O trabalho é tema de interesse de muitos autores que convergem em sua centralidade na sociedade. Da mesma forma, diversos pesquisadores, especialmente da área da saúde, tem como foco a epidemia do HIV. A presente dissertação se propôs a unir ambos os objetos de estudo e avançar nas pesquisas partindo de um olhar do indivíduo com HIV e problematizar sua relação com o trabalho. O esforço de investigação justificou-se pela escassez de estudos que analisem essa questão pela ótica da administração e pelo impacto da epidemia no mundo do trabalho. A dissertação teve como objetivo geral identificar e analisar como o diagnóstico do HIV e suas implicações alteram a vida de uma pessoa em sua relação com o trabalho. Para subsidiá-la, além de um histórico do HIV e suas implicações no mundo do trabalho, realizou-se uma revisão da literatura sobre o trabalho frente a diferentes perspectivas: fisiológica, cultural, religiosa, espiritual, ideológica, econômica, política, legal, psicológica e social. A pesquisa teve uma abordagem qualitativa e como caminho metodológico a História de Vida por sua capacidade de compreender um fenômeno por múltiplas facetas e ser um meio de reflexão, intervenção e transformação social. Sendo assim, através de duas histórias de vida recolhidas entre os meses de março e agosto de 2016, a pesquisa concluiu que após o diagnóstico de HIV os indivíduos pesquisados passaram a se perceber e ser percebidos de maneira diferente afetando as diversas esferas da vida, incluindo a profissional. As formas de pensar e agir passaram a levar em consideração seu estado de saúde e o sigilo da soropositividade, por exemplo. No contexto das significativas alterações na vida após o diagnóstico de HIV foram relatadas diversas dificuldades enfrentadas por eles quanto ao trabalho e as alternativas engendradas frente às barreiras apresentadas no mundo do trabalho como a busca pela estabilidade no serviço público ou a informalidade como forma de minimizar o risco de exposição da soropositividade. Destaca-se o entendimento de que vida e trabalho cada vez menos são possíveis de serem compreendidos separadamente e que as relações estabelecidas entre HIV e trabalho são singulares a cada individuo. Por isso, não se buscou a generalização de resultados e sim a reflexão acerca deste tema ainda imbuído de elementos como preconceito, estigma e discriminação. Por fim, na perspectiva de que gerar reflexão é uma forma de intervenção social, o autor se posiciona no entendimento de que esses elementos podem ser minimizados, se não extinguidos, através da informação e o ato de “descortinar” assuntos como esses de tamanha importância acadêmica e social. / The labor is the subject of interest of many authors who converge in their centrality in society. Likewise, several researchers, especially in the health area, focus on the HIV epidemic. This dissertation aimed to unite both objects of study and advance the research starting with a look of individuals with HIV and discuss their relationship with work. The research effort was justified by the lack of studies to examine this issue from the perspective of management and the impact of the epidemic in the workplace. The dissertation aimed to identify and analyze how HIV diagnosis and its implications on life of a person and its relationship to work. It was added a history of HIV and its implications to the world of work and literature review on different perspectives: physiological, cultural, religious, spiritual, ideological, economic, political, legal, psychological and social. The research has a qualitative approach and as a methodological path the History of Life for their ability to understand a phenomenon of multiple facets and be a means of reflection, intervention and social transformation. This way, through two life stories that were collected between March and August 2016, the dissertation concluded that after diagnosis of HIV surveyed persons began to perceive themselves and be perceived differently, being affected in the different walks of life, including professional. The ways of thinking and acting started to take into consideration their health status and the confidentiality of HIV status. In the context, significant changes in life after diagnosis of HIV have been reported, including various difficulties faced by them about the work. Alternatives were engendered for facing the barriers presented in the working world as the search for stability in public service or informality in order to minimize the risk of seropositivity exposure. Noteworthy is the understanding that life and work are less and less possible to be understood separately and that the relations between HIV and work are unique to each individual. So not sought the generalization of results but the reflection on this subject still imbued of elements such as prejudice, stigma and discrimination. Finally, the perspective that generate reflection is a form of social intervention, the author stands on the understanding that these elements can be minimized, if not extinguished, through information and the act of "unveil" issues like as those of such academic and social importance.

Esta tese se situa no campo da formação de professores, com foco nas relações entre experiência, cultura e formação. Ao apostar nas possibilidades de um pensamento em Educação elaborado a partir da experiência, o estudo teve como objetivo analisar o lugar das experiências culturais, especificamente, na constituição de um ethos docente, isto é, em um certo modo de ser professor. Examina, inicialmente, sob que condições históricas o discurso sobre formação cultural de professores ganha legitimidade hoje, bem como sua dispersão em espaços que orientam a carreira docente, quais sejam: pesquisas acadêmicas, políticas públicas e diretrizes curriculares. Como forma de construir uma memória discursiva da concepção de cultura como instância formativa, diretamente relacionada ao discurso em questão, resgata os conceitos de Paideia, Bildung e Hallbildung para, então, inscrever uma concepção particular sobre formação cultural de professores, à luz do nosso tempo. Os movimentos teórico‐metodológicos, por sua vez, compreenderam a revisão de dados históricos, em uma perspectiva de inspiração genealógica, aliada à análise foucaultiana do discurso. O material empírico da tese constituiu‐se de portfólios de experiências culturais, realizados por alunas de Pedagogia, bem como de interações oriundas da organização de um grupo focal com seis dessas alunas. Diferentes autores compõem a ancoragem teórica que sustentou as discussões da tese, dentre os quais destaco: Michel Foucault, Jorge Larrosa e Rosa Maria Bueno Fischer. As análises desenvolvidas possibilitaram identificar que as experiências culturais aparecem implicadas com a constituição de um ethos docente, na medida em que: (1) desencadeiam e potencializam uma abertura aos processos de negociação, o que pressupõe, não raras vezes, rever posicionamentos e acomodar novas verdades; (2) sugerem um certo empoderamento, não no sentido de uma tomada de poder pelas alunas, mas como ampliação de possibilidades de vida; (3) ao se configurarem como um compromisso assumido por essas alunas, naquilo que Foucault denominou cuidado de si, articulam modos de saber e de criar a si mesmo, em direção, quem sabe, à vida boa de que fala a ética. / This thesis is situated in the area of teacher education, focused on the relations among experience, culture and education. From betting in the possibilities of one knowledge directed to education, elaborated from the experience, this study had the objective of analysing cultural experiences, specifically in the constitution of an ethos docent, in other words, from the teacher way of being. Initially, it examines under which historical conditions the discourse on the cultural teacher education gain legitimacy today, as well as its dispersion in spaces that guide the teaching career, which are: academic researches, public policies and curricular directives. As a way of constructing a discursive memory of the conception of culture as a formative instance, directly related to the discourse in question, it rescues the concepts of Paideia, Bildung and Hallbildung for inscribing a particular conception about the cultural teacher education in the light of our time. The theoreticalmethodological movements, in turn, comprised the revision of historical data, from a perspective of genealogical inspiration, allied to the foucaultian analysis of discourse. The empirical material of the thesis consisted of portfolios of cultural experiences carried out by Pedagogy students, as well as interactions from the organization of a focal group with six of these students. Different authors make up the anchorage. The empirical material of the thesis is constituted of portfolios from cultural experiences, realized by pedagogy students as well as interactions deriving from the organization of one focal group constituted by six students. Different authors compose the theoretical anchorage that supported the discussions of the thesis, among which I highlight: Michel Foucault, Jorge Larrosa and Rosa Maria Bueno Fischer. The analysis that have been developed enabled the identification of cultural experiences implicated with the constitution of an ethos docent, in the means that: (1) unleash and enhance openness to negotiation processes, which often presupposes revising positions and accommodating new truths; (2) suggest a certain empowerment, not in the sense of a power takeover by the students, but as an extension of life possibilities; (3) in what they called the care of themselves, articulate ways of knowing and creating themselves, towards, perhaps, the good life of which ethics speaks.

Esta dissertação tem como objetivo acompanhar, através do método da cartografia, a infância e as experiências educacionais de uma criança surda através de imagens produzidas e escolhidas por ela em uma escola de surdos, uma escola infantil comum e no contexto onde vive com sua família. Articulo o método da cartografia a noções do campo dos Estudos Culturais e dos Estudos Surdos para problematizar a infância e a produção de identidades e da diferença surda. A cartografia é um estudo das relações de forças que compõem um campo específico de experiências, não dependendo de um plano a executar, de um conjunto de competências a adquirir ou de uma lista de habilidades a aplicar em determinado campo pelo pesquisador. A cartografia tem a primazia do encontro, de fazer “falar aquilo que ainda não se encontrava na esfera do já sabido, acessar a experiência de cada um, fazer conexões, descobrir a leitura, a brincadeira, os elos e tudo que vive no cruzamento e nas franjas desses territórios existenciais.” (BARROS e KASTRUP, 2010, p.61). A cartografia é, portanto, uma prática que acompanha um processo. Durante o meu processo investigativo, busquei aproximações com os campos da filosofia e da infância para pensar sobre o pensar, para que possamos olhar de diferentes formas e lugares a infância e a surdez, para talvez reescrever o que já foi pensado e dito na e sobre a educação das crianças surdas. A partir da análise do material empírico, foi possível perceber que a criança surda, para ser criança, subverte a ordem do que é “melhor para a criança surda” a partir da necessidade de ir à escola, onde tem suas refeições garantidas, sua higiene, o cuidado e o educar, estes tão intrínsecos, específicos da educação infantil. Acredito que a educação da infância surda deve acontecer com pares surdos, em uma escola de surdos, mas para isso é preciso fazer alguns deslocamentos, como olhar para a infância, tanto quanto se olha para a surdez, e que a criança não participe dessa escola apenas para ter atendimento educacional especializado para aprender a língua de sinais durante algumas poucas horas na semana. Poderíamos pensá-la primando pela educação do fazer pensar e do conhecimento, onde se tem potência de ser criança e potência para viver a identidade surda, porque o que somos é resultado não somente do que fazemos, mas também do que nos passa e do que experimentamos. Estamos todos, o tempo todo, em processo, em obra na produção de outras formas de existência. / This dissertation aims to follow the childhood and educational experiences of deaf children through the images produced and chosen by them in a deaf school, a regular nursery school and where they live with their family based on the method of cartography. This method is articulated with the concepts of Cultural and Deaf Studies to discuss the childhood and the production of identities and of the deaf diversity. Cartography is a study of power relations that makes up a particular field of experience, not depending on a plan to carry out, a set of skills to acquire or of a list of skills to apply in a particular field by the researcher. It emphasizes the gathering, the allowance to "speak what was not yet in the sphere of the already known, to access the experience of each individual, making connections, discovering reading, playing, the links and everything that lies at the intersection and on the fringes of these existential territories. " (BARROS e KASTRUP, 2010, p.61). Cartography is therefore a practice that goes hand in hand with a process. During this research process, the approximations with the fields of philosophy and childhood were sought to reflect about thinking, so that one can look from different perspectives and places at childhood and deafness, perhaps to rewrite what was already thought and said in and about the education of deaf children. The analysis of the empirical data shows that deaf children, to be children, subvert the order of what is "best for the deaf child" starting from the need to go to school, that provides their meals, hygiene the care and education, which are such intrinsic, specific aspects of child education. It is our belief that the education of deaf children should happen among deaf children in a deaf school, but for that it is necessary to make some displacements, such as looking at childhood as much as at deafness, and that the child will not attend this school just to have special classes to learn sign language for a couple of hours a week. It is possible to think of striving for an education that stimulates thinking and learning, in which one has the power to be a child and the power to live deaf identity because what we are is not only a result of what we do, but also what and how we experience it. We are all in constant process, working in the production of other existence forms.

Background: Rheumatoid arthritis (RA) is a chronic inflammatory joint disease. Physical activity is a cornerstone in the treatment. Hydrotherapy is an appreciated alternative for many patients. Quantitative research has been made in the area but to the authors’ knowledge, no qualitative studies have been made. Purpose: To explore and analyse the experiences of hydrotherapy among a group of people with RA with a focus on the impacts of the exercise form. Design and method: Explorative, descriptive qualitative design. Semi-structured interviews with five people with RA. A qualitative content analysis was chosen to process data. Results: Three themes were identified: The pros of exercising in water; The cons of exercising in water; When hydrotherapy is especially important. These themes contain eight categories: Effects; Important in implementation; Positive attributes of the pool; Community; Negative attributes of the pool; Availability; Bad periods; Disease severity; Konklusion: The informants especially highlighted the exercise effects, social aspects and the properties of water as pros. The hard pool floor and the inavailability were the primary cons experienced. Hydrotherapy seemed particularly incentivized when coupled with high disease severity. This study can serve as a foundation when choosing a physical activity intervention for this group. Future studies with similar purposes should include a larger sample.

Savouring is the capacity to focus on pleasant experiences in order to intensify and prolong the experience of positive affect. Although the mechanisms and processes of savouring have been studied, the components of its very nature have been largely neglected. The primary objective of this project was thus to develop and validate a taxonomy of savouring comprising seven dimensions: hedonic savouring, and eudaimonic savouring of meaning of life, spirituality, inspiration, self-reflection, appreciation, and gratitude. To achieve this objective, a new measure was developed: the Savouring Configuration Inventory (SCI). In Study 1, 190 participants completed the initial extended version of the SCI, which was reduced and revised on the basis of the results of an exploratory factor analysis. In Study 2 (N=350), the factorial structure of the final version of the SCI, comprising 28 items (4 items/subscales), was successfully tested using a confirmatory factor analysis, and its complementary metric properties (internal consistency, construct, concurrent, and discriminant validity) were documented. The second goal of this project was to examine the associations among motivation, hedonic and eudaimonic savouring, and well-being. Study 3 (N=283) was designed to evaluate the network of relationships between these variables using a structural equation model. Results revealed that intrinsic motivation was associated with hedonic and eudaimonic savouring, while self-determined extrinsic motivation was associated solely with eudaimonic savouring. Eudaimonic savouring was the highest predictor of well-being, although intrinsic motivation was also moderately associated to this outcome. Contrary to hypotheses, self-determined extrinsic motivation and hedonic savouring did not display unique associations with well-being. Although significant correlations were obtained between these constructs, when both forms of motivation and savouring were concurrently tested as predictors of well-being, eudaimonic savouring and intrinsic motivation predominated. The overall fit of the final structural model was satisfactory. Findings from this project hold important fundamental implications, as they contribute original information on the nature and configuration of the dimensions of savouring experiences, and on their associations with motivational antecedents and well-being consequences.

Esta dissertação tem como objetivo acompanhar, através do método da cartografia, a infância e as experiências educacionais de uma criança surda através de imagens produzidas e escolhidas por ela em uma escola de surdos, uma escola infantil comum e no contexto onde vive com sua família. Articulo o método da cartografia a noções do campo dos Estudos Culturais e dos Estudos Surdos para problematizar a infância e a produção de identidades e da diferença surda. A cartografia é um estudo das relações de forças que compõem um campo específico de experiências, não dependendo de um plano a executar, de um conjunto de competências a adquirir ou de uma lista de habilidades a aplicar em determinado campo pelo pesquisador. A cartografia tem a primazia do encontro, de fazer “falar aquilo que ainda não se encontrava na esfera do já sabido, acessar a experiência de cada um, fazer conexões, descobrir a leitura, a brincadeira, os elos e tudo que vive no cruzamento e nas franjas desses territórios existenciais.” (BARROS e KASTRUP, 2010, p.61). A cartografia é, portanto, uma prática que acompanha um processo. Durante o meu processo investigativo, busquei aproximações com os campos da filosofia e da infância para pensar sobre o pensar, para que possamos olhar de diferentes formas e lugares a infância e a surdez, para talvez reescrever o que já foi pensado e dito na e sobre a educação das crianças surdas. A partir da análise do material empírico, foi possível perceber que a criança surda, para ser criança, subverte a ordem do que é “melhor para a criança surda” a partir da necessidade de ir à escola, onde tem suas refeições garantidas, sua higiene, o cuidado e o educar, estes tão intrínsecos, específicos da educação infantil. Acredito que a educação da infância surda deve acontecer com pares surdos, em uma escola de surdos, mas para isso é preciso fazer alguns deslocamentos, como olhar para a infância, tanto quanto se olha para a surdez, e que a criança não participe dessa escola apenas para ter atendimento educacional especializado para aprender a língua de sinais durante algumas poucas horas na semana. Poderíamos pensá-la primando pela educação do fazer pensar e do conhecimento, onde se tem potência de ser criança e potência para viver a identidade surda, porque o que somos é resultado não somente do que fazemos, mas também do que nos passa e do que experimentamos. Estamos todos, o tempo todo, em processo, em obra na produção de outras formas de existência. / This dissertation aims to follow the childhood and educational experiences of deaf children through the images produced and chosen by them in a deaf school, a regular nursery school and where they live with their family based on the method of cartography. This method is articulated with the concepts of Cultural and Deaf Studies to discuss the childhood and the production of identities and of the deaf diversity. Cartography is a study of power relations that makes up a particular field of experience, not depending on a plan to carry out, a set of skills to acquire or of a list of skills to apply in a particular field by the researcher. It emphasizes the gathering, the allowance to "speak what was not yet in the sphere of the already known, to access the experience of each individual, making connections, discovering reading, playing, the links and everything that lies at the intersection and on the fringes of these existential territories. " (BARROS e KASTRUP, 2010, p.61). Cartography is therefore a practice that goes hand in hand with a process. During this research process, the approximations with the fields of philosophy and childhood were sought to reflect about thinking, so that one can look from different perspectives and places at childhood and deafness, perhaps to rewrite what was already thought and said in and about the education of deaf children. The analysis of the empirical data shows that deaf children, to be children, subvert the order of what is "best for the deaf child" starting from the need to go to school, that provides their meals, hygiene the care and education, which are such intrinsic, specific aspects of child education. It is our belief that the education of deaf children should happen among deaf children in a deaf school, but for that it is necessary to make some displacements, such as looking at childhood as much as at deafness, and that the child will not attend this school just to have special classes to learn sign language for a couple of hours a week. It is possible to think of striving for an education that stimulates thinking and learning, in which one has the power to be a child and the power to live deaf identity because what we are is not only a result of what we do, but also what and how we experience it. We are all in constant process, working in the production of other existence forms.

O presente trabalho teve como objetivo compreender a vivência de luto em adultos pela perda de suas mães na infância e como pode ser ressignificada em outras fases da vida. A morte de um ente querido leva a processos de luto dolorosos e, no caso de crianças que perdem uma figura parental, este sofrimento pode se agravar pelo fato de serem ainda dependentes física e emocionalmente de seus pais. Assim, buscou-se compreender, a partir do relato de adultos, a experiência vivida na infância e a possibilidade de ressignificações na história de vida de cada indivíduo. Trata-se de pesquisa qualitativa, com inspiração em aspectos da Abordagem Centrada na Pessoa, teoria desenvolvida por Carl Rogers. Foram realizadas entrevistas abertas, que partiram da pergunta: como foi ter vivido a perda de sua mãe? e foram acompanhadas de acordo com o que os colaboradores consideravam relevante. Participaram deste estudo seis adultos, 3 homens e 3 mulheres, com idades entre 32 e 61 anos, que perderam a mãe por morte quando tinham entre 5 e 12 anos de idade. Os colaboradores foram localizados pela divulgação do trabalho entre pessoas conhecidas e escolheram participar voluntariamente. Na análise compreensiva das narrativas foram destacados os trechos mais representativos e apresentados por categorias temáticas, as quais foram surgindo e se estruturando a partir dos relatos, não tendo sido estabelecidas a priori. A análise mostrou que: 1) É preciso compreender a vivência de perda da mãe no início da vida como processo dinâmico, havendo inúmeras variáveis envolvidas em cada história individual, não se podendo determinar ou prever como a criança que perdeu a mãe será quando adulta; 2) Mostrou-se importante lidar com a experiência da perda e com a dor para poder ressignificá-las, enxergando-as de maneiras diferentes, e assim integrá-las à vida, diminuindo o medo de sentimentos negativos do passado retornarem; 3) Foi possível perceber que o comportamento de permanecer vinculado à mãe ajudou os participantes a lidar com a ausência desta e a redefinir este relacionamento, integrandoo em suas vidas, não da mesma forma como era quando estava viva, mas ainda como figura importante e significativa em suas histórias. Tendo como base estes três aspectos observados, foram apresentadas orientações a profissionais de saúde, familiares e pessoas que estão próximos a crianças e adultos que perderam suas mães em idade precoce. Este trabalho pode contribuir com reflexões no sentido de minimizar o estigma social em relação a crianças e adultos que perderam suas mães de maneira prematura. E, ainda, incentivar esforços para auxiliar pessoas enlutadas em direção a maior comunicação e expressão de sentimentos relacionados à perda por morte, acreditando que um acolhimento adequado pode ajudar a lidar com essa dor e crescer por meio dela. / The present work aims at comprehending the mourning in adults who have lost their mothers during childhood and how this experience can be resignified in other life stages. The loved persons death leads to a painful mourning and, in the case of children who have lost a parent, this suffering might get worse because they are still physically and emotionally dependent on their parents. Thus, it was intended to comprehend, from adult narrative, the loss experience in the childhood and the possibility of resignification in each individual life. We used the qualitative approach with inspiration in some aspects of the Approach Centered in the Person, theory developed by Carl Rogers. The interviews had a non-directive approach and were started with the question: how did you experience your mother loss? and were conducted taking in account what the participants considered as relevant issues. Six adults participated, three men and three women, ranging from 32 to 61 years of age, whose mothers died when they were between 5 and 12 years old. The collaborators were people who had knowledge about the study through divulgation and voluntarily wished to cooperate with the research. In the narrative comprehensive analysis, outstanding issues were categorized considering thematic points, which have stood out from the speeches since they were not previously established. The analysis showed that: 1) Mother loss in the beginning of life must be understood as a dynamic process, considering that there are many factors involved in each individual life. Therefore it is not possible to determine or foresee how the child who has lost his mother will be as an adult; 2) It was shown that it is important to face the loss and grief, in order to resignify and to perceive them by different forms, and consequently be able to integrate them to the life, reducing the fear of past negative feelings; 3) It was realized that the behavior of been kept attached to their mothers aids the participants to deal with such absence and to redefine this relationship, integrating it in their life. Although it is not just same way when their mothers were alive, it keeps meaningful and important figure in their own histories. Based on these three considerations, orientations were presented to health professionals, relatives and people who are near of bereaved children and adults who suffered from mothers loss at an early ages. This study can contribute with the reflection on a way to soften the social stigma of children and adults who have lost their mother prematurely. Moreover, it can encourage the assistance to bereaved people toward a larger communication and expression of the loss feelings, considering that an adequate care can help to deal with grief and can help to grow through this situation.

Bakgrund: Suicid är ett globalt folkhälsoproblem som årligen resulterar i cirka 800 000 dödsfall världen över. I Sverige är suicid den vanligaste yttre orsaken till dödsfall och under 2016 beräknades runt 1130 personer ha dött till följd av suicid. Sjuksköterskor har ett ansvar att i vårdandet bedöma risker och verkställa ordinerade behandlingar. Omvårdnadssituationen kräver ett accepterande förhållningssätt såväl som förmågan att förmedla tröst och empati. Syfte: Syftet i denna litteraturöversikt var att belysa sjuksköterskors upplevelser och attityder i mötet med suicidnära patienter. Metod: En litteraturöversikt baserad på 11 vetenskapliga artiklar publicerade i databaserna CINAHL Complete, PubMed och PsychINFO. Analysen gjordes genom granskning av studiernas resultat som sedan sammanfattades och analyserades utifrån likheter och skillnader. Analysen genererade två huvudteman och sex subteman. Resultat: Sjuksköterskor upplever mötet med suicidnära patienter som en många gånger känsloladdad och utmanande vårdsituation. Det finns en vilja att hjälpa, men många känner även en osäkerhet i vårdandet av suicidnära patienter. En osäkerhet som delvis är kopplad till en upplevd brist på kompetens, men också att dessa patienter väcker tankar inom sjuksköterskan själv som berör tidigare erfarenheter, samt etiska och existentiella frågeställningar. Sjuksköterskorna försöker hantera detta genom att på olika sätt reglera sina känslor. Resultaten belyser även en bredd av attityder av både positiv och negativ karaktär som sjuksköterskor bär med sig i mötet med suicidnära patienter. Diskussion: Att hantera sina känslor upplevdes vara en förutsättning för att kunna ge en god och säker vård. Förmåga till emotionell kontroll har ett nära samband med emotionell intelligens vilket således kan vara viktigt att integrera i sjuksköterskors utbildning. Den osäkerhet som sjuksköterskor upplevde och ofta relaterade till sin egen kompetens, belyser även vikten av riktade utbildningsinsatser med fokus på suicidologi. Ökade kunskaper om suicid och bakomliggande orsaker skulle kunna förbättra attityder, minska stigmatisering och bidra till ett mer holistiskt perspektiv på patienten. Detta kan i sin tur leda till förbättringar inom vården för suicidnära patienter. / Background: Suicide is a global health problem that result in approximately 800 000 deaths every year in the world. In Sweden suicide is the most common external cause of death and in 2016 about 1130 persons died due to suicide. Nurses have a responsibility to assess risks and provide prescribed treatments, as well as being empathetic and able to console. Aim: The purpose of this literature review was to highlight the nurse's experiences and attitudes when meeting suicidal patients.  Method: A literature review based on 11 scientific articles published in the databases CINAHL Complete, PubMed and PsychINFO. The analysis was carried out after reviewing the results of the current studies, which was summarized and analyzed based on their similarities and differences. The analysis generated two main themes and six subthemes.  Results: Nurses experiences of meeting suicidal patients are described as an often emotional and challenging care situation. There is a will to help, however, many feel an uncertainty in the care of suicidal patients. An uncertainty that is partly linked to a perceived lack of competence and that these patients raise thoughts within the nurse themselves, relating to previous experiences, as well as ethical and existential issues. Nurses try to deal with this by regulating their emotions. The results also highlight a broad range of attitudes of both positive and negative nature that nurses carry in the encounter with suicidal patients.  Discussion: To gain emotional control was considered a prerequisite for providing a good and safe care. Ability to control emotions has a close connection with emotional intelligence, which may therefore be important to integrate into nursing education. The uncertainty that nurses experience and often relate to their own competence, illustrates the importance of targeted education efforts focusing on suicidology. Increased knowledge of suicide and its causes could have a positive impact on negative attitudes, reduce stigmatization and contribute to a more holistic perspective of the patient. This may lead to improvements in the care for suicidal patients.

A qualitative study was carried out with 10 qualified counselling psychologists to explore their perceptions regarding the influence of their early family experiences on their practice. The method employed was grounded theory using data gathered from semi-structured interviews. Analysis of the participants' accounts suggested that early family experiences provided a strong motivation to enter the field of counselling psychology, in order to make sense out of early difficult experiences and utilise early learned skills. Additionally, participants percieved their early experiences to have both a positive and negative influence on their therapeutic competency and practice. The experience of working through and coping with personal struggles enhanced their empathic, relexive abilities and emotional resilience in staying with their clients' difficulties. However, early experiences presented a challenge for the particpants in their ability to facilitate their clients' therapeutic process. These challenges were triggered when re-living earlier experiences in the therapeutic encounter. Early family and later experiences also appeared to influence the participants' developing professional identity, in providing inclinations of working with certain client groups, settings, and therapeutic modalities. In the process of developing their professional identity, participants were in search of authenticity by utilising the theories and therapeutic stance that fits with who they are internally. The participants also emphasised the importance of personal therapy, in terms of dealing with personal issues, increasing self-awareness, modelling their own practice and cultivating therapeutic skills. Personal therapy has been found to have a positive influence on therapeutic practice. A constructed theoretical framework is also presented offering an understanding of the main psychological process identified : "counselling psychologists' self-formation : entering a process of ongoing transformation". The implications of these findings for the relational practice of counselling psychology are discussed.

Bakgrund: Tuberkulos är en allvarlig och luftburen infektionssjukdom som varje år skördar ca två miljoner människoliv. Sjukdomen går att behandla men behandlingstiden är lång och biverkningarna efter medicineringen är svåra. Att ge omvårdnad till en patient med tuberkulos kräver därför kunskap om riskfaktorer som att avbryta behandling i förtid. Sjuksköterskor behöver också kunskap om smittöverföring för att förhindra smittspridning men också för att sudda ut eventuella rädslor som kan komma påverka bemötande och behandling. Syfte: Att beskriva sjuksköterskors erfarenheter av att vårda patienter med aktiv tuberkulos på sjukhus.  Metod: En litteraturöversikt där sökningen efter artiklar som svarade till syftet utfördes i fyra olika databaser. Resultatet blev åtta vetenskapligt granskade artiklar som analyserades och sammanställdes i tre olika teman. Resultat: Tre teman identifierades där rubrikerna blev: Att känna rädsla för smittöverföring, att känna sig otillräcklig och att känna sig utsatt. Resultatet visade att rädslan för smittöverföring berodde på resursbrister av skyddsmaterial samt kunskapsbrister om tuberkulos som sjukdom. I temat om att känna sig otillräcklig var majoriteten av sjuksköterskorna överens om att känna tidsbrist med patienterna och dess anhöriga. Att inte kunna stötta och motivera patienterna under deras långa behandlingstid gjorde att många patienter avbröt sina behandlingar i förtid för att senare insjukna igen men då med ett svårare sjukdomsförlopp. Utsattheten som sjuksköterskorna kände i sista temat handlade om långa arbetspass och den långa exponeringstiden ihop med patienter som vårdades för aktiv tuberkulos. Diskussion: Sjukhusen där sjuksköterskorna i redovisat resultat arbetade gav inte sjuksköterskorna rätt förutsättningar till att vårda patienterna med aktiv tuberkulos efter WHO rekommendationer och ICN:s riktlinjer. Sjukhusen riskerade därför att sprida smittan vidare samt vara en bidragande faktor till en ökning av den multiresistenta varianten av tuberkulos. Eriksons identitetsteori appliceras här på patienterna då samspelet mellan dessa och sjuksköterskorna kan vara avgörande för en fullgången och lyckad behandling. / Background: Tuberculosis is a serious and airborne infectious disease that annually harvests about two million human lives. The disease can be treated but the time of the treatment is long and the side effects after medication are sometimes difficult for the patient to handle. Providing nursing to a patient with tuberculosis therefore requires knowledge of risk factors such as interrupting treatment. Nurses also need knowledge about transmission to prevent infection spread, but also to erase fears that may affect the treatment. Aim: To describe nurses' experiences of caring for patients with active tuberculosis in hospitals. Method: A literature review in which the search for articles that corresponded to the purpose was performed in four different databases. The result was eight scientifically reviewed articles analyzed and compiled in three different themes. Results: Three themes were identified where the headings became: To feel fear of transmission of infection, to feel insufficient and to feel vulnerable. The results showed that the fear of transmission of infection was to resource deficiencies of protective materials and knowledge of tuberculosis as a disease. In the sense of feeling insufficient, the majority of nurses agreed to feel a shortage of time with the patients and their relatives. Being unable to support and motivate patients during their lengthy treatment meant that many patients discontinued their treatments prematurely to later recuperate but then with a more severe course of illness. The vulnerability experienced by the nurses in the last theme was about the long exposure time with patients treated for active tuberculosis. Discussion: The hospitals where nurses in reported results worked, did not give nurses the right conditions to care for patients with active tuberculosis following WHO recommendations and ICN guidelines. The hospitals therefore risked spreading the infection as well as contributing to an increase in the MDR variant of tuberculosis. Erikson's identity theory is applied on the patients since the interaction between the patients and nurses can be crucial for a successful treatment.