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This study aimed to examine power among professionals in preschools who work with children with Autism Spectrum Disorder (ASD). Furthermore, the study examined divisions of labor between different professionals, as well as professionals’ experiences and competence in relation to working with children with ASD. According to previous research, there are different forms of power and division of labor between different professionals working with children with ASD suggesting that the professionals who have education, competence, and knowledge in the field of ASD have the ultimate responsibility and power over the design of the work. Qualitative semi-structured interviews were used in the current study to investigate the perspectives of professionals. Eight professionals working in pre-schools were interviewed. The interviews were analyzed with interpretive phenomenological analysis to understand the participants’ individual thoughts and reflections. To interpret and discuss the results, theories of power and jurisdiction were used. The phenomenological analysis resulted in five themes: Diagnosis of ASD and professionals, Power over the identification of children with a diagnosis of ASD, Power over the design of work with children with ASD, Collaboration and division of labor, Challenges in working with children with ASD. Based on the results, the conclusions emerged that special knowledge about ASD was needed among professionals, for the children to receive a good education in preschool. Such knowledge was not acquired through preschool teacher or childcare training, but the participants gained it through courses that were specifically aimed at the area of ASD. All professionals in the present study described different positions of power in relation to working with children with ASD, and how power was manifested in preschool activities, in a way that was largely consistent with previous research. The majority of the participants in this study described that even though they had a lot of knowledge, different professionals had different amounts of power and, thus, the participants’ knowledge was not experienced as equally valuable. Especially professionals who did not have a preschool teacher diploma described that they had less power. Most believed that there were hierarchies of power based on knowledge and education; the person who was most competent and held a preschool teacher diploma was felt to be entitled to more power over the design of the work with children with ASD than other professionals were. The present study contributed with knowledge about how power is exercised by professionals, in relation to the work with children with ASD, and with knowledge about collaboration and division of labor between professionals in the work with the children.

This study examines whether the social media platform BeReal can change user behavior related to self-representation and expectations of oneself linked to social norms. The research is analyzed based on the theory about presentation of self in everyday life founded by sociologist Erving Goffman. A netnographic method combining six qualitative interviews supplemented by diary-notes regarding the same respondents' BeReal usage during seven coherent days constitute the material. The material provided a multilateral representation of these BeReal users’ reflections regarding the manner in which they represent themselves online. The study shows a somewhat consistent narrative aligned with the applied theory based on users presenting themselves in a specific way due to what they think is expected from the audience. Impression management is exercised regardless of what social media platform is used, although BeReal provides a less stigmatized online environment and mitigates the internalized pressure on users. However, the respondents found loopholes in BeReals concept giving the app users authority to create norms of how to perform on the app and thereby reintroduce some of the said pressure.

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The present study investigated high risk behaviors in a population of college students through the use of a large, national quantitative data set and individual qualitative interviews. Since millions of students are enrolled in higher education, which often comes at a great financial cost and sacrifice to them and their families (Henretta, Wolf, Van Voorhis & Soldo, 2012), this is a particularly important population to study. Additionally, despite being a time of optimal health, adolescence is also a time of increased mortality, particularly as it relates to social morbidities (Resnick et al., 1997). While risk taking amongst college students manifests itself in many ways, the primary focus of this research will be on alcohol use, drug use and sexual behavior. Recent research in the field, including the composite measure of psychosocial maturity (Steinberg, Cauffman, Woolard, Graham & Banich, 2009a), the social neuroscience perspective (Steinberg, 2008) and current trends in alcohol use, drug use and sexual behaviors amongst college students were examined. The American College Health Association National College Health Assessment II (ACHA-NCHA II) provided statistically significant evidence that students who drink more (frequency and quantity) have lower overall GPAs, experience more negative consequences as a result of their drinking and experience more impediments to academic success. Students who live on campus, are members of Greek fraternities and sororities and/or are varsity athletes engage in higher levels of binge drinking than their peers. Additionally, students who drink more (frequency and quantity) engage in other risky behaviors (unprotected sex, NMPD use, etc.) at higher rates than their peers. Qualitative interviews with high achieving students who engaged in various levels of risk taking resulted in the explication of six distinct themes: defining and conceptualizing risk taking, decision making, painting a picture of individual risk taking, academic achievement, peer perceptions and influence, and achieving both (what allows a high risk student to also be high achieving). In addition to the above analyses, the present study also examines implications for practitioners and directions for future research. / Educational Psychology

Yes / Multiple changes are made to older patients' medicines during hospital admission, which can sometimes cause confusion and anxiety. This results in problems with post-discharge medicines management, for example medicines taken incorrectly, which can lead to harm, hospital readmission and reduced quality of life. To explore the experiences of older patients and their family carers as they enacted post-discharge medicines management. Semi-structured interviews took place in participants' homes, approximately two weeks after hospital discharge. Data analysis used the Framework method. Recruitment took place during admission to one of two large teaching hospitals in North England. Twenty-seven participants aged 75 plus who lived with long-term conditions and polypharmacy, and nine family carers, were interviewed. Three core themes emerged: impact of the transition, safety strategies and medicines management role. Conversations between participants and health-care professionals about medicines changes often lacked detail, which disrupted some participants' knowledge and medicines management capabilities. Participants used multiple strategies to support post-discharge medicines management, such as creating administration checklists, seeking advice or supporting primary care through prompts to ensure medicines were supplied on time. The level to which they engaged with these activities varied. Participants experienced gaps in their post-discharge medicines management, which they had to bridge through implementing their own strategies or by enlisting support from others. Areas for improvement were identified, mainly through better communication about medicines changes and wider involvement of patients and family carers in their medicines-related care during the hospital-to-home transition. / This work was supported by the National Institute for Health Research (NIHR) Yorkshire and Humber Patient Safety Translational Research Centre (NIHR Yorkshire and Humber PSTRC). This independent research is funded by the National Institute for Health Research (NIHR) under its Research for Patient Benefit (RfPB) Programme (Grant Reference Number PB-PG-0317-20010).