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The European Neighbourhood policy is the union’s joint foreign policy framework for themajority of the nations in the Caucasus, Eastern European, Middle eastern and North african regions, which are divided into an eastern, and a southern region. One of the main goals of the policy is to foster democratic progress in the regions involved. This task has, however, proven to be a complex and difficult one which has seen mixed results. This study uses a frameworkbased on the theory of soft power to examine what strategy the union utilizes to achieve democratization in these regions. The use of a comparative approach allows the drawing of conclusions about the subject matter based on differences in the approach between the regions. The study found that a top-down strategy of democratization was utilized in the eastern region, while a grassroot, bottom-up approach was more prevalent in the southern.This study is thus a useful addition to the plentiful research regarding the Neighbourhood policy as its findings offer opportunities for further comparative study by highlighting that there are indeed relevant differences in the relationship of the EU to the two regions.

People in different environments encounter various mood disorders. The flattened internet perhaps offered chances for conveying more balanced therapy resources.  This study starts by considering the multiple environments of self-healing experience and focuses on groups in need of self-healing. The theories consist of the offline to online environments and the interaction between representations, the processes of co-design, and the application of cognitive therapy approaches and trauma design tools.   The methods include Research Through Design and Mixed methods research. Qualitative research included an interview attached to the questionnaire, and a workshop could make participants share, learn, and change. The methods are applied to execution and combine the theories' interpretation to contribute to the result. The design results give the target group a more free and less financially stressful way to heal themselves.  This thesis finds the requirements of adjusting changeable and chronic twisted cognition, combining the co-design process to incorporate the contribution of participants and the professional therapy resources. / <p>Examensarbetet är utfört vid Institutionen för teknik och naturvetenskap (ITN) vid Tekniska fakulteten, Linköpings universitet</p>

This dissertation explores frontline nurses' perceptions of peer support in fostering emotional, professional, and organizational support and commitment in different contexts. This study draws together scholarship on street-level bureaucrats (SLBs) and formal and informal training in nursing to build on research demonstrating that internal organizational elements such as formal training and informal peer interaction continuously develop SLBs' professional and organizational personalities. Also, research traditions on SLBs regard peer interaction as policy implementation using "service styles" to build stronger ties with peers to solve problems and better respond to the needs of citizens and communities. Despite the prominent role peers play in scholarly research on SLBs, few empirical studies have contextualized the meaning of peer support in different settings to examine how it affects professional meaning and organizational commitment in a specific industry. This dissertation expands on the findings of several studies that demonstrate that peer relatedness is an important component of frontline work. The distinctive contribution of this dissertation is using narrative analysis to collect and analyze stories of firsthand experiences told by personal narratives from mental health, military, and emergency nurses in public hospitals to thoroughly compare the perception of informal or formal peer support influence and highlight its evaluative aspects across different settings. This dissertation contributes to the street-level bureaucracy theory by providing empirical evidence in contextualizing peer support as a catalyst for emotional support and a buffer for organizational uncertainty in various emotionally charged healthcare settings. / Doctor of Philosophy / This dissertation focuses on the narratives of frontline nurses in mental health, military, and emergency settings to highlight the impact of peer support on nurses' emotional well-being, as well as professional development, fulfillment, and commitment in diverse healthcare environments. This study illuminates how formal (preceptorship) and informal (mentorship) training or peer support shape nurses' professional identities, engagement, and commitment. Despite the acknowledged importance of peer support in public administration scholarly discourse, few studies have explored its nuanced significance across different healthcare settings. This dissertation addresses this gap by employing narrative analysis to examine narratives from mental health, military, and emergency nurses in public hospitals. By comparing informal and formal peer support perceptions of these different types of nurses, this study explores the realities of frontline healthcare delivery, including the emotional toll and systemic challenges they face, personal development lessons learned, and dynamics surrounding co-supporting quality care through peer support. Subsequently, this study highlights the critical role of peer support in developing and enhancing the psychological drivers — autonomy, mastery, purposefulness — and social drivers — supportive workplace, sense of belonging, and psychological safety— of nurses, thereby fostering a supportive environment and enhancing their competency and the quality and safety of patient care.

The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers. This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers. Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated. Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed. / Ph. D.