Le paysage sociopolitique canadien est, actuellement, transformé par les mouvements de résurgence culturelle de Premières nations, des Métis et des Inuits. Parmi les traditions revitalisées, la pratique du tatouage traditionnel gagne en importance. Un nombre croissant d’artistes-tatoueur.euse.s autochtones réparti.e.s à travers le Canada s’évertuent à revitaliser le médium. Ce mémoire s’intéresse, particulièrement, au travail de Dion Kaszas, de Toby Sicks et d’Angela Hovak Johnston. En explorant leur projet de revitalisation, j’aborde, entre autres, les questions de la transmission intergénérationnelle, de l’hybridité culturelle et de l’agentivité du tatouage. Employant une méthodologie décolonisée axée sur la culture lakota, ce travail propose les récits d’autochtones tatoué.e.s rencontré.e.s lors de séjours de re-cherche. En me basant sur nos conversations, je tente d’expliquer l’importance du tatouage ancestral dans l’affirmation identitaire des autochtones contemporain.e.s J’y montre que, dans les milieux urbains, principalement, la pratique du tatouage permet une guérison collective et individuelle, en plus de contribuer à l’affirmation des identités autochtones et à l'autonomisation des diverses nations sur le territoire. De plus, grâce à divers témoignages, j’explique que le tatouage autochtone contemporain sert de levier dans les luttes sociopolitiques actuelles. Ainsi, l’art du tatouage, un médium indûment négligé par les études en l’histoire de l’art, s’avère être un acteur déterminant dans les grands mouvements de résurgence culturelle autochtone actuellement au Canada. Ce mémoire invite, donc, le lecteur ou la lectrice à reconsidérer l’importance de l’art du tatouage autochtone contemporain et les enjeux qu’il soulève. / The Canadian socio-political landscape is currently being transformed by the cultural resurgence movements of First Nations, Métis and Inuit. The practice of traditional tattooing is gaining importance as a component of this process of revitalization. A growing number of Aboriginal tattoo artists across Canada are working to revive the medium. This thesis examines the work of Dion Kaszas, Angela Hovak Johnston and Toby Sicks, in particular. As part of my exploration of their revitalizing projects, I examine, among other things, questions of transmission, cultural hybridity, and agency. Employing decolonizing methodologies, particularly insights from Lakota culture, I share the stories of several tattooed Indigenous people encountered during my re-search. Based on our conversations, I seek to explain the importance of the ancestral tattoo in the assertion of identity of contemporary Indigenous peoples. I show that both in urban areas and on reserves, the practice of tattooing facilitates collective and individual healing, in addition to contributing to the affirmation of Aboriginal identities and the empowerment of various nations. In addition, I discuss ways that contemporary Aboriginal tattooing contributes to current socio-political struggles. I show how the art of tattooing, a medium unduly neglected in art history, plays a major role in cultural resurgence movements of Indigenous peoples of Canada today. Cumulatively, the thesis invites the reader to reconsider the importance of contemporary Aboriginal tattoo art and the issues it raises.

This study has centered on the proposal for decreasing the entrance rate in order to create more jobs and integrate the increasing asylum seekers in the Swedish society. Based on a discourse analysis on the parliamentary debates “The road to the labor market” and “Integration”, this thesis examines the discourses around ‘justice’. By applying Nancy Frasers theoretical framework of justice, the arguments were analyzed in order to understand if the constructed problems were built on the dimension of recognition or redistribution and to investigate if the solutions were based on an affirmative or transformative strategy. The analysis shows that the primary justice discourse in the debate of labor and integration is the distribution dimension. The injustices that are presented in these debates are concerned with maldistribution. Affirmative strategies are mostly suggested for solutions which indicates that the politicians in the Swedish parliament have an urge to solve problems in the present instead of focusing on the future and solving the underlying structure.

In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.

Previous research on information avoidance has revealed that people choose to avoid negative health information, but that this effect is interrupted by self-affirmation (Howell & Shepperd, 2013). The current study aimed to contribute to the field’s understanding of the conditions under which self-affirmation reduces information avoidance by using a unique affirmation: secure attachment figures. I hypothesized that activating a secure attachment would serve as the affirmation necessary for participants to choose to view their risk information for a fictitious enzyme deficiency. However, when given a choice, participants in both the experimental and control conditions chose to view this information. At best, these results demonstrate that psychological resources of a social nature were effective in protecting people from undesirable health risk information. At worst, they present a failure to replicate previous research. Explanations for why the results were unexpected and future modifications to the paradigm are discussed.

INTRODUCTION: While research indicates that Motivational Interviewing (MI) is effective for reducing substance use, little is known about whether brief MI-based interventions reduce drug use in a primary care setting, or what processes impact outcomes. Mixed findings in MI process studies have led investigators to call for research exploring alternative process variables that may predict outcomes. The current study is a secondary data analysis using coded audio-recordings from a randomized controlled trial that tested the efficacy of two brief MI-based interventions as part of the `Assessing Screening Plus brief Intervention's Resulting Efficacy to stop drug use' (ASPIRE) trial. It was hypothesized that skill in affirming clients and enhancing self-efficacy (also assessed as a composite self-enhancement variable) would be associated with lower frequency of drug use at 6 weeks and 6 months after controlling for baseline drug use and indicators of general MI proficiency. METHODS: Audio-recordings from two intervention conditions [Enhanced Motivational Intervention (EMI; N=176) and Brief Negotiated Interview (BNI; N=174)] were coded with behavior counts and global interventionist skill ratings using an established coding system for MI and a study-specific coding manual. A series of negative binomial regression models were conducted that were stratified by intervention due to the different goals and characteristics of the two interventions. Secondary and tertiary analyses examined moderators including MI Spirit and patient baseline ratings of self-efficacy. RESULTS: There were no significant findings for the main effects models (Incidence Rate Ratio range .71-1.29). Only patient self-efficacy moderated the relationship between self-enhancement composite and 6 week outcome in the BNI condition; Self-enhancement composite was associated with lower frequency of drug use at 6 weeks in the BNI condition for those with low self-efficacy at baseline. Discussion: Overall, the results provided little support for the view that therapist skill in affirmation or enhancing self-efficacy was predictive of drug use outcomes in one-session interventions in primary care. The restricted range of interventionist skill ratings may account, in part, for these intervention process findings. Future work should explore the role of these interventionist variables on proximal indicators of change (i.e., intention) and drug use in MI-based interventions with demonstrated efficacy.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A presente dissertaÃÃo - intitulada Nietzsche: as paixÃes como afirmaÃÃo da vida e construÃÃo de uma ânova Ãticaâ â visa a ponderar sobre uma ânova Ãticaâ em Nietzsche, com base tanto em seus escritos de juventude quanto nos textos de sua maturidade filosÃfica. Ao propor esse tema, levaremos em conta, num primeiro momento, a noÃÃo de corpo como fio condutor e pano de fundo da anÃlise, pensando-o, nÃo mais dualisticamente em relaÃÃo à alma, mas como uma multiplicidade de forÃas que estÃo em um eterno vir-a-ser, concorrendo para a formaÃÃo e transformaÃÃo do viver; depois, apÃs termos abordado a questÃo consoante à inversÃo do platonismo, trateremos finalmente de apontar, a partir da ideia de criaÃÃo e do dizer-sim à vida, para uma possÃvel ânova Ãticaâ na filosofia nietzschiana. / The present dissertation â entiteld Nietzsche: the passions as life affirmation e constructing of a ânew ethicsâ â aims at thinking of a ânew ethicsâ in Nietzscheâs philosophy, based upon his early writtings as well as on his lattest works. While developing this theme, we intend to consider, in a first moment, the notion of body as guide line and background of the analysis - taking it not as a dualistic opposition to the soul, but as a multiplicity of forces within an ethernal becoming, contributing towards a formation and transformation of living; then, after having considered the question of the inversion of Platonism, in line with the ideia of creation and yes-saying to life, we finally hope to point out a possible ânew ethicsâ in Nietzscheâs philosophy.

Past research suggests that members of devalued groups recognize their group is discriminated against. Do the implicit responses of members of these groups demonstrate the same pattern? I argue that they do not and that this is due to a motivated protection of members of devalued groups’ social identity. Study 1 demonstrates that, at an explicit level African-Canadians recognize that their group is discriminated against, but at an implicit level African-Canadians think that most people like their group to a greater extent than do European-Canadians. Study 2 replicates this implicit finding but demonstrates that devalued and majority groups do not have different implicit normative regard about a non-devalued group. Study 3 again replicates the implicit finding with Muslim participants while demonstrating that, when affirmed, this group difference disappears. Study 4 demonstrates that implicit normative regard can predict collective action over and above implicit attitudes and explicit normative regard. The implications for social identity theory and collective action are discussed.

Vi måste spegla oss och få bekräftelse av andra för att utvecklas. Tidigare forskning och litteratur inom socialpsykologi och pedagogik visar att genom att bli sedda med andras ögon får vi syn på oss själva. Hur vi speglas eller bekräftas påverkar den bild vi har av oss själva. Syftet med föreliggande studie var att undersöka vad lärare anser att bekräftelse innebär samt vad deras erfarenheter av bekräftelsens betydelse för elevers självbild är. Studien har en kvalitativ ansats och studiens empiri utgörs av fyra enskilda intervjuer med lärare verksamma i klasser med elever i åldrarna sex till tretton år. I studiens resultat framkom att bekräftelse innebär att synliggöra elever. Lärarna arbetar aktivt med bekräftelse som ett verktyg för att bland annat lyfta elever, för att stärka tilltron till den egna förmågan och för att ge eleverna svar på vad som kan vara rätt och fel. Bekräftelse kan uttryckas verbalt, skriftligt och med kroppsspråk. Resultatet visar även att de motiv lärarna uppger sig ha för att bekräfta elever leder till att elevernas självbilder stärks. Slutsatsen är att lärare har en betydande roll i elevens utveckling. När lärare ger positiv bekräftelse, påverkas elevens självbild vilket i sin tur främjar elevens personlighetsutveckling. / We require reflection and affirmation from others to develop. Both litterature and previous researches within socialpsyhology and pedagogy makes clear, that we get sight of ourselves by seeing ourselves through the eyes of others. The way we are reflected or are affirmed has an effect on which image we have of ourselves. The purpose of this study was to examine what teachers consider affirmation is and also their experience of what impact affirmation has on a pupils' self-image. This study has a qualitative approach and the material of the study is the result of four individual interviews. The interviewees are teachers working in classes with pupils between the age of six and thirteen. This study's result showed that giving affirmation is to take notice to the pupils. The teachers are actively working with affirmation as a tool. The teachers use affirmation for exampel to raise pupils, to reinforce confidence in pupils' own ability and to give pupils answers of what can be right and wrong. Affirmation is expressed verbally, written or by bodylanguage. The result of this study also shows that the reasons the teachers are giving on why they affirm pupils, do lead to strengthening the pupils' self-image. The conclusion of this study is that teachers' role are of great importance in pupils development. When teachers affirm pupils, the pupil’s self-image are effected, which means that pupils personalitydevelopment is promoted.

<p>Vi måste spegla oss och få bekräftelse av andra för att utvecklas. Tidigare forskning och litteratur inom socialpsykologi och pedagogik visar att genom att bli sedda med andras ögon får vi syn på oss själva. Hur vi speglas eller bekräftas påverkar den bild vi har av oss själva. Syftet med föreliggande studie var att undersöka vad lärare anser att bekräftelse innebär samt vad deras erfarenheter av bekräftelsens betydelse för elevers självbild är. Studien har en kvalitativ ansats och studiens empiri utgörs av fyra enskilda intervjuer med lärare verksamma i klasser med elever i åldrarna sex till tretton år. I studiens resultat framkom att bekräftelse innebär att synliggöra elever. Lärarna arbetar aktivt med bekräftelse som ett verktyg för att bland annat lyfta elever, för att stärka tilltron till den egna förmågan och för att ge eleverna svar på vad som kan vara rätt och fel. Bekräftelse kan uttryckas verbalt, skriftligt och med kroppsspråk. Resultatet visar även att de motiv lärarna uppger sig ha för att bekräfta elever leder till att elevernas självbilder stärks. Slutsatsen är att lärare har en betydande roll i elevens utveckling. När lärare ger positiv bekräftelse, påverkas elevens självbild vilket i sin tur främjar elevens personlighetsutveckling.</p> / <p>We require reflection and affirmation from others to develop. Both litterature and previous researches within socialpsyhology and pedagogy makes clear, that we get sight of ourselves by seeing ourselves through the eyes of others. The way we are reflected or are affirmed has an effect on which image we have of ourselves. The purpose of this study was to examine what teachers consider affirmation is and also their experience of what impact affirmation has on a pupils' self-image. This study has a qualitative approach and the material of the study is the result of four individual interviews. The interviewees are teachers working in classes with pupils between the age of six and thirteen. This study's result showed that giving affirmation is to take notice to the pupils. The teachers are actively working with affirmation as a tool. The teachers use affirmation for exampel to raise pupils, to reinforce confidence in pupils' own ability and to give pupils answers of what can be right and wrong. Affirmation is expressed verbally, written or by bodylanguage. The result of this study also shows that the reasons the teachers are giving on why they affirm pupils, do lead to strengthening the pupils' self-image. The conclusion of this study is that teachers' role are of great importance in pupils development. When teachers affirm pupils, the pupil’s self-image are effected, which means that pupils personalitydevelopment is promoted.</p>

<p>This study sought to investigate the alleged problem of &lsquo / academic dependency&rsquo / , on the part of South African sociologists, on western scholarship. The stated problem is said to undermine South African sociologists&rsquo / ability to set their own intellectual and epistemological agenda. Sociology in South Africa is characterised by two issues: &lsquo / negations&rsquo / and theoretical &lsquo / extraversion&rsquo / . In the light of the foregoing claim, the study sought to investigate the underlying epistemological features of sociology curriculum in one of the South African universities. In investigating these issues, the thesis relies on the notion of &lsquo / authentic interlocutors&rsquo / put forward by Archie Mafeje. Literature on transformation of the social sciences in (South) Africa was reviewed. Methodologically, the study assumes a qualitative approach. In order comprehensively to understand the problem under investigation, in-depth interviews were conducted along with a review of course outlines of the selected department of sociology / these, in turn, were subjected to content analysis. Interviewees included, respectively, academic members of staff and postgraduate students. The study concludes by highlighting the &lsquo / ontological disconnect&rsquo / , on the part of South African sociologists, not only with their immediate environment but the rest of the African continent. In maintaining this view, it argues that their ontological and epistemological standpoints only succeed in highlighting their cultural affinity with Euro-American perspectives. The said ontological disconnect and cultural affinity, it is argued, lead to extraverted curricula.</p>