En allergisk person påverkas på fysisk, psykisk och social nivå. Unga vuxna allergiska personers erfarenheter och upplevelser av allergi är relativt outforskat. Syftet med studien är att förstå hur unga vuxna personer med allergi upplever att allergin påverkar deras vardag och hur de förhåller sig till ett liv anpassat efter allergin. En kvalitativ intervjustudie genomfördes med 10 deltagare i åldrarna 18-22 år som hade olika former av allergier. Resultatet visade att allergi har en betydande roll för allergiska personers identitetsskapande och många beskriver en strävan efter att passa in socialt trots sina besvär. I denna strävan görs en avvägning mellan de risker som det innebär och värdet av den aktuella situationen. Intervjupersonerna upplevde att förståelsen av allergiers konsekvenser är bristfällig vilket kan försvåra för en allergisk person i dess vardag. Resultatet visade att deltagarnas livskvalitet påverkades negativt på grund av allergin, samtidigt beskrevs livskvaliteten på ett motsägelsefullt sätt av deltagarna.

Social support has been recognized to impact positive health behaviours, including exercise participation. In the exercise domain, one conceptual framework that has been employed to examine social support is Weisss (1974) Model of Social Provisions. The main purpose of the present study was to utilize Weisss (1974) model to examine how the social provisions relate to university students energy expenditure while exercising with others. Specifically, this study was concerned with participants perceptions about the availability of social provisions, their preferences for the provisions in the exercise setting, and the congruence between social provision perceptions and preferences as they related to energy expenditure. Participants who had performed exercise with others in the past 4 weeks (N=201) completed the Modifiable Activity Questionnaire (MAQ; Kriska et al., 1990) to assess energy expenditure, as well as modified versions of the Social Provisions Scale (Cutrona & Russell, 1987) to assess social provision perceptions and preferences. Results from exploratory factor analyses revealed separate five-factor models for both the perceived provisions (i.e., attachment, reliable alliance, social integration, opportunity for nurturance, and reassurance of worth) and the preferred provisions (i.e., guidance, social integration, reliable alliance, reassurance of worth, and opportunity for nurturance). Discriminant function analyses were used to assess the unique contribution of these perceived and preferred provisions to participants energy expenditure. The results from the analyses indicated that none of the perceived provisions and none of the preferred provisions predicted high versus low expenditure, nor did the congruence relationship between the perceived and preferred variants of each provision predict high versus low energy expenditure. Potential explanations for the non-significant findings were highlighted with respect to study methodology. Directions for future research were also discussed.

The purpose of the study was to determine whether tenth grade adolescents can exhibit the three goals of bibliotherapy, identification, catharsis, and insight, thus achieving self-discovery, through reading contemporary adolescent novels and discussing them with their English teacher on an individualistic basis. Six subjects, four girls and two boys, were selected from two tenth grade English classes at Anderson High School, Anderson, Indiana. The students were given two literary attitude surveys: "Questionnaire: Responses to Feminine Characters in Literature" and "Literary Transfer and Interest in Reading Literature," as pre-tests and post-tests. The six subjects, selected on the basis of average or better grades as well as demonstrated maturity and responsibility, read' Confessions of a Teenage Baboon by Paul Zindel, Don't Look and it Won't Hurt by Richard Peck, The Great Gilly Hopkins by Katharine Paterson, My Darling, My Hamburger by Paul Zindel, The Pistachio Prescription by Paula Danziger, and That Was Then, This Is Now by S. E. Hinton. The students discussed each book in a specific order in a private, tape-recorded session with their English teacher, the researcher, who asked predetermined questions over each book. After the tape-recorded discussions were transcribed, the responses were identified as examples of identification (ID), catharsis (C), and insight (IN).Findings1. Identification with fictional characters can lead to insights by adolescents not only about the characters but also about their own personal lives.2. The number of insights did not increase as more books were read.3. In this study the girls appeared to achieve more identification and to gain more insights than the boys.4. Catharsis is the one goal of bibliotherapy less frequently experienced, but the more an adolescent becomes emotionally involved in a book, the more likely he is to experience catharsis.5. Adolescents can achieve self-discovery if they are given the opportunity to discuss fictional characters and situations as related to their own concerns with teachers who can take the time to do so.Conclusions1. Bibliotherapy on an individual basis with adolescent novels not only has emotional and personal benefits but also academic value in that students will respond more readily and responsibly to literature within the realm of their own experience than to the traditional literature of classroom anthologies.2. Emotional maturity and self-discovery can occur if educators are willing to individualize and humanize education.3. Bibliotherapy with adolescent novels can engender feelings of mutual trust and respect between teachers and their students, who need the opportunity to discuss their feelings and problems with adults whom they perceive care about them.4. The individualized approach to bibliotherapy can provide more thorough and genuine responses, leading to significant conclusions.

Social support has been recognized to impact positive health behaviours, including exercise participation. In the exercise domain, one conceptual framework that has been employed to examine social support is Weisss (1974) Model of Social Provisions. The main purpose of the present study was to utilize Weisss (1974) model to examine how the social provisions relate to university students energy expenditure while exercising with others. Specifically, this study was concerned with participants perceptions about the availability of social provisions, their preferences for the provisions in the exercise setting, and the congruence between social provision perceptions and preferences as they related to energy expenditure. Participants who had performed exercise with others in the past 4 weeks (N=201) completed the Modifiable Activity Questionnaire (MAQ; Kriska et al., 1990) to assess energy expenditure, as well as modified versions of the Social Provisions Scale (Cutrona & Russell, 1987) to assess social provision perceptions and preferences. Results from exploratory factor analyses revealed separate five-factor models for both the perceived provisions (i.e., attachment, reliable alliance, social integration, opportunity for nurturance, and reassurance of worth) and the preferred provisions (i.e., guidance, social integration, reliable alliance, reassurance of worth, and opportunity for nurturance). Discriminant function analyses were used to assess the unique contribution of these perceived and preferred provisions to participants energy expenditure. The results from the analyses indicated that none of the perceived provisions and none of the preferred provisions predicted high versus low expenditure, nor did the congruence relationship between the perceived and preferred variants of each provision predict high versus low energy expenditure. Potential explanations for the non-significant findings were highlighted with respect to study methodology. Directions for future research were also discussed.

Thesis (D. Min.)--Trinity International University, 2001. / Abstract. Includes bibliographical references (leaves 351-356).

Thesis (M.A.)--Central Connecticut State University, 2004. / Thesis advisor: Moises Salinas. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 38-44). Also available via the World Wide Web.

Thesis (D. Min.)--Denver Seminary, 2007. / Includes bibliographical references (leaves 333-343).

Master's thesis. / Format: PDF. Bibl.

Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 76-98). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71619.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes abstract. Includes bibliographical references (leaves 119-131).