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dc.contributor.authorRøkholt, Eline Grelland
dc.contributor.authorSchultz, Jon-Håkon
dc.contributor.authorLangballe, Åse
dc.date.accessioned2017-03-09T13:40:26Z
dc.date.available2017-03-09T13:40:26Z
dc.date.issued2016-04-22
dc.description.abstractParents are advised to get their children back to school soon after exposure to trauma, so that they may receive social support and restore the supportive structure of everyday life. This study explores parents' experiences of supporting adolescents in regaining school functioning after the July 2011 massacre at Utøya summer camp in Norway. One year after the attack, 87 parents of 63 young people who survived the massacre were interviewed using qualitative interviews. The qualitative data were analyzed using thematic analysis. All parents were actively supportive of their children, and described a demanding process of establishing new routines to make school attendance possible. Most parents described radical changes in their adolescents. The struggle of establishing routines often brought conflict and frustration into the parent–adolescent relationship. Parents were given general advice, but reported being left alone to translate this into action. The first school year after the trauma was described as a frustrating and lonely struggle: their adolescents were largely unable to restore normal daily life and school functioning. In 20% of the cases, school–home relationships were strained and were reported as a burden because of poor understanding of needs and insufficient educational adaptive measures; a further 20% reported conflict in school–home relationships, while 50% were either positive or neutral. The last 10%, enrolled in apprenticeship, dropped out, or started working, instead of finishing school. Implications for supporting parents with traumatized adolescent students are indicated.en_US
dc.description.sponsorshipThe Norwegian Ministry of Education and Research has financially supported the study.en_US
dc.descriptionPublished version. Source at <a href=http://doi.org/10.2147/PRBM.S97229>http://doi.org/10.2147/PRBM.S97229</a>. License <a href=https://creativecommons.org/licenses/by-nc/3.0/>CC BY-NC 3.0</a>.en_US
dc.identifier.citationRøkholt Eg, Schultz J, Langballe Å. Negotiating a new day: Parents’ contributions to supporting students’ school functioning after exposure to trauma. Psychology Research and Behavior Management. 2016;9:81-93en_US
dc.identifier.cristinIDFRIDAID 1352663
dc.identifier.doi10.2147/PRBM.S97229
dc.identifier.issn1179-1578
dc.identifier.urihttps://hdl.handle.net/10037/10520
dc.language.isoengen_US
dc.publisherDove Pressen_US
dc.relation.journalPsychology Research and Behavior Management
dc.relation.urihttps://www.dovepress.com/articles.php?article_id=26587#
dc.rights.accessRightsopenAccessen_US
dc.subjecttraumatic stressen_US
dc.subjectterrorismen_US
dc.subjectparentingen_US
dc.subjecttrauma-informed schoolsen_US
dc.subjectVDP::Social science: 200::Psychology: 260en_US
dc.titleNegotiating a new day: Parents’ contributions to supporting students’ school functioning after exposure to traumaen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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