Mem.--Sciences et techniques--Paris 8, 1995. / Bibliogr.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 201-207). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 201-207). Also available on the Internet.

Thèse (M.A.)--Université Laval, 1997. / Bibliogr.: f. 111-115. Publié aussi en version électronique.

Bakgrund: Sjuksköterskan är beroende av både sina personliga och professionella egenskaper vilket är en förutsättning för det goda bemötandet. Hur bemötandet utformas har stor betydelse för hur patienten kommer att uppleva den givna vården. Bemötandet innefattar både kommunikation och interaktion mellan människor. Klagomål ifrån patienter angående bristande bemötande i vården ökar enligt Patientnämndens årsrapport från 2014. Syfte: Syftet var att belysa patienters negativa upplevelser av bemötandet i vården. Metod: En litteraturöversikt har genomförts. Tio vetenskapliga artiklar söktes fram via databaser som vidare analyserades och sammanställdes i kategorier och underkategorier. Resultat: Resultatet presenteras i fyra kategorier, bristande professionalitet, obekräftade patienter, otillräcklig information och kommunikation samt yttre faktorer som bidrar till negativa upplevelser av bemötandet. Resultatet visade att sjuksköterskan hade en attityd och ett beteende som påverkade bemötandet negativt. Patienter beskrev att de varken blev sedda eller lyssnade på. Detta gav dem en känsla av att bli obekräftade och kom att påverka upplevelsen av bemötandet. Patienter upplevde sig misstrodda, sjuksköterskor kommunicerade inte utifrån patienters kunskapsbas och förståelse, vilket lämnade patienter med en känsla av att de blivit illa bemötta. Rutiner, kontinuitet och samordning visade sig även vara en faktor som kom att påverka patientens upplevelse av bemötandet.  Diskussion: Bemötandet är kontextbundet och av relationell karaktär vilket gör det komplext. Resultatet diskuterades utifrån Jean Watsons teori för mänsklig omsorg samt konsensusbegreppet människa. / Background: The nurse is dependent on both their personal and professional qualities, which are a prerequisite for making a good encounter. Encounters outcomes have a big impact and are of great significance on how the patient will experience the received care. Encounters include communication and interaction between humans. Complaints from patients regarding negative encounters in health-care are increasing according to the Patients’ Advisory Committee 2014. Aim: The aim of this study was to highlight patient’s negative experiences of encounters within healthcare system. Method: A literature review has been conducted. Ten peer-reviewed articles were searched through databases and then further analysed and complied into categories and subcategories.  Results: The results are presented in four categories, lack of professionalism, unconfirmed patients, insufficient information and communication and external factors that contribute to negative experiences of the encounter. The result showed that the nurses had an attitude and a behaviour that affected the encounter in a negative manner. Patients described themselves as not to being seen or listened to, which gave them a sense of being unconfirmed. Nurses were not communicating on a level where the patient felt they understood the content of information being presented, which affected the experience of the encounter. Routines, continuity and coordination were also shown to be a factor that influenced the patient’s experience of the encounter. Discussion: Encounters are bound to its context and are of a relational character, which makes it complex and this were discussed from Jean Watsons theory for human caring and by the consensus concept human.

No description available.

Background: Myocardial infarction is one of the most common diseases that cause death in the world. The diagnosis has an immediate impact on the person's life. It's important that nurses are aware of the paramount importance of their role as caregivers and also as their role in monitoring the patient after discharge from hospital. Aim: The aim of the study was to describe patients' experiences after myocardial infarction. Method: In order to understand patients' experiences following myocardial infarction and to contribute to evidence-based nursing, present study was a literature study based on qualitative research. Analysis was conducted according to Friberg's five-step analysis method, which gave four themes and eight subthemes. Results: The result shows that patients had experience of physical and mental changes after myocardial infarction. They felt a loss of energy and strength and experienced fatigue, which limited them in everyday life. Getting support from healthcare professionals was considered important to implement the lifestyle changes that were recommended and to get a pleased recovery. Patients' relatives were also considered important during recovery as they constituted support for the patient and helped them to see a bright future. Conclusion: It´s important that nurses maintain continuous contact with patients after discharge from hospital in order to make a good support system and to encourage the patients for a healthy living.

This dissertation explored the subjective experience and neural correlates of self-conscious emotion (SCE) understanding in adolescent males with high-functioning Autism Spectrum Disorder (ASD) and age-matched neurotypical (NT) males (ages 11-17). Study I investigated group differences in SCE attributions (the ability to recognize SCEs conveyed by others) and empathic SCEs (the ability/tendency to feel empathic SCEs for others) in 56 adolescents (ASD = 30; NT = 26). It also explored associations between SCE processing and a triad of social cognitive abilities (self-awareness/introspection, perspective-taking/cognitive empathy, affective empathy) and autistic symptoms/traits. Study II investigated the neural correlates of SCE processing in 52 adolescents (ASD = 27; NT = 25). During an MRI scan, participants completed the Self-Conscious Emotions Task-Child, which included 24 salient, ecologically-valid videos of adolescents participating in a singing competition. Videos represented two factors: emotion (embarrassment, pride) and perspective-taking (PT) demands (low, high). In low PT clips, singers’ emotions matched their performance (sing poorly, act embarrassed); in high PT clips, they did not (sing well, act embarrassed). Participants used a 4-point Likert scale to rate how intensely embarrassed and proud singers felt. They made congruent ratings, which matched the conveyed emotions (rating how embarrassed an embarrassed singer felt), and incongruent ratings, which did not match the conveyed emotions (rating how proud an embarrassed singer felt). Outside the scanner, participants rated how empathically embarrassed and proud they felt for the singers. The ASD and NT groups made similarly intense inferred congruent and empathic congruent SCE ratings, suggesting that emotion attribution and affective empathy are intact in ASD. However, the ASD group made more intense inferred incongruent SCE ratings, suggesting that emotion attribution in ASD may be more strongly impacted by the situational context. An over-reliance on contextual cues may reflect a strict adherence to rule-following and serve as a compensatory strategy for attenuated mentalizing. Neuroimaging results support this interpretation. The ASD group recruited atypical neural patterns within social cognition regions, visual perception regions, salience regions, and sensorimotor regions. These findings similarly suggest an over-reliance on abstract social conceptual knowledge when processing discrepant affective and contextual cues. Implications for intervention are discussed. / 10000-01-01

In learning language, children have to acquire not only words and constructions, but also the ability to make inferences about a speaker’s intended meaning. For instance, if in answer to the question, ‘what did you put in the bag?’, the speaker says, ‘I put in a book’, then the hearer infers that the speaker put in only a book, by assuming that the speaker is informative. On a Gricean approach to pragmatics, this implicated meaning – a quantity implicature – involves reasoning about the speaker’s epistemic state. This thesis examines children’s development of implicature understanding. It seeks to address the question of what the relationship is in development between quantity, relevance and manner implicatures; whether word learning by exclusion is a pragmatic forerunner to implicature, or based on a lexical heuristic; and whether reasoning about the speaker’s epistemic state is part of children’s pragmatic competence. This thesis contributes to research in experimental and developmental pragmatics by broadening the focus of investigation to include different types of implicatures, the relationship between them, and the contribution of other aspects of children’s development, including structural language knowledge. It makes the novel comparison of word learning by exclusion with a clearly pragmatic skill – implicatures – and opens an investigation of manner implicatures in development. It also presents new findings suggesting that children’s early competence with quantity implicatures in simple communicative situations belies their ongoing development in more complex ones, particularly where the speaker’s epistemic state is at stake. I present a series of experiments based on a sentence-to-picture-matching task, with children aged 3 to 7 years. In the first study, I identify a developmental trajectory whereby word learning by exclusion inferences emerge first, followed by ad hoc quantity and relevance, and finally scalar quantity inferences, which reflects their increasing complexity in a Gricean model. Then, I explore cognitive and environmental factors that might be associated with children’s pragmatic skills, and show that structural language knowledge – and, associated with it, socioeconomic status – is a main predictor of their implicature understanding. In the second study, I lay out some predictions for the development of manner implicatures, find similar patterns of understanding in children and adults, and highlight the particular challenges of studying manner implicatures experimentally. Finally, I focus on children’s ability to take into account the speaker’s epistemic state in pragmatic inferencing. While adults do not derive a quantity implicature appropriately when the speaker is ignorant, children tend to persist in deriving implicatures regardless of speaker ignorance, suggesting a continuing challenge of integrating contextual with linguistic information in utterance interpretation.

The purpose of the study was to examine a selection of teachers’ experiences of working with adaptation and support for students with reading and writing difficulties. Adaptation and support should be immediately addressed to students with reading and writing difficulties according to the Swedish Agency for Education (2017). The Adaptations and support fields are lesser researched areas of reading and writing difficulties. This study is based on interviews with six teachers and the teachers were interviewed with semi-structured interviews. This study has a gender perspective and is based on gender as an active process that is constantly changing. Even hidden assumptions guiding gender is constantly affecting thoughts and reasons. Hardings (1986) gender model with three continuing processes in symbolic, structure and individual levels was used to analyse the study.   The results show that the most common ways of paying attention to students in need of adaptations and support for reading and writing difficulties are when the teacher listens when the student reads high through different screenings. The teachers say they notice boys and girls equally. Intensive training of the students reading ability and the usage of compensatory aids are the most common adaptations and support methods. Difficulties for boys tend to follow them through the school years despite adaptations and support. The results from the study show that boys more often than girls have problem with concentration, attention and motivation in combination with reading and writing difficulties. The teachers in the study describe girls as diligent and boys as immature and sloppy. According to the teachers the boys also experience poorer child support. The analysis shows that at the symbolic level there are differences in the characteristics of boys and girls attributed to the teachers and on individual level there are writing and motivational differences between boys and girls. Boys are described to have less motivation and writing skills compared to girls. Girls are described to be vivid book readers whilst boys are thought of as non-readers. Support from colleagues and special education teachers are emphasised by all of the teachers so they can provide the best possible read and writing development support.