Browsing by Subject "wellbeing"
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(2018)Objectives. The aim of this qualitative research was to examine the meaningfulness of own time for single parents and the meaning it carries in their everyday life. The target was also to gather experience based knowledge about the life of single parents. Previous research on the single parents' life is not abundant and often time the perspective has been simply coping with the challenges of lone parenthood. Based on previous research a single parents' life is often barely survival from one day to the other. In this research the target was to expand the point of view beyond mere survival, bringing light to new aspects of living as a single parent. Methods. The material of the research consisted of thematic interviews. The interviews involved 10 single parents. The sources were all women, although gender was not a relevant criteria when selecting interviewees. The transcribed material of the thematic interviews was analysed applying qualitative theory directive content analysis. The unique characteristic of experience based knowledge presented itself strongly. Results and conclusions. The own time of single parents seemed to be after the children's bedtime or during the free weekends (without kids). During their own time the parents relaxed in their way of preference. Own time was considered important with respect to overall wellbeing. The material indicated that even though single parent's own time was held important and they most often wanted to have more of it, there was little effort made towards getting more own time.
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(2022)With the reform of upper secondary education launched in 2017, the main goals of upper secondary education are to promote students' well-being and support students' studies. Special education in upper secondary schools is now a mandatory requirement and must be provided to students who need support, regardless of the reasons for their need. The latest national curriculum highlights the importance of considering the psycho-physical and social aspects of students alongside their education. The purpose of this study is therefore to review the well-being of high school students from a social support perspective. The study will explore the forms of social support in the lives of high school students and the role of social support in the well-being of young people. The study is a qualitative study, with data collected through interviews with six high school students. The data collection method used was a semi-structured theme interview. In particular, the voice of the high school students is heard: they were able to share their views and thoughts on social support. The data was analyzed using content analysis methods. The results of the study show that the social support received by upper secondary school students consists of emotional support, well-being support, informative support and sup-port for learning and studying. Emotional support emphasizes mercy and understanding of other people, compassion, and peer support. Well-being support is divided into support for coping, financial support, and support for social relationships. Information for students, constructive feedback and parental knowledge form the category of informative support. Support for learning and study includes both study skills and support for schoolwork. The results of the study show that social support is an important factor in the well-being of upper secondary school students: it contributes to mental well-being, physical well-being, and school well-being.
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