Lic.-avh. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 3 uppsatser.

Licentiatavhandling (sammanfattning) Stockholm : Karolinska institutet, 2005. / Härtill 3 uppsatser.

Thesis (M.S.)--University of Michigan, 1988.

Thesis (M.S.)--University of Michigan, 1988.

Licentiatavhandling (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 2 uppsatser.

Bakgrund: Årligen behöver cirka 11 500 barn vård på en neonatalavdelning, här vårdas för tidigt födda och vid födseln sjuka barn. Inläggningen är ofta en stressande upplevelse för föräldrarna till barnet. Sjuksköterskan har ett ansvar att vara lyhörd, respektfull och kommunicera väl med föräldrarna. Syfte: Syftet med studien var att belysa föräldrars upplevelse i samband med att barnet vårdas på en neonatalavdelning. Metod: Studien genomfördes som en litteraturstudie. Tre olika vetenskapliga databaser med omvårdnadsfokus användes och åtta resultatartiklar ingick i studien. Dessa artiklar analyserades med hjälp av innehållsanalys. Resultat: Framförallt framkom det att föräldrarna hade många emotionella upplevelser i samband med vistelsen på neonatalavdelningarna. Vidare lyftes betydelsen av kommunikation och information ifrån vårdpersonalen i samtliga artiklar. Delaktigheten i barnets vård och att få utföra föräldrauppgifter var av stor vikt. Konklusion: Behovet av stöd och kommunikation från sjuksköterskan till föräldrar var stort. Delaktigheten stärktes när föräldrarna involverades i vården, samt att deras anknytning till barnet förbättrades. / Background: Annually, about 11,500 children need care in a neonatal ward, cared for here are premature children and children who are ill from birth. The hospitalization is often a stressful experience for the parents of the child. The nurse has a responsibility to be sensitive, respectful and communicate well with the parents. Aim: The purpose of the study was to shed light on parents’ experience in connecting with their child while being cared for in the neonatal ward. Method: The study was conducted as a literature study. Eight results articles were collected through three different scientific databases with a focus on nursing. These articles were then analyzed using a content analysis. Results: Above all, it appears that the parents have many emotional experiences in connection with the neonatal stay. The meaning of communication and information from healthcare professionals is seen together in all articles. The participation in their child's care and being able to perform parental tasks was of great importance. Conclusion: The need for support and communication from the nurse to parents was great. Participation was strengthened when the parents were involved in the care and their connection to the child improved.

Cette thèse a pour objet l’étude de la perception par les enfants du soutien conditionnel parental et enseignant, défini comme un soutien vu comme dépendant de l’atteinte des exigences fixées par ces adultes (Harter, 1999). Deux objectifs sont poursuivis dans ce travail. Le premier étudie l’évolution d’une telle perception lors de la transition entre le primaire et le secondaire. Pour ce faire, nous devions disposer d’un outil de mesure. Nous avons testé, dans trois études, les qualités psychométriques d’une échelle de perception du soutien conditionnel parental et enseignant dans le domaine scolaire auprès d’élèves de CM2 et de 6ème. Les analyses sur l’instrument ont mis en évidence trois dimensions dans le soutien conditionnel : un soutien conditionnel d’estime (parental et enseignant), un soutien conditionnel émotionnel parental et un soutien conditionnel émotionnel enseignant. Concernant le premier objectif, les résultats révèlent que la perception du soutien conditionnel émotionnel parental est stable du CM2 à la 6ème. La perception du soutien conditionnel émotionnel enseignant est aussi stable entre le début et la fin du CM2, mais diminue en 6ème alors que celle du soutien d’estime diminue faiblement au cours du temps. Le deuxième objectif vise à vérifier les liens entre ce soutien conditionnel parental et enseignant et la perception de compétence scolaire des élèves. Nous supposions (1) que les différents types de soutien conditionnel perçu seraient liés négativement à la perception des élèves de leur compétence scolaire, (2) que ces relations seraient médiatisées par l’anxiété envers l’évaluation et la sensibilité à l’erreur et (3) que le lien entre le soutien parental et la perception de compétence scolaire des élèves serait modéré par le soutien conditionnel émotionnel enseignant. Nos résultats montrent que le soutien conditionnel émotionnel parental et le soutien conditionnel émotionnel enseignant sont bien liés négativement à la perception de compétence scolaire et que seule l’anxiété d’évaluation médiatise cette relation. Le soutien conditionnel d’estime n’est pas lié à la perception de compétence quand le soutien conditionnel émotionnel est contrôlé. Enfin, le soutien conditionnel émotionnel parental et le soutien conditionnel enseignant interagissent pour prédire la perception de compétence scolaire : sous une perception élevée du soutien conditionnel d’une source, la perception du soutien conditionnel de l’autre source n’est plus liée à la perception de compétence scolaire. Pris dans leur ensemble, nos résultats confortent les études qui soulignent les effets néfastes du soutien conditionnel perçu en termes d’adaptation scolaire et sociale (e.g., Assor, Roth, & Deci, 2004 ; Côté, Bouffard, & Vezeau, 2014 ; Makri-Botsari, 2015). Ils ajoutent aux connaissances en montrant l’importance du soutien conditionnel de l’enseignant dans cette même adaptation. / This thesis focuses on children perception of the conditional support provided by their parents and teachers. Conditional support refers to a support that depends on succeeding to achieve standards set by these adults (Harter, 1999). This work has two objectives. The first aims at studying the evolution of the perception of the adults’ conditional support during the transition from primary to secondary school. To do so, a series of three studies was conducted to test the psychometric properties of an instrument devoted to assess the perception of students from the 5th and 6th grades that the availability of their parents and teachers support was conditional to their academic achievement. Factorial analyses (EFA and CFA) revealed the presence of three types of conditional support: an esteem conditional support common to parents and teachers, a parents’ emotional conditional support and a teachers’ emotional conditional support. Regarding our first objective, results reveal that the perception of parents’ emotional conditional support is stable across the transition to secondary school. Teachers’ emotional conditional support is stable between the beginning and the end of 5th grade, but decreases during the 6th grade. The esteem conditional support slowly drops throughout the whole period. Our second objective is to verify the links between perception of conditional support from parents and teachers and the students’ perception of their scholastic competence. We hypothesised (1) that all types of conditional support would be negatively linked to the students’ perception of their scholastic competence, (2) that anxiety towards evaluation and sensitivity to error would mediate these relations and (3) that the teacher’s emotional conditional support would moderate the link between the parents’ conditional support and the students’ perception of their scholastic competence. Our results show that the emotional conditional support from both the parents and the teacher are negatively linked to the perception of scholastic competence and that only anxiety mediates these relations. The esteem conditional support is unrelated to the perception of scholastic competence when emotional conditional support is controlled. Finally, the parents’ emotional conditional support and the teachers’ conditional support interact to predict the perception of scholastic competence: under a high perception of conditional support from one source, the perception of conditional support from the other source is no more linked to the perception of scholastic competence. Altogether, our results strengthen previous studies that underline the deleterious effects of perceived conditional support on social and academic adaptation (e.g., Assor et al., 2004 ; Côté et al., 2014 ; Makri-Botsari, 2015). They bring new knowledge by showing the importance of teacher conditional support for this adaptation.

The main aim of the theoretical part is to introduce difficulties of the teaching profession, such as the problems that are encountered today, when they are available for work and the challenges that they are not prepared for. With the aid of literature, I define the term 'beginning teacher' and I introduce the most common types of problems that arise. Furthermore, I focus on the possible support system for beginning teachers. The empiric part presents the assessment of the results from completed questionnaires and the dialogues with the beginning teachers of primary education. In my prepared and structured questionnaire and dialogue, I focus on the problems, which they might have struggled with or are still struggling with, such as if they feel that university was not able to prepare them adequately for their future job. In addition to this, I aim one's attention to the support system, which was provided to them, if they had an opportunity of a mentor. I am interested in parent's reaction when they found out that the new class teacher of their children is a fresh university graduate. Lastly, if they had a big problem to gain children's authority. KEYWORDS a beginning teacher, primary education, problems of beginning teachers, a mentor, support system for beginning teachers, the teaching...