| 1. |
- Lundblad, Barbro, 1947, et al.
(author)
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Children's experiences of attitudes and rules for going to the toilet in school.
- 2010
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In: Scandinavian journal of caring sciences. - : Wiley. - 1471-6712 .- 0283-9318. ; 24:2, s. 219-23
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Journal article (peer-reviewed)abstract
- School children often base their toilet habits on behavioural and social reasons. Bladder emptying problems, urinary tract infections and constipation are common health problems which are also associated with irregular toilet habits. School rules for going to the toilet have been shown to create difficulties for school children with bladder dysfunction. Aim of this study was to describe children's experiences of school rules for going to the toilet and their significance for the children.
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| 2. |
- Lundblad, Barbro, 1947, et al.
(author)
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Continuing nursing care needs of children at time of discharge from one regional medical center in Sweden.
- 2001
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In: Journal of pediatric nursing. - 0882-5963. ; 16:1, s. 73-8
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Journal article (peer-reviewed)abstract
- Hospital nurses used an investigator designed survey instrument to record demographics and anticipated nursing needs of 29 children discharged from 7 units during a 1 month period. The median age of the children was 18 months and 77% of the sick children had one or more siblings. Parental leave enabled most parents to participate in the child's hospital care. Over three quarters of the families reported no support person available to assist them at home. At time of discharge 42% of the children required long-term nursing interventions related to chronic illness. Nurses trained parents visiting in the hospital for an average of 3 hours and 40 minutes per family before discharge. Nurses also arranged an informal system of follow-up telephone contact but few community referrals. With decreasing length of hospital stay, parents need a formal system of nursing support before and after the discharge of their child from a hospital.
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| 3. |
- Lundblad, Barbro, 1947, et al.
(author)
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Experiences of children treating functional bladder disturbances on schooldays.
- 2007
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In: Journal of pediatric urology. - : Elsevier BV. - 1873-4898 .- 1477-5131. ; 3:3, s. 189-93
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Journal article (peer-reviewed)abstract
- OBJECTIVE: After clinical urotherapeutic guidance, schoolchildren suffering from functional bladder disturbances are expected to manage treatment at school. To comply with treatment instructions the children have to visit the toilet at least every 3h, find the sitting position facilitating relaxation of the pelvic floor, and then empty the bladder as completely as possible. They often blame failing to comply on their experiences of the school toilet. We describe the experiences of children treating functional bladder disturbances on schooldays. METHOD: The study consisted of open-ended interviews of 20 schoolchildren aged 8-14years undergoing treatment for functional bladder disturbances, and qualitative content analysis was performed. RESULTS: Conflicting rules, a risky toilet environment and uncertainty concerning social support at school were experienced. The children had difficulty in reconciling treatment compliance with their psychological needs. They used various tricks to avoid disclosing their bladder disturbances and enabling postponement of toilet visits. Most children gave their psychological needs priority over carrying out treatment. CONCLUSION: The physical and social school environment was not adapted to these children's needs.
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| 4. |
- Lundblad, Barbro, 1947, et al.
(author)
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Perceptions of school toilets as a cause for irregular toilet habits among schoolchildren aged 6 to 16 years.
- 2005
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In: The Journal of school health. - 0022-4391. ; 75:4, s. 125-8
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Journal article (peer-reviewed)abstract
- Irregular bladder and bowel habits can contribute to urinary and bowel problems. Schoolchildren undergoing treatment for these problems often do not follow the recommendation of regular toilet visits at school, claiming negative perceptions of school toilets. This study examined 6- to 16-year-old schoolchildren's perceptions of school toilets and whether the perceptions affect bladder and bowel habits at school Some 385 Swedish schoolchildren aged 6 to 16 years were surveyed using a semistructured questionnaire. Children aged 13 to 16 years had the most negative perceptions. Twenty-five percent (overall 16%) of older children reported never using the school toilet to urinate, and 80% (overall 63%) never used it to defecate. Perceptions of sight and smell and emotional constraints hindered children from using the school toilets. Children generally based their perceptions of school toilets on physical appearance, offensive smell, and feelings of insecurity. Children's perceptions affected their toilet habits and would rather endure physical discomfort than the psychological and social discomfort of using the school toilet. Children already suffering from urinary tract or intestinal problems face particular difficulties without regular toilet visits during the day.
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| 5. |
- Lundblad, Barbro, 1947, et al.
(author)
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Satisfying toilet needs in pre-school - Experiences of 5-6 years old
- 2016
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In: Health. - : Scientific Research Publishing, Inc.. - 1949-4998 .- 1949-5005. ; 8:15, s. 1687-1696
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Journal article (peer-reviewed)abstract
- Background: It is known that, for reasons of hygiene and/or anxiety, some first year primary school children actively choose to avoid going to the toilet whilst at school, while at the same time many young children’s primary care visits are due to urinary tract and bowel problems. By this age most children can recognise the bodily signals indicating the need for a toilet visit, and can independently perform the associated routines. Aim of this study was to describe the experience of healthy 5 to 6 years old when needing and using toilets whilst at pre-school. Methods: A qualitative descriptive method was used. Seventeen children aged 5 to 6 years were interviewed. Results: Nearly all used the toilet when the need arose, but there were times during the day when their freedom to use the toilet was restricted. Most children experienced periods of waiting outside the toilet and a long wait could result in a decision to not use it. On those occasions when help was needed, it was usually necessary to shout once or more in order to attract the teacher’s attention. Some children found the toilets clean and fresh while others found them dirty and smelly. Privacy during toilet visits was desirable among the children but queue outside the toilet was a cause of worry. Conclusion: The children were mostly able to use the toilet whilst at preschool, despite the challenges to their senses and integrity and occasionally issues with the teacher’s rules. The need for privacy often had to yield to the teacher’s need to control the children or even because toilet doors and/or locks were not adapted to the children’s requirements.
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| 6. |
- Lundblad, Barbro, 1947
(author)
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Skall jag gå, eller är det bättre att jag väntar? Förutsättningar för barns toalettbesök i skolan
- 2009
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Doctoral thesis (other academic/artistic)abstract
- Should I go, or is it better to wait? – Conditions for children to go to the toilet at school Barbro Lundblad The Sahlgrenska Academy at the UNIVERSITY OF GOTHENBURG, Institute of Health and Care Sciences Box 457, SE-405 30 Gothenburg, Sweden Abstract This thesis consists of four papers. It aims to describe the conditions children face when they need to go to the toilet in school, and the importance of these conditions to the children’s toilet habits. The results in paper I are based on a questionnaire answered by 385 school children. Content analysis was used analyzing the data from open-ended interviews in paper II - IV. Paper II and III were based on interviews with school children, and paper IV on interviews with teachers. The hygiene standards of school toilets were often poor and this affected the children’s toilet habits. The majority of children in paper I found the toilets unclean and perceived that the toilets smelled foul. Of the 385 children, 16% never urinated and 63% never defecated in the school toilet. Paper II showed that time in school was difficult for children who were treating functional bladder disturbances. The toilets seemed to be full of risks and they found it difficult to comply with the school rules and the urotherapist’s instructions. They struggled not to disclose that they suffered from bladder disturbances and put much effort into this. To maintain their wellbeing, they restrained their toilet needs. The children in paper III were seldom informed of the rules set by the teachers for toilet visits during class. They felt that they were expected to fulfil their toilet need during breaks, but the children were busy planning for their next lesson or did not feel the physical need to go. Children also calculated that the risk of being exposed on the toilet was high during breaks and this was one of the reasons they planned toilet visits during class. When they were in class they needed permission to go, and to get this most children had to raise their hand, wait for their turn to speak and then in front of all their classmates inform the teacher about their private toilet need. The view that it is important to go to the toilet when you feel the need or want to do so was shown to be widespread among the teachers in paper IV, as was the fact that the teachers based their attitudes on personal experience. The teachers in the study knew that children prefer go to the toilet during class for reasons such as anxiety and because they do not want to be disturbed during their visit. Most teachers had rules for toilet visits but did not convey them to the children. It was not seen as appropriate to go to the toilet when the teachers were teaching, going through work and during tests. In conclusion, these findings show that toilet conditions at school put children at risk. Perceptions of the toilets had a negative effect on children’s willingness to relieve themselves at school. School rules for toilet visits make it difficult for and can affect the wellbeing of children with bladder disturbances and children who want to keep their toilet needs private. Key words: children, school, teacher, toilet, habits, privacy, functional, bladder, bowel, disturbances, classroom, management, rules. The thesis is written in Swedish
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| 7. |
- Lundblad, Barbro, 1947, et al.
(author)
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Teacher’s Attitudes and Strategies when Schoolchildren Need to Go to the Toilet
- 2016
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In: Journal of Health Science. - : David Publishing Company. - 2328-7136. ; 4, s. 99-104
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Journal article (peer-reviewed)abstract
- Abstract: It is well known that a lot of children avoid going to the toilet during school. This is mainly due to poor hygienic standards in the toilets but also due to fear and insecurity when visiting the toilet during recess. Studies show that children are not always allowed to go to the toilet during class and that many teachers decide when the children may satisfy their toilet needs. The purpose of this study was to describe teacher’s attitudes and strategies when schoolchildren need to go to the toilet. Interviews with 17 teachers working in five Swedish compulsory schools. The teacher’s attitudes were that the physiological need or children’s will should determine when they could go to the toilet and that children have different toilet needs. All teachers used rules to regulate toilet visits during class. The rules were not communicated and required the interpretation of the children. The teachers demanded openness and information about the toilet needs of the children. Suspected misuse of toilet visits led the teacher to make their own assessment of the children’s toilet needs, as a sanction toilet visits could be prohibited. The strategies used during class did not reflect the health-promoting attitude the teachers told about. In reality, the task of maintaining order and control was prioritised. The strategies used were not adapted to children’s needs, which could have significance for maintaining toilet habits consistent with health and well-being.
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| 8. |
- Vernon, S, et al.
(author)
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Children's experiences of school toilets present a risk to their physical and psychological health.
- 2003
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In: Child: care, health and development. - 0305-1862. ; 29:1, s. 47-53
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Journal article (peer-reviewed)abstract
- OBJECTIVE: To ascertain why children and parents frequently describe problems with school toilets. SETTING: Two contrasting cities in Northern England (Newcastle upon Tyne 394 pupils) and Southern Sweden (Goteborg/Mölndal 157 pupils) METHODS: Self-administered questionnaires were given to children aged 9-11 years in England and Sweden. Researchers administered questionnaires to Head teachers and recorded their observations of facilities according to predetermined basic standards. RESULTS: Children from both countries said they found school toilets unpleasant, dirty, smelly, and frightening and that bullying occurred there. Many children avoided using the school toilets (62% of boys and 35% of girls (in the UK site) and 28% boys and girls in Swedish site avoided using the school toilets to defaecate). Results were similar in both centres. CONCLUSION: European standards are needed for school toilets in order to prevent children developing problems such as constipation, urinary tract infections and incontinence.
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