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  • 1.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Bullying and well-being: Social support from teachers as a buffering factor for bullied childrenManuscript (preprint) (Other academic)
  • 2.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning i skolan: dess olika uttryck, konsekvenser samt behovet av stöd och hjälp för den utsatta2014Conference paper (Refereed)
    Abstract [sv]

    Mobbningens negativa konsekvenser är väldokumenterade. Trots denna kunskap finns lite forskning kring hur utsatthet för mobbning utvecklas över tid samt vilket behov av stöd och hjälp elever som varit eller är mobbade har. Under föreläsningen presenteras utifrån ett pågående forskningsprojekt inom Örebro kommun, olika utvecklingsvägar för elever utsatta för mobbning i relation till hälsa, relation till lärare samt kamrater. Vidare diskuteras vilken implikationer dessa resultat ger för arbete kring stöd och hjälp för utsatta elever.

  • 3.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning och kränkningar i skolan: olika utvecklingsvägar samt socialt stöd från lärare som en skyddande faktor2014Conference paper (Refereed)
    Abstract [sv]

    Att arbeta mot mobbning och kränkande handlingar är en viktig och lagstadgad uppgift för skolor. Förutom att förebygga det kortsiktiga såväl som långsiktiga lidandet för den utsatte, handlar det även om att skapa en god miljö där unga får möjlighet att lära och utveckla sig själva. Idag finns ett starkt forskningsstöd för de negativa konsekvenserna som följer av mobbning. Depression, psykosymatiska problem, låg självkänsla, dåliga skolresultat och även tankar på självmord är vanliga konsekvenser för unga utsatta för mobbning. Fortfarande finns dock lite kunskap om hur mobbade elever kan stödjas och hjälpas i sin utsatthet, vilka behov olika grupper av utsatta har samt hur dessa förändras över tid. Det är därmed viktigt att undersöka vilka olika utvecklingsvägar som finns för unga utsatta för mobbning i relation till hälsa, trygghet och tillit till andra samt att få kunskap om vilka eventuella skyddande faktorer som skulle kunna hjälpa de utsatta. Syftet med studien är därför tvådelad. För det första åsyftas att undersöka vilka olika utvecklingsvägar som finns för mobbade samt hur dessa påverkar de utsattas hälsa och tillit till andra. För det andra syftar studien till att undersöka om socialt stöd från lärare i skolan kan fungera som en skyddande faktor i relation till mobbade elevers hälsa. 

    Metod: Resultaten bygger på ett pågående samarbetsprojekt mellan Örebro kommun och Örebro universitet. En longitudinell kvantitativ studie genomförs där elever i årskurs fyra till nio följs på individnivå. Totalt besvarar cirka 7000 elever vid två tillfällen med ett års mellanrum samma enkät. Svarsfrekvensen var 77 % respektive 82 % för enkätmätning ett och två. Enkäten berör frågor kring kräkningar, hälsa, tillit till lärare och kamrater samt elevens uppfattning om skolans anti-mobbningsarbete. Studien är godkänd och granskad av den regionala etiknämnden i Uppsala.

    Resultat: I studien framkommer att mobbning är ett mycket mindre statiskt fenomen än vad som tidigare framkommit i forskning. Fyra grupper är möjliga att identifiera (1) de som ej är utsatta för mobbning vare sig vid enkättillfälle ett eller två, (2) de som får en förbättrad situation, dvs som var mobbade vid mättillfälle ett men inte två (3) de som får en försämrad situation, dvs de som inte var utsatta vid mättillfälle ett men var det vid mättillfälle två samt (4) de långvarigt utsatta, dvs elever som anger sig vara mobbade både vid enkättillfälle ett och två. Dessa olika utvecklingsvägar kommer att diskuteras i förhållande till hälsa och mående. I studien framkommer även att mobbade generellt upplever lägre stöd från lärare. Huruvida lärare kan fungera som en skyddande buffert mot olika negativa hälsokonsekvenser kommer därför att belysas under presentationen. Vilka implikationer dessa resultat ger för vikten av att ta hänsyn till lärar- och elevrelation vid formandet av antimobbningsarbete kommer även att diskuteras.

  • 4.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The Hurt Self: Bullied Children´s Experiences of Social Support, Recognition and Trust at School2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to add to the development the knowledge base of bullying research with particular focus on processes of victimization within a Swedish context. The goal is to a contribute to understanding the consequences of being bullied by examining patterns of change in bullying victimization over time and how potential positive social interactions and relationships might promote the well-being of bullied children. A mix-methods research design was used, including quantitative data from a one-year longitudinal study, using individual data, from 3,347 pupils (grades 4 to 9, in 44 schools) and five in-depth qualitative interviews with former victims of bullying. From an overview of the research field it was concluded that there is a general shortage of theoretical perspectives within the field of bullying research. Correlation studies have linked negative health consequences with bullying. However, this kind of research design provides few insights into how and why bullied children experience the kinds of problems that they do. By adopting a theoretical understanding of how ‘self’ is realized through interactions with others, this dissertation moves beyond correlation- based explanations of the mechanisms behind the link between bullying and its consequences in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying. An argument is made for the importance of understanding the social processes behind bullying It is argued that being subjected to bullying victimization is a transient life experience for about three quarters of the small cohort (about 7%) of Swedish schoolchildren who are victims of bullying at any one time. The trajectories of bullying experiences these children are unstable. However, the negative consequences are likely to remain even after the bullying has ceased. For others, the persistent victims (1.6%). the state of being bullied may become stable and continue over periods of years. Nevertheless, peers and teachers may serve as important resources in supporting transitory and continuing victims of bullying.

    List of papers
    1. Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning
    Open this publication in new window or tab >>Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning
    2014 (Swedish)In: Sosiologi i dag, ISSN 0332-6330, E-ISSN 1893-4617, Vol. 44, no 4, p. 79-104Article in journal (Refereed) Published
    Abstract [sv]

    Syftet med studien är att undersöka elevers utvecklingsvägar när det gäller upplevd utsatthet för mobbning samt att undersöka hur dessa olika utvecklingsvägar är relaterade till elevers upplevda sociala stöd från lärare och klasskamrater. En longitudinell design tillämpades där 3349 svenska elever i årskursena fyra till nio, besvarade en enkät vid två olika tillfällen, separerat med ett år. Fyra olika grupper kunde identifieras inom datamaterialet (1) ej utsatta elever, elever som inte var utsatta för mobbning vid något av mättillfällena, (2) undkomna offer, elever vars situation förändrades till det bättre, (3) nya offer, elever vars situation försämrades samt (4) fortsatt utsatta elever, elever som var utsatta för mobbning under hela mätperioden. Barn som aldrig varit utsatta för mobbning rapporterade de högsta nivåerna av upplevt socialt stöd från lärare såväl som klasskamrater vid mätning två. Gällande socialt stöd från klasskamrater hade undkomna offer högre nivåer än såväl nya som fortsatt utsatta elever. De nådde dock inte upp till samma nivå som de elever som aldrig varit utsatta för mobbning under mät­perioden. När det gäller lärarstöd fanns dock inga signifikanta skillnader mellan de elever som undkommit mobbning, nya offer eller fortsatt utsatta elever.

    Keyword
    mobbning, socialt stöd, klasskamrater, lärare, utvecklingsvägar
    National Category
    Sociology Social Work
    Research subject
    Social Work; Sociology
    Identifiers
    urn:nbn:se:oru:diva-38658 (URN)
    Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2017-12-05Bibliographically approved
    2. Longitudinal analysis of links between bullying victimization and psychosomatic maladjustment in Swedish schoolchildren
    Open this publication in new window or tab >>Longitudinal analysis of links between bullying victimization and psychosomatic maladjustment in Swedish schoolchildren
    (English)Manuscript (preprint) (Other academic)
    National Category
    Social Work
    Research subject
    Social Work
    Identifiers
    urn:nbn:se:oru:diva-50356 (URN)
    Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2017-10-17Bibliographically approved
    3. The importance of recognition: teacher-pupil relations from the perspective of the bullied child
    Open this publication in new window or tab >>The importance of recognition: teacher-pupil relations from the perspective of the bullied child
    (English)Manuscript (preprint) (Other academic)
    National Category
    Social Work
    Research subject
    Social Work
    Identifiers
    urn:nbn:se:oru:diva-50357 (URN)
    Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2017-10-17Bibliographically approved
    4. Bullying and well-being: Social support from teachers as a buffering factor for bullied children
    Open this publication in new window or tab >>Bullying and well-being: Social support from teachers as a buffering factor for bullied children
    (English)Manuscript (preprint) (Other academic)
    National Category
    Social Work
    Research subject
    Social Work
    Identifiers
    urn:nbn:se:oru:diva-50358 (URN)
    Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2017-10-17Bibliographically approved
  • 5.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The importance of recognition: teacher-pupil relations from the perspective of the bullied childManuscript (preprint) (Other academic)
  • 6.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The importance of social support and recognition from teachers for pupil´s experiencing bullying victimization2017Conference paper (Other academic)
    Abstract [en]

    Research has indicated that teachers have a vital role in implementing effective anti-bullying strategies, as well as in supporting children who are experiencing bullying. Research has highlighted how teachers deal with bullying, including the positive aspects and outcomes of teacher support. However, few studies have examined how bullied children understand and experience this support from their teachers. Also, there is a lack of theoretical approaches aimed at understanding this vital relationship. Social support has been proven an important factor for handling and dealing with different kinds of stressors. However little research has studied how social support, and especially social support from teachers, may influence bullied children’s well-being. This aim of this paper presentation is to explore possible influences of social support from teachers on bullied children’s health and to understand consequences of bullying by exploring how victims of bullying experience varying forms of social recognition by their teachers, during and after episodes of bullying victimization.

    The presentation is based on results from a Swedish dissertation. The dissertation included questionnaire data from a one-year longitudinal study of Swedish pupils included 3,345 school-aged children, shorter qualitative written stories and in-depth interviews with former victims of bullying. The results indicate the importance of teacher support and recognition for children during and after episodes of bullying victimization. The possible positive aspects of teacher-pupil relation for bullied children will be discussed in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying.

  • 7.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Understanding and identifying preschool developmental pathways to early school adjustment2017Conference paper (Refereed)
    Abstract [en]

    Early school adjustment has emerged as one of the key factors for educational performance and lower rates of psychosocial problems later in life. Thus, it is essential that we come to a better understanding of why some children exhibit positive early school adjustment while others do not. School adjustment is a comprehensive term, describing how children adapt both socially, behaviorally and academically, including aspects such as (i) children’s connectedness to school, i.e., liking school, (ii) children’s school involvement, i.e., school avoidance and task engagement and, (iii) children’s school performance, i.e., academic achievement. Several factors have been clearly linked to psychosocial adjustment in middle childhood but have, to a large extent, been studied in separate lines of research, and not specifically in relation to early school adjustment. These factors include various preschool/school factors, family and parent-child factors, peer factors, and specific individual factors of the child. Most existing studies are cross-sectional, non-developmental, and many studies focus on adolescence and not on the important phase immediately prior to or at the starting phase of school.

    This poster will present the outline for and some preliminary descriptive results from a research project aimed at advancing knowledge about early school adjustment: how important factors develop from an early age, how they combine in developmental pathways for different children in their relation to positive and negative school adjustment, and how this plays out in terms of gender. The study uses data from four waves of the SOFIA-study (Social and Physical Development, Interventions and Adaptation), an ongoing prospective longitudinal research program. Data was collected through questionnaires answered by parents, preschool teachers, and principals of the preschool departments and schools. The target population was all children born between 2005 and 2007 attending preschools during the spring of 2010 (>2.000 children) in a midsized Swedish municipality. The first data collection was conducted in 2010 (when the children were 3-5-year-old preschoolers), the second in 2011, the third in 2012, and the fourth in 2015 (when the children were 8-10 years old, and all were in school). More than 95% of teachers and preschool/school head masters have responded and approximately 80% of parents, at each of the four waves.

    The knowledge produced in this project can be used to develop strategies and interventions to promote early positive school adjustment, and prevent early negative school adjustment.

  • 8.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Frogner, Louise
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Understanding preschool precursors to early school adjustment2017Conference paper (Other academic)
    Abstract [en]

    Positive early school adjustment has been suggested to provide an important base for future school performance. In fact, positive adjustment to school has emerged as one of the key factors for educational performance and lower rates of psychosocial and conduct problems. Thus, it is essential that we come to a better understanding of why some children exhibit positive early school adjustment while others do not. School adjustment is a comprehensive term, describing how children adapt both socially, behaviorally and academically, including aspects such as (i) children’s connectedness to school, i.e., liking school, (ii) children’s school involvement, i.e., school avoidance and task engagement and, (iii) children’s school performance, i.e., academic achievement. This presentation will give the outline for, and some preliminary descriptive results from a research project aimed at advancing knowledge and identifying the various developmental pathways of potential influential factors on school adjustment; early childhood risk and protective factors that are related to early positive and negative school adjustment. Potential risk and protective factors that will be studied include various preschool/school factors, family and parent-child factors, peer factors, and specific individual factors of the child. The study uses data from four waves of the SOFIA-study, an ongoing prospective longitudinal research program including all children born between 2005 and 2007 attending preschools during the spring of 2010 (>2,000 children) in a midsized Swedish municipality. The knowledge produced in this project can be used to develop strategies and interventions to promote early positive school adjustment, and to prevent early negative school adjustment.

  • 9.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Gill, Peter Edward
    Academy for Education and Economics, University College Gävle, Gävle, Sweden.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren2018In: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 17, no 1, p. 86-98Article in journal (Refereed)
    Abstract [en]

    Cross-sectional studies of bullying mask variability in categories of andpersistence of bullying victimization. Longitudinal, individual-level dataoffers a greater insight into schoolchildren’s psychosomatic maladjustmentas a consequence of bullying. Swedish schoolchildren (n = 3,349),with unique identifiers, in 44 schools (4th–9th grade), answered aquestionnaire at baseline and 1-year follow-up. Longitudinal trendsfor nonvictims (88%), ceased victims (4.7%), new victims (5.7%), andcontinuing victims (1.6%) revealed that new victims had the largestdecrease in well-being; continuing victims had a smaller though notsignificant decrease; while ceased victims showed a small, (nonsignificant)increase in well-being over the measurement period. It was alsodiscovered that children not bullied at baseline but bullied subsequently,differed, at baseline, from their never-bullied peers throughlower levels of overall well-being. It is argued that this finding hasimplications for prevention strategies.

  • 10.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Gill, Peter
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Longitudinal analysis of links between bullying victimization and psychosomatic maladjustment in Swedish schoolchildrenManuscript (preprint) (Other academic)
  • 11.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lindberg, Odd
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning2014In: Sosiologi i dag, ISSN 0332-6330, E-ISSN 1893-4617, Vol. 44, no 4, p. 79-104Article in journal (Refereed)
    Abstract [sv]

    Syftet med studien är att undersöka elevers utvecklingsvägar när det gäller upplevd utsatthet för mobbning samt att undersöka hur dessa olika utvecklingsvägar är relaterade till elevers upplevda sociala stöd från lärare och klasskamrater. En longitudinell design tillämpades där 3349 svenska elever i årskursena fyra till nio, besvarade en enkät vid två olika tillfällen, separerat med ett år. Fyra olika grupper kunde identifieras inom datamaterialet (1) ej utsatta elever, elever som inte var utsatta för mobbning vid något av mättillfällena, (2) undkomna offer, elever vars situation förändrades till det bättre, (3) nya offer, elever vars situation försämrades samt (4) fortsatt utsatta elever, elever som var utsatta för mobbning under hela mätperioden. Barn som aldrig varit utsatta för mobbning rapporterade de högsta nivåerna av upplevt socialt stöd från lärare såväl som klasskamrater vid mätning två. Gällande socialt stöd från klasskamrater hade undkomna offer högre nivåer än såväl nya som fortsatt utsatta elever. De nådde dock inte upp till samma nivå som de elever som aldrig varit utsatta för mobbning under mät­perioden. När det gäller lärarstöd fanns dock inga signifikanta skillnader mellan de elever som undkommit mobbning, nya offer eller fortsatt utsatta elever.

  • 12.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lindberg, Odd
    Örebro University, School of Law, Psychology and Social Work.
    Social support from teachers as a buffering factor for bullied victim’s well-being2013Conference paper (Refereed)
    Abstract [en]

    Background: A significant body of research indicates that being victim of bullying increases the risk for negative health consequences, short term as well as throughout the lifespan. Children involved in bullying either as victims or bully-victims have higher risk for psychosomatic problems than their uninvolved peers. This risk is evenly distributed among victims of all different age groups, for both genders and between countries world over. Depression, psychosomatic problems, low self esteem and even thoughts of suicide are common consequences of being the victim of bullying. It is therefore important to study factors that may improve or protect these victims well-being. Social support has proven to be an important factor for handling different kind of stressors as well as being positive correlated with academics achievements and health. However little research has studied how social support may influence bullied children’s well being, especially social support deriving from teachers. The aim of this study is to explore the effects that social support from teachers may have on bullied children’s health, in particular, to explore if there are differences between bullied children experiences high or low levels of social support from teachers in relation to their well-being.

    Method: Data were collected during the spring of 2013 by using an online web-based questionnaire containing a variety of questions. The sample included all children in elementary schools, grades 4 to 9 in a mid-size Swedish m. In total, 5078 pupils completed the survey which gives a response rate at 82,01 %.

    Result: The result will explore how social support from teacher may serve as a protective factor for bullied children in relation to their total well-being as well as show how bullied children experiences different levels of victimization benefits from teachers social support. We will also discuss which implications the results gives to the importance of taking teacher and pupils relation into consideration when formulation anti bullying prevention programs and policies.

  • 13.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Godkänd eller icke godkänd? : En studie om hur erfarenheter av mobbning, skolk och socialt umgänge inverkar på elevers skolprestationer2017Report (Other academic)
  • 14.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Pass or fail?: A study concerning how experiences of bullying, truancy and social relations influence pupils’ academic performance2018Report (Other academic)
  • 15.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Relationsarbete i skolan - att bryta mönster präglade av mobbning och kränkningar2018In: Relationer i socialt arbete: i gränslandet mellan profession och person / [ed] Anders Bruhn & Åsa Källström, Stockholm: Liber , 2018, 1, p. 168-183Chapter in book (Refereed)
  • 16.
    Nylander, Per Åke
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    After a childhood with a parent in prison: Relationships and well-being as a child and young adult2018In: International Journal of Prisoner Health, ISSN 1744-9200, E-ISSN 1744-9219, Vol. 14, no 1, p. 34-35Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this study is to explore whether young adults who had a parent in prison while growing up in Sweden are disadvantaged in terms of parental support, school well-being and functioning, and socioemotional and/or behavioral problems, compared to young adults whose parents were not in prison when they were a child.

    Design/methodology/approach: Retrospective self-report information about parental imprisonment and childhood and adulthood welfare was collected from 2,500 Swedish young adults as part of the RESUME project. The 52 of these who had had a parent in prison during their childhood were compared to the young adults who had not had a parent in prison, by measuring differences concerning their family relations, school well-being, and well-being as adults, and the risk of some events occurring later in life.

    Findings: Findings Having had a parent in prison was significantly related to feeling less loved during childhood, and having less contact and support from both parents during adulthood, in comparison with other young adults. In school they experienced lower well-being and were more often placed in special education than other children. They were at greater risk of not attending higher education, of planning or attempting suicide, and of being hospitalized for mental health problems than the rest of the young adults.

    Research limitations/implications: Even taking into consideration the complexity of childhood conditions and the limitations of retrospective data, prison and social-services professionals should pay special attention to the fact that a child has a parent in prison.

    Originality/value: This is a unique study of young adults' experiences of a childhood with parent in prison.

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