involveras i sin skolgång skapade engagemang, motivation, aktivitetsrättvisa och en känsla av empowerment hos eleven. Slutsats: Psykisk ohälsa är en vanlig anledning till att inte ha avslutat sin skolgång samtidigt som avslutad skolgång är en skyddsfaktor mot psykisk ohälsa. Genom relationsbygge, samverkan och elevengagemang kan framgång nås i arbetet att få tillbaka eleven till skolan. Arbetsterapeuter kan med ett empowermentinriktat arbetssätt stödja eleven att nå sina livs- och framtidsmål. Elever beskrev fungerande stöd som livsomvälvande. / Abstract Introduction: Persistent absence from school is a sign that the student is not feeling well and has not received proper support. Absence from school leads to substantial societal costs and brings significant consequences on an individual level. Occupational therapists collaborate with students and others involved to enable activity and participation in everyday and community life. Completed schooling is a crucial protective factor against mental illness. Aim: The purpose of this study was to shed light on lived experiences among students with experience of problematic school absenteeism. Method: A metasynthesis of qualitative research, 15 included articles, guided by The PRISMA 2020 statement and the Joanna Briggs Institute was conducted. The data was analyzed with qualitative content analysis. Results: The analysis generated an overall theme; Experiences influence future aspirations. Three main categories: Several factors affect school absenteeism over time; Relating to and managing the school's psychosocial environment; and A sense of empowerment - the student´s own voice, highlighting experiences of the participants' schooling and school absence. Several explanatory reasons for school absenteeism coexisted at different levels over time and the students were challenged in their attempts to fit in and feel safe in school. School attendance is promoted by feeling seen and listened to as a student. Being involved in their own schooling created student commitment and motivation, occupational justice and a sense of empowerment. Conclusion: Mental illness is a common reason for failing to complete schooling, while finishing school is a protective factor against mental illness. Relationship building, promoting collaboration and student involvement are successful tools in achieving a return to school. Using an empowerment-oriented approach, occupational therapists can support the student to achieve their future goals in life. Students described effective support as life-changing.

Bakgrund: Diabetes mellitus typ 1 är en vanligt förekommande folkhälsosjukdom som leder till insulinbrist i kroppen. Kardiovaskulära sjukdomar är en av de vanligaste komplikationerna kopplade till diabetes mellitus typ 1. En person med diabetes måste ta stort eget ansvar för att behandlingen ska fungera optimalt.  Syftet: Syftet med denna litteraturstudie var att sammanfatta upplevelser och erfarenheter av att leva med diabetes mellitus typ 1.  Metod: En deskriptiv litteraturstudie baserad på resultatet från 13 vetenskapliga artiklar med kvalitativ ansats. Alla sökningar har genomförts i PubMed.  Huvudresultat: Resultatet visade att personer med diabetes mellitus typ 1 upplever okunskap gällande diabetes mellitus typ 1 och skillnaden emot diabetes mellitus typ 2. Det finns förbättringsarbete gällande spridning av hälsoinformation till allmänheten. Det framkom också, även om oklart exakt hur, att familj och vänner är en viktig del av att leva med sjukdomen. Diabetes mellitus typ 1 upplevdes som en krävande sjukdom och förmåga att utföra egenvård kombinerat med individanpassad vård är viktiga komponenter i behandlingen. Slutsats: Att leva med diabetes mellitus typ 1 är krävande vilket förutsätter förmåga att utföra egenvård i kombination av individanpassad vård. Det finns upplevd okunskap i samhället gällande skillnaden mellan diabetes mellitus typ 1 och 2 samt generellt om diabetes mellitus typ 1. Att öka allmänhetens och hälsosjukvårdpersonals kunskap angående diabetes mellitus typ 1 skulle förbättra livet i stort, bemötande och behandling av sjukdomen. Vårdpersonal med god förståelse för diabetes-teknologi är viktigt för bemötande och behandling. / Background: Diabetes mellitus type 1 is a common endemic disease that leads to insulin deficiency in the body. Cardiovascular diseases are one of the most common complications linked to diabetes mellitus type 1. An individual with diabetes must take on a lot of responsibility for the treatment to work optimally.  Aim: The aim of this literature study was to summarize experiences of individuals living with type 1 diabetes mellitus. Methods: A descriptive literature study based on the results from 13 scientific articles with a qualitative design. All research was conducted using PubMed. Main Results: The results showed that persons with diabetes mellitus type 1 experience a lack of knowledge regarding diabetes mellitus type 1 and how it’s different from type 2. There is improvement to be made regarding spreading health information to the public. It also showed, even though unclear exactly how, that family and friends are an important part of living with the disease. Diabetes mellitus type 1 is experienced as a demanding disease and a capacity to perform self-care combined with individual-focused care are significant components of the treatment.  Conclusion: To live with diabetes mellitus type 1 is demanding and presupposes a capacity to apply self-care in combination with individual-focused care. There exists experienced lack of knowledge in society regarding the differences between diabetes mellitus type 1 and 2 but also regarding diabetes mellitus type 1 in general. To increase the public knowledge and knowledge among healthcare personnel regarding diabetes mellitus type 1 would improve life in general and treatment of the disease. Healthcare personnel with good understanding regarding diabetes-technology is of importance for treatment of the disease.

Genom narrativ analys av fyra berättelser undersöker denna studie så kallade glasbarns levda erfarenheter av deras uppväxt med deras syskon. Syftet med studien är att vidga förståelsen av hur barn påverkas av att växa upp med ett syskon med omfattande vårdbehov orsakat av funktionsnedsättning eller sjukdom. Den narrativa analysen har skett i tre steg: 1) enskild analys av var berättelse; 2) identifiering av huvudnarrativ, och 3) analys av huvudnarrativ. Den narrativa analysen grundade sig framför allt i poststrukturalistisk narrativ teori, men med en antagen utgångspunkt i socialkonstruktivism.  Analysprocessen resulterade i två huvudnarrativ: normalisering och internalisering av sociala roller. Dessa huvudnarrativ kunde sedan brytas ned i underteman som skildrar narrativens komplexitet och nyans. Under normalisering identifierades undertemana: normalisera för samhället; vem hade personen kunnat vara?, och; att passa in i det normativa. Narrativet om internalisering av sociala roller kunder brytas ned i undertemana: att navigera tilldelade sociala roller; att känna ansvar och skuld, och; svårighet med att skapa egen identitet. Slutsatser som dras är att glasbarn har en tudelad relation till normer och normalisering och att tilldelade sociala roller tillsammans med förväntningar, skuld och ansvar hämmar deras förmåga till identitetsskapande. / Through a narrative analysis of four stories, this study examines the lived experiences of so-called "glass children" during their upbringing with a sibling. The objective is to enhance the understanding of how children are affected by growing up with a sibling requiring high care due to disability or illness. The narrative analysis involves three steps: 1) analysing each story; 2) identifying main narratives; and 3) analysing main narratives. The narrative analysis is rooted in poststructuralist narrative theory but grounded in social constructivism. The analysis yielded two main narratives: normalization and internalization of social roles. Themes capturing the complexity and nuance of these narratives could be extracted. From the normalization narrative, the following themes emerged: normalization for society; envisioning an alternative identity, and; conforming to societal norms. The internalization of social roles narrative could be subdivided into: navigating assigned social roles; feeling responsibility and guilt; and struggling with self-identity. The conclusions drawn suggest that glass children have a complex relationship with norms and normalization, and that assigned roles, coupled with expectations, guilt, and responsibility, impede the ability to develop a sense of identity.

What could it mean to be a physicist specialized in radioactivity in the early 20th century Vienna? More specifically, what could it mean to be a woman experimenter in radioactivity during that time? This dissertation focuses on the lived experiences of the women experimenters of the <i>Institut für Radiumforschung</i> in Vienna between 1910 and 1938. As one of three leading European Institutes specializing in radioactivity, the Institute had a very strong staff. At a time when there were few women in physics, one third of the Institute's researchers were women. Furthermore, they were not just technicians but were independent researchers who published at about the same rate as their male colleagues. This study accounts for the exceptional constellation of factors that contributed to the unique position of women in Vienna as active experimenters. Three main threads structure this study. One is the role of the civic culture of Vienna and the spatial arrangements specific to the <i>Mediziner-Viertel</i> in establishing the context of the intellectual work of the physicists. A second concerns the ways the Institute's architecture helped to define the scientific activity in its laboratories and to establish the gendered identities of the physicists it housed. The third examines how the social conditions of the Institute influenced the deployment of instrumentation and experimental procedures especially during the Cambridge-Vienna controversy of the 1920s. These threads are unified by their relation to the changing political context during the three contrasting periods in which the story unfolds: a) from the end of the 19th century to the end of the First World War, when new movements, including feminism, Social Democracy, and Christian Socialism, shaped the Viennese political scene, b) the period of Red Vienna, 1919 to 1934, when Social Democrats had control of the City of Vienna, and c) the period from 1934 to the <i>Anschluss</i> in 1938, during which fascists and Nazis seized power in Austria. As I show, the careers of the Institute's women were shaped in good part by the shifting meanings, and the politics, that attached to being a "woman experimenter" in Vienna from 1910 to the beginning of the Second World War. / Ph. D.

Scarce is the research on the effects of the social and political climates of the Civil Rights era on children of that time. Comparisons are made throughout these writings between that era and the social and political climates that exist today in the United States of America. Specifically, the effects of these climates on Black males are examined across contexts. To better understand the Black male perspective, this body of research contributes to filling the gap of scarce research about older Black men, exploring lived experiences of eight African-American and Black men, 66-78 years of age, through first person interviews. A phenomenological research design and first person interviews allowed the researcher to find themes in the lived experiences of these men. Some of their life experiences (e.g., experiencing racism and disrespect related to being Black men), parallel the research findings throughout the literature review about the life experiences of generations of younger Black males that are coming behind them. Six themes were drawn, from the lived experiences of these men, to answer two research questions that guided the study. Those themes are: 1) personal experience with discrimination, racism or prejudice, 2) the need for strong familial support, 3) the importance of being aware of differences, 4) learning about your-self, 5) giving back to family and community and, 6) views about the need for counseling. From this research, implications are made for counselors, counselor educators and community advocates. / EDD / There are not a lot of research articles that follow the lives of children that lived through the Civil Rights Era, specifically young Black boys of that time. That era was full of social and political climates that the researcher compares to the social and political climates that exist as recently as the time of these writings in 2018. In this research study, the researcher interviewed eight African-American and Black men, ages 66-78, about their experiences living as men in the United States of America. Their life experiences are filled with lessons about racism, building positive family support, learning about yourself, taking care of responsibilities and community advocacy, to name a few. One of many potential benefits of these experiences is the impact it can have on young Black boys today who are living through social and political climates like those that the men interviewed lived through. The men interviewed were able to look back on their lives as young men and offer words of wisdom and advice to young Black men today. These words of wisdom and research have the potential to benefit the way mental health clinicians provide care for their clients, the way community members advocate for their young Black male citizens and the way police interact with citizens, specifically young Black men. For the purpose of this research, African-American is the term used to describe an American of African and especially of black African descent. Black is the term used to describe a person having origins in any of the Black racial groups of Africa. The men interviewed were also asked about their view of respect which, for this research, is defined as: high or special regard: the quality or state of being esteemed.

Latina community college students face significant barriers in achieving their educational goals, particularly transferring to 4-year institutions. Despite comprising a large and growing demographic within community colleges, their unique needs and experiences often remain unaddressed. This qualitative study explored the lived experiences of Latina community college students in Los Angeles County aiming to transfer to 4-year universities I sought to understand their challenges, needs, and supports as community college students. Employing a counter- storytelling approach, the study utilizes Platicas methodology and method, informed by Latina/o Critical Race Theory (LatCrit) (Huber, 2010) and Community Cultural Wealth (CCW) frameworks (Yosso, 2005). Data collection involved in-depth Platicas with Latina students to capture their experiences navigating community college. Two research questions guided this research: How do Latina students reflect and describe their experiences navigating community college, particularly in relation to transferring to a 4-year institution? What do Latina students identify as their needs, challenges, and supports within their respective community colleges to facilitate successful transfer? Understanding the lived experiences of Latina students is crucial for developing student-centered policies and practices that promote their success in transferring to 4-year institutions. This research aimed to contribute to a more equitable and inclusive educational journey for Latina students pursuing higher education.

In today’s upstream oil and gas industry, employees are encouraged to develop digital competencies to support their organisations’ digital transformation initiatives. However, there is limited understanding from the employee viewpoints, of what influences their motivation to support digital workforce transformation in the context of upstream oil and gas companies’ organisational culture. This study proposes the need to comprehend the relationship between organisational culture and employees’ motivation to develop and use digital competencies from the employees’ viewpoints rather than from managers and business leaders only. Building on the digital workforce transformation and employee-driven innovation literature, the aim of this study was to explore the lived experiences of employees who are required to develop and use digital competencies in their companies. Specifically, the guiding principles of interpretative phenomenological analysis were adapted in a qualitative approach to explore the employees’ experiences. Data was collected from sixteen employees selected from across four of the five international oil and gas companies in Nigeria. The findings show that three core modalities of the organisational culture (Digital Transformation Messaging & Resource Availability; Leadership and Management Styles; and Employee Mindsets & Change Management Inertia) are important considerations for the motivation of employees to develop and use digital competencies. The findings contribute to understanding the dynamics of employee mindsets regarding digital workforce transformation and highlight the relevance of incorporating employee viewpoints in the planning and implementation of change management initiatives required for digital transformation. Theoretically, the contribution from this study is a demonstration of the use of a qualitative interpretive approach to update the digital workforce transformation body of knowledge.

Doctor of Philosophy / Department of Special Education, Counseling, and Student Affairs / Kenneth Hughey / The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student’s ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007). This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu’s (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source. Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants’ future careers, relationships, and learning; however, they sought these opportunities on their own. This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status.

Doctor of Philosophy / Curriculum and Instruction / Debbie K. Mercer / This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and depth of those experiences as they pertain to pre-service teacher preparation prior to student teaching. The study analyzed the pre-service teachers’ descriptions of their lived experiences in elementary schools during internship experiences and how those experiences contributed to their personal growth as educators. Flick’s (2009) recommendations for phenomenological data analysis of personal journals and face-to-face interviews was used as a methodological framework for exploration of the two pre-service teachers’ lived experiences while Van Manen’s (1990) journal and interview methodologies were used for data collection. The findings were represented in thematic format and revealed transformational learning experiences for both participants. The six phenomenological themes captured the essences of teacher and student relationships and how classroom experiences contributed to personal learning opportunities for the pre-service teachers. Moreover, the findings of this study bolstered the necessity for pre-service teachers to reflect upon and evaluate interpersonal and intrapersonal lived experiences as they relate to the basic tenets of phenomenology in order to gain a fuller appreciation for how lived experiences of pre-service teachers, and their students, contribute to professional growth and improved decision-making skills. This study argues for a more attuned investigation of the basic tenets of phenomenology to increase student achievement through improved teacher and student relationships, and to enhance pre-service teachers’ personal and professional learning.