Experience of women with a school-age child with down syndrome

The aim of this study was to understand the experience and expectations of women having a school-age child with Down Syndrome. Participants were ten mothers of children with this syndrome who attended a mainstream school and were interviewed in June 2011. The following categories emerged from the testimonies: 'coping with challenges', 'search for balance', 'future projection of the child with Down Syndrome' and 'conciliation among being a woman, worker and mother to a child with Down Syndrome'. The women feel overburdened by the need to conciliate multiple roles. They are concerned with not knowing who will take care of their child in the future, do not have time to take care of themselves and everything related to the personal life is referred to as a postponed desire. Despite nuances of particularities, these women's experiences represent a typical behavior that characterizes the action of women having a child with Down syndrome.

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Coerced Women and Criminology: Looking to the Future

Coercion and Women Co-Offenders ◽

10.1332/policypress/9781447330981.003.0007 ◽

2016 ◽

Author(s):

Charlotte Barlow

Keyword(s):

Critical Approach ◽

Women’S Experiences ◽

Women's Experiences ◽

The Future

This concluding chapter discusses the contribution to knowledge provided by this book and considers the ways in which a feminist, critical approach to understanding coercion may lead to a more holistic criminological understanding of some co-offending women’s pathways into crime. It particularly focuses on the issues with dichotomising agency and coercion and viewing victims and offenders as a binary concept when considering the experiences of coerced women. The chapter provides a number of recommendations for criminology, particularly considering the ways in which a more nuanced appreciation of co-offending women’s experiences could be gained.

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What the Future Holds

Hispanic Women/Latina Leaders Overcoming Barriers in Higher Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-3763-3.ch011 ◽

2021 ◽

pp. 214-226

Keyword(s):

Higher Education ◽

College Students ◽

Hispanic Women ◽

Leadership Roles ◽

Community Partners ◽

Women’S Experiences ◽

Women's Experiences ◽

Professional Success ◽

Leadership In Higher Education ◽

The Future

The impetus for this book and the study mentioned was the author's intention to try to close a gap in scholarship related to Hispanic women's experiences and their positions of leadership in higher education. The existing literature did not offer ample information about Hispanic women who have achieved professional success in leadership roles. This chapter contains the preliminary findings that have already been shared in diversity conferences, recommendations, reflections from colleagues who are administrators, professors, and students as a way to address this subject. The author believes information must continue to be shared in order for more voices to arise and whom we can encourage while empowering other Hispanic women/Latinas. It is important to promote support for future strategic efforts among college students, faculty, and diversity fellows from different organizations and community partners across the nation.

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Changing the future to change the past: women’s experiences of a positive birth following a traumatic birth experience

Journal of Reproductive and Infant Psychology ◽

10.1080/02646830903295000 ◽

2010 ◽

Vol 28 (1) ◽

pp. 102-112 ◽

Cited By ~ 35

Author(s):

Gill Margaret Thomson ◽

Soo Downe

Keyword(s):

Birth Experience ◽

Women’S Experiences ◽

The Past ◽

Women's Experiences ◽

The Future ◽

Traumatic Birth ◽

Traumatic Birth Experience

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Independence of children with Down syndrome: the experiences of families

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692011000400018 ◽

2011 ◽

Vol 19 (4) ◽

pp. 985-993 ◽

Cited By ~ 5

Author(s):

Michelle Darezzo Rodrigues Nunes ◽

Giselle Dupas

Keyword(s):

Down Syndrome ◽

Grounded Theory ◽

Theoretical Model ◽

Symbolic Interactionism ◽

Care Delivery ◽

School Age ◽

Structured Interviews ◽

Children With Down Syndrome ◽

The Family ◽

The Future

This study develops a theoretical model concerning the experience of families of children with Down syndrome in preschool and school age. The frameworks used were Symbolic Interactionism and Grounded Theory. Semi-structured interviews were used as the instrument of investigation and ten families participated in the study. The Theoretical Model "Seeking the child's independence and autonomy through constant stimulation" was identified, which shows the family's efforts to enable the child to develop the best s/he can through stimulation in order to become less dependent in the future. This model can be used to facilitate interaction with the family and can be further expanded. Nurses should use spaces dedicated to care delivery to establish bonds with the family, and seek other spaces families frequent, to better meet their needs, since there are significant gaps in care and research addressing this population. Instead, they should be welcomed and seen as a partner in care delivery.

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