No description available.

No description available.

No description available.

No description available.

No description available.

Objective 1: To examine the influence of maternal depression and/ or anxiety on infant, maternal and dyadic FFSF task performance Objective 2: To investigate the changes in infant and maternal FFSF task performance before and after Cognitive Behavioural Therapy (CBT) treatment of maternal depression / Background: Research suggests that postpartum depression (PPD) and postpartum anxiety (PPA) impact both mothers and their infants, leading to adverse behavioural outcomes across the lifespan. The face-to-face still-face (FFSF) task is a validated observational tool used to measure the quality of mother-infant interactions. This thesis aimed to investigate the differences in responses to the FFSF task between dyads consisting of mothers with PPD and/or PPA and healthy dyads. Another goal was to examine whether PPD treatment could improve mother and infant FFSF outcomes. Methods: A systematic search was performed in PubMed/MEDLINE, EMBASE, CINAHL, PsycINFO and Web of Science. Meta-analyses were conducted to examine the differences in infant, maternal and dyadic FFSF outcomes in mothers with PPD, PPA or comorbid PPD and PPA in comparison to healthy control dyads. Second, we examined whether group cognitive behavioural therapy (CBT) for PPD could help improve infant and maternal FFSF outcomes. A case-control design study was conducted with three different assessment points (i.e., pre-CBT treatment, immediately after CBT and three months post-CBT). Results: Meta-analyses suggested that the infants of mothers with PPD display lower levels of positive affect during the play and reunion phases compared to the infants of healthy non-depressed mothers. Also, mothers with PPD may engage less positively with their infants at the reunion phase, and mother-infant dyads affected by PPD show less positive interactive matching during the play phase compared to healthy control dyads. Finally, object/environment engagement was higher in infants of PPA mothers compared to healthy controls at still-face. Conclusion: The results suggest that mothers with PPD and/or PPD (and their infants) may exhibit different interaction patterns compared to healthy dyads. Also, it appears that the benefits of CBT for maternal PPD may extend to their infants through reductions in maladaptive infant withdrawn behaviours to normal, healthy levels. / Thesis / Master of Science (MSc) / Maternal postpartum depression (PPD) and postpartum anxiety (PPA) are the most common mental health complications of birth. Apart from unfavourable effects PPD and PPA have on mothers, it may also impact the mother-infant relationship, leading to adverse infant outcomes. Given the relatively high prevalence of maternal PPD, PPA, and comorbid PPD and PPA, this thesis aimed to examine the differences in how mothers suffering from PPD and/or PPA and their infants coordinate their behaviour, in comparison to healthy mothers and their infants using a validated observational task (face-to-face still-face [FFSF] task). Another goal of this thesis was to investigate whether the benefits of maternal treatment for PPD with cognitive behavioural therapy may extend to infants and improve mother, as well as infant behaviour. These investigations may provide new insights on how maternal PPD and/or PPA affects mother-infant interactions, and consequently, infant socio-emotional development.

This research study focused on middle school teacher perceptions and experiences regarding how education leaders supported them in the transition to online teaching during a global pandemic. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic. A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the Covid-19 pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. The survey results showed 73% of the teachers perceived the principal was supportive in the transition while 80% of teachers perceived the grade-level administrators were supportive. In the interview analysis 100% of the teachers believed leaders were supportive. For professional development received, 60% of teachers surveyed and 83% of the interviewees felt they received enough professional development. Teachers expressed the need for additional professional development in the interviews which was 83% while only 60% of teachers surveyed wanted the additional training. Teachers were asked if leadership effectively supported them in teaching online. Eighty percent of teachers surveyed perceived the support provided by leaders was effective for teaching online. Of the interviewees, 100% felt the principal support was effective and 83% felt the grade-level administrator support was effective. Findings suggest that listening to teachers' issues, concerns, and suggestions, being positive, supportive, assisting in parent communication, monitoring poor student attendance, and providing professional development for online teaching were critical for teachers' effectiveness in the transition to online teaching. The findings of this study provided for a better understanding of how education leaders supported teachers during a global crisis. The information obtained can provide a significant contribution for education leaders and teachers in the development of virtual course curriculum and instructional strategies in the K-12 online learning modality. / Doctor of Education / This study investigated the middle school teachers' perceptions and experiences regarding how education leaders provided support to them in the transition to online teaching during a global pandemic Supporting research on education leadership support, teacher perceptions, online teaching, and Covid-19 is included. The researcher conducted this study to determine how the education leaders supported teachers during the transition to effectively teach online. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic? A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. Findings suggest that listening to teachers' issues, concerns and suggestions, being positive and supportive, assisting in parent communication, monitoring poor student attendance, and providing teacher professional development for online teaching were critical for teachers to be effective in the transition to online teaching.

The diploma thesis tries to do a critical evaluation of potential benefits and risks and limits of Internet psychological counseling. The theoretical part of the thesis describes the the issue of online help from general definition of counselling, through various approaches to definitions of Internet counselling. This part also deals with the history of the online form of help, including the context of development abroad and any differences or specifics in the Czech Republic. Attention is also given to various forms of online psychological help with emphasis on application in our environment. Finally the text introduces potential opportunities and risks of this form of counselling. Empirical part of the diploma thesis focuses on issues of online psychological counseling by a combined research design. The research part of the thesis tries to map the possibilities and limits of web psychological counselling from the perspective of the client. The focus of qualitative research is the analysis of interviews with online counseling clients, supplemented with analysis of chat conversations and case studies. Qualitative results are enriched by quantitatively conceived research. Keywords: counselling, intervention, phone intervention, face to face counselling, online counselling, communication in the cyber...

Investeringsmötet mellan analytiker och fondförvaltare har tidigare fått alldeles för lite ögon på sig. Att analytiker medverkar på investeringsmöten med fondförvaltare kan ses som paradoxalt eftersom det finns mängder av information att erhålla från andra håll. Denna information kan med en första anblick ses som mer lättillgänglig, detaljerad och omfattande. Således syftar denna studie på att skapa förståelse för varför analytiker väljer att medverka i investeringsmöten med fondförvaltare och hur deras medverkan kan påverka investeringsunderlaget. Det empiriska underlaget bestod av kvalitativa intervjuer med sju analytiker från finansiella institutioner samt en deltagande observation av ett investeringsmöte. Utifrån studien kan tre slutsatser dras i form av anledningar till varför en analytiker väljer att medverka och dess betydelse för investeringsunderlaget. Den första slutsatsen är att träffas face-to-face innebär att analytikerna erhåller mer information jämfört med andra informationskällor.Den andra slutsatsen är att analytikerna erhåller mer beslutsavgörande information som de inte kan erhålla till lika stor grad från andra håll. Den sista slutsatsen är att analytikerna kan säkerställa tidigare erhållen information och även sammanväva information från flera olika källor när de skapar sitt investeringsunderlag. / The investment meeting between analysts and fund managers has previouslyreceived too little attention. That analysts participate in investment meetings with fund managers can be seen as paradoxical as there are lots of information to be obtained elsewhere. At first this information can be seen as more accessible, detailed and comprehensive. Thus, this study aims to create an understanding of why analysts choose to participate in investment meetings with fund managers and how their participation can affect their investment base. The empirical data consists of qualitative interviews with seven analysts from financial institutions and a participatory observation of an investment meeting. Based on this study, three conclusions can be drawn in the form of reasons why analysts chooseto participate and its consequencefor the investment base. The first conclusion is that meeting face-to-face means that the analystsreceive more information compared to other information sources. The second conclusion is that analysts receive more decision-making information that they cannot obtain to the same extent from other sources. The last conclusion is that analysts can ensure that previously obtained information is correct and also interweave information from several different sources when they create their investment base.

Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.