Browsing by Subject "Trauma"
Now showing items 1-9 of 9
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Barndomstrauma, anknytning och vuxenlivets parförhållanden : Motarbetning av de negativa effekterna (2022)Syftet med avhandlingen är att undersöka hur trauma i barndomen påverkar vuxenlivets parförhållanden. Studien baserar sig på tidigare forskning gällande trauma i barndomen och hur barndomstrauman påverkar mellanmänskliga relationer. Trauma i barndomen leder ofta till flera problem kring mellanmänskliga relationer i vuxenlivet. Källorna härstammar från socialpsykologiska och psykologiska journaler. Metoden var att göra en systematisk litteratursökning och hitta olika källor som behandlar problemformuleringen. Viktiga teorier inom forskningsområdet är Bowlbys och Ainsworths teori om anknytning, som spelar en signifikant roll kring uppkomsten av barndomstrauma, samt traumans påverkan på mellanmänskliga relationer. Bowen Familjesystemteorin granskas, och i samband med teorin tas även Bowen Familjesystemterapi upp som en alternativ rehabiliteringsmetod av barndomstrauma. Enligt dessa två teorier är familjerelationerna en central bidragande faktor till barndomstraumans uppkomst. Resultaten i denna studie indikerar att barndomstrauma har en inverkan på kvalitén på individens parförhållanden i vuxenlivet. Trauma i barndomen är ofta ett resultat av en rubbad familjestruktur, och ett negativt beteendemönster mot barnet. Detta leder däremot till ett destruktivt anknytningssystem som sedan påverkar individens mellanmänskliga relationer livet ut. Rehabilitering av trauma är dock en möjlighet, och med hjälp av olika typer av terapi kan trauma bearbetas, och individen kan därmed åstadkomma en hälsosam parrelation i framtiden. Fortsatta studier kunde lägga mer fokus på könsskillnader gällande traumans påverkan på vuxenlivets parförhållanden, samt påverkan av barnets ålder vid tidpunkten av den traumatiska händelsen.
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(2020)The objective of this study is to highlight traumas experienced by a student and to examine how the traumas arise in school context. I also examine what kind of support school was able to provide for the traumatized student. Purpose of this study is to provide knowledge and possible means for caretakers to encounter a traumatized child. In this study the voice is given to a young person who has been struggling with traumas during her time in school and her narrative is used to determine the student’s personal experiences of reconciling the traumas and school. The person who participated in this study was a former youth in a youth detention centre, whose traumas passed throughout her whole school time, especially throughout the secondary school and beginning of high school, which are the main subjects of this study. Purpose of this study is not to generalize, but to bring out this youth’s valuable story to the public by collecting relevant data. The study is a qualitative case study and collected material is used to highlight information about the factors that led to the traumas and in particular, what kind of support was available at school and what kind of support would have been needed. Data collection methods were observation, daily reports and open interviews. Analysis of the collected material was carried out according to methods of content analysis. Study results showed that traumas had significant links to a child’s well-being, learning and need for support at school. Trauma was caused by attachment problems and lack of basic needs of the child. My study is partly related to the attachment theory. Based on this, the early age problems of interaction seemed to affect later social life, psyche and coping with school. Problems reflected to school as social challenges and caused learning, concentration and behavioral problems. Hiding behind defenses, loneliness and labelled difference led to a decline in school motivation and performance. Support provided was not sufficient and all parties; teachers, classmates and the youth herself were exhausted. Traumas appear in school context in many ways in all areas of studying. In school context, there does not always seem to be enough time, means, skills or resources to face children who are severely traumatized and therefore mentally unstable.
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(2020)The objective of this study is to highlight traumas experienced by a student and to examine how the traumas arise in school context. I also examine what kind of support school was able to provide for the traumatized student. Purpose of this study is to provide knowledge and possible means for caretakers to encounter a traumatized child. In this study the voice is given to a young person who has been struggling with traumas during her time in school and her narrative is used to determine the student’s personal experiences of reconciling the traumas and school. The person who participated in this study was a former youth in a youth detention centre, whose traumas passed throughout her whole school time, especially throughout the secondary school and beginning of high school, which are the main subjects of this study. Purpose of this study is not to generalize, but to bring out this youth’s valuable story to the public by collecting relevant data. The study is a qualitative case study and collected material is used to highlight information about the factors that led to the traumas and in particular, what kind of support was available at school and what kind of support would have been needed. Data collection methods were observation, daily reports and open interviews. Analysis of the collected material was carried out according to methods of content analysis. Study results showed that traumas had significant links to a child’s well-being, learning and need for support at school. Trauma was caused by attachment problems and lack of basic needs of the child. My study is partly related to the attachment theory. Based on this, the early age problems of interaction seemed to affect later social life, psyche and coping with school. Problems reflected to school as social challenges and caused learning, concentration and behavioral problems. Hiding behind defenses, loneliness and labelled difference led to a decline in school motivation and performance. Support provided was not sufficient and all parties; teachers, classmates and the youth herself were exhausted. Traumas appear in school context in many ways in all areas of studying. In school context, there does not always seem to be enough time, means, skills or resources to face children who are severely traumatized and therefore mentally unstable.
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(2021)Tutkielmassa tarkastellaan vuonna 1994 uponneen M/S Estonian pelastustöihin osallistuneiden autolauttojen henkilökunnan traumaperäisen stressin oireita (PTSD). Tutkielman tavoitteena on selvittää millainen yhteys trauman aikana koetulla pelolla, trauma-altistuksella sekä psykologiseen debriefing-tilaisuuteen osallistumisella on suuronnettomuuden aiheuttamien PTSD-oireiden voimakkuuteen. Teoriataustana hyödynnetään Janoff-Bulmanin perususkomusten teoriaa, jonka mukaan traumaattisia kokemuksia kohdanneiden yksilöiden voi olla haastava sisällyttää traumakokemuksiaan maailmankuvaansa, mikä johtaa tiedonkäsittelylle keskeisten perususkomusten pirstaloitumiseen. Teorian mukaan traumaattisille kokemuksille on tyypillistä, että yksilö joutuu kohtaamaan haavoittuvuutensa sekä ympäristönsä epäoikeudenmukaisuuden. Aineistona toimii vuonna 1995 poikkileikkausaineistona kerätty survey-kysely, johon ovat vastanneet Merimies Unionin jäsenet (N = 636), jotka työskentelivät pelastustöihin osallistuneilla autolautoilla onnettomuuden aikoihin. Tutkielmassa keskitytään tarkastelemaan onnettomuusyönä työvuorossa olleita henkilökunnan jäseniä (N = 261). Analyysimenetelminä käytettiin muun muassa eksploratiivista faktorianalyysia, Pearsonin korrelaatiokertoimia sekä usean muuttujan lineaarista regressioanalyysia, joilla selvitettiin tutkielmalle asetettuja hypoteeseja. Lisäanalyyseina hyödynnettiin moderaatioanalyysia sekä yksisuuntaista varianssianalyysia. Tulosten mukaan koettu pelko on tilastollisesti erittäin merkitsevästi yhteydessä PTSD-oireiden voimakkuuteen, oletusten mukaisesti. Onnettomuuden aikaisille järkyttäville tapahtumille altistumisen havaitaan olevan negatiivisessa yhteydessä koettujen PTSD-oireiden voimakkuuteen tilastollisesti jokseenkin merkitsevästi, mikä on ristiriidassa lähtöoletusten kanssa. Debriefing-tilaisuuteen osallistumisen havaitaan olevan tilastollisesti merkitsevästi positiivisessa yhteydessä koettujen PTSD-oireiden voimakkuuteen, mikä on niin ikään lähtöoletusten vastaista. Jatkotarkasteluissa havaittiin trauma-altistuksen ja debriefingiin osallistumisen moderoivan PTSD-oireiden voimakkuutta tilastollisesti merkitsevästi. Interaktiotermin visuaalisissa tarkasteluissa altistumattomilla ja debriefingiin osallistuneilla vastaajilla havaittiin olevan tilastollisesti merkitsevästi voimakkaampia PTSD-oireita verrattuna muihin vastaajiin. Altistuneiden joukossa PTSD-oireiden voimakkuus on keskiarvoisesti yhtä suurta, riippumatta siitä onko vastaaja osallistunut debriefingiin. Keskiarvoisesti vähiten oireita havaitaan altistumattomilla ja debriefingiin osallistumattomilla vastaajilla. Tutkielman tulokset tukevat aiemman tutkimuksen havaintoja trauman aikaisen pelon vaikutuksista uhrien PTSD-oireiden voimakkuuteen. Tulokset antavat lisäksi viitteitä siitä, ettei trauma-altistuksen ja PTSD-oireiden voimakkuuden yhteyttä voida pitää niin yksiselitteisenä kuin aiempi kirjallisuus on joskus olettanut. Jatkossa tulisi tarkastella laajemmin voiko yksilön toiminta, kuten muiden uhrien auttaminen trauman aikana muodostua oireilta suojaavaksi tekijäksi.Tutkielman tulosten sekä aiempien tutkimusten perusteella debriefingin käyttöä tulee tarkastella kriittisesti. Aiemmassa tutkimuksessa on harvemmin tarkasteltu trauma-altistuksen sekä debriefingin interaktioiden vaikutusta PTSD-oireiden voimakkuuteen. Tutkielman tulokset viittaavat kuitenkin siihen, että debriefing saattaa vaikuttaa eri tavoin eri trauma-altistuksen kohdanneiden uhrien toipumiseen. Tulosten perusteella keskiarvoisesti voimakkaimmista oireista kärsivät vähiten altistuneet sekä debriefingiin osallistuneet vastaajat. Traumoista toipumisen näkökulmasta olisi jatkossa tärkeää selvittää kenelle debriefingiin osallistuminen on hyödyllistä ja kenelle se saattaa olla haitallista.
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(2023)Objectives. This thesis will use Russian-American psychologist Urie Bronfenbrenner’s Bioecological theory of Human Development. This theory applies to the topic of trauma because it suitably explains the complexity of trauma through the theory’s outline of human development occurring in complex multiple layers of influence and differing levels of reciprocal interaction. In addition, it is considered to be a cross-cultural theory. Methods. Method for this thesis is a narrative literature review. A Narrative literature reviews have a less rigid structure than a systematic literature review, but still considered a qualitative analysis. As it name illudes to a narrative literature review is a narration of a carefully curated collection of articles, analyzed through the lens of the researchers own experiences, and through the use of a grounding theory. Although this method is more typcal for a bachelor’s thesis, it should not be underestimated as the literature review is the starting point of any research, to discover what has already been studied in order to build upon that. Selection of Topic: Trauma is not a new topic. As mentioned in the history of trauma section, its roots are in the battle fatigue experienced by soldiers returning from World Wars I and II. However, as a topic in education is relatively new, and the extent of its novelty also depends on geography. In the United States, it has been researched and written about, and foundations and centers on the topic have been created. In the Nordic countries, trauma’s effect on learning has not received comparable levels of attention. Results and conclusions. Are teachers aware of trauma, its manifestations, and how manifestations of trauma can mimic manifestations of learning disabilities? Is the one question this thesis asked and the answer is some do. This literature review has demonstrated that certain countries or regions, particuarly the U.S have extensive published research on trauma as well as a plethora of resources in a range of academic fields studying it. It also highlights the glaring gaps in research and literature on this topic in certain regions, most notably the Nordic countries. This leads me to ask why have the Nordic countries, especially Finland, the world leader in education, are not researching this topic and applying findings to teacher training and improving learning outcomes.
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(2022)Syftet med denna kandidatavhandling är att klargöra effekterna av trauma på barnets sociala utveckling ur ett anknytningsteoretiskt perspektiv. Traumatiska upplevelser är stressorer, negativa händelser som kan påverka utveckling och välbefinnande på flera olika sätt. Social utveckling är ett brett begrepp som innefattar många olika delområden. Anknytningsteorin är en central del av den sociala utvecklingen under barndomen. Teorin om anknytningsstilar och system utvecklades av John Bowlby 1969, för att sedan vidareutvecklas av Mary Ainsworth 1978. På grund av anknytningens centrala roll i den sociala utvecklingen kommer denna avhandling att granska effekter av trauma på barnets sociala utveckling ur ett anknytningsteoretiskt perspektiv. Flera studier har granskat effekter av trauma under barndomen på barnets sociala relationer i vuxenålder. Dock finns det färre studier som granskar effekterna på utveckling under barndomen, vilket är orsaken till att utvecklingen under barndomen är avhandlingens huvudfokus. Metoden som används i avhandlingen är litteraturöversikt. Källorna består främst av socialpsykologiska och psykologiska journaler om barndomens psykosociala och trauma. Resultaten från litteraturgenomgången tyder på att trauma har en negativ påverkan på barnets sociala utveckling. Resultaten visar också att otrygga anknytningsstilar, vilket kan utvecklas till följd av trauma, kan vara en förklaring till sociala problem hos barn som genomgått trauma. Till dessa problem hör gränslöshet, externaliserade beteenden som exempelvis aggression, samt brister i förmågor till prosocialt beteende. Forskning inom området visar även att dessa problem kan synas i barnets mellanmänskliga relationer i vuxenlivet. Resultaten tyder även på att trygga anknytningsrelationer kan fungera som en skyddsfaktor mot de negativa effekterna av traumatiska upplevelser. Sammanfattningsvis kan man konstatera att trauma påverkar barnets sociala utveckling på flera olika sätt, och att anknytning kan både fungera som en förklaring till de sociala problemen, samt som en skyddsfaktor mot dessa. Det krävs ytterligare forskning om vilka interventionsmetoder som kan användas för att hjälpa barn som genomgått trauma, och hur man kan motverka de negativa sociala effekter det kan medföra.
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(2018)Många flyktingar och krishanterare utsätts för traumatisk stress som lever kvar i deras minnen och påverkar dem och deras omgivning långt efter att de traumatiska händelserna inträffat. Detta kan obehandlat leda till onödigt lidande hos subjektet och för de närstående men även på makronivå som ett samhälleligt fenomen. Den här litteraturstudiens syfte är att redogöra för hur trauma och stress relaterar till livshistorien och utreda huruvida narrative exposure therapy kunde användas systematiskt inom kontexten för flyktingkriser och krishanteringsoperationer. Jag granskar här huvuddelen av den tillgängliga litteraturen och utgår sedan ifrån Elbert och Schauers (2002) teori om den dualistiska representationen av traumatiska minnen för att redogöra för hur den narrativa identitetskonstruktionen fungerar och vad den teoretiska bakgrunden för NET är. Efter det behandlar jag systematiskt den tillämpade forskning som gjorts om NET, och avslutar med att diskutera dess effekt och implementeringsmöjligheter inom kontexten för den här litteraturstudiens syfte. I ljuset av den tillgängliga litteraturen NET har flera potentiella användningsområden inom krishantering och hemförlovning av personal och flyktingar och har visat sig vara effektiv även med strama resurstillgångar. Trots sin potential är empirin kring NET ännu inte stadigt förankrad jämfört med konventionella metoder. Dock är den teoretiska referensramen i sig själv intressant och själva metoden inbjuder till djupare forskning inom området.
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(2018)Goals. The goal of this research was to illustrate how a teacher’s traumatic experience can be handled in elementary school and what kind of help a teacher who has experienced a traumatic situation can receive to manage in work life. This research incorporates children’s capability to deal with traumatic situations, models for handling difficult themes in elementary school, and concrete ways to help a teacher with a traumatic experience in and outside of work. This research gives teachers information about how to handle traumatic situations, such as a sudden death or an assault of a relative, in elementary school and introduces scientifically well-proven resources in work life after having experienced a traumatic situation. There is some research about children who have experienced traumatic situations and about helping them, but none about teachers with traumatic experiences and how to handle these experiences in the classroom with pupils. This research is based on Saari’s (2003) theories about traumatic crisis and Cullberg’s (1993) model of four stages of the progress of crisis. Methods. The research method used in this thesis is narrative overview, which summarizes the information of previous research, and in which the data has not been screened systemat-ically. The data is based on eight scientific books and seven articles that observe support in traumatic circumstances, traumatic occurrences in work life, as well as children in traumatic situations, and how these are handled. The data has been analyzed by using theming and data-based qualitative content analysis. The results and conclusions. The results of this research indicate that describing the facts with honesty, frankness, and from the point of view of the recipient, is the recommended procedure for approaching traumatic situations in elementary school. There are several measures for aiding an employee to maintain stability after a traumatic experience, the most crucial help being occupational health services, the support of one’s colleagues, employers, family and friends, as well as personal coping methods. This thesis has uncovered that there is a considerable lack of research in the field of traumatic occurrences in elementary school and the corresponding coping methods. Thus, more research and inquiries are needed to better understand and help teachers in such circumstances.
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(2018)Objective Traumatic life events are common and causes psychopathology. Simultaneously, numerous psychiatric diagnoses are overlapping which has led to a situation where patients with same symptoms could be diagnosed with different diagnoses. There has been discussion around the structure of psychopathology. Lately, a general psychopathology factor P has been proposed. General psychopathology factor P represents psychical performance and has been recognised in numerous research. The objective of this study was to research associations between traumatic life experiences and the general psychopathology factor P. Methods For the study five structural equation models were built in total. The sample was taken from wide British morbidity survey. In total, 6734 participants were used from the sample. Results and discussion Structural equation model where traumatic life experiences were connected to general psychopathology factor P was identified with good modification indices. A model without traumatic life experiences but with the general psychopathology factor P was identified as good. Models where traumatic life experiences were let to connect over general psychopathology factor P were not identified as good. This study adds to the studies in favour for general psychopathology factor P but calls for further study and theoretic discussion around the existence of the factor itself.
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