According to the Crohn’s and Colitis Foundation of Canada, there is approximately 1 in every 200 individuals who is living with inflammatory bowel disease (IBD). Many of those living with IBD also need to have an ostomy. The literature on the effects IBD and an ostomy has on adolescents and young adults lacks consensus. Therefore, the purpose of this phenomenological study was to try to understand the lived experiences of adolescents and young adults (N=6) living with IBD and an ostomy. Sociodemographic information was collected, and the participants were interviewed in person using a semi-structured interview guide. The work of van Manen (1990) was used as a guide for data collection, analysis and interpretation of this study. Analysis revealed the essence of the adolescents’ and young adults’ lived experience as being “Concealing and Revealing the Self”. Three themes communicate the essence of their lived experience: (a) Uneasy feelings, (b) “It’s hard…”, and (c) A renewed sense of self. The needs of the adolescents and young adults, along with their recommendations to health care providers, are addressed. The study findings inform nurses in the areas of practice, education and research. Practice recommendations include being cognizant that these individuals need holistic care that addresses their psychological, psychosocial and physical needs. This study forms the basis for future research to explore some of the themes in greater detail, as well as a recommendation for a longitudinal study.

Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North- West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators‘ emotional wellbeing was confirmed. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North- West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators‘ emotional wellbeing was confirmed. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

According to the Crohn’s and Colitis Foundation of Canada, there is approximately 1 in every 200 individuals who is living with inflammatory bowel disease (IBD). Many of those living with IBD also need to have an ostomy. The literature on the effects IBD and an ostomy has on adolescents and young adults lacks consensus. Therefore, the purpose of this phenomenological study was to try to understand the lived experiences of adolescents and young adults (N=6) living with IBD and an ostomy. Sociodemographic information was collected, and the participants were interviewed in person using a semi-structured interview guide. The work of van Manen (1990) was used as a guide for data collection, analysis and interpretation of this study. Analysis revealed the essence of the adolescents’ and young adults’ lived experience as being “Concealing and Revealing the Self”. Three themes communicate the essence of their lived experience: (a) Uneasy feelings, (b) “It’s hard…”, and (c) A renewed sense of self. The needs of the adolescents and young adults, along with their recommendations to health care providers, are addressed. The study findings inform nurses in the areas of practice, education and research. Practice recommendations include being cognizant that these individuals need holistic care that addresses their psychological, psychosocial and physical needs. This study forms the basis for future research to explore some of the themes in greater detail, as well as a recommendation for a longitudinal study.

Teacher education between familiarity and strangeness. An inquiry into the descriptions of lived experience told by teachers and student teachers in school and at the university. The aim of this dissertation is to study teacher education as lived experience with an overall ambition to contribute to a deeper understanding of teacher education as a complex phenomenon. A basic interest is to approach teacher education from a point of view where the lived experience of teachers and student teachers in school and on campus is brought into focus. The main question of the study is: what meanings of the phenomenon teacher education emerge, when teacher education is studied as lived experience? To empirically inquire into lived experience a hermeneutical phenomenological perspective is developed. This means a phenomenological understanding of the life-world as an intentional, lived and social world, and a hermeneutical openness to put repeated and confirmed experience into play to open for new experience. The choice of participant observation and conversational interviewing as research methods made it necessary to develop a methodological strategy involving a flexible position as well as a wakeful position. The results of the empirical study are presented in three in-betweens. Each of them focuses on a certain aspect of the life-world, as it emerges from the research question posed. The themes of unifying, modelling and of being market-oriented explore the meaning of teacher education as it comes forth between actor and institutional setting. Between actor and task, the meaning of teacher education takes shape in the lived situations of teachers and teacher students in school and on campus. When the meaning of the phenomenon teacher education unfolds between actor and actor, it is formed in the encounter with the “other”. So far, the results are consistent with earlier research on teacher education. To challenge familiar descriptions and to approach complexity, the results are put into play by the use of corporality, temporality and spatiality as existential themes. This leads to the conclusions that the meaning of the phenomenon teacher education transpires from male and female perspectives. This conclusion puts at risk the gender neutral description of women and men within teacher education as “teachers” and “students”. Secondly, the meaning of the phenomenon teacher education is intertwined with situations where personal and collective experience of teachers and student teachers is expressed in feelings of familiarity and strangeness. This means that the past in the sense of what “traditional” teacher education used to mean is challenged by transformation in terms of what teacher education could mean. Thirdly, the meaning of the phenomenon teacher education always includes different meanings as well as a prevailing meaning that is interacting with the institutional setting. This puts into play the assumption that traditions always stay the same, and that reproduction dominates transformation.

The New Zealand education system has undergone some two decades of substantial reform. There can be little doubt that this has brought significant change to the nature of what is expected of people occupying positions of leadership in schools and educational institutions (Ball, 2007; Bottery, 2004; Codd, 2005). Against this contextual backdrop, and in the researcher’s experience as a teacher and former holder of a position of leadership, there is an observable phenomenon of educational leaders stepping aside from position and yet continuing to work as teachers within the same workplace. Despite claims of a leadership ‘crisis’, and international acknowledgement of concern over the retention of educational leaders (Brooking, 2007; Brundrett & Rhodes, 2006; Fullan, 2005), the human experience of this phenomenon appears unrepresented in current research literature. The present study has sought to capture this experience through addressing the central research question “What is the lived experience of the voluntary relinquishing of the position of leader, yet choosing to remain within the same educational workplace?” In order to gather rich qualitative data, a descriptive multiple case study design was employed. In-depth unstructured interviews were carried out with eight educational leaders who had relinquished position within the contexts of New Zealand State Secondary Schools and Private Training Establishments, and chosen to continue working in these same contexts. The subsequent analysis drew on the tradition of hermeneutic interpretation (van Manen, 1990) to arrive at interpretations of the uniqueness of individual experiences, and offer understandings of the shared meanings of the experience in the form of essential themes. The key findings which emerged in this study were those of a sense of the ‘a-lone-ness’ of leadership, the ‘ready-suddenness’ of the decision to step aside, a seeking of ‘balance’ in the relinquishing of position, a powerful sense of ‘re-turning’ to the call of teaching, and varying degrees of ‘ease’ and ‘dis-ease’ in the experience of ‘letting go and holding on’ following positional relinquishment. These findings serve to extend aspects of those of earlier leadership and role exit studies, and offer previously undocumented understandings. Thus, a major contribution of this study is in the bringing-to-voice of the stories of those who step aside from leadership position yet remain in the workplace, and in the opening of avenues for further research.

<p>Att befinna sig i ett terminalt skede i livet kan innebära en känsla av oro och ångest inför sjukdomen och döden. Möjligheten att då få tillbringa sin sista tid i hemmiljö med nära och kära kring sig genererar för många en trygghet. Syftet med denna uppsats är att belysa vuxna människors erfarenheter av att i livets slutskede vårdas av anhöriga i hemmiljö. Metoden som använts är systematisk litteraturstudie där aktuell forskning inom området sammanställts. Databaser som använts för sökningen var PsycINFO, Medline, Cinahl, Elin@kalmar och SweMed+. Artiklar som syftade till problemformuleringen kvalitetsgranskades och resultatet bygger på tio vetenskapliga artiklar. Resultatet visade att sociala relationer och stöd från familjen genererar livskvalitet och trygghet hos människan som vårdas i livets slutskede. Delaktighet i sin vård och känsla av att inte förlora kontrollen över sina symtom gjorde att människan kände hopp och att de klarade av situationen. Slutsatserna var att möjligheten att få bo kvar hemma ansågs mycket betydelsefullt. Sociala relationer bidrog till att människor hemma kände en lägre grad av symtom. Den sjuke uppskattade stödet från familjen men ville inte bli en börda för anhöriga. Information om stöd och en realistisk planering samt insikt i situationens allvar bidrog till att hon kände delaktighet och bättre kunde hantera situationen.</p>

Bakgrund: Psykisk ohälsa är vanligt förekommande hos Sveriges befolkning och räknas till en av folksjukdomarna. Personer med psykisk ohälsa kan drabbas av psykiska eller fysiska besvär och söker sig då till vården där patienterna kommer att möta sjuksköterskor. Syfte: Belysa sjuksköterskornas upplevelser av att bemöta patienter med psykisk ohälsa i vården. Metod: Litteraturöversikt som bygger på åtta kvalitativa artiklar. Resultat: Tre huvudkategorier och två subkategorier skapades. Första huvudkategorin var kunskapens betydelse i vårdandet av patienter med psykisk ohälsa med subkategorierna positiva upplevelser av kunskapens betydelse och negativa upplevelser av kunskapens betydelse. Andra huvudkategorin var upplevda yrkesroll i mötet av patienter med psykisk ohälsa. Tredje huvudkategorin var upplevda känslor i mötet av patienter med psykisk ohälsa med subkategorierna positiva upplevelser och negativa upplevelser. Diskussion: Fynd i huvudkategorierna som diskuterades var sjuksköterskornas bristande kunskap och kompetens leder till att patienter med psykisk ohälsa inte erbjuds den vård de har rätt till. Okunskapen kan leda till rädsla för det okända och en känsla av att psykiatrin inte är en del av allmänsjuksköterskornas ansvar. / Background: Mental health illness is common within the Swedish population and is considered an endemic disease. People with mental health illness can suffer from psychological or physical issues and will turn to the health care system, where they will meet nurses. Aim: Shed light on nurses’ experiences of encountering patients with mental health illness in health care facilities. Method: A literature review based on eight qualitative studies. Result: Three main categories and two subcategories were created. The first main category was the importance of education in the encounter with patients with mental health illness with positive experiences in regards to the importance of education and negative experiences in regards to the importance of education as subcategories. The second main category was perceived professional role in the encounter with patients with mental health illness. The third main category was perceived feelings in the encounter with patients with mental illness. The subcategories were positive experiences and negative experiences. Discussion: Findings in the main categories were discussed, where the nurses' lack of knowledge and skills are evident. This means that patients with mental health illness are not cared for in a way they should. The lack of knowledge can lead to fear of the unknown as well as feeling like psychiatry isn't a part of the general nurses’ responsibility.