<p>Intresset av att studera den institutionaliserade diskrimineringen, det symboliska våldet och de mekanismer som skapar inne- och utestängningsmekanismer på grundskolan härstammar från erfarenheter under mina år som student och lärare i Sverige. Forskning inom ämnet visar på att skolan är en sorteringsarena där symboliskt våld upptar en stor plats. Skolan som den är idag är långtifrån att vara en arena ”för alla” utan vissa personer lider av exkluderande praktiker medan andra njuter av inkluderande praktiker. Jag har använt mig av self-reportmetoden för att undersöka förekomsten av det symboliska våldet ur ett elevperspektiv, samt för att undersöka vad skolchefer gör för att hantera problemet och på så sätt återge alla samma möjligheter i ett medvetande av ”en skola för alla”. Studiens aktionsradie är grundskolan. Elevernas berättelser pekar på brister i lärarnas yrkesetik och visar att det symboliska våldet tar sig uttryck i förhållningssättet hos vissa lärare. Eleverna berättar om olika former av diskriminering såsom i betygssättning, bemötande i klassen i samband med sent ankomst och användandet av mobiltelefoner. Eleverna vittnar om bestraffning av olika typer. Detta sker vid bråk mellan dem och elever av annat etniskt ursprung eller vid betygssättning. Eleverna gör en tydlig koppling mellan bemötandet de möter hos lärarna och deras kultur och/eller etniska bakgrunder. Främlingsfientlighet och fördomar menar eleverna är stark hos några lärare. Dessa elever känner sig maktlösa och stigmatiserade. Utanförskapet hanteras genom att söka stöd hos de kamrater de har i skolan. Det eleverna berättar matchar teorierna om skolan som en arena för symboliskt våld, och i detta fall gentemot elever med annan bakgrund än den svenska. Skolcheferna medverkar i studien med hjälp av samma undersökningsmetod som för eleverna. De berättar hur de hanterar situationen samt redogör för sina erfarenheter som syftar till en dekonstruktion av den institutionella diskrimineringen. Skolcheferna satsar på värdegrundsarbete, utbildning av både personal och elever, integrering av modersmålundervisning i reguljära undervisningar och arbete med likabehandlingsplaner bland annat. Skolcheferna gör det de kan inom ramen för vad staten har bestämt men för att hantera problemet krävs lite mera: en Lex Sarah eller en inblandning av fackföreningen är några punkter jag föreslår. Denna studie kan uppfattas som en ögonöppnare för lärarstudenter, lärare och skolpersonal på alla nivåer, skolchefer, rektorer och statstjänstemän som arbetar med diverse skolfrågor. För lärarutbildare som beslutar om innehållet i en lärarutbildning, är studien också något att reflektera över.</p> / <p>My interest to study institutionalized discrimination, symbolic violence and themechanisms that create pull-in and push-out mechanisms in primary schools arose fromlived experiences both as a student and as a teacher in Sweden. Research on this subjectshows that school is a sieve, a place where symbolic violence is alive. School as it istoday is far from being an arena “for equal opportunities” since some pupils suffer theeffects of push-out mechanisms while others enjoy those of pull-in mechanisms. I haveused self-report as an investigative method to probe into the occurrence of symbolicviolence as experienced by pupils. School directors efforts to curb such practices andfoster equal opportunities within the context of “equal opportunities for everyone” havebeen looked into. Pupils’ experiences as narrated in this study by the pupils themselves,is indicative of weaknesses in portraying the code of ethics teachers are expected toadhere to. This symbolic violence is shown in the way these kids are treated in schoolby some teachers. These pupils tell about different forms of discrimination such as inawarding scores, teachers reaction with respect to late coming and the use of mobilephones in class. They relate stories of varying forms of punishment. Punishment isunleashed in case there is a squabble between them and ethnic Swedes or when scoresare to be awarded. These kids make a clear connection between the way they are treatedand their cultural background as well as their ethnic origins. Xenophobia and prejudiceare believed to be part of the reasons for such treatment in school. These kids feelpowerless and stigmatized. Alienation is struggled with by seeking solace amongst thefriends they have in school. What they recount to me creates a synchrony with thetheories of school as an arena for symbolic violence afore mentioned, and in this case,pupils of non-Swedish heritage. School directors have also been interviewed using thesame self-report method as for the pupils. They give an account of their experiences inconnection to deconstructing institutionalized discrimination. Such efforts by theseschool directors are geared towards working with fundamental values, educating bothpupils and teachers in interaction techniques, incorporating mother tongue teaching intoregular classroom teaching as well as working with equal treatment directive amongstother things. A Lex Sarah option or an involvement of the workers union has beenadvanced as possible solutions. This study can be seen as an eye-opener for students ofpedagogy, teachers and school employees at all levels, school directors, principals andgovernment officials dealing with school issues of all sorts. For those who plan coursesin teacher education, much can be learnt from this thesis.</p>

Intresset av att studera den institutionaliserade diskrimineringen, det symboliska våldet och de mekanismer som skapar inne- och utestängningsmekanismer på grundskolan härstammar från erfarenheter under mina år som student och lärare i Sverige. Forskning inom ämnet visar på att skolan är en sorteringsarena där symboliskt våld upptar en stor plats. Skolan som den är idag är långtifrån att vara en arena ”för alla” utan vissa personer lider av exkluderande praktiker medan andra njuter av inkluderande praktiker. Jag har använt mig av self-reportmetoden för att undersöka förekomsten av det symboliska våldet ur ett elevperspektiv, samt för att undersöka vad skolchefer gör för att hantera problemet och på så sätt återge alla samma möjligheter i ett medvetande av ”en skola för alla”. Studiens aktionsradie är grundskolan. Elevernas berättelser pekar på brister i lärarnas yrkesetik och visar att det symboliska våldet tar sig uttryck i förhållningssättet hos vissa lärare. Eleverna berättar om olika former av diskriminering såsom i betygssättning, bemötande i klassen i samband med sent ankomst och användandet av mobiltelefoner. Eleverna vittnar om bestraffning av olika typer. Detta sker vid bråk mellan dem och elever av annat etniskt ursprung eller vid betygssättning. Eleverna gör en tydlig koppling mellan bemötandet de möter hos lärarna och deras kultur och/eller etniska bakgrunder. Främlingsfientlighet och fördomar menar eleverna är stark hos några lärare. Dessa elever känner sig maktlösa och stigmatiserade. Utanförskapet hanteras genom att söka stöd hos de kamrater de har i skolan. Det eleverna berättar matchar teorierna om skolan som en arena för symboliskt våld, och i detta fall gentemot elever med annan bakgrund än den svenska. Skolcheferna medverkar i studien med hjälp av samma undersökningsmetod som för eleverna. De berättar hur de hanterar situationen samt redogör för sina erfarenheter som syftar till en dekonstruktion av den institutionella diskrimineringen. Skolcheferna satsar på värdegrundsarbete, utbildning av både personal och elever, integrering av modersmålundervisning i reguljära undervisningar och arbete med likabehandlingsplaner bland annat. Skolcheferna gör det de kan inom ramen för vad staten har bestämt men för att hantera problemet krävs lite mera: en Lex Sarah eller en inblandning av fackföreningen är några punkter jag föreslår. Denna studie kan uppfattas som en ögonöppnare för lärarstudenter, lärare och skolpersonal på alla nivåer, skolchefer, rektorer och statstjänstemän som arbetar med diverse skolfrågor. För lärarutbildare som beslutar om innehållet i en lärarutbildning, är studien också något att reflektera över. / My interest to study institutionalized discrimination, symbolic violence and themechanisms that create pull-in and push-out mechanisms in primary schools arose fromlived experiences both as a student and as a teacher in Sweden. Research on this subjectshows that school is a sieve, a place where symbolic violence is alive. School as it istoday is far from being an arena “for equal opportunities” since some pupils suffer theeffects of push-out mechanisms while others enjoy those of pull-in mechanisms. I haveused self-report as an investigative method to probe into the occurrence of symbolicviolence as experienced by pupils. School directors efforts to curb such practices andfoster equal opportunities within the context of “equal opportunities for everyone” havebeen looked into. Pupils’ experiences as narrated in this study by the pupils themselves,is indicative of weaknesses in portraying the code of ethics teachers are expected toadhere to. This symbolic violence is shown in the way these kids are treated in schoolby some teachers. These pupils tell about different forms of discrimination such as inawarding scores, teachers reaction with respect to late coming and the use of mobilephones in class. They relate stories of varying forms of punishment. Punishment isunleashed in case there is a squabble between them and ethnic Swedes or when scoresare to be awarded. These kids make a clear connection between the way they are treatedand their cultural background as well as their ethnic origins. Xenophobia and prejudiceare believed to be part of the reasons for such treatment in school. These kids feelpowerless and stigmatized. Alienation is struggled with by seeking solace amongst thefriends they have in school. What they recount to me creates a synchrony with thetheories of school as an arena for symbolic violence afore mentioned, and in this case,pupils of non-Swedish heritage. School directors have also been interviewed using thesame self-report method as for the pupils. They give an account of their experiences inconnection to deconstructing institutionalized discrimination. Such efforts by theseschool directors are geared towards working with fundamental values, educating bothpupils and teachers in interaction techniques, incorporating mother tongue teaching intoregular classroom teaching as well as working with equal treatment directive amongstother things. A Lex Sarah option or an involvement of the workers union has beenadvanced as possible solutions. This study can be seen as an eye-opener for students ofpedagogy, teachers and school employees at all levels, school directors, principals andgovernment officials dealing with school issues of all sorts. For those who plan coursesin teacher education, much can be learnt from this thesis.

Persons with aphasia (PWAs) often demonstrate challenges in the areas of expressive language, comprehension, reading, and writing. Due to these deficits, PWAs have limited opportunity to express their opinions and contribute to treatment planning. This project focused on the development of a self-report needs assessment tool for PWAs that facilitates PWAs participation in treatment planning. The needs assessment tool was designed using aphasia-friendly features including pictographic/visual analog scale, key words in bold, simple wording, large font, consistent question formatting, flexible administration, and the use of a communication partner/interview. The needs assessment tool was administered to seven PWAs in the Bowling Green, Kentucky area. Participants were recruited from short-term rehabilitation facilities, long-term care facilities, and personal homes. The needs assessment tool is comprised of 12 items targeting interest in therapeutic offerings for inclusion in a new intensive comprehensive aphasia program (ICAP). Results revealed the importance of flexible administration in response to participants’ communication abilities and limitations. With use of communicative support, the needs assessment tool provided an opportunity for PWAs to effectively express treatment preferences. Participants indicated moderate interest in an ICAP at Western Kentucky University and treatment options including individual speech and language therapy, physical therapy, and community outings.

In self-report data, participants who provide incorrect responses are known as intentional inaccurate responders. This dissertation provides statistical analyses for address intentional inaccurate responses in the data. Previous work with adolescent self-report, labeled survey participants who intentionally provide inaccurate answers as mischievous responders. This phenomenon also occurs in clinical research. For example, pregnant women who smoke may report that they are nonsmokers. Our advantage is that we do not solely have self-report answers and can verify responses with lab values. Currently, there is no clear method for handling these intentional inaccurate respondents when it comes to making statistical inferences. We propose a using an EM algorithm to account for the intentional behavior while maintaining all responses in the data. The performance of this model is evaluated using simulated data and real data. The strengths and weaknesses of the EM algorithm approach will be demonstrated.

Walking and cycling are considered very important behaviours in public health. This thesis is a study of the measurement of walking, cycling and overall travel behaviour. In the first part I present a systematic review of studies comparing Global Positioning System (GPS) measured travel to self-report. I found 12 results from eight eligible studies. All studies showed self-reported journey times were greater than GPS measured times. The differences ranged from over-reporting of +2.2 to +13.5 minutes per journey. In the second part of this thesis, I describe the development of a feasible, valid and reliable method for measuring travel with automated wearable cameras (SenseCam) through field testing and two pilot studies. I compared my new method to direct observation (considered a criterion measure) and found very good agreement and reliability (inter-rater, intra-rater and inter-measure). I also present an ethical framework for the measurement of health-related behaviours using automated wearable cameras. In the third part of the thesis, I report findings from an experiment designed to assess a well known UK travel diary (The National Travel Survey). Across four locations (Oxford, UK; Romford, UK; San Diego, USA; and Auckland, New Zealand) I collected 3-4 days of SenseCam and travel diary data from n=84 participants (convenience sample). Compliance with the collection protocol was high and inspection of the crude results suggests relative agreement between measures. Analysis of matched pairs of measurements (n=1,127 journeys) suggests a significant positive bias on self-reported durations (2:08 minutes; 95% CI = 1:48 to 2:28; 95% limits-of-agreement = -9:10 to 13:26). These results suggest self-reported journey exposure is valid at a population level, though corrections according to my reported bias could be considered. The large limits of agreement on duration estimates suggest self-report may be unsuitable for assessment of individual travel behaviour.

Cognitive behaviour therapy (CBT) is an effective treatment for depression but access is limited. One way of increasing access is to offer CBT via the Internet. In Study I, guided Internet-based CBT was found to have a large effect on depressive symptoms compared to taking part in an online discussion group. Approximately two hours were spent on guiding each patient and the large effect found differs from previous studies that showed smaller effects, probably due to lack of guidance. The intervention had no effect on the participants’ quality of life but significantly decreased their level of anxiety. Internet-based versions of self-report measures can be more practical and efficient than paper versions. However, before implementation, evidence of psychometrical equivalence to the paper versions should be available. This was tested in Studies II and III for the Montgomery-Åsberg Depression Rating Scale – Self-rated (MADRS-S) and the Beck Depression Inventory – Second Edition (BDI-II). When the full scales were investigated, equivalent psychometric properties were found in the two versions of the MADRS-S and BDI-II. However, in the Internet-version of the BDI-II, a lower score was found for the question about suicidality and the difference was statistically significant. Although the difference was small, this indicates that suicidality might be underestimated when using the Internet-based BDI-II. As the long-term prognosis after treatment for depression is poor, in Study IV we investigated the possibility of delivering CBT-based relapse prevention via the Internet. The results revealed that fewer participants in the intervention group experienced a relapse compared to the control group and that the time spent on guiding each participant was approximately 2.5 hours. A trend towards a higher remission rate was found in the CBT group at the six-month follow-up and a reduction of depressive symptoms was associated with a lowered risk of relapse. CBT-based relapse prevention via the Internet can potentially be made available to large numbers of patients, thus improving their prognosis. The Internet increases the possibilities for health care providers in the management of depression.

BACKGROUND. Breast cancer is the most common type of cancer in women in the UK and is often treated with chemotherapy. Psychosocial side effects (anxiety, depression and fatigue) and cognitive side effects (memory and concentration difficulties) are frequently reported by breast cancer patients. Following recent advances in screening and treatment technology for the disease, survivorship rates have increased. Therefore, women are able to continue or resume their daily tasks during and following treatment. The impact of chemotherapy-related psychological side effects on quality of life and work ability are documented, however the impact on safety outcomes has currently been overlooked in this patient population. Evidence from other research fields suggests that anxiety, depression, fatigue and cognitive difficulties are associated with increased risk of accidents and injuries. OBJECTIVES. This research provides longitudinal self-report data on psychosocial well-being, cognitive function, quality of life, work ability and accident frequency outcomes. METHOD. A mixed-methods, prospective, longitudinal approach was employed. Breast cancer patients about to undergo chemotherapy treatment (n = 60) completed questionnaires at pre-treatment baseline, and again four months (follow-up time 1), eight months (follow-up time 2), and twelve months (follow-up time 3) later. A treatment control group of breast cancer patients receiving radiotherapy (n = 56), and an age-matched healthy control group (n = 58) were assessed at comparable intervals. In addition, a subsample of participants from the chemotherapy group (n = 11), radiotherapy group (n = 6), and healthy control group (n = 15) kept personal solicited diaries for a four-month period to capture the lived experience of managing daily tasks. The diary data were examined using thematic analysis. The combination of the quantitative and qualitative approaches added breadth and depth to the study with the aim of obtaining a realistic and comprehensive understanding of the impact of chemotherapy for breast cancer on patients daily lives. RESULTS. Chemotherapy patients reported a subtle decline in psychosocial well-being, cognitive function and quality of life, and encountered more accidents, particularly at mid-chemotherapy. CONCLUSION. It is important that healthcare professionals, breast cancer patients, relatives and employers are aware of the temporal fluctuations associated with chemotherapy-related side effects, particularly potential safety outcomes. Interventions could be developed to help patients manage their daily tasks in the home and in the workplace safely.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among the respondents. The data suggests that the pre-service teachers rate themselves highly on the other six TPACK subscales of technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Further, the data suggests that the respondents' personal use of technology, to a large extent, influences how they use technology in classrooms. Lastly, the data indicates that the survey instrument is inadequate in capturing all the TPACK subscales in this population as it shows weak internal consistency. These findings imply that faculty in these colleges need to be more intentional and deliberate in teaching the trainees how to integrate technology in lessons. Policymakers and college administrators may also influence the teachers' personal use of technology to inculcate into the trainees tested methods of technology integration. Another implication is that future research could employ other supplementary methods, in addition to surveys, to find out the levels of technology integration in the teacher trainees.

The present study aimed to research links between autistic traits and creativity in the average adult population. The sample consisted of 108 adults,​ 60 females, 48 males, age 18-66 (M=34,90; SD=10,85), from 20 different social media pages who participated in the study through self-report questionnaires about autistic traits and creativity. The result shows that the autistic traits of difficulties in imagination and difficulties in social skills has associations with difficulties in creativity, while the autistic trait of attention to detail has associations with benefits in creativity. The creativity domains, differences between men and women and the method of self-report are discussed.