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| Autor/inn/en | Nilsson, Doris; Ängarne-Lindberg, Teresia |
|---|---|
| Titel | Children Who Lose a Parent Suddenly: What Kind of Assistance Do They Feel Provides Relief? A Content Analysis Study of Children and Their Parents |
| Quelle | In: Child Care in Practice, 22 (2016) 2, S.197-209 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1357-5279 |
| DOI | 10.1080/13575279.2015.1118014 |
| Schlagwörter | Children; Parents; Death; Interviews; Intervention; Grief; Coping; Adolescents; Qualitative Research; Content Analysis; Trauma; Foreign Countries; Sweden |
| Abstract | There are few studies that have investigated children and adolescents' own perceptions of early intervention following the death of a parent, and even fewer that focus on children and adolescents who have lost a parent suddenly. The aim of this study was to use interviews to identify what children and the surviving parent perceived to be helpful or unhelpful in terms of the interventions they received when a parent died suddenly. The children and young people in the study had received help from a team whose work involves early intervention for children and adolescents affected by the sudden death of a parent. Fourteen adolescents and 15 parents were interviewed for this purpose. The interview material was analysed using qualitative content analysis. The results identified one theme (perception of support), two categories (feeling confident and secure; and receiving help to bring about order), and six subcategories (a feeling of being noticed and attended to; a feeling that they knew what they were doing; a feeling of being able to hand over; a feeling of being in a free zone; a feeling of recovery and inner order; and a feeling of clarity and structure). (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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