Vi fattar dagligen beslut. Ungdomar har mindre möjlighet än vuxna att fatta självständiga beslut. Ungdomar påverkas av sina föräldrar och vänner när de står inför olika val. När ungdomar väl fattar självständiga beslut så utvecklas de psykologiskt. Syftet med studien var att se hur ungdomars tilltro till den egna förmågan, öppenhet, autonomi och föräldrars stöd påverkar deras nöjdhet med beslut som de tidigare har fattat inom ett av tre områden: utbildning, träning eller konsumtion. 120 enkäter delades ut till gymnasieelever och 92 enkäter besvarades. Resultaten visade att ungdomar lägger stor vikt vid sin autonomi och är därmed mer nöjda då de får fatta ett beslut på egen hand. Föräldrarnas stöd påverkade också ungdomars nöjdhet med beslutet; ju mer föräldrarna stöttade beslutet desto nöjdare var ungdomarna. Det är därför viktigt att föräldrar stöttar ungdomarna när de ska fatta beslut och uppmuntrar autonomi så att de blir nöjda med besluten.

The aim of the study was to describe how child health care nurses (CHCN) experienced their work with regard to give support to parents, the content of the work as well as their thoughts concerning developing the support to parents. The study had a descriptive design where ten CHCN from different healthcarecentres in the central part of Sweden were interviewed. The collected material was transcribed and analyzed using qualitative content analysis. The result was presented under the theme to do what is the best for the child, categories and subcategories. In the category conditions and attitudes the CHCN described how they viewed the situation from the child´s point of view, created a confidence, were available, prepared and understanding. The CHCN addressed that the content of the parental support was to identify and make assessments, support parents and give advice, protect the child, cooperate and coordinate and give out information. Positive experiences the CHCN mentioned was to connect with the parents and children, to get positive feedback, the job situation and the feeling of meaningfulness. Difficult situations in their work was to meet children that were abused, parents who were hard to reach, insufficient attachment between mother and child, when reports needed to be made, illness or death, personal obstacles and lack of resources. Improvement areas identified by the CHCN were related to the nature of the parental support provided, resources as well as the level of personal education.       Keywords: Child health care nurses, parental support, children, experiences / Syftet med studien var att beskriva hur BVC-sjuksköterskor upplevde sitt arbete gällande föräldrastöd, vad arbetet innebar samt vilka tankar BVC-sjuksköterskan hade kring utveckling av föräldrastödet. Studien hade en beskrivande design där tio BVC-sjuksköterskor från olika hälsocentraler i Mellansverige blev intervjuade. Det insamlade materialet blev transkriberat och analyserat med hjälp av kvalitativ innehållsanalys. Resultatet presenterades i temat att se till barnets bästa, kategorier samt underkategorier. I kategorin förutsättningar och förhållningssätt beskrev BVC-sjuksköterskorna hur de utgick från barnet, skapade förtroende, var tillgänglig, var förberedd och var förstående. BVC-sjuksköterskorna menade att i föräldrastödets innehåll ingick att identifiera behov och göra bedömningar stödja och råda, att skydda barn, samarbeta och samordna samt att ge ut information. Positiva upplevelser som BVC-sjuksköterskorna nämnde var att få kontakt med föräldrar och barn, att få positiv feedback, arbetssituationen samt känsla av meningsfullhet. Svåra situationer i arbetet var att möta barn som for illa, föräldrar som var svåra att nå, brister i anknytningen mellan mor och barn, då anmälningar behövde göras, sjukdom eller dödsfall, personliga hinder samt bristande resurser. Förbättringsområden som BVC-sjuksköterskorna nämnde handlade om innehållet i föräldrastödet, resurser att hjälpa samt egen personlig utveckling av kunskapsområdet.                                                                                          Nyckelord: BVC-sjuksköterskor, föräldrastöd, barn, upplevelser

The aim of this research is to examine how the homes of children, in cooperation with the schools, are offered opportunities to communicate and discuss mathematics together with the children in relevant situations. The overall intent of the study is manifest in scientific questions with focus on how parents view the subject and the opportunities to support their children with math homework as well as possibilities to actively support their child´s mathematics progress. The paper has a pfenomenographic approach, which means that it in a qualitative way describes similarities and differences in the ways the homes perceive this issue. The examination is implemented through a survey in which responds from 73 parents in four classes have been studied. Within this study six semi constructed interviews have been conducted. The result of the study indicates that parents are positive to math homework, but that their ability to guide and support the child's math studies are to some extent limited. There is a need for an increased collaboration between the school and the homes, for instance by instructing the parents on modern math methods.

Sammanfattning Att utbilda och erbjuda föräldrar stöd i föräldraskapet är inget nytt fenomen, utan har skett på olika sätt sedan 1600-talet. Synen på föräldrar har genom tiderna haft olika fokus, vilket lett till att insatserna för att stödja föräldrarna har varierat. Idag finns ett överflöd av information, råd, utbildning och kurser kring föräldraskapet. Hur föräldrar ska göra eller inte göra diskuteras flitigt i olika medier. Därmed får vi en viss bild av föräldrarollen. Studiens ambition har varit att visa en tolkningsmöjlighet av föräldrarollen. Hur konstrueras begreppet förälder? Med inspiration av Michel Foucaults diskursanalys har konstruktionen av föräldern i texten SOU 2008:131 Föräldrastöd – en vinst för alla tagits fram och de uttryck för normalitet, makt och styrning som framträder genom dessa konstruktioner har redovisats. Resultatet ger en bild av en förälder som är osäker gällande sin egen roll och fortfarande okunnig om barnens behov och deras utveckling. Genom denna bild uttrycks en föreställning om den normale föräldern och hur denne används för styra problemföräldrar mot stöd och utbildningsverksamheter, som kan ses som ett uttryck av makt som ett led i samhällets strävan efter kompetenta och friska medborgare. Nyckelord: föräldraskap, föräldrautbildning, föräldrastöd, diskursanalys, statlig utredning / Abstract It is not a new phenomenon to educate and support parents in parenting. Since 1700 century it has been accomplished in different ways. Through the ages of time the concept of parents has had different focuses, which has lead to different ways of support for parents. Today there is a lot of information, advice, education and courses around parenthood. How to act or not to act as a parent is discussed in all sort of media regularly. This produces a special idea of what a parent is. The ambition of this study has been to give a possible interpretation of what a parent is, how the concept of parents is constructed. With inspiration from Michel Foucault’s discourse analysis, a construction of parents has been extracted from SOU 2008:131 Föräldrastöd – en vinst för alla and the expressions of normalcy and power that appear in this construction, and how it is used as a tool to govern, has been shown. The results outline a picture of an uncertain and still ignorant parent, ignorant booth on the role as a parent and on knowledge about children’s needs and how they develop. This picture expresses the concept of the “normal parent” and how it is used to bring “problem parents” to join supporting and educating activities. This can be seen as an expression of power to fulfill the community’s need for qualified and healthy citizens. Keywords: parenting, education of parents, parental support, discourse analysis, government comission

The purpose of our study is to examine how parents experienced their participation and their involvement in a solution-focused parenting group. The parenting groups are a part of the social welfare system in a town in south of Sweden. The study is conducted as a qualitative study with focus groups. 11 parents have participated. The study´s theoretical framework considers solution focused theory, social constructionism and process within groups.In the study we found that participants generally perceived their participation as positive and that they received confirmation by meeting other parents in the same situation. Participants’ expectations for practical tips and advice were fulfilled indirectly through their participation, but the focus of the parent group was to strengthen the participants themselves by thinking solution-focused. Although the participants did not receive the practical advice they initially expected, the parent group's approach felt to be positive and the participants have understood the idea behind the solution-focused approach. Overall, participants felt that they have become stronger as people and thus also as parents.The study shows that based on the parents’ statements the group leaders have throughout the parenting groups been faithful to the solution focused idea and have implemented this way of thinking within its participants.This study can be seen as a contribute to the development of future solution focused parenting groups. It also shows that there is a need for parenting groups and that this kind of activity can generate positive effects for participants.

Over the past decade there has been considerable debate in the media concerning the necessity of educating parents in how to be better parents, and strengthening their parental role. This question has also been debated at a national level, resulting in the state commissioning a number of official investigations into the problems that parental education could resolve. A growing body of scientific studies have shown that parental-educational programmes play a strong role in preventing behavioural problems amongst children and teenagers. Many Councils in Sweden already offer these parental courses to their citizens, but discussions are ongoing as to whether these courses should be obligatory for all parents before or near to the moment that they begin to have children. This conclusion has been supported by the official investigations commissioned to look into this issue. In light of the state is approaching a proposal for mandatory training for people to get to be parents, the aim of this essay was to investigate how parents see their role as parents in in comparison with the role they are trained for, the working role. It also investigates the views parents have as to the government’s intention to educate them in parenthood. Working from a phenomenological perspective, and a hermeneutic understanding of the issues involved, six qualitative interviews were conducted with parents of pre-school children. The results show that parents view their parental role as a responsibility on several different levels. This role is variously described as one of leadership, fostering and as a non-egotistical, loving relationship. Every role is defined by individual circumstances and is forged at the moment when the parent and child first encounter each other. The role of professional day-to-day work is also described as being a matter of responsibility, mainly from a perspective of duty. It is, as well, characterised by the level of education of the parent. Parents with a university education tend to describe the role as purely egotistical. Parents are positive about parental education on a voluntary basis and are broadly positive about government looking into ways to strengthen parenting skills in first-time parents. But the idea of educating ALL parents is seen as unnecessary and impossible to achieve.

Over the past decade, the number of students entering postsecondary institutions immediately after high school has been decreasing, while the number of non-traditional aged students, defined as adults over 25, has substantially increased, with women making up the majority of this adult student group. Mathematics education is an area where non-traditional age women tend to have difficulty. Fifteen individual interviews were conducted with non-traditional age women enrolled in a community college, 10 identifying mathematics as the subject they would least enjoy and 5 identifying mathematics as the subject they would most enjoy. Data were analyzed by comparing the women's stories and drawing out common themes. Eight major themes and six sub-themes emerged: (1) Acquiring a college education is a personal goal; (2) Adequate study time is necessary to understand and to retain mathematical concepts; (3) Experiences with mathematics at an early age remain in one's memory, (3a) Poor experience with mathematics at an early age tended to make participants believe they could not learn mathematics, (3b) Positive experience with mathematics at an early age tended to provide participants a higher degree of self-efficacy in succeeding in mathematics courses; (4) Parental behavior and expectations play a role in children's self-perception, (4a) Absence of parental/family support tended to discourage participants from pursuing further education, (4b) Presence of parental/family support tended to encourage participants in pursuing further education; (5) Teacher behaviors and teaching methods matter, (5a) Negative teacher behaviors tended to cause some to develop poor mathematics self-concept, (5b) Positive teacher behaviors tended to encourage some to persevere in understanding mathematics; (6) Feelings of powerlessness may impede learning mathematics; (7) Self-esteem can survive in spite of past failure; (8) Motivation to understand mathematical concepts remained high. Seventeen implications for both faculty and students were drawn from the responses of the participants. Both metacognitive and affective factors present in learning mathematics were expressed and meanings attached to experiences were reported in participants' own words. Suggestions are offered explaining what teachers might do to reinforce positive metacognitions and reduce those that are negative. Recommendations for further research are provided and personal reflections are shared.

It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship, parental support, and student academic motivation and their relationship with student achievement. Pearson correlations, ANOVA, Alpha Cronbach, construct validity, and regression tests were used to analyze the data that had the greatest significance on student achievement scores. The researcher concluded that instructional strategies, parental support, student academic motivation, and teacher expectation have the greatest significance on student achievement scores. Recommendations were suggested for classroom teachers, educational leaders, teacher preparation programs, and future researchers.

<p>The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo / s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.</p>

Bakgrund: Föräldrastöd och hembesök är beståndsdelar i barnhälsovårdens hälsofrämjande arbete. Barnhälsovårds-sjuksköterskor och familjevägledare på ett familjecentrum har inlett ett projekt inspirerat av Rinkebyprojektet. Hembesöksprojektet innebär att BHV- sjuksköterskor och familjevägledare tillsammans genomför ett hembesök som erbjuds till alla familjer med barn som är åtta månader. Den teoretiska referensramen för examensarbetet är Familjefokuserad omvårdnad. Syfte: Syftet är att beskriva föräldrars erfarenheter av BHV-sjuksköterskors och familjevägledares hembesök när barnet är åtta månader. Metod: En kvalitativ, deskriptiv innehållsanalys med en induktiv och deduktiv ansats har använts som analysmetod. Tio föräldrar har intervjuats. Resultat: Föräldrarnas erfarenheter visar att hembesöket stödjer barnets hälsa och stärker föräldraskapet. Föräldrarnas beskrivningar handlar om att Barnhälsovårds-sjuksköterskor arbetar för att främja barnets hälsa och utveckling genom att stötta föräldrarna i barnsäkerhet och barnets hälsa. De beskriver vidare hur de får stöd under besöket av familjevägledare och erbjuds stöd genom att få information om familjecentrums verksamhet. Slutsats: Hembesöket av BHV-sjuksköterska tillsammans med familjevägledare stödjer barnets hälsa och stärker föräldraskapet. Det kan ses som att familjen erhåller familjefokuserad omvårdnad under hembesöket. En inblick i föräldrarnas erfarenheter bidrar till utveckling av hembesök och familjefokuserad omvårdnad. / Background: Parental support and home visits are elements in the health promotion work of the child health service. Child Health Nursing Nurses (BHV Nurses) and family counselors at a family center have initiated a project inspired by the Rinkebyproject. The home-care project means that BHV-nurses and family counselors together conduct a home visit offered to all families with children who are eight months old. The theoretical frame for the degree project is Family Focused Nursing. Purpose: The purpose of this study is to describe parents' experiences of BHV-nurses and family counselor home visits when the child is eight months old. Method: A qualitative, descriptive content analysis with an inductive and deductive approach has been used as an analytical method. Ten parents have been interviewed. Results: Parents' experiences show that home visits support the child's health and strengthens parenthood. The parents' descriptions are that BHV-nurses work to promote the child's health and development by supporting the parents in child safety and the child's health. They further describe how they are supported during the visit of family counselors and offered support by obtaining information about family centers' activities. Conclusion: The home visit of the BHV-nurse together with family counselor supports the child's health and strengthens the parenthood. It can be seen as the family receives family-focused nursing during the home visit. An insight into the parents' experiences contributes to the development of home visits and family-focused nursing.