College: Charles University in Prague Faculty: 1st Faculty of Medicine Clinic of addictology School year: 2011/2012 Abstract of the thesis Name: Bc. Zuzana Zástěrová Specialization: Addictology Head of the bachelor work: Mgr. Lenka Endrödiová Opponent: PhDr. Monika Nevoralová Pages: The name of the thesis: Selected personality traits associated with social inclusion of clients selected contact center Abstract The aim of my thesis is to specify the personality feature of contact center's clients and their association with the degree of social inclusion. A sub-objective is to identify the most common personality feature and associated with the use of addictive substances. The theoretical part of my thesis is particularly engaged in theme of personality definition, personality structure, selected personality theory, Jung's concept of personality, an indicator of personality types of Myers and Briggs, social exclusion and social inclusion, lifestyle drug users, research on the personality types of drug users. In the research part of my thesis there are mediate the answers to research guestions with the assistance of the statisstic analysis SPSS of the data. Data collection methods used are the MBTI questionnaire and selected questions from the questionnaire EuropASI. In discussion I consider the suitability...

Magister Educationis - MEd / Student persistence is a thorn area which did not receive much publication in Namibia and South Africa. Many research focused on why students fail to persist in higher education opposed to why they succeed. This research paper mainly investigated the relationships between external communities, social and academic integration and student persistence among distance students. I used Tinto's theory of student persistence at institutions of higher learning as my theoretical approach. The study employed a qualitative approach with a phenomenological design. I collected data by interviewing senior distance students at a certain public university in Southern Africa. The findings of this research revealed that the majority of students are self-driven which gave an impression that self -motivation and intentions of participants contribute significantly to student persistence. Indications are that informal peer group support contributes considerably to student persistence. The overall outcomes suggest that support from family members and employers positively influence students' academic progress and success. This study generally suggests that there is a positive relationship between external communities and student persistence opposed to what many scholars suggested.

This qualitative, narrative study examined the lived experiences of transgender students at four-year institutions in the South. The college transition process and academic and social integration for transgender students was explored through the frameworks of Transition Theory (Schlossberg, 1995), Minority Stress Theory (Meyer, 1995; Breslow, Brewster, Velez, Wong, Geiger, & Soderstrom, 2015), and Academic and Social Integration theories (Tinto, 1975; Braxton, Hirschy, & McClendon, 2004). College climates can be challenging for transgender students, especially when campus staff and faculty are not prepared and/or aware of transgender students’ needs (Pryor, 2015). How students perceive their academic and social integration as well as how their integration was influenced by their gender identity was a key component of this study. Through a four-phase data collection process, transgender students had the opportunity to tell, share, and reflect on their experiences as transgender undergraduate students navigating the college transition, academic, and social integration processes. Through data collection and analysis, four categories emerged from participant responses: 1) Navigating Identity, 2) College Transition and Challenges, 3) Environment, Space, and Climate, and 4) Sympathizing with Others. Within each category, several sub-categories were identified as well. Institutions of higher education must recognize the ever-growing presence of transgender students on their campuses. Moreover, institutions have the opportunity and responsibility to create policies, spaces, and opportunities that allow transgender college students to have a supportive academic and social integration process.

The Community Mental Health Act of 1963 launched the deinstitutionalization movement, whereby individuals with serious mental illnesses were released from psychiatric hospitals and began living and receiving mental health care in the community (Carling, 1995). However, these actions have not necessarily integrated those individuals into all aspects of community life (Dewees, Pulice, & McCormick, 1996). This is unfortunate because people with serious mental illnesses frequently report that community integration is not only important to them, but that it also aids in reducing symptoms and promoting recovery (Townley, 2015). Although past research suggests that receiving mental health care in the community has a positive impact on symptom management, the influence of other community factors (e.g., sense of community, community participation) has yet to be fully explored (Segal, Silverman, & Temkin, 2010). Furthermore, there is lack of understanding as to how these community factors influence other aspects of recovery, such as mental and physical health. As such, the goal of the current study is to better understand the association between community participation and recovery by investigating sense of community as a potential mediating factor between community participation, psychological distress, mental health, and physical health. Data were collected from 300 adults with serious mental illnesses utilizing community mental health services in the United States. Results indicated that sense of community partially mediated the association between community participation and mental health, as well as psychological distress, and fully mediated the association between community participation and physical health. Implications include contributing to the current knowledge base about the role of community factors in recovery and informing future interventions aimed at promoting community integration of adults with serious mental illnesses.

Researchers have examined social relationships as a basic need, showing that being well integrated in a network of social ties is related to various positive health outcomes including reduced mortality and risk behavior (e.g. reduced alcohol consumption). Conversely, a lack of strong social ties is related to negative outcomes including depression, suicide, and substance use (Berkman & Syme, 1979; Durkheim, 1951; Sarason, Sarason, & Gurung, 2001). Loneliness, a negative affective experience resulting from relationship deficits, is related to similar health outcomes as social isolation including depression and problematic alcohol use (Cacioppo, Hawkley, Crawford et al., 2002). However, research to date examining loneliness and health behavior has predominantly employed cross-sectional measures (e.g. UCLA Loneliness Scale; Russell, Peplau, & Cutrona, 1980), therefore failing to capture more fluctuating experiences of and responses to loneliness which may signify maladaptive patterns of coping behavior (Hawkley, Burleson, Bernston, & Cacioppo, 2003; Shankur, McMunn, Banks, & Steptoe, 2011). The purpose of this present study was to examine responses to daily loneliness (i.e. social and solitary alcohol consumption) as a function of social integration and gender, through a secondary analysis of data collected in a larger daily process study. Results indicated that daytime loneliness predicted evening increases in solitary consumption and decreases in social consumption. Further, these within-person effects were influenced by gender and social integration. These findings provide a unique understanding of specific processes by which social relationships, or the perceived lack thereof, influence health and more specifically, mood-related health behavior.

<p>The essay aims to highlight the newly arrived immigrant students’ experience of social integration and social security in the Swedish school system, which is important for their further language and learning development. This essay aims to see it from the student's perspective. The main question in this essay is: What factors seem to matter the most for the newly arrived immigrant students in their language and learning skills, and what does the students themselves think about the issue? The study is based on a qualitative research method in the form of interviews and observations conducted in a multicultural school for a period of two weeks. Three newly-arrived students are in this essay being observed while they are attending between two different classrooms: the so-called preparation classroom and the ordinary classroom. This essay aims to highlight a newly arrived student's development from a socio-cultural perspective. The results show that the newly arrived students felt more emotionally secure while attending the preparation classrooms, and while attending the ordinary classrooms they felt more inadequate.</p>

This study explores three dimensions in the integration of Iranian immigrants in Sweden: economic, cultural and social. To test the generalisability of the ideas presented, and to place them in a wider framework the integration of Iranians has been compared with those of three other minorities: Chileans, Poles, and Finns. Data used in the statistical analyses have been obtained from the Centre for Research in International Migration and Ethnic relations (CEIFO). Economic integration of an immigrant group in a new society has been defined as its economic equality with the host population. The first part dealing with this aspect of integration compares Iranians with Swedes by three economic indicators: the ratio of unemployment, socio-economic status and income. By all indicators Iranians hold a considerably lower position as compared with Swedes. Both socio-demographic factors related to the Iranians and discrimination exercised by Swedish employers have been found to be relevant to the economic integration of Iranians in Sweden. The comparison of Iranians with the three other minorities, in terms of discrimination, indicates that the discrimination of these minorities corresponds to their cultural distance from Swedes. Iranians, with the remotest culture from Swedes among the four minorities, suffer the highest degree of discrimination. Finns, with the closest culture, suffer the lowest degree of discrimination. And the two other minorities lie between these two groups, respectively. Discrimination manifests itself mainly in a differential size of incomes which derives from the differential distribution of these groups among the least desirable occupations. The second part dealing with cultural integration evaluates the adaptation of Iranian to Swedish culture by two indicators representing cognitive and normative acculturation. This part is especially focused on the proposition that the westernisation process in Iran and differential reactions against this process are relevant in the acculturation of Iranians in Sweden. Two hypotheses formulated on the basis of this proposition- the negative effects of commitment to Iranian culture and radicalism on the acculturation of Iranians in Sweden- have been supported by the indicator of normative acculturation, but not by that of cognitive acculturation. The comparison of the four minorities has demonstrated that generalities, clustering and uniqueness all exist among the factors explaining their acculturation. The generalities and clustering are more striking in cognitive acculturation. Similarities are more evident between Iranians and Chileans. Finally, the last part dealing with social integration concentrates on the association of Iranians with Swedes. Assuming that association of two individuals with each other requires a common language and a minimum degree of intersubjectivity, it has been generally hypothesised that: 1) social integration of minorities in the new society will be a function of their cultural distance from the host population, and 2) all processes contributing to the increasing or decreasing of cultural distance will contribute also to the increasing or decreasing of their social integration. On the basis of these general hypotheses the following concrete hypotheses have been tested. 1) Among the four minorities, Iranians, as culturally remotest from Swedes, will have the least degree of social integration, followed by Chileans, Poles and Finns, respectively. 2) Commitment of Iranians to Iranian culture, as a medium increasing cultural distance, will correlate negatively with their social integration in Sweden. 3) Countercultural elements in Swedish society, as a medium of cultural-distance reduction, will contribute to the social integration of immigrants in this society. All hypotheses have been supported by the existing data.

The essay aims to highlight the newly arrived immigrant students’ experience of social integration and social security in the Swedish school system, which is important for their further language and learning development. This essay aims to see it from the student's perspective. The main question in this essay is: What factors seem to matter the most for the newly arrived immigrant students in their language and learning skills, and what does the students themselves think about the issue? The study is based on a qualitative research method in the form of interviews and observations conducted in a multicultural school for a period of two weeks. Three newly-arrived students are in this essay being observed while they are attending between two different classrooms: the so-called preparation classroom and the ordinary classroom. This essay aims to highlight a newly arrived student's development from a socio-cultural perspective. The results show that the newly arrived students felt more emotionally secure while attending the preparation classrooms, and while attending the ordinary classrooms they felt more inadequate.

<p>During Apartheid, South African education policies were largely based on a system of&nbsp / racial segregation, resulting in unequal educational opportunities between black and white students.&nbsp / Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and&nbsp / consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students&rsquo / perceptions of the influence of social integration on academic performance. Tinto&rsquo / s Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study&nbsp / was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students&rsquo / academic performance. South African contextual factors such as socio-economic status and language&nbsp / were found to be a potential hindrance to good academic performance. The implications of these findings are discussed.</p>

Immigration has over the years been looked upon in many different ways: At times, as something positive, bringing in manpower and new influences, but at other times as something negative – something bringing problems along with it. I have for a long time been interested in social interaction in general, and when it was time for meto write my thesis, I decided to narrow that phenomenon down and write about the socialintegration of immigrants. Along with that came mechanisms promoting it as well as intercultural appreciation, this because it quite simply felt very relevant to the initial subject. The purpose of this thesis was to identify and discuss social integration for immigrants and the mechanisms promoting it, as well as to investigate intercultural appreciation in Gävle, Sweden. Two semi-structured focus-group interviews were conducted with both immigrants and nativeSwedes. Analysis was guided by grounded theory. It was found that both native and immigrant Swedes appreciate each other’s cultures, but also find parts of them disturbing. For example the immigrant participants found the Swedish literature very interesting, while the native Swedish participants were very appreciative and fascinated by all the different foods that have been introduced thanks to immigrants. However, the native Swedes found muslim traditions such as the burqha to be offensive, while the immigrants found the general Swedish attitude towards strangers to be just the same. The mechanisms promoting integration were often seen as insufficient by the immigrant participants, but those that did exist, for example SFI, was very much appreciated and seen as a very important source for getting help with the Swedish language, thus integrating oneself. The study suggests more research on the subjects of both intercultural appreciation between “new” and “old” Swedes, as well as on the different mechanisms for social integration for immigrants, investigating its actual impact.