Vid brister i föräldraförmågan, där modern inte kan se till att sitt barn får de grundläggande behoven tillgodosedda tvingas hon ibland till familjehemsplacering av sitt barn enligt Socialtjänstlagen (SoL, SFS 2001:453) eller enligt Lag med särskilda bestämmelser om vård av unga (LVU, SFS 1990:52). Dessa mödrar har enligt lag rätt till stöd för att bearbeta de känslor som kan uppstå vid denna typ av trauma. Mödrar med egna erfarenheter, exempel Widerlöv (2012) och Trullson (2008) har skrivit // artiklar och böcker där de berättar om att mödrar kan drabbas av känslor som skuld, skam och sorg, och att de har ett behov av stöd i samband med familjehemsplaceringarna.Studien är gjord efter en kvalitativ metod med ett induktivt förhållningssätt. För att kunna besvara studiens syfte och svara på frågeställningarna har sju semi-strukturerade intervjuer med biologiska mödrar genomförts.I resultatet har det framkommit att alla mödrar utom en är missnöjd det stöd som de har erbjudits. Det handlar både om att de inte har blivit erbjudna stöd och att det har varit fel sorts stöd för dem. Andra viktiga aspekter som har framkommit i resultatet är mödrarnas känsla av sorg när deras barn blir familjehemsplacerade, den nya föräldrarollen som uppstår, att socialtjänsten har ett barnperspektiv vid utredningar och beslut samt vilken typ av stöd mödrarna önskar. Detta analyseras sedan med hjälp av den tidigare forskningen som har hittats inom ämnet och med hjälp av Fyhrs sorgteori samt anknytningsteorin. I slutet av uppsatsen presenteras de slutsatser författarna har kommit fram till och en diskussion om dessa. / In lack of parenting skills, where the biological mother can´t give her child its fundamental needs, they´re sometimes forced to place their children into foster homes according to the Swedish law. The two laws who decide if the social services need to help the child is the law of social services (SoL, SFS 2001:453) or the law with special provision about care of children and youth (LVU, SFS 1990:52). These mothers have according to the law the right to get support from the social services to handle the feelings that can come up in these types of trauma. Mothers with direct experience, for example Widerlöv (2012) och Trullson (2008), have written books and articles where they explain that mothers suffer feelings like quilt, shame and sorrow. Therefore they really need the support from the social services. This study is made out of a qualitative and inductive method and to answer the questions of this study, seven semi-structured interviews with biological mothers have been made.In the result the reader can see that all mothers except one are not satisfied with the support that they´ve been offered. It´s both that they haven´t been offered support and that it has been the wrong kind of support for them. There are other important aspects shown in the result which is for example the mothers sorrow when their children move to a foster family, the new role of parenting, and the sorrow for the mothers that the social services works in the perspective of children in investigations and decisions, and what type of support the mother has the right to get. In the analysis the results connects to research related to this subject and the theory of sorrow by Fyhr and the attachment theory. The writers will in the end of this essay account about the conclusions of this study and follow that up with a discussion.

Studien är en kvalitativ studie med en hermeneutisk fenomenologisk ansats. Syftet med studien är att förstå och beskriva hur sju förskollärare upplever sitt arbete med barn i behov av särskilt stöd i förskolan. Studiens resultat visar att förskollärarna upplever att de arbetar med barn i behov av särskilt stöd. Samtliga respondenter berättar om barn som har behov av särskilt stöd av socioemotionell karaktär. De beskriver att de arbetar med barn som har svårt att kommunicera, att koncentrera sig, att styra sina impulser och som behöver stöd i sitt samspel och sina relationer med andra barn och vuxna. Förskollärarna berättar att de har funderingar över vilka barn som egentligen är barn i behov av särskilt stöd. De tydliggör att alla barn har olika behov och förutsättningar. Studiens resultat visar att förskollärarna har strategier för att möta barn i behov av särskilt stöd. Strategier som de lyfter som framgångsrika är att skapa närhet och trygghet, att fånga intresse och motivation, att stötta i leken, att skapa tydlighet och struktur, att arbeta med mindre barngrupper, att ta vara på utemiljön samt att samverka inom och utanför arbetslaget. Respondenterna menar att dessa strategier gynnar alla barn i barngruppen. Resultatet visar också att förskollärarna upplever en del svårigheter kring att möta barn i behov av särskilt stöd. Svårigheter som de lyfter är att barngrupper är stora, att personaltätheten är låg, att barnet lätt blir syndabock, att det brister i anknytningen och att det brister i samverkan. / The study is a qualitative study with a hermeneutic, phenomenological approach. The purpose of the study is too understand and describe how seven preschool teachers experience their efforts with children in need of special support in the preschool. The study’s results show that the preschool teachers believe that they work with children in need of special support. All respondents report about children in need of special support of socio emotional nature. They describe that they work with children with troubles communicating, concentrating, control impulses, and who needs support in their relationships with other children and with grown-ups. The preschool teachers acknowledge that they contemplate which children that really are children in need of special support. They highlight that every child have different needs and pre-conditions. The results of the study show that the preschool teachers have strategies in their efforts with children in need of special support. Strategies which are brought forward and considered successful include to create closeness and safety, to capture interest and motivation, to support the children’s play, to create clearness and structure, to work with small groups of children, to benefit from the outdoor environment, and to cooperate within and between teams. The respondents think these strategies benefit all children in the children’s group. The results also show that the preschool teachers experience some difficulties related to supporting children in need of special support. Difficulties brought forward include too large children’s groups, too few staff members, the tendency to make a child into a scapegoat, flaws in connection and flaws in the interaction.

Darbe atlikta teorinė elgesio ir emocijų sunkumų turinčių vaikų samprata, sutrikimų atsiradimo priežastys, dailės terapijos galimybės bendravimo įgūdžių plėtojimui, analizė. Kvazieksperimento metodu atliktas tyrimas, kurio tikslas - ištirti dailės terapijos poveikį bendravimo įgūdžių plėtojimui, ugdant priešmokyklinio amžiaus vaikus, turinčius elgesio ir emocijų sunkumų. Atlikta matematinė aprašomoji duomenų analizė, pateikta naudojant atvejo analizės metodą. Tyrime dalyvavo patogiuoju būdu atrinkti 9 priešmokyklinio amžiaus vaikai, turintys elgesio ir emocijų sunkumų, kurie sudarė tikslinę grupę. Empirinėje dalyje analizuoti stebėjimo protokoluose užfiksuoti duomenys apie bendravimo įgūdžių raišką, dinamiką dailės terapijos sesijos metu, stebėtas poveikis. Diagnostinių piešinių testais analizuota ugdytinių bendravimo įgūdžių požymių kaita. Ieškota bendravimo įgūdžių požymių piešiniuose bei bendravimo įgūdžių duomenų, fiksuotų stebėjimo protokoluose, sąsajos. Atlikus tyrimo duomenų analizę, suformuluotos pagrindinės išvados: • Stebėjimo protokolų duomenys parodė tendenciją dailės terapijos sesijų metu pasireikšti pozityviai bendravimo raiškai. • pirminio ir baigiamojo diagnostinių H-T-P piešinių rezultatai atskleidė bendravimo požymių piešiniuose kitimą teigiama linkme. Žemos savivertės, agresyvumo, depresyvumo požymių, įtakojančių žemą bendravimo poreikį ar neigiamą bendravimo raišką, sumažėjo, o bendravimo poreikio požymių padaugėjo. / The paper deals with theoretical analysis of children with emotional and behavioral difficulties and opportunities of art therapy in developing communication skills. The purpose of investigation was to find out whether art therapy has a positive effect on the development of communication skills of preschool children with emotional and behavioral difficulties. Quasi-experimental method was used to investigate art therapy effect. The mathematical descriptive analysis of the data was presented using the case study method. The study included 9 preschool children with behavioral and emotional difficulties, target group was selected using convenient way. In empirical part were analyzed data, about resolution skills and dynamics of the art therapy in sessions. By the help of diagnostic drawing tests attributes of communication skills were analyzed and captured in monitoring protocols. After the data analysis, the most important empirical conclusions that were drawn are: 1. Performed experiment revealed positive effect of art therapy on the development of social and communication skills. 2. Monitoring protocols showed a tendency to unfold the expression of positive communication 3. H-T-P drawing test results revealed positive direction. Low self-esteem, aggression, depressive symptoms, affecting the low need for communication or expression of negative communication decreased after experiment.

The field of the social economy and of the work integration social enterprises (WISE) in particular, is for many a more or less unknown area. Unlike ordinary enterprises the WISE's are different due to their aim of integrating disadvantaged people through work. In comparison with other small enterprises earlier research has shown that the WISE's are dealing with challenges regarding recruitment, participation, leadership, sustainable business ideas but above all, the access to funding. The purpose of this essay has therefore been to examine and analyze the financial situation of eight WISE's located in the Stockholm County. The results indicate that half of the enterprises perceive their economic situation as very unstable and as an obstacle to their further development. This perception seems to be more common among the younger enterprises which have not differentiated their businesses activities enough, which results in a greater reliance of the purchases of the public sector. The studied WISE's express a desire to reduce their dependence on the revenues from the public sector by increasing the revenues from other business activities, but this is something that has been proven to be both difficult and time consuming. In line with e.g. age, business maturation, expanded areas of business activities and increased knowledge, more funding opportunities seems to occur. A vast majority of the enterprises have a negative attitude towards external funding in terms of external equity capital, due to its presumable intrusion on the determination of the company. The field which WISE's are operating in is undoubtedly an important socioeconomic area since they react to one of the society’s most prominent problems; people in exclusion and all the problems the exclusion causes. The analysis of the examined enterprise's funding opportunities and its consequences are the main contributions of this essay as well as the further suggestions on how the WISE's financial situation can be improved.

This qualitative interview study examines the shared and discrepant experiences that nine professionals, three from each field of psychiatry, social service, and housing have from working with people with hoarding disorder, and their view on help. The main difficulty when working with hoarding disorder is described as lack of insight and understanding of the severity and consequences of the disorder among people with the disability. Professionals highlight the importance of proper diagnosis and cooperation among disciplinary teams working with hoarding disorder. Approaches differ regarding the issue of how to best help a person with hoarding disorder, especially as the emphasis of autonomy becomes more prevalent. The landlords who were interviewed expressed the hoarders’ need of help from the society, whereas the social service interviewees accentuated voluntariness and motivation as a favorable long-term management. The psychiatry interviewees stressed that coercive measures are devastating, but sometimes necessary. The opinion that the view of normality in the context of hoarding needs to be questioned, was shared by the interviewees from all the three fields. In conclusion, the professionals describe their work with hoarding behavior as complex and emphasize the need for more knowledge concerning this subject. Empowerment theory is applied in the study.

Student intention to drop out is a concern for higher education institutions as well for their students. Students with the intention to drop out may eventually drop out and contribute towards the already high dropout rates, which are causing economic damage. Students leaving their institution have vast financial consequences for their institution, as institutions obtain grants from the government according to their success rates. Although previous research has been conducted on students’ intention to drop out, it is limited, especially when looking at possible predictors that are specific to the South African context. This study contributes towards the gap in research regarding the possible predictors of student intention to drop out. The objectives of this study were to 1) conceptualise the possible predictors of student intention to drop out according to the literature; 2) determine if self-evaluation traits (self-esteem and self-efficacy) are significant predictors of student intention to drop out; 3) determine if student burnout and student engagement are significant predictors of student intention to drop out; 4) determine if social support (social support from parents and general social support) are significant predictors of student intention to drop out; and 5) determine if career decision-making difficulties are significant predictors of student intention to drop out. A non-probability quota sample (N = 782) was used to investigate possible predictors of career student intention to drop out in a sample of university students. Student intention to drop out was measured by one item consisting of two categories: I have no intention to drop out (n = 501), and I have an intention to drop out (n = 280). These two groups were enclosed as a dependent variable in the logistic regression. The variables included in the final model predicted between 13% (Cox and Snell) and 18% (Nagelkerke) of the variance in intention to drop out. The results of this study suggest that self-esteem had an influence on student intention to drop out. Furthermore, it was found that cynicism and dedication have a significant relationship with student intention to drop out. Lastly, lack of information about ways to obtain information also indicated a significant relationship with student intention to drop out. Thus, it may be concluded that self-esteem, burnout and engagement and lack of information about ways of obtaining information have an influence on students’ intention to drop out. Recommendations were made for practice as well as for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012

This study is about different teacher’s ´conception of remedial classes and its function in Today´s School. “A school for everyone” the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different. A large part of the research at this moment shows a picture of segregated schools with remedial classes. If remedial classes cause segregation or inclusion is a dilemma that should be highlighted and discussed. Pupils who are in need of special support should be supported, without being segregated and perceived as different. To perform this study, qualitative interviews were made. Seven teachers have participated and gave their views on remedial classes and what function they fill for the school. My theory that has been used highlights two conditions at school. One is segregating integration with the compensatory perspective (kompensatoriska perspektivet), and the other is including integration with the democratic participatory perspective (deltagarperspektiv). The result shows that the teachers who were interviewed, despite the intentions of the  “A school for everyone” and with all risk that remedial classes carries with it, consider it compensatory perspective should be followed to accommodate all the pupils’ needs according to their conditions.

The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-23T17:22:32Z No. of bitstreams: 1 DissPNR.pdf: 2186685 bytes, checksum: 3eb85dc836dd2d72dc08286d77f33430 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-23T17:22:39Z (GMT) No. of bitstreams: 1 DissPNR.pdf: 2186685 bytes, checksum: 3eb85dc836dd2d72dc08286d77f33430 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-23T17:22:45Z (GMT) No. of bitstreams: 1 DissPNR.pdf: 2186685 bytes, checksum: 3eb85dc836dd2d72dc08286d77f33430 (MD5) / Made available in DSpace on 2017-08-23T17:22:51Z (GMT). No. of bitstreams: 1 DissPNR.pdf: 2186685 bytes, checksum: 3eb85dc836dd2d72dc08286d77f33430 (MD5) Previous issue date: 2016-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present study aimed to verify the development of phonological awareness and the acquisition of reading and writing in children with learning difficulties using a reading and writing and a phonological awareness computerized programs. Seven students with learning disabilities enrolled in the second year of elementary school participated in the study. They were divided into two experimental conditions. On Condition 1, participants were exposed to Module 1 of a computerized reading and writing program, and on Condition 2, participants were exposed to the same computerized program concomitant with the phonological awareness program. Before (pre-test), during (intermediate test) and after the experimental training phase (post-test) the following tests were administered with participants of both conditions: Phonological Consciousness Test (by oral production - PCF), Phonological Awareness with Figures and Reading and Writing Diagnostics (DLE). Results show that four participants in Condition 1 completed the program within 21 to 23 sessions and the three participants in Condition 2 completed the teaching phases within 19 to 29 sessions. Concerning the phonological awareness program, participants on Condition 2 required more repetition of rhyme and alliteration activities than syllabic and phonemic activities. Results obtained from the evaluations indicate that participants of both conditions showed intermediate performance in rhyme and alliteration skills, high marks in syllabic skills and null performance in phonemic skills. In the post-test, improvement was observed for rhyme and alliteration, and syllabic skills. Participants did not consistently present improvement in phonemic skills in probes and post-tests. Regarding the reading and writing repertoire, results indicate that the participants of both conditions presented improvement in the relations evaluated at final test. The results suggest the need to improve teaching procedures for the development of phonological awareness skills. / O presente estudo teve como objetivo verificar o desenvolvimento de habilidades de consciência fonológica e aquisição de leitura e de escrita em crianças com dificuldades de aprendizagem empregando programas informatizados de consciência fonológica e de ensino de leitura e de escrita. Participaram da pesquisa sete alunos com dificuldades de aprendizagem matriculados no segundo ano do Ensino Fundamental. Os participantes foram divididos em duas condições experimentais. Os participantes da Condição 1 foram expostos ao Módulo 1 de um programa informatizado de ensino de leitura e de escrita; e da Condição 2 foram expostos ao mesmo Módulo 1 de um programa informatizado de ensino de leitura e de escrita concomitantemente ao programa informatizado de consciência fonológica. Antes (pré-teste), na metade (teste intermediário) e após (pós-teste) a fase de ensino, foram aplicadas avaliações: Prova de Consciência Fonológica (por produção oral - PCF), a Prova de Consciência Fonológica com Figuras (PCFF) e o Diagnóstico de Leitura e Escrita (DLE) com os participantes das duas condições. Os resultados mostraram que quatro participantes da Condição 1 completaram o programa de ensino de leitura e de escrita realizando entre 21 e 23 sessões e os três participantes da Condição 2 finalizaram o ensino realizando entre 19 e 29 sessões. Em relação ao programa de consciência fonológica, verificou-se que os participantes da Condição 2 necessitaram de mais repetições das atividades de rima e aliteração do das atividades silábicas e fonêmicas. Nas avaliações realizadas, verificou-se que os participantes de ambas as condições obtiveram resultados inicias intermediários nas habilidades de rima e aliteração na Prova de Consciência Fonológica, altas porcentagens de acertos nas habilidades silábicas e desempenho nulo nas habilidades fonêmicas. No pós-teste, observou-se melhora no desempenho nas habilidades de rima e aliteração e silábicas; e nas habilidades fonêmicas, os participantes não apresentaram melhora de forma consistente nas duas condições nas sondas e pós-testes. Em relação ao repertório de leitura e de escrita, os resultados indicaram que os participantes das duas condições apresentaram melhora nos desempenhos nas relações avaliadas após o programa de leitura. Os resultados sugerem a necessidade do aprimoramento de procedimentos de ensino para o desenvolvimento de habilidades de consciência fonológica.

Submitted by Natália dos Santos Henschel null (nataliahenschel@yahoo.com.br) on 2017-12-20T12:58:25Z No. of bitstreams: 1 Natalia Henschel - Dissertacao FINAL - Unesp Prudente.pdf: 2226101 bytes, checksum: 2ccf1ae97197306241646b8b5d6dbaeb (MD5) / Approved for entry into archive by ALESSANDRA KUBA OSHIRO null (alessandra@fct.unesp.br) on 2017-12-20T16:33:11Z (GMT) No. of bitstreams: 1 henschel_ns_me_prud.pdf: 2226101 bytes, checksum: 2ccf1ae97197306241646b8b5d6dbaeb (MD5) / Made available in DSpace on 2017-12-20T16:33:11Z (GMT). No. of bitstreams: 1 henschel_ns_me_prud.pdf: 2226101 bytes, checksum: 2ccf1ae97197306241646b8b5d6dbaeb (MD5) Previous issue date: 2017-09-28 / O interesse pelo tema surgiu da preocupação com o fracasso escolar que vem sendo evidenciado pelas pesquisas nacionais e internacionais e de inquietações relacionadas ao mau desempenho de crianças que terminam os anos iniciais do Ensino Fundamental sem domínio pleno da leitura e da escrita. Neste sentido, esta pesquisa visa analisar as dificuldades apresentadas pelo professor dos anos iniciais do Ensino Fundamental da rede municipal de Presidente Prudente para o ensino da Língua Portuguesa e as concepções teórico-metodológicas sobre alfabetização e letramento. Os questionamentos que nortearam este estudo foram: Quais as dificuldades enfrentadas pelos professores pesquisados para o ensino da língua materna? Será que os professores trabalham numa perspectiva do alfaletramento? Qual é o perfil profissional do professor que ensina a criança a ler e a produzir textos? É possível estabelecer relação entre o conhecimento teórico que apresentam e o conhecimento pedagógico sobre alfabetização e letramento? Os professores conhecem a Matriz de Referência para o ensino de Língua Portuguesa estabelecida pela ANA (Avaliação Nacional da Alfabetização)? Para a elaboração desta pesquisa utilizou-se a abordagem qualiquantitativa. Os dados foram obtidos por meio de um questionário direcionado aos professores da rede municipal de ensino de Presidente Prudente, bem como por intermédio de análise documental, observando-se o desempenho dos alunos na ANA. Deste modo, foram tabulados e analisados à luz da análise de conteúdo e do referencial teórico voltado para o ensino de língua materna e formação docente. Os dados descritos e analisados neste trabalho apresentaram o desempenho dos alunos do município de Presidente Prudente na ANA em nível de leitura e escrita, o conhecimento dos professores sobre a ANA no que diz respeito à Matriz de Referência de Língua Portuguesa, o perfil pessoal e de formação dos docentes, os conceitos apresentados por eles sobre alfabetização e letramento, o trabalho com alfabetização e letramento, as dificuldades declaradas para o ensino de língua materna e os temas sugeridos considerados importantes para o ensino da língua. / The interest in the subject arose from the concern about school failure that has been shown by national and international researches and concerns related to poor performance of children who finish the initial years of Elementary School without full mastery of reading and writing. In this sense, this research aims to analyze the difficulties presented by the teachers in the early years of elementary in the municipal school system in Presidente Prudente for the teaching of the Portuguese Language and the theoretical and methodological concepts of read/writing readiness and literacy. The questions that guide this research are: What are the difficulties faced by surveyed teachers for mother tongue teaching? Do teachers work from a read/writing readiness and literacy perspective? What is the professional profile of the teacher who teaches the child to read and produce texts? Is it possible to establish a relationship between the theoretical knowledge they present and the pedagogical knowledge about read/writing readiness and literacy? Do teachers know the reference matrix for the Portuguese Language teaching established by NLA (National Literacy Assessment)? For the elaboration of this research the qualitative-quantitative approach was used. the data were obtained through a questionnaire addressed to all teachers of municipal school system in Presidente Prudente, and through document analysis, observing the students' performance at NLA. Thus, they were tabulated and analyzed in the light of the content analysis and theoretical framework facing the mother language teaching and teachers training. The data described and analyzed in this work presented the performance of the students of the municipality of Presidente Prudente in the NLA at reading and writing level, the teachers' knowledge about NLA regarding the Reference Matrix of Portuguese Language, the personal and training profile of teachers, the concepts presented by them about read/writing readiness and literacy, the work with read/writing readiness and literacy, the reported difficulties for teaching mother tongue and the suggested topics considered important for language teaching.