<p><strong>Syfte:</strong> Studiens syfte var att reliabilitetspröva stabiliteten för M-SES för patienter med långvarig smärta genom test-retest metoden. Syftet var även att undersöka samtidig validitet för M-SES, genom att utföra M-SES och SES mätt vid samma tillfälle.</p><p><strong>Metod:</strong> I studien undersöktes self-efficacy instrumentet M-SES på Uppsala Akademiska sjukhus, på avdelningarna för Smärtcentrum och Smärtrehabilitering. Frågeställningarna berörde vilken stabilitets reliabilitet mätt med test-retest som förelåg hos M-SES, samt vilken grad av samtidig validitet som förelåg för M-SES korrelerat med SES. Den slutliga undersökningsgruppen bestod i frågeställningen om stabilitets reliabilitet av 29 patienter (23 kvinnor, sex män), och i frågeställning om samtidig validitet av 22 patienter (17 kvinnor, fem män).</p><p><strong>Resultat: </strong>Vid prövning av stabilitets reliabilitet för M-SES visade resultatet en stark korrelation, med korrelationskoefficient 0,92 och p<0,05. Det förelåg även en god överrensstämmelse för test-retest undersökningen. Prövningen av samtidig validitet för M-SES visade en stark korrelation, med koefficienten 0,88 och p<0,05.</p><p><strong>Konklusion:</strong> Studiens resultat visade att det förelåg en stark stabilitets reliabilitet och samtidig validitet för M-SES för patienter med långvarig smärta. Då studien genomfördes med få deltagare bör resultatet tolkas med försiktighet.</p>

Syfte: Studiens syfte var att reliabilitetspröva stabiliteten för M-SES för patienter med långvarig smärta genom test-retest metoden. Syftet var även att undersöka samtidig validitet för M-SES, genom att utföra M-SES och SES mätt vid samma tillfälle. Metod: I studien undersöktes self-efficacy instrumentet M-SES på Uppsala Akademiska sjukhus, på avdelningarna för Smärtcentrum och Smärtrehabilitering. Frågeställningarna berörde vilken stabilitets reliabilitet mätt med test-retest som förelåg hos M-SES, samt vilken grad av samtidig validitet som förelåg för M-SES korrelerat med SES. Den slutliga undersökningsgruppen bestod i frågeställningen om stabilitets reliabilitet av 29 patienter (23 kvinnor, sex män), och i frågeställning om samtidig validitet av 22 patienter (17 kvinnor, fem män). Resultat: Vid prövning av stabilitets reliabilitet för M-SES visade resultatet en stark korrelation, med korrelationskoefficient 0,92 och p&lt;0,05. Det förelåg även en god överrensstämmelse för test-retest undersökningen. Prövningen av samtidig validitet för M-SES visade en stark korrelation, med koefficienten 0,88 och p&lt;0,05. Konklusion: Studiens resultat visade att det förelåg en stark stabilitets reliabilitet och samtidig validitet för M-SES för patienter med långvarig smärta. Då studien genomfördes med få deltagare bör resultatet tolkas med försiktighet.

The purpose of this study was to examine the predictors of teachers&rsquo / sense of efficacy including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, and support from administration, and teaching resources. The present study was conducted in the 2006-2007 academic year. The study included a total of 383 science, mathematics, and classroom teachers from 62 elementary schools of &Ccedil / ankaya district in Ankara. Data were collected through Teachers&rsquo / Sense of Efficacy Scale (Tschannen-Moran &amp / Woolfolk Hoy, 2001). In the present study, data were analyzed by utilizing four separate hierarchical regression analyses. Results showed that gender, teaching field, and years of teaching experience variables were not significant predictors for overall teacher efficacy, efficacy in instructional strategies, efficacy in classroom management, and efficacy in student engagement, whereas satisfaction with performance variable made significant contribution to all dependent variables. Parental support and teaching resources predicted only efficacy in student engagement.

I Sverige beräknas 17 % av befolkningen ha en hörselnedsättning, vilket innebär att det är den vanligaste sensoriska funktionsnedsättningen. Idag finns det en mängd studier som visar att hörselnedsättning är relaterat till sämre psykisk hälsa. Acceptans av sin hörselnedsättning har visat sig vara positivt för hörselnedsatta och samvarierar med hjälpsökande. Acceptance and commitment therapy (ACT) är en transdiagnostisk behandling där psykopatologi antas bero på en hög grad av upplevelsemässigt undvikande och fusion med tankar. Målet i ACT är att öka psykologisk flexibilitet där acceptans är en betydande komponent. Denna explorativa studie undersökte förändringsprocesser i ACT för personer med hörselnedsättning där utfallet var känslomässig och social anpassning för hörselnedsättningen (HHIE-S). De förändringsprocesser som prövades var acceptans (HAQ), som tidigare visat på medierande effekt för ACT, samt två alternativa förändringsprocesser; self-efficacy (HSE-4) och upplevd stress (PSS-4). Behandlingen bestod av åtta internetadministrerade moduler givna med behandlarstöd där veckovisa mätningar av förändringsprocesser och utfall användes. Studiens resultat visar att behandlingsgruppen upplevde marginellt signifikant mindre problem med känslomässig och social anpassning för hörselnedsättningen (HHIE-S). Studiens resultat pekar på att hörselrelaterad acceptans (HAQ) och self- efficacy (HSE-4) medierar behandlingens effekt på deltagarnas känslomässiga och sociala anpassning för hörselnedsättning (HHIE-S). Således tillför denna studie ytterligare belägg för acceptans som förändringsprocess i ACT. Även self-efficacy kan vara en intressant mediator att beakta i fortsatt forskning.

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The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

Published Article / The aim of the study was to determine the influence of controlled breathing on school principals' stress relief. The research sample consisted of six primary school principals purposefully selected on the basis of years of school principal experience and the voluntary attendance of a stress alleviation workshop. Based on an interpretive paradigm employing a mixed-methods research approach, a structured questionnaire was used to compare participants' levels of stress before and after attendance of a stress alleviation workshop that focused on controlled breathing. By means of in-depth individual interviews the manifestation of the influence of controlled breathing on participants' stress relief was investigated. Data from the structured questionnaires were analysed as frequencies and mean scores. Through qualitative content analysis data from the individual interviews were analysed as emerging categories and themes. It was found that the regular practising of controlled breathing resulted in participants' stress relief with main improvements related to revitalised energy levels, restored clarity of thinking and improved interpersonal relationships. The findings contribute to research on constructive ways of stress relief within the school environment.

Despite the availability of services, parents on antiretroviral treatment do not routinely get their children HIV tested and treated. The study aimed to document knowledge, attitudes and practices of parents towards HIV testing and treatment among children aged 0-14 years. A quantitative cross-sectional analytic study design was applied and a structured questionnaire used to collect data from 192 respondents. Findings show that 71.4% of respondents had correct knowledge of HIV transmission in children. Negative attitudes towards HIV testing of children were expressed by 42.2% of respondents while practices were reported by 16.7%. Practices were associated with self-efficacy, stigma, number of children and marital status. Knowledge and attitudes did not affect parental practices of HIV testing of children. Parents with low self-efficacy felt stigmatised, had negative attitudes, poor perception of availability of services and were unlikely to get children HIV tested. Recommendations to increase HIV testing among children included provision of skills and support to parents for HIV disclosure; localized care models to reduce stigma and identify children in need; and improving quality of services. / Health Studies / M.A. (Public Health)

Amningsfrekvensen i Värmland sjunker och är låg jämfört med riket. En bidragande faktor till den sjunkande amningsfrekvensen är bristen på tillit till amning. Det är viktigt att kunna identifiera kvinnor med låg tillit till amning för att vända den sjunkande amningsfrekvensen och stärka kvinnan i rollen som moder. Syfte: Syftet med denna studie var att undersöka kvinnors tillit till amning på Barnbördshuset (BB) och Eftervårdsmottagningen i Värmland. Med enkäten BSES-SF identifieras kvinnor med låg tillit till amning och kvinnor som behöver ett ökat amningsstöd efter förlossning. Design/Metod: Studien utfördes med kvantitativ ansats. Data inhämtades från enkäten BSES-SF som besvarats av 70 kvinnor på BB och Eftervårdsmottagningen i Värmland. All data analyserades genom SPSS. Resultat: De flesta kvinnor ansåg att det var mycket viktigt med en fungerande amning och när kvinnorna skattade amningens betydelse framkom ett medelvärde på 8,66 där 0=inte alls viktigt och 10=mycket viktigt. Kvinnor som ammat tidigare skattade sin upplevda amningserfarenhet som mycket god. Varje enskild fråga på BSES-SF jämfördes mellan kvinnorna som vårdats på BB och Eftervårdsmottagningen. Det framkom en skillnad på åtta frågor där kvinnorna på Eftervårdsmottagningen skattade en högre tillit till amning jämfört med kvinnorna på BB. Utifrån totalsumman på BSES-SF med ett poängintervall mellan 14-70, framkom det att tilliten till amning skattades högre hos kvinnorna på Eftervårdsmottagningen (M=56,54) än på BB (M=49,88). Slutsats och klinisk tillämpbarhet: BSES-SF kan utifrån studiens resultat vara ett användbart verktyg, framförallt på BB där kvinnorna skattat en lägre tillit till amning. Förstföderskor och omföderskor som upplevt en komplicerad förlossning kan vara i behov av större insatser av amningsstöd. Studiens resultat kan medföra att barnmorskan blir extra uppmärksam på de kvinnor vars amning inte fungerar och där extra stöd behövs för att öka tilliten. / Breastfeeding frequency in Värmland decreases and is low compared with the national average. A contributing factor to the decline in breastfeeding rates is the lack of confidence in breastfeeding. It is important to identify women with low confidence to reverse the decline in breastfeeding frequency and strengthen her in her role as a mother. Objective: The aim of this study was to investigate breastfeeding and self-efficacy in the Postnatal ward and Postnatal carecenter in Värmland. Using BSES-SF survey, women with low confidence in breastfeeding and women who need an increased breastfeeding support after delivery were identified. Design/Methods: The study was conducted with a quantitative approach. Data whas collected from BSES-SF, answered by 70 women in Postnatal ward and Postnatal carecenter in Värmland. All data were analyzed by SPSS. Results: Most women felt that it was very important to have a functioning breastfeeding and when the women estimated the importance of breastfeeding it showed a mean of 8.66, where 0 = not at all important and 10 = very important. Women who breastfed previously rated their perceived breastfeeding experience as very good. Every single question on BSES-SF whas compared between women who were treated in Postnatal ward and Postnatal carecenter. It showed a difference in eight questions, the women on the Postnatal carecenter estimated a higher confidence in breastfeeding compared with women in the Postnatal ward. The total sum of BSES-SF with a score range between 14-70, showed that trust in lactation whas estimated higher among women in the Postnatal carecenter (M = 56.54) than in the Postnatal ward (M = 49.88). Conclusion and clinical applicability: Primaparas and women with prior deliveries who now experienced a complicated childbirth may need extra breastfeeding support. The result of the study may leed to extra attention from the midwife to those women whose breastfeeding does not work and where additional support is needed to increase confidence. Based on the studys result BSES-SF can be a useful tool, especially in the Postnatal ward where women estimated a lower confidence in breastfeeding.