Barbro Lundblad1, Marie Berg, Anna-Lena Hellström. 1. Sahlgrenska Academy, Göteborg University, Institute of Health and Care Sciences, Göteborg University, 405 30 Göteborg, Sweden. barbro.lundblad@gu.se
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 3 h, 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 8-14 years 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.
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 3 h, 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 8-14 years 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.
Authors: Deepa R Camenga; Sonya S Brady; Cecilia T Hardacker; Beverly R Williams; Jeni Hebert-Beirne; Aimee S James; Kathryn Burgio; Jesse Nodora; Jean F Wyman; Amanda Berry; Lisa K Low Journal: Int J Environ Res Public Health Date: 2019-09-10 Impact factor: 3.390