Magister Educationis - MEd / Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.

La recherche présentée s’intéresse à l’expérience des enfants en situation de sans logement. Ce travail s’inscrit dans la cadre de la théorie transactionnelle du stress et du coping proposée par Lazarus et Folkman (1984). La démarche vise à saisir leur perception de la situation de sans logement, d’identifier les facteurs de stress auxquels ils sont exposés et les stratégies de coping qu’ils utilisent pour faire face au stress perçu. Cette étude a été menée auprès de 30 enfants d’âge scolaire (7 ans et demi à 13 ans), hébergés avec leurs familles à l’hôtel. Les données ont été recueillies dans la cadre de l’entretien compréhensif et à l’aide du questionnaire KidCope. Cette étude a permis également d’apporter des connaissances sur le profil des familles hébergées à l’hôtel grâce aux données recueillies auprès des parents.La moitié des enfants vit dans une famille monoparentale et plus de deux tiers ont une fratrie. Plus de deux tiers des enfants est nés à l’étranger, un tiers vit dans une famille en situation administrative précaire et la majorité des familles est sans ressources. La durée moyenne de présence de la famille en France est de 5,54 ans et la moyenne de la durée d’hébergement pris en charge par le 115 s’élève à 3,24 ans. Les discours des enfants sont marqués par des sentiments négatifs, parfois confus, face au manque de prévisibilité dans leur vie. La place centrale est occupée par l’école et la famille. L’école représente souvent le seul endroit assurant le sentiment de stabilité, d’appartenance et le maintien des liens sociaux. La famille, quant à elle, grâce au soutien des proches, permet à l’enfant de faire face aux difficultés rencontrées. Dans le cas de nombreux enfants, la situation de sans logement apparaît étroitement liée à l’expérience migratoire de la famille. L’expérience de sans logement s’avère être une situation stressante pour les enfants : tous les enfants ont identifié au moins un facteur de stress dans leur vie. Au-delà des facteurs de stress propres aux enfants d’âge scolaire, les facteurs identifiés par les enfants participant à notre recherche peuvent être classifiés dans l’un des trois groupes suivants : les facteurs de stress liés à la situation de sans logement, à la pauvreté et/ou à l’expérience migratoire. Les enfants utilisent diverses stratégies de coping pour gérer le stress perçu. De manière générale, les stratégies d’approche sont utilisées plus fréquemment et évaluées comme plus efficaces que les stratégies d’évitement. / The purpose of this study is to describe the homeless experience of school-aged children. The theoretical framework for the study was Lazarus’ and Folkman’s (1984) stress and coping processes. In this study the focus was on a child perception of the situation, the stressors they identify and the coping strategies they use. The data was collected from 30 school-aged children living with their families at hotel, through comprehensive interviews and KidCope checklist. This study also brings knowledge about homeless families’ profile through the data collected from parents.Half of the children live in single parent families and two third have siblings. More than two third of children are born abroad, one third live as undocumented migrants and the most of families have no resources. The average family’s length of stay in France is 5,54 years and the average length of being sheltered is 3,24 years. The discourse of children is characterized by negative emotions, sometimes confusion, in face of lack of predictability in their life. The central place is accorded to school and family. School is often the unique place which provide a sense of stability and belonging, as well as social support. Family, through a support of loved ones, help child to cope with difficulties. For many of children, homelessness appears closely connected with migratory experience. Homeless experience is stressful for them: all children who participated in this research perceived at least one thing as stressful in their life. Beyond the stressors specific to school-aged children, the factors identified by the children involved in our research can be classified into one of three groups: stressors related to homelessness, stressors related to poverty and / or stressors related to migratory experience. Children use many different ways to cope with stressors. In general, they used more often approach coping and they rate it as more efficacious than avoidance coping.

Syftet är att beskriva faktorer som skapar och lindrar stress utifrån hur eleveri en förskoleklass resonerar kring stress i grundskolan. En kvalitativ ansatsanvändes för att undersöka hur elever resonerar kring stress. Studien omfattarsemistrukturerade intervjuer med tio informanter som alla går i enförskoleklass. Inför studien lade jag vikt vid att både vårdnadshavare ocheleverna kunde göra ett informerat samtycke. För att skapa godaförutsättningar för intervjun så valde jag för ett inglasat rum där annanpersonal hade insyn och eleverna sedan tidigare kände sig bekväma, för attsäkerställa ett tryggt rum under intervjun.Resultatet visar att eleverna kunde redogöra för sådant som skapar stress ochsådant som lindrar och motverkar stress. I resultatet framkommer att miljönsoch vuxna i skolan har betydelse för barnens upplevelse av stress i skolan.Resultatet är relevant då stress påverkar barns lärande. Det framkommer iresultatet hur viktigt det är att vi uppmärksammar elevers tankar kring stress.Genom att låta lek och glädje vara en ledstjärna i undervisningen, skapastrygga miljöer, där eleverna lär sig att hantera olika stressituationer. Målet äratt lärare och annan skolpersonal som förstår vilka faktorer som stressar kanmöta elevernas behov, samt motverka och lindra stress.

Bakgrund: Psykisk ohälsa kan vara allt från tillfälliga psykiska besvär till livslånga funktionsnedsättningar. En åttondel av världens befolkning lever med psykiatriska tillstånd. Sjuksköterskan upplever svårigheter i vårdandet av patienter med psykisk ohälsa. Bristande anknytning mellan barnet och föräldern kan påverka barnets utveckling negativt. Syfte: Syftet var att sammanställa och beskriva upplevelser av att vara barn till en eller flera föräldrar med psykisk ohälsa. Metod: Litteraturstudie med deskriptiv design och tematisk dataanalys. Genom sökning i databaserna Pubmed och Cinahl sammanställdes 11 artiklar som redovisas i resultatdelen. Huvudresultat: Identifierade teman var psykiska sjukdomen och den sjuka föräldern, inverkan på känslor och beteende, och barnens upplevelser av stöd. Barnen upplevde att den psykiskt sjuka föräldern var olik andra föräldrar och att hemsituationen var oförutsägbar. Barnen beskrev att den sjuka föräldern var mindre involverad i deras liv. Det beskrevs även positiva aspekter hos föräldern. Barnen upplevde negativa känslor relaterade till förälderns sjukdomssymtom och barnen kunde olika mycket om sjukdomen. Barnen ville gömma förälderns ohälsa och ha tid och rum för sig själva bortom sjukdomen. Barnen upplevde ett utökat ansvar men att de fick stöd både inom och utanför familjen. Slutsats: Barn till föräldrar med psykisk ohälsa känner negativa känslor och kan bli dåligt behandlade av sina sjuka föräldrar. Kunskapen om barns upplevelser ger sjuksköterskan bättre förutsättningar att stötta dessa barn inom olika vårdsammanhang. Sjuksköterskan bör se till att barnet eller den psykiska ohälsan inte hamnar i skymundan utan bör ha ett helhetsperspektiv på situationen. / Background: Mental illness can be anything from temporary psychological problems to lifelong mental disabilities. One eighth of the world's population lives with psychiatric conditions. The nurse experiences difficulties in the care of patients with mental illness. Lack of connection between the child and the parent can adversely affect the child's development. Aim: The aim was to compile and describe experiences of being a child of one or more parents with mental illness. Method: Literature study with descriptive design and thematic data analysis. By searching the databases Pubmed and Cinahl, 11 articles were compiled which are reported in the results section. Main results: Identified themes were the mental illness and the ill parent, the impact on emotions and behaviour, and the children's experiences of support. The children felt that the mentally ill parent was different from other parents and that the home situation was unpredictable. The children described that the sick parent was less involved in their lives. Positive aspects of the parent were also described. The children experienced negative emotions related to the parent's disease symptoms and the knowledge about the disease differed among the children. The children wanted to hide the parent's mental illness and have time and space for themselves beyond the illness. The children experienced an extended responsibility but they also received support both inside and outside the family. Conclusion: Children of parents with mental illness feel negative emotions and may be treated badly by their ill parents. The knowledge of children's experiences gives the nurse better conditions to support these children in different care contexts. The nurse should ensure that neither the child nor the mental illness is overlooked, and should have a holistic perspective on the situation.

No description available.