Examensarbetet skildrar föräldrars upplevelser av att ha ett barn med Anorexia Nervosa. Föräldrarna har ett stort ansvar och en betydande roll under sjukdomstiden. Anorexia Nervosa har blivit en alltmer vanlig sjukdom som ofta drabbar flickor i tonåren och sjukdomen kännetecknas av en självsvält med en rädsla för att öka i vikt. Studien är litteraturbaserad. Nio vetenskapliga artiklar användes och analyserades i relation till syftet. Resultatet visar att föräldrarna upplevde att sjukdomen förändrade livssituationen. Äktenskapet blev drabbat och det beskrevs att det ofta fanns en oro för hur syskon påverkades. Stora delar av dygnet bestod av att se till att det drabbade barnet fick i sig näring. Föräldrar upplevde även en förändring av sitt egna liv då allt fokus låg på att hjälpa sitt barn att övervinna sin sjukdom. Frustration, oro och skuld var återkommande känslor som föräldrar upplevde i vardagen. Inledningsvis sökte föräldrarna information på egen hand för att få sina farhågor om sjukdomen bekräftade. Då de senare beslutade sig för att söka hjälp via vården upplevde ett flertal av föräldrarna att de blev dåligt bemötta av vårdpersonal. För att kunna hantera vardagen under sjukdomstiden beskrev föräldrar strategier som varit betydelsefulla för dem. Resultatet pekar på att föräldrar upplever ett behov av stöd under barnets sjukdomstid. Sjuksköterskan kan uppfylla föräldrars behov av stöd genom att bekräfta deras situation och inge ett hopp. Genom kunskap om föräldrars upplevelser kan sjuksköterskan utveckla sitt kompetensområde och öka kvalitén i omvårdnadsarbetet utifrån föräldrarnas behov. / Background Until the 80’s Anorexia Nervosa (AN) was a rare disease. With the influence from media and the growing ideal of how a human body should look like, AN is nowadays a more common disease. AN often have a negative effect on parents. Therefore, it is important that nurses and society gain an understanding of parents experiences of having a child with AN, and how it impact their lifes. Aim The aim of the study was to illuminate the experience of being a parent to a child with AN. Method This study is a literature review over qualitative scientific articles, which have been analyzed through a method of five steps according to Friberg. Results The results showed that AN has a negative impact on parents, both the personal life and family life. It also describes parents’ need for support. Parents experience many negative feelings as worrying, frustration and fear. They often had bad experiences of treatment from medical staff. Conclusion This study provides an understanding of parents’ feelings of having a child with AN. Parents have an important role for their children during their illness and on the road to recovery. If parents should be able to take the responsibility that comes with having a child with AN, they need support. Otherwise they can be a threat to their own health. This is something that the nurse should pay attention to.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 413-430). Available also in a digital version from Dissertation Abstracts.

As the rate of divorce is increasing, the number of children who have to cope with these stressful situations is also growing. Since these divorces come with many problems for the children involved, they are getting more and more attention. The professionnals who are required by the court to give their opinion on who should get the custody or what will be the right of access, have pointed out a particular phenomenon: parental alienation syndrome. The first person who described this syndrome was Gardner (1989, 1992a). He blamed the court system for the syndrome, where, in its adversarial perspective, one side tries to win over the other using alienation as one of their strategies. In our opinion, this view does not account for all the aspects of the parental alienation syndrome and for the emotional turmoil created by the divorce. When, after a divorce, one is trapped in one's emotions, the result is an impass, where parental alienation is but one aspect of this impass. This paper shows how an impass, grows and which form the parental alienation syndrome takes. Cases from our practice will illustrate some situations of parental alienation resulting from a psychological impass and where the children are the victims.

Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.74-79).

No description available.

by Leung Tung So Mei, Emily. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 208-214.

by Lee Yuk Ying. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 151-158. / Acknowledgement --- p.i / Abstract --- p.ii / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- Literature Review / Chapter 2.1 --- The concept of divorce and marital separation --- p.6 / Chapter 2.2 --- Emotional reactions of single parents at different phases of separation and divorce --- p.9 / Chapter 2.3 --- Problems of single parenthood --- p.13 / Chapter 2.4 --- The differences between single fathers and single mothers in soliciting support --- p.18 / Chapter 2.5 --- Concept of mental health --- p.21 / Chapter 2.6 --- Concept of stress --- p.27 / Chapter 2.7 --- Concept of social support --- p.33 / Chapter 3. --- Conceptua1 Framework / Chapter 3.1 --- "Relations between mental health, stress and socia1 support" --- p.43 / Chapter 3.2 --- Research questions and hypotheses --- p.48 / Chapter 4. --- Research Methodology --- p.49 / Chapter 4.1 --- Design / Chapter 4.2 --- Samples / Chapter 4.3 --- Instruments used / Chapter 4.4 --- Procedures / Chapter 4.5 --- Data ana 1ysis / Chapter 5. --- Findings --Genera 1 Profi1e of the respondents --- p.57 / Chapter 6. --- Findings -- Stress and Mental Health conditions of the respondents --- p.72 / Chapter 7. --- Findings -- Perceived social support of the respondents --- p.82 / Chapter 8. --- "Findings-- Relations between stress, mental hea1th and social support" --- p.117 / Chapter 9. --- "Findings --Relationships between sex, stage of separation and stress, mental hea1th, social support" --- p.127 / Chapter 10. --- Conclusions --- p.135 / Chapter 11. --- Recommendations --- p.144 / Bibliography --- p.151 / Chapter Appendix A --- Questionnaire --- p.159 / Chapter Appendix B --- Questionnaire (Chinese version) --- p.187

Gu Minmin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 103-113). / Abstracts in English and Chinese; appendices also in Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Divorce in China --- p.3 / "Children's adjustment to divorce in the Mainland, China" --- p.5 / Research questions --- p.6 / Organization of the thesis --- p.7 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.8 / Research on children's divorce adjustment in China --- p.8 / Research on children's divorce adjustment in the West --- p.13 / Resilience perspective in children's divorce adjustment --- p.16 / Summary --- p.30 / Chapter CHAPTER THREE: --- CONCEPTUAL FRAMEWORK --- p.31 / Resilience perspective as the guiding perspective --- p.31 / Children's divorce adjustment as conceptualized by resilience perspective --- p.31 / Relevant issues --- p.33 / Summary --- p.35 / Chapter CHAPTER FOUR: --- METHODOLOGY --- p.37 / Qualitative approach --- p.37 / Sample --- p.38 / Data collection --- p.43 / Data analysis --- p.45 / Procedures to ensure credibility of the research --- p.46 / Ethical issues in the research --- p.48 / Chapter CHAPTER FIVE: --- THE SEVEN LIFE STORIES --- p.49 / Xiao Jun --- p.49 / Xiao Yin --- p.52 / Xiao Fang --- p.54 / An Jing --- p.57 / Yan Yan --- p.60 / Xiao Zhong --- p.64 / Jiong Jiong --- p.68 / Chapter CHAPTER SIX: --- COMMON PROTECTIVE FACTORS AND PROTECTIVE MECHANISMS --- p.73 / Common protective factors --- p.73 / Protective mechanisms: How protective factors work with risk factors --- p.81 / Summary --- p.85 / Chapter CHAPTER SEVEN: --- DISCUSSION --- p.86 / Contextual protective factors: resources and limitations --- p.86 / Unresolved risk factor: the inadequacy of the legal system --- p.90 / Chapter CHAPTER EIGHT: --- RECOMMNEDATIONS --- p.92 / Recommendations and interventions at ideological level --- p.92 / Recommendations and interventions at a structural and policy level --- p.95 / Recommendations and interventions at individual and family levels --- p.98 / Recommendations at the research level --- p.100 / REFERENCES --- p.103 / APPENDICES --- p.114

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.