| A1. The voice of children who live with HIV on implications of the disease in their daily life |
Kuyava J & Pedro ENR.
(2014) |
HIV/AIDS |
11 to 12 years |
Determine the effects of HIV/AIDS on the daily lives of HIV-infected children |
Exploratory descriptive study conducted through semistructured interviews |
Children with HIV live in complex situations with severe conflicts. However, their childhood is similar to that of other children without the disease. |
| A2. HIV/AIDS children living in shelters under the perspective of humanistic nursing |
Medeiros HMF & Motta MGC.
(2008) |
HIV/AIDS |
School age (6 to 12) |
Understand the experiences of HIV/AIDS children in shelters |
Phenomenology conducted through unstructured interviews under the perspective of the humanistic nursing theory |
Playing was considered an activity that sustained children's feelings of "normality" and social interactions. |
| A3. Child with HIV/AIDS: perceptions of antiretroviral treatment |
Motta MGC, Pedro ENR, Neves ET, et al. (2012) |
HIV/AIDS |
5 to 10 years |
Uncover the perceptions and life experience of the child regarding antiretroviral treatment |
Descriptive study conducted through creative sensitive group dynamic |
Parents fear that discrimination can isolate children; children consider medications as a good thing because they can leave hospital and go home. |
| A4. Children living with AIDS and their experiences with antiretroviral therapy |
Kuyava J, Pedro ENR & Botene DZA.
(2012) |
HIV/AIDS |
9 to 11 years |
Find out how children who live with AIDS describe their experiences with antiretroviral treatment |
Exploratory descriptive study conducted through focus groups |
Children described their lives as "normal" when they play and go to school; medication is a good thing because they do not want to die; stigma about HIV may lead to social isolation and exclusion. |
| A5. Growing up with HIV/AIDS: study on adolescents with HIV/AIDS and their family caregivers |
Lima AAA & Pedro ENR.
(2008) |
HIV/AIDS |
11 to 14 years |
Identify how the adolescent process occurs, from the perspective of teenagers and their families |
Descriptive study conducted through semistructured interviews |
Adolescents' comparisons with "healthy" adolescents may lead to shame and sadness, feeling of isolation. |
| A6. Adherence to antiretroviral therapy; experience with scholars |
Martins SS & Martins TSS.
(2011) |
HIV/AIDS |
6 to 11 years |
Describe the adhering process of scholars and identify situations they have lived that may influence their adherence to
antiretroviral therapy |
Descriptive study conducted through semistructured interviews |
Use of medication is a good thing because without it they need to go to hospital; children know about the side effects of the medication and consequences of not adhering to treatment. |
| A7. The problem of suffering; perceptions by adolescents with cancer |
Menossi MJ & Lima, RAGA.
(2000) |
Cancer |
12 to 17 years |
Identify the chief causes of their suffering, identified in interviews with
patients themselves |
Exploratory descriptive study conducted through semistructured interviews |
Fear of death and isolation because of the frequent need of hospitalization; knowing about treatment and health procedures helps them to collaborate. |
| A8. Sickle cell disease; short communication on how children express through games what it means for them to have the disease |
Souza AAM, Ribeiro CA & Borba RIH.
(2011) |
Sickle cell disease |
3 to 12 years |
Understand the significance of sickle cell anemia in children between 3 and 12 years old |
Grounded theory conducted through interviews using playing |
Pain and feeling of impotence in the face of the disease lead to sad feelings and social isolation and exclusion. |
| A9. Adolescents under hemodialysis; phenomenological study under the light of ethical nursing care |
Vieira, PR; Rodrigues, BRDR.
(2007) |
Hemodialysis |
12 to 18 years |
Understand the experience undergone by adolescents under
conventional hemodialysis |
Phenomenology conducted through unstructured interviews |
Having future aspirations and keeping "normal" activities such as playing and going to school were described as situations that help children to face the disease and the sad feelings about being sick. |
| A10. Quotidian of teenagers with leukemia; the meaning of chemotherapy |
Jesus, LKR; Gonçalves, LLC.
(2006) |
Cancer |
10 to 18 years |
Unveil the meaning of chemotherapy
to adolescents with leukemia |
Phenomenology conducted through unstructured interviews |
Body modifications such as alopecia change the way adolescents perceive themselves and affect their self-esteem, with consequent feelings of shame and isolation; medical treatment was described as a good thing because they can live longer. |
| A11. Living with diabetes; the experience as it is told by children |
Moreira PL; Dupas G.
(2006) |
Diabetes |
7 to 14 years |
Understand the experiences of children with the disease |
Grounded theory conducted through unstructured interviews |
Rapid life changes after diagnosis lead to feelings of sadness and isolation; fear of getting sick and dying; restrictions on eating and activities lead to feelings of exclusion and isolation; questioning "why me." |
| A12. School experience of children with diabetes mellitus expressed by dramatic therapeutic play |
La Banca, RO, Monteiro, OO, Ribeiro, CA, Borba, RIH
(2015) |
Diabetes |
6 to 10 years |
To understand the experience of school children through Dramatic Therapeutic Play |
Qualitative descriptive study |
Child's suffering with dietary restriction. However, they describe an optimism in face of the disease, with important considerations to playing as a feeling of "normality". The use of medication is a good thing because it avoids getting sick and hospitalization. |
| A13. Experiences of Brazilian children and family caregivers facing the recurrence of cancer |
Arruda-Colli, MNF, Perina, EM, Santos, MA
(2015) |
Recurrent Cancer |
5 to 12 years |
To examine the different perspectives of the children and their family
caregivers' experiences in the treatment of relapsed cancer |
Sessions of the Drawing-and-Story Procedure analyzed using content analysis |
Children evidenced that they perceived the threatening and uncertainty, independently of their age or kind of communication established about the disease and prognosis. The perception of threat was present in all participants' reports, with experiences of fragility, abandonment, and loneliness. |
| A14. Experiences of diabetic adolescents: a phenomenological approach |
Cavini FL, Gonçalves KA, Cordeiro SM, Moreira, DS, Resck, ZMR
(2016) |
Diabetes |
12 to 18 years |
To unveil the feelings and the meaning of being an adolescent with diabetes mellitus type 1 |
Phenomenological interviews |
The diagnose of diabetes have impacts in children's lives in relation to the life limitations because of the disease. Children understand the needs of changing their lives in order to avoid being sick. |
| A15. Experiences of adolescents seropositive for HIV/AIDS: a qualitative study |
Galanoa, E, Turatob, ER, Delmasc, P, Côtéd,J, Gouveaa, AFTB, Succia, RCMS, Machadoa, DM
(2016) |
HIV/AIDS |
13 to 20 years |
Explore the meanings attributed by young individuals about ''living as an adolescent with HIV'' |
Qualitative research, carried out through interviews with open questions |
Participants chose not to disclose their HIV diagnose to others in order to avoid discrimination and fear of abandonment due to prejudice. The disclosure of the diagnose creates feeling of "being different." Beyond the illness, there is a feeling of "being normal" when they can share same activities with people who do not have the disease. |
| A16. Children and adolescents living with diabetes and celiac disease |
Brancaglioni BCA, Rodrigues GC, Damião EBC, Queiroz MS, Nery M.
(2016) |
Diabetes |
9 to 18 years |
To understand the experience of children and adolescents living with type 1 diabetes and celiac disease |
Qualitative exploratory-descriptive study |
Children described feelings of having a "normal" life when they can participate in activities and play with other children at school. Support from family can help to overcome everyday challenges. |
