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Syftet med den aktuella studien avser att ur en kvalitativ ansats undersöka upplevelsen av tillräcklighet i föräldraskap hos studenter på högskolor och universitet i Sverige, med avsikt att öka förståelsen för upplevelsen av föräldraskapsrelaterad stress hos denna grupp studenter. Studiens metodologiska ansats grundar sig i åtta djupintervjuer som analyserats utifrån tematisk innehållsanalys. Resultatet resulterade i fem teman; Föräldraskap, Självinsikt, Social Empati, Aktion och Akademiskt Studerande. Resultatet visade informanternas upplevelse av otillräcklighet i föräldrarollen under studietiden. Upplevelsen av otillräcklighet i föräldraskapets utmaningar upplevdes som starkast vid vård av sjukt barn. Informanterna upplevde sig utlämnade och avvikande i rollen som studerande förälder. Avsaknad av sociala nätverk i studiemiljön och möjliggörande från lärosätena att möta behovet av vård av sjukt barn upplevdes som stressökande för informanterna i studien. I resultatet framkom även en positiv upplevelse av frihet och valmöjlighet i planering av det dagliga livet vilket upplevdes som motivationsökande i förhållande till studierna hos den studerande föräldern. / The purpose of this study is to, from a qualitative approach, examine the experience of adequacy in parenthood among students at colleges and universities in Sweden, in order to increase the understanding of the experience of parenting-related stress in this group of students. The studys´ methodological approach is based on eight in-depth interviews that were analyzed on the basis of thematic content analysis. The result was confined into five themes; Parenting, Self-awareness, Social Empathy, Action and Academic Studies. The result showed the informants' experience of inadequacy in the parental role during the period of studying. The experience of inadequacy in reference to the challenges of parenthood was perceived to be the strongest in the care of a sick child. The informants felt a sense of betrayal and altogether deviant towards the child in the role of being a studying parent. The lack of social networks in the study environment as well as the lack of, from an institutional perspective, enabling students to meet the need for care of a sick child, was perceived as stress-increasing for the informants in the study. The result also showed a positive experience of freedom and choice with regards to planning daily life, which was perceived as increasing motivation in relation to the overall studies of the informants.

Objective: Gratitude, or thankfulness for positive aspects of life, is related to psychosocial well-being and decreased psychopathology, and may reduce suicide risk. We explored four potential hypotheses purported to explain the beneficial outcomes of gratitude (schematic, positive affect, broaden-and-build, and coping), hypothesizing that hopelessness (schematic), depression (positive affect), social support (broaden-and-build), and substance use (coping) would mediate the gratitude-suicide linkage. Participants: 913 undergraduate students from a mid-size, southeastern U.S. university. Methods: Respondents completed online self-report questionnaires including the Suicidal Behaviors Questionnaire-Revised, Gratitude Questionnaire, Beck Hopelessness Scale, Beck Depression Inventory, Duke Social Support Index, Alcohol Use Disorders Identification Test, and Drug Abuse Screening Test. Results: Supporting theory and hypotheses, gratitude was related to less suicide risk via beneficial associations with hopelessness, depression, social support, and substance misuse. Conclusions: The linkage between gratitude and suicide risk appears to be predicated on the beneficial association of gratitude to negative mood and interpersonal functioning.

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Stress levels of African American college students attending Historically Black and Predominantly White Institutions were compared. The GPAs of the students were correlated with their stress levels. Racism and social support were explored as factors contributing to stress. Results indicated that African American students attending the Predominantly White institution had higher stress than African American students attending the Historically Black institution and White students attending the Predominantly White institution. The results also indicated that GPA and stress were negatively correlated; as stress levels decreased, GPA increased. A negative correlation was found to be significant with social support and stress; as stress increased, social support decreased. Racism was not found to be a significant factor of stress.

The restructuring of roles, responsibilities, and relationships that occurs during the transition to parenthood brings both rewards and challenges to first-time mothers (Bartholomew, Schoppe-Sullivan, Glassman, Dush, & Sullivan, 2012; Horowitz & Damato, 1999) and is often characterized as a time of parental stress (Crnic & Low, 2002; Deater-Deckard, 1998; Leigh & Milgrom, 2008). To effectively manage this stress, first-time mothers must feel a sense of social support (Crnic, Greenberg, Ragozin, Robinson, & Basham, 1983; Cutrona, 1984; Gao, Chan, & Mao, 2009; McDaniel, Coyne, Holmes, 2012; Nakagawa, Teti, & Lamb, 1992). In today's technology-driven era, this essential sense of support may be conveniently achieved through social media.Currently, research on the ability for social media platforms to increase perceptions of social support and, therefore, decrease parental stress among first-time mothers presents varied conclusions (see Bartholomew et al, 2012; McDaniel et al., 2012). The purpose of this paper, therefore, is to propose variables that may explain these results. Specifically, it analyzes how both active production and passive consumption of social media influence perceptions of social support and parental stress in first-time mothers. The results reveal that for first-time mothers, production on social media can lead to increased social media–based feedback, which can then lead to increased perceptions of appraisal support. Passive consumption of social media content neither increases nor decreases perceptions of social support.

The purpose of this study is to serve as an exploration of family experiences in relation to a child's autism diagnosis. Specifically, it focuses on family adaptation as explained by McCubbin, et al.'s Double ABCX Model (1983). Given that mothers play a crucial role in the family system and are often the primary caregivers for children with disabilities, maternal adaptation is also investigated. This study employs qualitative methods, including in-depth personal and group interviews. Mothers shared their perceptions and experiences surrounding children's autism diagnoses, including initial recognition of atypical behavior and development, the formal diagnosis process, and subsequent transitions within the family system. Maternal reports of personal and family adaptation revealed notable similarities between the theoretical framework of family adaptation and actual family processes. Families of children with autism experienced multiple stressors, and through the mediating influence of coping strategies, they discovered useful resources, redefined their circumstances, and progressed toward bonadaptation. Mothers followed similar patterns of adaptation personally, though some elements of maternal adaptation were predictably different from those of other family members, given the responsibilities of a parental role. Findings of this study yield insights into social and cultural influences and related adaptations among families of children with autism.