Polisyrkets karaktär kräver att den anställda kan utföra emotionellt arbete för att uppvisa de känslor som stämmer överens med arbetsrollen. Detta medan både befolkningen och brottsligheten ökar i Sverige vilket leder till en ökad arbetsbelastning samtidigt som det fattas ett tusentals poliser. Syftet med studien är därför att undersöka hur poliser i yttre tjänst upplever och hanterar det emotionella arbete de utför. För att besvara studiens syfte utfördes 10 semistrukturerade intervjuer med poliser som arbetat i yttre tjänst inom olika kommuner i Västra Götalands län. Resultatet delades sedan in i två delar, delen om upplevelser visade på att respondenterna både hade en medvetenhet och en avsaknad av medvetenhet gällande emotionellt arbete i olika situationer. Vidare betonas vikten av kollegorna i det arbete de utför. De beskriver även de förväntningar och känsloregler de dagligen förhåller sig till. Delen om upplevelser avslutas med hur synen på det emotionella arbetet utvecklats från då till nu. Delen om hantering visar sedan på hur de anställda får stöd från chefer, ledning och kollegor i form av debriefing och professionella samtal, om det skulle behövas. Här presenteras även andra strategier såsom träning och att ta på sig masken och gå in i yrkesrollen som polis. / The nature of police work requires its employees to perform emotional labour to display the kind of emotions that are consistent with the demands of the job role. All while experiencing an increased workload due to a growing population and an increasing crime rate in combination with a shortage of police officers. This study, therefore, aims to examine how police officers experience and handle emotional labour. Ten semi-structured interviews were conducted with police officers who work in various municipalities within the Västra Götalandregion. The result was divided into two parts, the first one describing experiences. The respondents showed an understanding of certain parts of emotional labour and a lack of understanding regarding other parts of emotional labour. Furthermore, the importance of colleagues in the work the police perform is emphasised. They also describe the expectations and emotional rules they relate to daily. The part regarding experiences ends with the perceived differences of emotional labour then and now. The second part of the results describes how they manage emotional labour with support from managers and colleagues in the form of debriefing and professional help, if needed. Other strategies such as training and stepping into the police role are also presented here.

I have for as long as I can remember been interested and fascinated by theatre performances and their ability to create meaning, significance and understanding towards their audience. This has later on turned into a growing interest and curiosity for the rehearsal process, as it is within the rehearsals the meaning-making aspects of a performance are both created and produced. Moreover has this curiosity generated to be a somewhat basis for this research.  Through a lens of dramaturgy is this study seeking to investigate how meaning, significance and narrative are created and established within a rehearsal process, namely the rehearsal process of Mellanförskapet at Unga Dramaten. Explore the in-between-ness of the rehearsal process in relation to the upcoming theatrical event and moreover focus on the dramaturgical strategies within the rehearsal. By engaging with autoethnographic methods for observing the rehearsals, is the aim of this study to investigate how meaning making practices within the theatre can be understood in the eye of an observer. Semi-structured interviews with the creative team have further on contributed to additional knowledge and valuable information about the rehearsal process in general. Moreover serves the concept of making meaning as a basis for the theoretical framework, discussed in relation to meaning making practices within the theatre, namely dramaturgy and performative actions. Since Mellanförskapet aims toward teenagers as its primary audience, are aspects of theatre for a younger audience [TYA] discussed in relation to dramaturgical strategies within the rehearsal process. Moreover are themes and topics raised within Mellanförskapet such as intercultural identity, racism and bullying discussed in regards to TYA as well as dramaturgical strategies within the rehearsal process.

In the present study, I analyze adolescent girls’ smoking through a unique combination of a quantitative survey of impressions and a theoretical analysis based on new elaborations of Bourdieu’s concept symbolic capital. The method of the study is three-fold. First, focus-group interviews elicit relevant impressions of adolescents in the eyes of peers. Second, a questionnaire survey distributed to adolescent peers quantitatively investigates how impressions of a girl on a picture differ depending on whether or not she has a cigarette. Third, a theoretical analysis based on elaborations of Bourdieu’s theories scrutinizes the results of the questionnaire survey. The results of the questionnaire survey indicate that smoking adolescent girls generate impressions of being significantly less likable, more popular, more conceited, less kind, less shy, more liable to bully, less funny, more deceitful, and less compassionate than non-smoking adolescent girls. In the elaborations of Bourdieu’s theories, I introduce a division of symbolic capital into two forms: symbolic virtue capital, generated through impressions of virtues, and symbolic power capital, generated through intimidating impressions of destructive power. According to the theoretical analysis of the results, smoking adolescent girls have relatively much symbolic power capital but relatively little symbolic virtue capital compared to adolescent girls that do not smoke.

Made available in DSpace on 2016-04-28T20:58:06Z (GMT). No. of bitstreams: 1 Alessandra Ancona de Faria.pdf: 2182052 bytes, checksum: 4699ecc9ffcc893a584b74079b7e5c39 (MD5) Previous issue date: 2009-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research had the goal to investigate the extent to which participation in an improvisation experiment, through theater games, dramaturgical writing and reflection of the teachers on basic education network, may be considered as instruments for continuous training. From this investigation, our objective was to develop and evaluate a methodology for this kind of training. It analyzed the methodological possibilities that dramaturgical writing provides; the contributions of experimentation on theater games and the teacher s reflection on their working process. The research has been developed with a group of teachers in twelve meetings, in which were verified the importance of collective work and creation for reflection and expansion of the teacher s role perspective. As a conclusion, it has been confirmed the need for developing trainings which allow the teacher to broaden his vision of the school and on solutions to the problems faced; that create conditions for the establishment of the working group; that reconsider the self-esteem of the teacher; that allow the exercise of otherness; that provide tools for student perception in its entirety; and, finally, highlighting knowledge and commitment. Explore the approximation through the body, the game, the imaginary, the dialogue, the aesthetics drafting produced by the theatrical scenes opened doors for the understanding of the teacher, his role, his limits. Develop a creative attitude on proposed activities allowed the teacher a new view of his teaching practice and his working condition, generating a new way to experience and understand his work / Este trabalho teve como propósito investigar em que medida a participação em um experimento de improvisação, por meio do jogo teatral, da escrita dramatúrgica e da reflexão do professor de educação básica podem ser considerados como instrumentos para formação continuada. A partir dessa investigação, nosso objetivo foi desenvolver e avaliar uma metodologia para esse tipo de formação. Para tanto, foram analisadas as possibilidades metodológicas da escrita dramatúrgica; as contribuições da experimentação de jogos teatrais e a reflexão do professor sobre seu processo de trabalho. A pesquisa foi desenvolvida em doze encontros de um grupo de professores, nos quais foram verificadas a importância do trabalho coletivo e da criação para a reflexão e a ampliação da perspectiva do papel do professor. Como conclusão, confirmou-se a necessidade de serem desenvolvidos trabalhos de formação que permitam ao professor ampliar sua visão sobre a escola e sobre soluções aos problemas enfrentados; que criem condições para o estabelecimento do trabalho em grupo; que revejam a auto-estima do professor; que possibilitem o exercício de alteridade; que forneçam instrumentos para a percepção do aluno em sua totalidade; e, por fim, que valorizem o conhecimento e o comprometimento. Explorar a aproximação por intermédio do corpo, do jogo, do imaginário, do diálogo, da elaboração estética produzida nas cenas teatrais abriu portas para a compreensão do ser professor, de seu papel, de seus limites. Desenvolver uma atitude criativa nas atividades propostas permitiu ao professor um novo olhar para a sua prática docente e para sua condição de trabalho, despertando uma nova forma de experienciar e compreender sua atuação

The purpose of this study is to examine the player’s experiences and perspective of the massively multiplayer online role playing game World of Warcraft. This study wants to find out the effects on the players psychological and social well-being through interviewing 10 World of Warcraft players between the ages of 18-32. This has been done through a thematic analysis. The reason behind this study is because a lot of scientific studies and the media has portrayed World of Warcraft players in a negative light where they are described as lone wolfs. This study wants to find out how the players themselves talk about the game and how it has affected their lives. The findings of this study have shown that players describe World of Warcraft as a meaningful occupation where it has given them better confidence, self-awareness, language skills, social skills but also build a social network inside the game. The social interactions that the players have with their friends have given them a platform to be open about their lives but also problems that affect them in the real world. The conclusion of this study is that the picture that a lot of the scientific studies and the media are portraying is a dishonest one. They judge players as single group where they do not look at the bigger picture or through the perspective of the World of Warcraft player.

Aux XVIe et XVIIe siècles, Plaute et Térence furent considérés comme les maîtres de la langue latine, et surtout comme ceux de la comédie. Ils furent cependant évalués et hiérarchisés en fonction d’une conception tout à fait spécifique, qui ne correspondait pas toujours à leurs propres comédies. Les deux auteurs possédaient en effet un statut préconstruit, incontesté, qui les maintenait pourtant dans une image imprécise. Afin d’éclaircir leur statut au XVIIe siècle, nous examinons leur place dans les programmes et la pratique théâtrale scolaires, au sein des différents cadres d’enseignement. Nous étudions également leur présence dans l’art de la traduction, car les versions françaises de Plaute et de Térence qui jalonnent les XVIe et XVIIe siècles contribuèrent non seulement à la naissance d’une théorie de la traduction, mais aussi à une réflexion sur l’art dramatique et la naissance de la « comédie française ». Nous questionnons enfin ce que ces deux dramaturges représentent, et ce qu’être jugé digne de leur succéder pouvait signifier. Enfin, nous tentons de savoir comment Molière a réussi, aux yeux de ses contemporains et successeurs, à synthétiser et à surpasser les qualités de Plaute et de Térence jusqu’à se substituer à eux dans leur rôle de référence. On espère, par cette analyse des multiples enjeux liés aux deux dramaturges latins, apporter une nouvelle contribution aux études sur le XVIIe siècle. / In the 16th and 17th centuries, Plautus and Terence were regarded as the masters of the Latin language, and above all as the masters of comedy. They were, however, judged and rated according to a very specific concept, not always consistent with their own comedies. The two authors enjoyed a preconceived and undisputed status which, however, maintained them inside a vague image. In order to cast light on their status in the 17th century, this thesis examines their place in curriculums and theatre practice in schools, within different teaching contexts. Their presence in the art of translation is reviewed, as the French versions of Plautus and Terence that punctuate the 16th and 17th centuries contributed not only to the emergence of a theory of translation, but also to a reflection on dramatic art and to the birth of the “comédie française”. The thesis then looks at what those two playwrights represent and what it might have meant to be considered their worthy successor. Finally, an investigation of how Molière managed, in the eyes of his peers and successors, to combine and surpass the qualities of Plautus and Terence to even take their place as a standard is undertaken. With the thesis, it is intended to make a new contribution to the 17th century, through this analysis of the multiple issues related to the two Latin playwrights.

The aim of this qualitative study is to analyse, based on Erving Goffman's theory the dramaturgical perspective and with a narrative analysis of autobiographies, the configuration of roles by honour exposed women. In order to illuminate and increase the understanding of honour-related violence and oppression from the perspective of honour exposed women. There is a requirement of increased knowledge of honour-related violence and oppression, especially among social workers who need to know how to encounter honour exposed women. In the field of research increased knowledge is needed on an individual level, mainly to make the honour exposed women's perspective visible in social work. The results and analysis of the study shows that the honour exposed women perform with several roles in their family collective and in different public contexts. Moreover, numerous aspects in the roles of the honour exposed women emerge. In addition, the women struggle to seek help from the authorities, perform in roles backstage and the boundaries between front and backstage are ambiguous. Furthermore, the study also clarifies that the phenomenon of honour-related violence and oppression is complex with variative expressions.

Sammanfattning Sedan början av 2000-talet har det skett en markant ökning av studier gällande barn och ungdomar och Autism. Dock är det så att den mesta forskningen fortfarande är inom det medicinska området. Endast ett fåtal av studierna rör vuxna med Asperger syndrom (AS) som studerar på högskola/universitet. Samtidigt sker en ökning av personer med AS som söker högre utbildning såsom högskola/universitet, vilket gör forskning gällande personer med diagnosen AS högaktuell. Antalet studenter med kognitiva funktionshinder, dit AS räknas, som sökt pedagogiskt stöd på högskola/universitet i Sverige, har ökat från 1 427 studenter 2010 till 1 943 studenter 2012. När man studerar på högskola/universitet så finns det pedagogiska stöd att tillgå, och till vardagen finns Lagen om stöd och service till vissa funktionshindrade (LSS) och Socialtjänstlagen (SoL) som personer med AS har möjligheter att söka stöd genom.  Personer med AS kan ibland ha svårt att utnyttja stödsystem som kräver att man själv identifierar och uttalar sina behov av stöd. Denna avhandling fokuserar på personer med AS i högre utbildning och stöd. I doktorsavhandlingen ingår två studier: Studie I som är en fallstudie och Studie II, som är en enkätstudie. Bindningspunkten för studierna är studenter med AS som fått pedagogiskt stöd i sin utbildning vid högskola/universitet. Studie I Studie I består av en fallstudie (Merriam, 1994, 2009; Patton, 2002) som innefattade tre fall. Studien redovisas i artikel I och II, där artikel I bygger på studenternas berättelser och artikel II på anhörigas och samordnares berättelser. Insamlandet av data har byggt på berättelser genom samtal (Doecke, Brown, & Loughran, 2000; Hydén & Brockmeier, 2008; Johansson, 2005; Skott, 2004). Valet av berättelser som metod, innebär att man som forskare fokuserar på att få möjligheter att lära känna en annan person, få kunskap om denna persons erfarenheter, känslor och förväntningar. För att säkerhetsställa undersökningens validitet, användes triangulering mellan tre olika källor: intervjuer med studenter, anhöriga och samordnare. Urvalet av högskola/universitet gjordes med avsikten att inkludera högskolor/universitet från olika delar av Sverige, olika stora högskolor/universitet med olika studieinriktningar. Syfte med Studie I är att undersöka hur studenter med AS i högre utbildning beskriver och förstår sin livshistoria och sin studievardag, vilket redovisas i artikel I och i kappans resultat. Anhöriga är en central resurs för personer med AS. Därför undersöks i den andra artikeln hur anhöriga uppfattar sina barns eller syskons studier och det stöd de tidigare fått i skolan och på högskola/universitet. I artikeln redovisas även hur man upplever det pedagogiska stöd som högskola/universitet erbjuder. Samordnare för studenter med funktionshinder har en central roll i vilka pedagogiska stöd som beslutas att students ska få, därför är det också av vikt att undersöka hur samordnare beskriver den stödverksamhet som finns på högskola/universitet. Även detta redovisas i andra artikeln samt i kappans resultat. Vid insamling av data var fokus på studenternas berättelser om sin studievardag och hur de beskrev sina skolerfarenheter, från förskola fram till högskola/universitet samt hur de såg på sin framtid (Hydén & Brockmeier, 2008). Vid samtalen med anhöriga och samordnare använde forskaren sina yrkeserfarenheter som berör AS, diagnossättande, mediciner, lagar och forskning samt personliga erfarenheter. De anhöriga som intervjuades bestämdes av studenterna och bestod av en mamma, en pappa och en syster. Samordnarna bestod av de som arbetade på den högskola/universitet som studenten studerade på. Samtalsmanual har använts som stöd vid varje samtal. Totalt har tolv samtalsmanualer använts. Samtalens längd för studenterna varierade mellan 1 timma och 4 minuter till 4 timmar och 50 minuter. Samtalens längd varierade mellan 1 timma och 10 minuter till 3 timmar och 23 minuter för de anhöriga. Samtalens längd varierade mellan 1 timma och 13 minuter till 3 timmar och 40 minuter för samordnare. Varje samtal anpassades helt efter varje anhörigs och samordnares intresse av att vilja samtala.  De tre fallbeskrivningarna omfattade femton transkriberade samtal: tre vardera för varje student, en för vardera anhörig och en för vardera samordnare. Första steget i analysen var att forskaren läste igenom det transkriberade materialet kring varje student upprepade gånger så att en känsla för helheten uppstod. Vid tredje genomläsningen gjordes noteringar i form av nyckelord som beskrev innehållet. Därefter plockades de meningar ut som innehöll information som byggde på nyckelorden och var relevanta för frågeställningarna. Den omgivande texten togs med så att sammanhanget kvarstod, det bildade meningsbärande enheter. De meningsbärande enheterna i samtalstexterna kondenserades i syfte att korta ner texten men ändå behålla innehållet. De kodades därefter och grupperades i kategorier som återspeglade det centrala budskapet i samtalen i relation till studenterna. Samma process gjordes med de anhörigas och samordnarnas transkriberade material. I Studie I framkom det att studenter med AS ofta behöver stöd i sin studievardag, det vill säga både i studierna och i vardagslivet, för att klara sina studier. Personer med AS har en kognitiv funktionsnedsättning som kan ge svårigheter i deras studievardag, och de har ofta en nedsatt förmåga att beskriva sina svårigheter och kan därför inte alltid redogöra för vilka behov de har. När man söker stöd bygger ansökan på att man själv kan beskriva sina behov av stöd och framför allt välja bland de stöd som finns utifrån det behov och de svårigheter man har, det vill säga man ges en stor valfrihet. För studenter med AS kan detta bli till en stor svårighet då de ofta inte själva vet vilka stöd de har behov av och vad de olika stöden skulle innebära för de studiesvårigheter de har. Studenterna i studierna angav att när de fick stöd hade de svårt att förstå hur stödet skulle fungera och hur det skulle kunna förbättra deras studier, och att det pedagogiska stödet i stället blev till ytterligare ett hinder, som tog tid och fokus från studierna. Stödinsatsen med vidhängande valfrihet kan ses som ett uttryck för en ekvifinalitet: stödsystemet har designats för att ge olika funktionshindrade samma möjlighet, och utgångspunkten är att valfrihet är bra för alla. Många av studenterna har beskrivit att de känner sig socialt begränsade och har kommunikationssvårigheter och de upplever att de är stigmatiserade och känner sig alienerade. I analysen av studenternas beskrivning av sin livshistoria och studievardag framstod två teman, Kamp och Utanförskap. Anhöriga beskrev att kraven på fokusering, både på vardags- och studentaktiviteter, blev övermäktiga för deras barn eller syskon. De kunde se att deras barn eller syskon hade svårigheter med att planera inköp av exempelvis mat, att laga mat, att tvätta och sköta andra vardagsrutiner i hemmet. Samordnare för studenter med funktionshinder utryckte att även om de kunde se att studenter hade problem med vardagsrutiner i hemmet,  kunde de inte ge något stöd för detta. De hade också svårt att erbjuda stöd i vissa studietekniska frågor. Samordnarna beskrev att det är svårt att ställa frågor om en students funktionshinder, diagnos och livssituation och att det är svårt att få grepp om vilket stöd som skulle kunna bli bra för varje enskild student. Sammantaget så har det framkommit att studenter med AS har behov av både pedagogiskt stöd och stöd i vardagsrutiner och det framkom också i studierna att de olika stöden behöver samordnas så att studenter med AS erhåller stöd i hela studievardagen. Det framkom också att det finns behov av ett kunskaps- och kommunikationsverktyg för framför allt samordnare och studenter. Detta verktyg skulle kunna användas av samordnare och student så att en tydlig agenda upprättas och följs vid samtalen och beslut om vad eller vilka pedagogiska stöd som studenten skulle kunna få som stöd i studierna. Studie II Studie II består av en enkätstudie, bestående av 55 frågor med både öppna och slutna svarsalternativ, riktat till studenter med AS, studenter med rörelsehinder (RH) och studenter med hörselnedsättning (HN). Även i denna studie står studenter med AS i fokus, men med mer generell frågeställningar: Hur beskriver studenter med AS, RH och HN upplevda problem, erhållet stöd och upplevt stöd? Finns det skillnader och likheter mellan dessa tre grupper av studenter? Resultatet redovisas i artikel III samt kappans resultat. Syftet med studie II är också att undersöka vilka karaktäristika för studenter med AS som kan identifieras och bedömas som så viktiga att de med stöd av Internationella klassifikation för funktionstillstånd, funktionshinder och hälsa kan behöva ingå i ett code set. Resultatet redovisas i artikel IV samt i kappans resultat. Under arbetet med Studie I uppkom funderingar på om det fanns studentgrupper med andra funktionshinder som har samma erfarenheter som studenter med AS. Därför utökades urvalet till studenter RH och HN. Studie II var beskrivande med en mixed methods design. Den första delen hade en huvudsakligen kvantitativ ansats med data insamlade via en enkät. Till enkätstudien tillfrågades alla högskolor/universitet om de var intresserade att delta i undersökningen. Det var 14 samordnare på 12 högskolor/universitet som tackade ja till att medverka och de tillfrågade sedan de studenter som kunde vara aktuella att medverka i undersökningen. Respondenter blev 34 studenter som studerade vid 12 svenska högskolor/universitet, 16 studenter med AS, 11 med RH och 7 med HN. Eftersom endast 34 studenter kunde rekryteras betraktas detta som en pilotstudie. Den kan ge en första antydan om hur studievardagen upplevs av studenter med funktionshinder och om det finns någon skillnad mellan de tre undersökta grupperna av studenter när det gäller svårigheter och behov av stöd.  I den andra delen av studie II togs ett första steg till ett code set, en början till ett kommunikationsverktyg, det vill säga en samtalsmanual mellan samordnare och studenter, samt som information till anhöriga. Analysen hade en deduktiv, kvalitativ ansats. Data från flera olika källor, bland annat enkäterna, analyserades och jämfördes genom att innehållet länkades till ICF-koder. Avsikten var att identifiera preliminärt innehåll i ett code set.   Analysen av enkäterna var kvantitativ så långt materialet medgav det, och grupperna jämfördes genom så kallad korstabulering. Nästa steg i analysen (Code set förberedelsen) fokuserade endast på studenter med AS. Information i enkäten länkades kvalitativt deduktivt till ICF tillsammans med information från fem olika källor som representerar olika perspektiv: 1) Studenters egna beskrivningar, 2) Internationella diagnosklassifikationer, 3) Nationella policy-dokument för högre utbildning, 4) Hälso- och sjukvården, 5) Brukarorganisationen Autism och Aspergerförbundet. De fem olika källorna innefattade tio dokument som valts utifrån inklusionskriterierna målgruppen AS, åldersgruppen unga vuxna, undervisning/utbildnings-krav för högre utbildning, insatser/behov av stöd samt nationella/internationella källor med anknytning till målgruppen. Syftet var att integrera flera olika perspektiv på behov av stöd i studievardagen för studenter med AS. Därmed kunde en första lista med ICF-koder identifieras som underlag till ett code set för studenter med AS på högskola/universitet. I Studie II framkom det att även om studenter med AS verkade rapportera samma svårigheter, varierade förklaringarna som gavs till problemen mellan grupperna. När det gällde förklaringar verkade det för studenter med AS vara kopplat till kognitiva svårigheter medan det för studenter med rörelsehinder (RH) och hörselnedsättning (HN) var kopplat till fysiska svårigheter. På ytan kan de olika gruppernas svårigheter alltså se lika ut och de kommer då att erbjudas samma pedagogiska stöd från sin högskola/universitet. I enkätsvaren framhölls att det var väldigt viktigt för studenterna att kunna få ett arbete efter avslutade studier för att därmed få möjligheter att kunna försörja sig och leva ett vanligt liv som alla andra. Innan dess måste dock studierna genomföras och i den studievardag som beskrevs, talades det om kamp och utanförskap. Några av de erfarenheter som lyftes fram av alla grupperna studenter var, stress och koncentrationssvårigheter, trötthet, och social begränsning . I Studie II framkom alltså samma problem som i Studie I med att tydligt uttrycka svårigheter och behov. Det indikerar att det finns behov av ett kunskaps- och kommunikationsverktyg för samtal mellan samordnare och studenter. Ett ICF baserat code set för högre utbildning för studenter med AS skulle kunna vara ett sådant verktyg. Ett code set består av ett antal kategorier från ICF och beskriver de svårigheter som studenter med AS kan ha och som kan bilda en checklista att arbeta utifrån vid samtal, planering av stöd och information till annan personal. Det ska vara så tydligt att det kan ges till studenten i förväg så att studenten får möjligheter att förbereda sig på vad samtalet och mötet innebär. Avslutningsvis har det framkommit att om studenter med AS ska bli inkluderade i högre utbildning och om uteslutningsmekanismer såsom stigmatisering och alienation ska motverkas, krävs det troligen tydligt strukturerade individuella lösningar: Stödet ska ge en öppning mot en multifinalitet istället för den ekvifinalitet som idag råder vid erbjudande av stöd. Lösningar och stöd ska inte bara vara baserade på en diagnos, utan på en analys av varje students upplevda svårigheter sett ur perspektivet hela studievardagen. Först då kan stöden bli till de verkligt frigörande möjligheter som är avsikten. / Summary Since the beginning of the 21st century there has been a significantly increased number of studies on children and young adults with Autism Spectrum disorder (ASD). Most of this research falls within the domain of Medicine and only limited number of studies focusses on adults with Asperger Syndrome (AS) as students at university. Considering that there is an increase in numbers of individuals diagnosed with AS attending tertiary education researching this group of individuals is both timely and opportune. The number of students with cognitive disabilities, such as AS, seeking assistance to help their study efforts along at universities has increased in Sweden from 1427 students in 2010 to 1943 students in 2012. It should be noted that support in everyday student-life is guaranteed by legislation (that is, by Social Service Act (SoL) and  Support and Service for Persons with Certain Functional Impairments (LSS)) and that this same guarantee is valid also of studying at university. However, individuals with AS may at times have difficulty using available support, since they must identify their own needs and also communicate the nature of their need. This doctoral thesis is focusing on individuals with AS in need of such support in tertiary education. The thesis is comprised by two main studies: Study I, which is a case study, and Study II, which is a survey. Their common denominator is students with AS who have received legally guaranteed support as university students. study I The first study is a case study of three cases. This research is reported in the two first articles of the four articles comprising the entire thesis. The first article focusses on student narratives, whereas article two rather focusses on the accounts of next of kin as well as those of university coordinators I charge of assisting students in need. Data were collected through conversations.  The particular choice of method allows for the researcher to acquire more intimate knowledge of the participants learning of their experiences, feelings and expectations. To secure validity the data from students, next of kin and university coordinators was triangulated. Number and type of universities included in the study were sampled on the principle that there should be included universities from different parts of Sweden, of different sizes and with different academic profiles. The aim of Study I was to investigate how students with AS, as students in tertiary education, describe their life history and their everyday student-life. This particular focus is reported in the first article. Next of kin are central to individuals with AS. In the second article therefore, the perceptions of next of kind and how these understand their children’s or sibling’s university studies as well as the available support for them are accounted for. Also university coordinators in charge of study assistance at universities are of considerable importance. They decide the manner of support provided. It is therefore important to also describe how these outline and assess the existing support. This too is the focus of the second article. During data collection the focus was on students’ narratives of their everyday student-life at university as well as how they experienced their entire education experience from pre-school and to tertiary education. The views of their own future was also an issue that was addressed. The conversations with participants were facilitated by the researcher in terms of conveying previous research results on the nature of AS individuals’ experience of university education; of the researcher’s professional experiences of the situation and also of herself being next of kin to an individual with an AS diagnosis. As a means of helping conversations with next of kin and coordinators along the researcher used her own professional experience in relation to AS individuals, diagnosing, medication, legal framework, previous research and personal experience. Which next of kin to be interviewed - a mother, father and a sibling - was decided by the participating students themselves. For each university there is generally only one coordinator. These participated in the study. A conversation manual has been used as support for each data collecting conversation. In all, twelve such manuals have been used. The length of the conversations with participating students varied between 1 hour and 4 minutes to 4 hours and 50 minutes. Conversations with next of kind varied between 1 hour and 10 minutes to 3 hours and 23 minutes and for coordinators the duration varied between 1 hour and 10 minutes to 3 hours and 40 minutes. Every conversation was entirely adapted to each participating individual and their willingness to converse about the subject matter. The three cases were comprised of 15 transcribed conversations: three for each student, one for each next of kin, and also one for each university coordinator. As a first step in analysing the data the researcher read transcriptions multiple times to lay foundations for an understanding of entirety. During the third read notes were taken in the form of key words significant to content. Extraction of sentences containing these keywords followed. Key words were always significant in relation to the research questions. The surrounding text was taken too in order to preserve context. Together the keywords, the sentences and the surrounding contexts constituted meaningful units of text. These units, in every transcribed conversation, were condensed in order to shorten texts but still maintain the essence of its meaningful content. The condensed text units were coded and grouped in categories that reflected the essential and meaningful content of the conversations. Data culled from the next of kin and the coordinators were submitted to the same process of data analysis. Results showed that students with AS often do need assistance at university both in terms of studying as well as in their daily life off campus in order to manage an existence as students. Individuals with AS however have a cognitive disability that may challenge their efforts as students. In addition, they have difficulties describing their problems and often find it hard to define which needs for assistance they do have. When applying for assistance students are required to specify their special needs of support, and more importantly, also choose what kind of assistance they require. In other words, they are given a considerable freedom of choice. To students with AS this presents an obstacle. They often do not know what kind of assistance they require and what a certain kind of support would entail. Participating students reported that it was difficult for them to grasp how the support would actually function and how it would improve their studying. Instead, the possibility of acquiring support became yet another problem which made studying even more difficult for them. The availability of support with the accompanying freedom of choice as to the manner and content of the support may be seen as an expression of equifinality. That is, the support system has been designed to provide each disabled individual with equal opportunity of attaining support. The basic value underpinning the support system is that freedom of choice is valuable to each and every one. However, many students with AS have reported that they feel socially limited, alienated even stigmatised and that they communicate poorly. In analysing the narratives of students’ life histories as well as their everyday student-life as students two themes emerged: Struggle and Alienation. The next of kin described the demands of focus, both on and off campus, to be overwhelming for their children or siblings. They observed difficulties with planning ahead to shop for groceries, to do laundry, to cook or to do sundry domestic chores at home. University coordinators understood that students had such problems off campus but could not offer assistance relating to off-campus difficulties. However, they also found it difficult to offer these students assistance pertaining to certain aspects of student life. They found it tricky to pose questions regarding students’ disability, diagnosis and general life situation. It was thus a problem for them to acquire an understanding of what kind of assistance that would be suitable for each individual student. In all, the research clearly showed that students with AS are in need of both educational support and everyday student-life support and that these two aspects of assistance need to be coordinated. Results also suggested the need of a tool for knowledge and communication, especially for students and university coordinators. Such a tool would facilitate the communication and would serve as a basis in deciding what kind of remedial action that needs to be taken for the benefit of students with AS. Study II The second study was operationalized as a survey study employing a questionnaire consisting of 55 questions of which some were open-ended. This instrument was administered to students with Asperger Syndrome (AS), to students with mobility impairment (MD) and to students with impaired hearing (HD). Note that abbreviations relate to the Swedish nomenclature for these disabilities. This study also focussed on students with AS but addressed more general questions: How do students with AS, MD and HD describe problems, provided support and the experience of being given support? Are there similarities or differences between these three groups of students? This research is presented in the third article of the doctoral thesis. The aim of the second study was also to explore what characteristics of students with AS could be identified as particularly important in an effort to classify them as a code set with the framework of the International Classification of Functioning, Disability and Health (ICF). A code set consists of a number of categories derived from the ICF classification system. It describes the type and nature of difficulties that for example students with AS may experience, thus constituting a checklist from which to work when university coordinators and students discuss the nature and manner of support needed and then succinctly be able to convey such information to other relevant staff. Such a tool will need to be straight-forward and given to students prior to meeting the coordinators in order to help students prepare for the meeting being fully informed of its content and purpose. The result of this exploratory second study is presented in the fourth article.  As the study of AS student cases progressed there arose questions regarding other students with different kinds of disability also. Do they have the same or similar problems? For this reason a second study was launched and mobility impaired students (MD) and hearing impaired students (HD) were included also. This study was descriptive but operationalized as a mixed methods design. The first part of it consisted of a quantitatively based questionnaire. All Swedish universities and higher education institutions were invited to take part. Fourteen coordinators from 12 universities accepted. They in turn asked students to take part. In all, 34 students decided to participate. These were divided into the following categories: 16 (AS), 11 (MD) and 7 (HD). Due to the relatively low number of participants the study is best considered to be a pilot study. It could be suggestive in reference to how everyday student-life on campus might be experienced by students with different disabilities and whether there are differences between the three studied groups in need of support. In the second part of the second study a first step was taken towards creating a code set; the beginning of a communication tool serving as a conversation manual between coordinator and students. The analysis of the data was qualitative but deductive. Data from several sources, including the questionnaire, were analysed, compared and linked to ICF-codes in order to identify a tentative content of a potential code set. The data culled by the questionnaires was first cross-tabulated. The next phase of the analysis was the code set preparation, focussing only on students with AS. Analysed data were linked qualitatively and deductively to ICF together with information from five different sources: 1) Student narratives, 2) International diagnosis classifications, 3) National policy-documents of higher education, 4) National healthcare and 5) The Swedish Autism and Asperger Syndrome Association. In all, 10 documents were included on the basis of  the AS target group, age group young adults, education and education guidelines for higher education, remedial work, need of support as well as national and international sources relating to the target group. The aim was to integrate several perspectives of needs of support in reference to AS students and their everyday student-life on a university campus. Results of the second study showed that even though other groups also reported problems similar to those of the AS students their explanations varied. While the problems of AS students appeared linked to cognitive difficulties, the problems of mobility impaired students (MD) and hearing impaired students (HD) were linked to physical difficulties. The difficulties and each group would appear similar at first sight which in practical terms means that they also would be offered the same kind of support as students at university The analysis of the questionnaire suggested the importance of students acquiring a job after graduation, to be able to earn a living and lead a normal everyday student-life like most others. However, prior to such a possible future studies must be completed and participants’ experiences of being university students appeared not the best. They spoke of struggle and alienation. Some of the experiences common to all three groups were stress and concentration difficulties, fatigue and social limitations. Hence, the second study, just like the first study, clearly showed both problems and needs, which suggested the necessity of a knowledge and communication tool for coordinators and students. An ICF-based code set for students with AS in higher education could serve as such a tool. In conclusion, results also suggested that if students with AS are to be included in higher education, and exclusion mechanisms such as stigmatisation and alienation be overcome, then clearly structured solutions - individual to each student - are also needed. Offered support must conform to multifinality rather than to equifinality as is currently the case in Sweden. Individual support cannot be based entirely on a diagnosis but also on an analysis of each student’s experienced difficulties in their immediate university environment of studying. Then, possibly, the available and legally guaranteed support would become as empowering as it was intended to actually be.

Practically all pupils leaving the nine-year compulsory school continue their studies at the upper secondary school, which consequently faces the challenge of meeting the whole range of varying needs and conditions of students. Daily school practice is constituted by a number of communicative contexts, formal as well as informal. In these social and linguistic contexts, conversations are held about and with students. The dissertation, which focuses on students in need of support, is expected to contribute to the creation of knowledge about how communication and interaction constitute daily work and how this ultimately may be manifested in exclusion and inclusion processes during the upper secondary school education of the young. The research is directed at the organisation of the work of the upper secondary school as well as at students’ experience of and learning from their participation, communication in various contexts and their own learning. The dissertation has its point of departure in the communicative relational perspective (KoRP), which is founded on socio-cultural theory formation. In addition, concepts from dramaturgy have been used as analytical tools for deepened analysis and interpretation of interaction. The study is ethnographic and longitudinal in its nature. During slightly more than three years of field work, eleven case study students have been followed on their journey through upper secondary school education. The outcome indicates the complexity of the upper secondary school, where communication and actions in a number of communicative contexts not always have the expected effect. To formal contexts that shall have a precautionary and supportive function belong pupil welfare team meetings, transition conferences and class meetings. For the group of case study students, however, these turn out to have limited significance. Among other things, the study uncovers how work organisation, mediational tools and the interaction of participants may become obstacles. Further, waiting for support efforts as well as inadequate collaboration between various communicative contexts have negative consequences for students concerned. For students who prosper in spite of complicated schooling and life situation in general, the experience of participation in a community of friends has a prominent position, but above all participation in one’s own learning process appears to be a decisive factor. This calls for continuous talks and follow-ups, in which teachers and not least class teachers/mentors have a central role. / I stort sett alla elever som lämnar grundskolan fortsätter sina studier i gymnasieskolan, som därmed står inför utmaningen att kunna möta hela variationen av elevers skiftande behov och förutsättningar. Skolans dagliga praktik byggs upp av en mängd kommunikativa kontexter, formella såväl som informella. I dessa sociala och språkliga sammanhang förs samtal om och med elever. Avhandlingsarbetet riktar intresset mot elever som av olika skäl har bedömts vara i behov av stöd och studien förväntas utgöra ett bidrag till kunskapsbildningen om hur kommunikation och samspel konstituerar den dagliga verksamheten samt hur detta i sin förlängning kan ta sig uttryck i exkluderings- och inkluderingsprocesser under ungdomarnas gymnasieutbildning. Forskningsarbetet är inriktat dels mot organiseringen av gymnasieskolans verksamhet och dels mot elevernas upplevelser och erfarande av sin delaktighet, kommunikationen i olika kontexter och det egna lärandet. Avhandlingen tar sin utgångspunkt i det kommunikativa relationsinriktade perspektivet (KoRP), som vilar på en sociokulturell teoribildning. Därtill har begrepp hämtade från dramaturgin använts som analysverktyg, för fördjupad analys och tolkning av samspelet. Studien har en etnografisk och longitudinell karaktär. Under drygt tre års fältarbete har elva fallstudieelever följts på resan genom den gymnasiala utbildningen. Resultatet visar på gymnasieskolans komplexitet, där kommunikation och handlingar inom en rad kommunikativa kontexter inte alltid får förväntad effekt. Till formella sammanhang som ska ha en förebyggande och stödjande funktion hör elevvårdsteamsmöten, överlämnings- och klasskonferenser. För gruppen av fallstudieelever visar sig emellertid dessa ha en begränsad betydelse. Studien blottlägger bland annat hur verksamhetens organisering, medierande verktyg och aktörernas samspel kan bli till hinder. Vidare får väntan på stödinsatser och bristande samverkan mellan olika kommunikativa kontexter negativa konsekvenser för berörda elever. För elever som når framgång trots en komplicerad skolgång och livssituation i övrigt, får upplevelsen av delaktighet i en kompisgemenskap en framskjutande plats, men framförallt framstår delaktigheten i den egna lärandeprocessen som en avgörande faktor. Detta ställer krav på kontinuerliga samtal och uppföljningar där undervisande lärare och inte minst klassföreståndare/mentor intar en central roll. / "Villkor och förutsättningar för delaktighet, kommunikation och lärande i gymnasieskolan" - ett projekt vid Göteborgs Universitet, IPD, Enheten för specialpedagogik