Evidence-Based Solution-Focused Care for School-Age Children Experiencing Cyberbullying

Cyberbullying is a global phenomenon. The experiences of bullied children are the same across cultures and languages, and psychiatric nursing interventions are known to be effective. It is critical to widely disseminate effective interventions to identify and address cyberbullying. Therefore, evidence-based care plans addressing cyberbullying at the individual and community levels were developed using the Omaha System, a terminology that is used internationally to guide and document care. This article presents a case study in which an evidence-based intervention was used to help a bullied child arrive at a solution, and demonstrates the use of the Omaha System to document evidence-based cyberbullying interventions with individuals and communities

Effekten av anti-mobbetiltak på skolebarn

Mobbing har stor utbredelse i skolen og mobbing kan bidra til store helseproblemer for de som rammes av den. Mange anti-mobbeprogram har blitt implementert i skolen, men få har blitt evaluert med fokus på hvilket tiltaksnivå som er mest effektivt. I denne artikkelen presenteres hvilke antimobbetiltak som har mest effekt på ulike nivåer i tre utvalgte oversiktsartikler. Resultatet fra disse oversiktsartiklene viste at tiltak som rettes mot både individ og miljø har mest effekt mot mobbing. Intensive og vedvarende skolebaserte tiltak der lærer og elever sammen med andre samarbeidspartnere deltar, viser best effekt. Det er behov for mer forskning om nettmobbing og på tverrfaglig samarbeid med hjem og skole

I feel I mean something to someone: solution-focused brief therapy support groups for bullied schoolchildren

The aim of this study was to investigate how bullied schoolchildren experience solution-focused brief therapy support groups, and to examine how members of the support group experience their participation in the group. An explorative qualitative design, with individual and focus group interviews, was used. The sample consisted of 19 schoolchildren, aged 12–13 years, three of whom were bullied. Six individual interviews were conducted with the bullied children and three focus group interviews were held with the support groups. The bullied children reported that the bullying stopped after they received help from the support group and the improvements remained after three months. Their daily lives at school changed and they felt safer and happier and made friends. Members of the support groups reported that they were doing a meaningful job in helping the victims. It is important that school nurses, educational psychologists and teachers, together with parents, follow up bullied children, to prevent further bullyin

Helsesøstres utfordringer for å fremme elevenes psykiske helse

Challenges school nurses have to promote students’ mental healthThe school is an important arena for promoting students' mental health. Prevalence of mental health problems among young people is of concern, and focusing on prevention efforts in schools has been considered to be important. The purpose of this qualitative study was to gain further insight into how collaboration between school nurses and teachers can promote students' mental health. This article is based on four interviews with school nurses from secondary and high school. The school nurses highlighted the importance of establishing themselves as visible partners for teachers, while at the same time providing low threshold for services to students. Factors like lack of time and the location of the school nurse’s office, created tension and influenced their work. Much of the work concerning students' mental health was experienced as "fire fighting", while they instead wanted to emphasize health promotion and primary prevention efforts on class and group levels

Hvem går til helsesøster?

Ungdomstiden er for mange en sårbar tid med utfordringer knyttet til fysisk, psykisk og sosial helse, og skolehelsetjenesten betegnes som den viktigste helsetjenesten. Artikkelen kartlegger sammenhengen mellom ungdoms egenvurderte helse og bruk av skolehelsetjenesten. Datagrunnlaget er fra Ung i Oslo 2015, ungdomsskoletrinnet (N=12449). Resultatene viser at én av ti har brukt tjenesten tre ganger eller mer siste 12 måneder. Det er flest jenter som bruker tjenesten, men både gutter og jenter med utfordringer, særlig knyttet til depressive plager og mobbing, benytter tilbudet. Fysiske plager synes viktigere for gutters bruk av skolehelsetjenesten enn jenters, og konflikt i hjemmet synes viktigere for jenters bruk

The Health Literacy Questionnaire (HLQ): Initial validity testing in a Norwegian sample.

This study tested the Norwegian version of the Health Literacy Questionnaire. The questionnaire (44 items across nine scales) was completed by 368 nursing students. Despite some overlap between scale 7 (“navigating in the health care system”) and scale 8 (“ability to find good health information”), the questionnaire appears to serve as a good measurement for health literacy in the Norwegian population.publishedVersio

Comparing school nurses' roles in supporting children who are bullied.

This systematic literature review explores the role of school nurses n helping children being bullied in three countries, Norway, Scotland and the United States (US). Comparisons were made of the way school nurses were trained and employed to better understand how this reflects their roles and responsibilities within the context of bullying among school children. Different systems used to support children affected by bullying were explored and examples of good practice shared. The challenges faced by school nurses due to their limited numbers compared to pupils they support was a common phenomenon in all three countries. This in itself challenges school nurses to explore more creative ways of working to ensure that the needs of school children are being met. Recommendations were made on possible cross-cultural research that can explore existing best practice creating a community of learning. This systematic literature review could provide a starting point for futurecollaborations in this field

Making room for life and death at the same time – a qualitative study of health and social care professionals’ understanding and use of the concept of paediatric palliative care

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativeco mmons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.Background: The concept of pediatric palliative care (PPC) is applied diferently within the healthcare system and among healthcare professionals (HCPs). To our knowledge, no studies have investigated how multidisciplinary HCPs understand the concept of PPC and the aim of this study was to explore the concept of PPC from the view of HCP in a paediatric setting. Methods: We employed an explorative and descriptive design and conducted four focus groups with a total of 21 HCPs working in hospitals with children in palliative care. The data were analysed using qualitative content analysis. Results: The data analysis of the concept of pediatric palliative care resulted in two themes. The frst theme “A fright ening concept that evokes negative emotions,” contains categories to explore the meaning, named “An unfamiliar and not meaningful concept, “A concept still associated with death and dying” and “Healthcare professionals’ responsibility for introducing and using the concept and, to obtain a common meaning.” The second theme was named “A broad and complementary concept,” containing the categories “Total care for the child and the family,” “Making room for life and death at the same time” and “The meaning of alleviation and palliative care.” Conclusions: The included HCPs refected diferently around PPC but most of them highlighted quality of life, total care for the child and the child’s family and interdisciplinary collaboration as core elements. Attention to and knowl edge among HCPs might change the perception about PPC from a frightening concept to one that is accepted by all parties, implemented in practice and used as intended. However, our study reveals that there is still some work to do before PPC is understood and accepted by all those involved.publishedVersio

Associations between general self-efficacy and health-related quality of life among 12-13-year-old school children: a cross-sectional survey

<p>Abstract</p> <p>Background</p> <p>While research on school children's health has mainly focused on risk factors and illness, few studies have examined aspects of health promotion. Thus, this study focuses on health promotional factors including general self-efficacy (GSE) and health-related quality of life (HRQOL). GSE refers to a global confidence in coping ability across a wide range of demanding situations, and is related to health. The purpose of this study was to examine associations between GSE and HRQOL, and associations between HRQOL and socio-demographic characteristics. Knowledge of these associations in healthy school children is currently lacking.</p> <p>Methods</p> <p>During 2006 and 2007, 279 school children in the seventh grade across eastern Norway completed a survey assessing their GSE and HRQOL. The children were from schools that had been randomly selected using cluster sampling. T-tests were computed to compare mean subscale values between HRQOL and socio-demographic variables. Single and multiple regression analyses were performed to explore associations among GSE, HRQOL and socio-demographic variables.</p> <p>Results</p> <p>Regression analyses showed a significant relationship between increasing degrees of GSE and increasing degrees of HRQOL. In analyses adjusted for socio-demographic variables, boys scored higher than girls on self-esteem. School children from single-parent families had lower scores on HRQOL than those from two-parent families, and children who had relocated within the last five years had lower scores on HRQOL than those who had not relocated.</p> <p>Conclusion</p> <p>The strong relationship between GSE and HRQOL indicates that GSE might be a resource for increasing the HRQOL for school children.</p