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Traumatic events do not discriminate based on economic status, race, culture, or age. This is true for the hundreds of thousands of students who walk into classrooms every day having experienced trauma. Our teachers are then challenged to support these students in a time when their ability to learn may be affected by trauma. The goal of my thesis is to show the need to educate preservice teachers in the University of Central Florida's elementary education teacher preparation program about students experiencing trauma and how to best support these students. By analyzing existing literature and through interviews with professionals working with children experiencing trauma in and out of the classroom, a quick guide containing the definition of childhood trauma, how it affects the lives of students in elementary classrooms, and best practices to support these students will be constructed. Additionally, this thesis will survey UCF elementary education students preexisting knowledge of childhood trauma and their desire to learn more about the subject. This survey was completed by preservice teachers in the University of Central Florida elementary education preparation program The results of the survey will determine student interest in learning about teaching students who are experiencing trauma, as well as student knowledge of students experiencing trauma. The results from this survey suggest students are interested in learning more on how to support students going through trauma and that their depth of knowledge on the subject can be expanded.

The purpose of this study was to address the under-researched theme of achievement among students in a post 1992 university in the UK. The findings are based on a case study of a cohort of first year (FY) undergraduates in a science department in a post 1992 university. Three key research approaches were deployed within this case study, namely, grounded theory, phenomenography and survey research. These three distinctive approaches have been framed within a broad interpretivist perspective in which subjectivity is managed through researcher positionality and the triangulation of data where appropriate. The research findings demonstrate that the point of registration at higher education (HE) institutions does not constitute a successful student because such a constitution is a process of becoming, involving complex meaning-making processes over time. These processes are characterised by a movement from 'outsider and potential achiever' to 'insider and reflexive achiever'. Important phases within this movement are those of: attending; being engaged and solving self-identified difficulties. In the light of the evidence gathered and the review of the existing scholarship, a detailed exploration and theorisation of these phases is offered. The preoccupation with students who fail in some way has led to a lack of research into those who succeed. This research has sought to overcome this lack by exploring the active meaning-making processes that lead undergraduates to achieve. A dynamic is identified between students' reflexive management of their FY experience and aspirations to achieve and the institutional context. This dynamic is also held to undermine the notion of students as customers awaiting satisfaction, suggesting instead that students be regarded as reflexive actors in the shaping of undergraduate achievement. This study presents a novel alternative to the prevalent deficit model in the relevant research which tends to treat students as passive bearers of diverse levels of readiness for undergraduate study. It also offers an alternative to the prevailing research on why students fail to progress or stay at university.

Expressive Writing (EW) involves writing in an emotionally expressive manner about an experienced event, and has been shown to be related to increases in psychological and physical well-being. The purpose of the current study was to extend previous work by examining how self-presentation affects psychological and physical gains following the EW task. Forty one participants who have experienced a traumatic event were recruited from the community and given either an EW or control activity. Measures assessing self-presentation and various indices of health were administered at baseline and again at one month follow-up to determine changes in symptomatology. Results indicated that higher levels of perfectionistic self-presentation were significantly associated with less improvement in symptoms of depression and posttraumatic stress. Further, a nonsignificant moderation trend emerged whereby higher levels of perfectionistic self-presentation were associated with more improvement in symptoms of depression and posttraumatic stress in the EW group but not control group.

Expressive Writing (EW) involves writing in an emotionally expressive manner about an experienced event, and has been shown to be related to increases in psychological and physical well-being. The purpose of the current study was to extend previous work by examining how self-presentation affects psychological and physical gains following the EW task. Forty one participants who have experienced a traumatic event were recruited from the community and given either an EW or control activity. Measures assessing self-presentation and various indices of health were administered at baseline and again at one month follow-up to determine changes in symptomatology. Results indicated that higher levels of perfectionistic self-presentation were significantly associated with less improvement in symptoms of depression and posttraumatic stress. Further, a nonsignificant moderation trend emerged whereby higher levels of perfectionistic self-presentation were associated with more improvement in symptoms of depression and posttraumatic stress in the EW group but not control group.

Darbe atlikta teorinė žemesniųjų lavinamųjų klasių mokinių psichosocialinės raidos, veiklos ypatumų, veiklos priemonių – žaislų bei elektronikos ugdymo svarbos ir turinio parinkimo ypatumų analizė. Iškelta hipotezė, kad mokinių gebėjimas saugiai eksploatuoti jų aplinkoje sutinkamus elektroninius prietaisus bei prietaisus su elektronikos elementais sudaro optimalias prielaidas vaikų psichosocialinei raidai, o dažniausiai vaikų aplinkoje sutinkami elektroniniai daiktai yra žaislai bei buitiniai prietaisai. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti ko ir kaip pedagogai moko ketvirtų lavinamųjų klasių mokinius ugdydami jų elektronikos pradmenų gebėjimus. Parengtos darbų programos plėtotei rekomendacinės elektronikos pradmenų ugdymo temos, pravestas eksperimentinis mokymas, įvertinti mokinių gebėjimai tinkamai eksploatuoti elektronikos prietaisus iki eksperimentinio mokymo ir po jo. Tyrime dalyvavo 30 specialiosios mokyklos žemesniųjų lavinamųjų klasių mokinių technologijų mokytojų ir 50 ketvirtų lavinamųjų klasių mokinių. Empirinėje dalyje nagrinėjamas mokytojų suvokimas apie lavinamųjų klasių mokinių gebėjimą tinkamai eksploatuoti elektronikos prietaisus, nustatomi trys mokinių gebėjimų lygiai: gebančių naudoti elektronikos prietaisus savarankiškai, gebančių naudoti su pagalba ir negebančių naudoti. Nustatomi gebėjimų skirtumai tarp berniukų ir mergaičių. Svarbiausios empirinio tyrimo išvados: 1. Pedagogai nurodo ugdantys mokinių... [toliau žr. visą tekstą] / Analysis of scientific literature reveals that scientists actively discuss issues, regarding what electronic means and devices should children be familiar with, teach how to use them, so that there would be optimal possibilities for their adaptation in society. This motivates to change task program for schoolchildren with extensive and extremely extensive educational needs of fourth grade by including topics, regarding formation of this skills in this field. It is possible to hypothesize that ability to safely behave with electronic toys and house appliances could increase children motivation to play social roles’ games and the suggested topics for development of a program, regarding involvement of basics of electronics into the program, will not only meet children needs, wishes and interests, but will also allow for adequate communication with social environment. Research participants constituted of 30 crafts teachers of lower training grades in special schools and 50 schoolchildren with extensive and extremely extensive educational needs in specials schools. Most significant conclusions from empirical research are: ● Data from teachers’ questionnaire reveal that all of them follow the task program prepared by Kaukenaite for children with extensive and extremely extensive educational needs and two thirds of respondents indicate that they introduce these students to electronic devices and methods, even though these topics are not included into the program. ● Research on... [to full text]

The thesis deals with the issue of self-concept and stress. Determination of theoretical links focuses on defining of basic concepts connected with this issue. University studies are considered a demanding and stressful situation that can cause a wide range of problems in some students. There are considerable interindividual differences in stress perception - the personality can either create various defense mechanisms against critical situations or can cope with them by means of constructive perception and actions. The objective of the empirical part was to find out what is the relationship between self-concept of students of Faculty of Health and Social Studies in České Budějovice and perception and living stressful situations connected with their university study. Information necessary for quantitative research was obtained by the method of questioning. The technique applied was a questionnaire, filled in by students of both daily and combined studies. The research showed that there exists a moderate dependence between these two variables, which means that low values of self-concept and self-esteem correspond with high values of stress perception. It was also revealed that stress perception is associated mostly with an examination or a public speech of a student. This fact indicates that a situation that is directly. Thus it would be appropriate for students to know different techniques of preventing and coping with stress and they could try to reduce the tension or to eliminate stress through these techniques. Adequate self-image or self-concept is an important condition for psychical balance and satisfaction with own life and thus I believe that professional psychological care within psychological counseling at universities can contribute to solving the problem.

Studien har fokus på hur ett antal förskollärare tolkar sitt uppdrag när det gäller barns skriftspråkande i förskolan. De två problemformuleringen är följande; Hur tolkar ett antal förskollärare sitt uppdrag när det gäller barns lärande och villkor av skriftspråket? Hur ser ett antal förskollärare på sina förutsättningar att stödja barns skrivande med utgångspunkt i att barn är meningsskapande i sitt sätt att använda skriftspråket? Det teoretiska ramverket utgörs av tre förekommande perspektiv eller synsätt på barns skriftspråksutveckling. De är sociokulturellt perspektiv, kognitivt perspektiv och utvecklingspedagogiskt perspektiv. Begreppet livsvärld intar en övergripande ram för att ytterligare vägleda analysen av forskningsfrågorna utifrån att studiens studieobjekt är förskollärare. Metodansats är hermeneutisk eftersom det är förskollärarnas berättelser och deras tolkning av sitt uppdrag som är i fokus i studien och därmed används också intervjuer i form av samtalsguider. Förskollärarna tolkningar lyfts fram utifrån ett antal kategorier som framkom under arbetet med resultat och analys. I analysen av resultatet framkommer en splittrad bild men även till viss del en samstämmig bild av förskollärarnas tolkning av sitt uppdrag när det gäller skriftspråkande i förskolan. Den splittrade bilden handlar om hur barn lär om skriftspråket och vad som ska ingå i undervisningen om skriftspråket i förskolan. Samstämmigheten handlar om att utbildning behövs för att höja förskollärares kompetens. En slutsats blir att  det behövs tydliga direktiv om hur uppdraget ska tolkas gällande undervisning av skriftspråket i förskolan. I slutdiskussionen uppmärksammas också de möjligheter förskolebarn har att lära om skriftspråket utifrån förskolelärarnas tolkning av sitt uppdrag. / The study has a focus on the way that a number of preschool teachers interpret their assignment regarding children’s literacy in preschool. The two research questions are: how do these preschool teachers interpret their assignment regarding children’s literacy learning and opportunities? How do these preschool teachers regard their qualifications to support children’s writing with the starting point that children are using literacy meaningfully? The theoretical frameworks include three perspectives or approaches on children’s written language development. They are sociocultural perspective, cognitive perspective and developing educational perspective. The concept livsvärld or lifeworld provides an overall frame to further direct the analysis of the studies and research questions since the object of the study is the preschool teacher. The methodological approach is hermeneutic since it is the preschool teachers` narrative and interpretations of their assignment that are in focus, and therefore interviews have been used as a form of dialog guide. The preschool teachers’ interpretations highlight a number of categories that emerged from the analysis. In the analysis of the results, there emerged a fragmented picture but also some area of agreement and concordance amongst the views of the preschool teachers regarding their interpretations of their assignment regarding children’s literacy in preschool. The fragmented picture is about how preschool children learn about literacy and what should be included in teaching about literacy in preschool. The consistent picture is that there is a need for more training to increase their competence in relation to how preschool children learn about literacy. A conclusion is that there is a need for distinct guidance about how to interpret the assignment of beginning the teaching of literacy in preschool. In the final discussion, attention is also drawn to preschool children’s opportunity to learn about literacy based on the preschool teacher’s interpretation of their assignment.

Syftet med studien är att sammanställa forskning där barn har intervjuats om sina upplevelser och erfarenheter av våld i hemmet, mellan närstående, i en kunskapsöversikt. Studiens metod är en allmän litteraturöversikt och dess empiriska material består av elva vetenskapliga artiklar. Empirin analyseras genom en teoridriven tematisk analys. Studiens teoretiska utgångspunkt är den nya barndomssociologin och teorier kring hur det våldsbevittnande barnet ses som offer och vilka positioner som är möjliga för barnen att anta. Även Walkers teori om våld i nära relation som en cyklisk process är en del av det teoretiska ramverket. I den tematiska analysen identifierades två huvudteman samt flera underteman. Det första huvudtemat är barns upplevelse av våld i hemmet, med tre underteman: under de fysiska våldshändelserna, mellan de fysiska våldshändelserna och efter att våldet upphört. Det andra huvudtemat är barns strategier vid våld i hemmet, med tre underteman: strategier för att förhindra att våld uppstår, strategier för att stoppa pågående våld och strategier för att skydda sig själva. Studiens resultat visar att barn upplever våld med flera sinnen och på flera olika sätt. Barnen har väl genomtänkta strategier och väljer dessa utifrån situation. Resultatet diskuteras sedan kritiskt i förhållande till de teoretiska utgångspunkterna i studien. Studien bidrar till en ökad förståelse för barns upplevelser och erfarenheter av våld i hemmet. / The purpose of this study is to compile research where children have been interviewed about their experiences of domestic violence, between close relatives, within the home. The method used is a general literature review and the study’s empirical material consists of eleven scientific articles. The empirical material is analyzed through a theoretical thematic analysis. The theoretical framework of the study is the new childhood sociology and theories about in which ways the children who experience domestic violence can be seen as victims and the possible positions for these children. Walker’s theory of domestic violence as a cyclical process is also a part of the theoretical framework. In the thematic analysis two main themes was identified as well as several sub-themes. The first main theme is children’s experience of violence within the home, with three sub-themes: during the physical violent incidents, between the physical violent incidents and when the violence has ended. The second main theme is children’s strategies when experiencing violence within the home, with three sub-themes: strategies to prevent violence from occurring, strategies to stop ongoing violence and strategies to protect themselves. The result of the study shows that children experience violence with several senses and in different ways. Children have well thought out strategies and chooses to use these in different situations. The result is critically discussed in relation to the theoretical standpoints in the study. The study contributes with an increased understanding of children’s experience of violence within the home.

[pt] Os estudos da prática de assistência social têm tido como foco a ação dos profissionais da área de Serviço Social. No entanto, especialmente a partir da segunda metade dos anos 70, com a entrada do terceiro setor, a luta para diminuir as desigualdades sociais abriu espaço para o trabalho voluntário do/a cidadão/ã no atendimento àqueles que vivem em condições de vulnerabilidade social. No intuito de preencher essa lacuna, este estudo tem por objetivo contribuir para o entendimento das práticas de ofertas de ajuda, realizadas por voluntários. Para tanto, são analisadas, à luz do aparato teórico-metodológico da Análise da Conversa (Sacks, 1992; Sacks; Schegloff; Jefferson, 1974), as interações entre voluntários/as da Equipe de Abordagem Social da Turma da Sopa de Niterói, que tem como objetivo institucional tentar contribuir para o processo de reinserção/reintegração social de pessoas em situação de rua ou vulnerabilidade social, atendidas por eles/elas. Os resultados revelam a organização estrutural global das interações que constituem a abordagem social, identificando as etapas desse trabalho (início da abordagem, escuta e/ou sondagem, condução propositiva e fechamento), bem como as (micro) ações que ocorrem em cada fase. A pesquisa aponta também para a centralidade das ofertas nas conduções propositivas, diferenciando as ofertas delicadas, que apresentam formato despreferido, das não-deliciadas, realizadas em formato preferido. Com base nas análises, é possível identificar que práticas se mostraram mais ou menos eficazes para o atingimento dos objetivos institucionais. / [en] The study of professional practice in the field of social work focuses on the action of those trained in social services. However, particularly from the second half of the 1970s, along side the emergence of the third sector, the struggle for social care provision has opened up the possibility for citizens to engage in community service projects by supporting those who are socially vulnerable. Intending to fulfill this gap, this study focus is contributing to improving the comprehension of social reintegration practices performed by volunteers. In order to do so, the interaction between volunteers from the Social Approach Group of the Soup Group of Niterói and people experiencing homelessness was analyzed through the theoretical-methodological approach of Conversation Analysis. The results reveal the overall structural organization of the interaction, identifying the steps of this work (beginning of the approach, probing, propositional conduction, and closure) as well as the (micro) actions that occur in each step. The research also points to the centralization of the offers in propositional conductions, separating the delicate offers, which present unpreferred format, from the non-delicate ones, which are performed in a preferred format. Based on the analysis, it is possible to identify some practices that are more or less effective to achieve the interactional goals.