研究目的：本研究釐清不同成人依戀風格在羅夏克墨漬測驗上的表現，並檢證Fonagy的精神分析理論，進而反思臨床心理學上的應用。 研究程序：研究期間，共招募到302位大學部學生填寫《親密關係經驗量表—關係結構版》。而後，根據量表信、效度分析後，篩選出高焦慮依戀分數、高逃避依戀分數及兩分數均低之控制組各25人，邀請其參與羅夏克墨漬測驗。最終收取焦慮依戀組12人、逃避依戀組12人、安全依戀控制組15人進行資料分析。 研究結果：認知及投入向度方面，焦慮依戀者與逃避依戀者在F%顯著高於安全依戀者；同時，焦慮依戀者在Complexity、Sy、Blend、M及MC 表現亦差於安全依戀者，答題使用範圍則顯示Dd%較高、W%較低。情緒指標方面，焦慮依戀者在V變數上顯著高於其他兩組。人際互動方面，焦慮依戀者的SumH及H顯著低於安全依戀者。 研究貢獻：本研究初步支持Fonagy精神分析論於不安全依戀者的認知與心智化、情緒控制與人際表徵分化等證據。此一結果亦可增加臨床實務中對不安全依戀者的衡鑑遞增效度，並探究其背後的心理病理機制。 / Objective: When attachment comes to assessment, many clinicians would utilize self-report inventories to gather information. However, different attachment styles, in fact, represent diverse behavior patterns; thus, using instruments adopting multi-rating techniques such as the Rorschach would be ideal. Based on Fonagy’s psychodynamic theory and past Rorschach results, we predict participants with different attachment styles will have different pattern in Rorschach task. Methods: We conducted a double-blind research design and recruited 302 volunteers. All participants were required to fill out the Experiences in Close Relationship - Relationship Structure inventory, a measurement used to classify the adult attachment styles. The top 7% of highest scoring participants on the Anxiety Dimension were assigned to the Anxiety Group(ANG), and the same strategy was applied to those in the Avoidance Group(AVG). The Control Group(CG) consisted of 7% of the randomly-selected individuals who scored below the means of both Anxiety and Avoidance Dimensions. Participants in these three groups were invited and encouraged to take the Rorschach test according to the R-PAS. Results: Current research collected 39 participants Rorschach protocols (n = 12 for both the ANG and ACG; n = 15 for the CG). Results shows that both ANG and AVG have higher F% then CG, and ANG have lower Complexity, Sy, Blend, M, W%, MC, SumH and H then CG. ANG have higher V then AVG and CG. Conclusion: Current results partially supported Fonagy’s psychodynamic theory. Results also support using multi-rating tasks to increase assessment validity when evaluating different attachment styles in clinical settings.

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As the cost of higher education continues to grow at astounding rates, research shows that, in most cases, students and their families face some level of debt to pay for their undergraduate degrees (Layman, 2011). This research study will use an engaged scholarship approach to address the reason some students repay their educational debt and some students’ intent to repay their debt is quite different from the desired behavior. Additionally, we review the factors that affect students from underprivileged socioeconomic backgrounds that are, unfortunately, the largest contributor of delinquent student loan debt. Specifically, this study will identify elements using qualitative measures that influence the student’s intent and behavior to act that will assist universities in policy development to change the perceived value and the academic sustainability of the student while understanding the student’s behavior related to socioeconomic barriers and self-sacrificing influences. Additionally, two theories are used as lenses to ground this study. The theory of reasoned action (Fishbein & Ajzen, 2010) is used as the focal theory, and place attachment theory (Scannell & Gifford, 2010) is used as an instrumental theory. The empirical results of this study offer factors that influence educational debt repayment and policy design.

The purpose of this scientific essay is to examine the relationship between different forms of knowledge and emotions which can arise in relationships at work in preschool. I use writing as a method for reflection, which creates openings for new perspectives that brings me closer to the core of the dilemma. I start from two different events taken from induction at two different times in my work life and the dilemma is from my own experiences. I state these questions to myself; Which expectations do I have for myself and my colleagues in relation to theoretical perspective and emotions? What role does the collegial interaction when negative emotions arise? What place do emotions have in the activities? How can we use educational theory with practical knowledge so they interact with each other in the work at the preschool? In an attempt to answer these questions I write a discussion on the relationship between emotions and knowledge from different perspectives. In both situations I mention the attachment theory both because it has great significance in connection with induction but also to enforce that theories needs to coexist with other knowledge in the work in preschool. Aristoteles three forms of knowledge, confidence in relationships and the importance of reflection are some of the things I write about in my text. Through this essay I want to show that there are more than theoretical standpoints that makes us professional educators while highlighting that there is not a given truth for how we should do to become and be a professional educator in preschool. / Syftet med denna vetenskapliga essä är att undersöka relationen mellan olika kunskapsformer och känslor som kan uppstå i relationer i arbetet på förskola. Jag använder skrivandet som en metod för reflektion, som skapar öppningar för nya perspektiv vilket för mig närmare kärnan i dilemmat. Jag utgår från två olika händelser tagna ur inskolningen vid olika tidsepoker i mitt yrkesliv och dilemmat är egenupplevt. Jag ställer mig frågor som; Vilka förväntningar har jag  på mig själv och på mina kollegor i relation till teoretiska perspektiv och känslor? Vilken roll spelar det kollegiala samspelet när negativa känslor uppstår? Vilken plats får känslorna ta i verksamheten? Hur kan vi använda pedagogisk teori med den praktiska kunskapen så att de samspelar med varandra i arbetet på förskolan? I ett försök att svara på frågorna för jag i texten en diskussion kring relationen mellan känslor och kunskap utifrån olika perspektiv. I båda situationer nämner jag anknytningsteorin för den har stor betydelse i samband med inskolning men även för att tydliggöra att teorier behöver samspela med andra kunskaper i arbetet i förskolan. Aristoteles tre kunskapsformer, trygghet i relationer samt reflektionens betydelse är några av de saker jag tar upp i min text. Genom denna essä vill jag visa att det finns något mer än teoretiska ställningstaganden som gör oss till professionella pedagoger och samtidigt belysa att det inte finns en given sanning för hur vi ska göra för att bli och vara en professionell pedagog i förskolan.

This diploma thesis deals with behaviour and relationships on summer integrational camp, where children raised in family and children raised in residential care meet with each other. The aim of this thesis is to describe the difference between these groups from the viewpoint of unit counsellors (in the area of behaviour at the camp, relationship with the authority of counsellor and relationships between children) and explore mutual relationships in units, primarily ascertain the position of the children who were raised in residential care. The thesis is divided into theoretical and empirical part. In the first chapter of the theoretical part potential differences between children raised in family and children raised in residential care are analysed. The second chapter deals with summer camps and which aspects have influence on children's stay at camp. In the empirical part the qualitative research itself is presented, with the questionnaires for counsellors as the main data source. These questionnaires provide the information about observed areas regarding all the children on the camp, who are participants of the research. Mutual relationships between children and position of the children raised in residential care inside units are examined using sociometry. The information obtained about both...

Syfte: Syftet med den här studien är att förstå hur anknytningen kan påverkas hos barn som växer upp med föräldrar som under uppväxten är i ett aktivt missbruk eller lider av psykisk ohälsa. Studien syftar samtidigt till att beskriva vilket typ av stöd deltagarna, som växt upp med föräldrar som lidit av psykisk ohälsa eller varit i ett aktivt missbruk, upplevt att de blivit erbjudna från socialtjänsten eller annan instans. Metod: Fem personer över 18 år har intervjuats om hur deras uppväxt sett ut, relationen till föräldrarna, stödet från socialtjänsten och hur de ser på sin uppväxt idag. Resultat: Studien visar att barn som växer upp med föräldrar som är i ett aktivt missbruk eller lider av psykisk ohälsa kan uppleva en otrygg anknytning till sina föräldrar samt problem i det vuxna livet som ett resultat av en osäker och otrygg uppväxt. / Aim:The aim of this study is to understand how attachment during childhood can be affected when children grow up with parents who suffer from mental illness or drug or alcohol abuse. Additionally, the study aims to analyze what kind of support the participants, who were raised with parents suffering from mental illness or been in active drug or alcohol abuse, receive from social services and how they look at their childhood today. Method: Five persons over the age of 18 years old were interviewed about their childhood, the relationship to their parents, the support from the social services and how they feel about their childhood in adulthood. Result: The study shows that children who grow up together with parents who have a drug or alcohol abuse during the childhood can experience anxious attachment towards their parents and issues during the adult life as a result of an insecure and anxious childhood.

Med denna vetenskapliga essä presenterar jag först situationer ur det praktiska arbetet i förskolan och reflekterar sedan över dessa situationer med hjälp av bland annat tidigare forskning, barnkonventionen och läroplanen. Mitt dilemma handlar om hur jag som pedagog förhåller mig till barns skiftande vistelsetider och hur mitt arbete kring föräldrasamverkan och läroplanen ser ut. Å ena sidan vill jag redogöra för allt det positiva med förskolans verksamhet, men å andra sidan vill jag inte försumma föräldrarnas viktiga roll för barnen. Syftet med essän är att undersöka hur jag som pedagog påverkar föräldrarna och deras barns vistelsetider med hjälp av bland annat förskolans läroplan. Denna essä handlar även om hur läroplanen förväntas användas för att höja förskolans status inför föräldrar och samhälle. Jag belyser även hur läroplanen kan användas i samverkan mellan hem och förskola och reflekterar över dess för och nackdelar. Reflektionerna i essän tar även upp de förväntningar som finns i samhället, att barnen ska tillbringa mycket tid i förskolan för att de ska vara väl förberedda inför skolstart. Jag nämner och reflekterar även över de barn som knappt spenderar någon tid alls i förskolan. Jag lyfter mina egna värderingar från min berättelse som jag kopplar ihop med anknytningsteorin och utifrån den reflekterar jag över barnens vistelsetider i förskolan redan från låg ålder. Läroplanen är under ett skifte och jag jämför delar från den äldre läroplanen med delar från den nya läroplanen som handlar om samverkan mellan hem och förskola. I min slutsats framkommer att läroplanen är tolkningsbar och i vissa avseenden även otydlig, vilket i sig gör att det kan bli problematiskt i arbetet med föräldrasamverkan. Dilemmat över hur förskolan presenteras inför föräldrarna kan, utifrån min slutsats, även grunda sig i brist på andra styrdokument som kan erbjuda en bredare grund att som pedagog luta sig tillbaka mot. / With this scientific essay, I first present situations from the practical work in preschool and then reflect on these situations with the help of, among others, previous research, the Convention on the Rights of the Child and the curriculum. My dilemma concerns the way in which I, as an educator, deal with children's changing residence times and how my work with parental collaboration and the curriculum looks like. On the one hand, I want to describe all the positive things about the preschool's activities, but on the other hand I do not want to neglect the parents' important role for the children. The purpose of the essay is to investigate how I, as an educator, affect the parents and their children's residence times by means of, among other things, the preschool's curriculum. This essay also considers how the curriculum is expected to be used in elevating the preschool's status for the parents and society. I also highlight how the curriculum can be used in the collaboration between home and preschool and reflect on its pros and cons. The reflections also address the expectations that exist in society, according to which the children should spend a lot of time in preschool in order for them to be well prepared for school start. I even scrutinize my own values ​​from the situations, which I associate with attachment theory, and, on the basis of that, I reflect on the residence times in preschool of children of very young age. The curriculum is currently undergoing a shift and I compare the paragraphs on the collaboration between home and preschool from the old curriculum with those from the new curriculum. In my conclusion, it is revealed that the curriculum is interpretable and, in some respects, also unclear, which in itself means that it can become problematic for parental collaboration. Based on my conclusion, the dilemma over how the preschool is presented to the parents could be founded on a lack of other governing documents that would offer a broader basis for pedagogues to rely on.

Titel:” To Save a Perpetrator”  An interview study about domestic violence and the treatment of the perpetrator The purpose of this study was to investigate the treatments available to perpetrators of domestic violence. The study is based on qualitative interviews with four people who all work with perpetrators of domestic violence in some way. The result has been analyzed with the help of attachment theory, behaviorism, violence - dominance and masculinity. The results show that there are various forms of treatment for the perpetrators. According to the interviewees there is no follow-up on whether the efforts help. The interviewees also described that these treatments are all individually adapted to the perpetrator's needs and that there is a resistance among the perpetrators to be included in group treatments. In addition, the treatments were described as often related to volunteerism under some constraint. The lack of attachment and the complexity of the treatment are discussed.

The present study explored how emotional cushioning (EC) buffered the relationship between grief intensity of perinatal loss and relationship satisfaction among women who have experienced pregnancy after loss. It was hypothesized that higher levels of grief intensity would be negatively associated with relationship satisfaction among women. Additionally, it was hypothesized that higher levels of EC would lessen the negative relationship between grief intensity of perinatal loss and relationship satisfaction among women. Through the use of a hierarchical linear regression, it was determined that grief intensity was not significantly associated with relationship satisfaction and that EC did not serve as a buffer between grief intensity and relationship satisfaction. However, a significant correlation was found between EC and relationship satisfaction. The results of this study can help contribute to the literature by providing more discussion about utilizing systemic approaches for clients who have experienced perinatal loss and pregnancy-related anxiety.

Many children with autism spectrum disorder (ASD) have difficulties with social communication and prosocial behaviors. Due to a lack of social communication and social interaction skills among children with ASD, special education teachers are tasked with providing meaningful social opportunities to them to facilitate their learning of these skills. Special education literature lacks research studies about how dog-based animal-assisted interventions (AAI) can improve social communication outcomes for children in a school setting. The purpose of this qualitative exploratory case study, guided by Bowlby's theory of attachment and the human-animal bond concept, was to explore, describe, and improve the understanding of how elementary teachers use dog-based AAI programs in their classrooms to facilitate social communication skill development for students with ASD. Data were collected through individual interviews of 10 elementary teachers and child-study team members who used AAI programs within their buildings. Data were openly coded using thematic analysis. Key findings of the study revealed that a therapy dog could act as a stimulus for social interactions as well as facilitate students' social interaction participation. The results also indicated the importance of the teacher's role in implementing AAI programs that target social communication skills. This study may contribute to the field of special education practice by promoting the implementation of more AAI programs in educational settings, not just for students with ASD, but also potentially for the whole school community.