Background and objectives: Whilst Active and Receptive Music Therapy techniques have been widely researched and are employed within a range of contexts and with diverse client populations, this study reports on their specific qualitative musical and verbal affordances in major depressive disorder and schizophrenia-spectrum psychotic disorders. The study also describes and compares the respective and joint contributions of the music therapy techniques in giving rise to the affordances as well as reporting on the similarities and differences within and between diagnostic groups. This is the first study of its kind within the South African context. Methods: A qualitative research approach using a case study design, sampled purposefully twenty patients of the above mentioned diagnostic groups for participation in this study comprising a course of eight twice weekly music therapy sessions. The primary data sources were transcribed video recordings of therapy sessions and an individual in-depth semi-structured interview after the course of therapy. Clinical session notes served as a corroborative data source. In-depth content and thematic analysis explored and compared qualitative affordances during music therapy comprising active and Receptive Music Therapy techniques. The qualitative affordances under investigation were i) musical qualities, and ii) verbal expressions. Emerging from these affordances were the respective and combined affordances of the music therapy techniques as well as the similarities and differences between the diagnostic groups. Findings: Thirteen themes emerged from the analysis of clients' verbatim verbal responses to both active music making and Receptive Music Therapy techniques. These themes are: i) not to feel; ii) to do or not to do; iii) grappling with the desired future; iv) hurt and fear of undesirable outcomes; v) sadness, brokenness and futility; vi) anger, trust and vulnerability; vii) desire for connection with and affection of others; viii) barricaded from being present, now; ix) tensing and un-tensing; x) personal relating to one’s musical expression; xi) reflections on the music and music making in therapy; xii) resilience and courage and xiii) invigoration and liberation. The Active Music Therapy techniques comprising clinical improvisation, structured musical exercises, drumming, vocal work, songwriting and movement, gave rise to ten themes expressing the musical affordances. The themes that emerged were i) reciprocal responding; ii) the explicit use of symbols through music; iii) regularity; iv) disturbance and difficulty; v) turning points; vi) energy bursting or lacking; vii) bodily synchrony; viii) intensified emotional expression; ix) exploring new territory and Active Music Therapy techniques comprising clinical improvisation, structured musical exercises, drumming, vocal work, songwriting and movement, gave rise to ten themes expressing the musical affordances. The themes that emerged were i) reciprocal responding; ii) the explicit use of symbols through music; iii) regularity; iv) disturbance and difficulty; v) turning points; vi) energy bursting or lacking; vii) bodily synchrony; viii) intensified emotional expression; ix) exploring new territory and x) resolution and arrival. The emerging themes express the extent of musical and verbal expression of all clients representing both diagnostic groups. Most saliently among clients with depression the affordances were the themes on accessing creativity, accessing and articulating internal feelings, experiencing resilient parts of self, reflecting on and integrating symbolic material, motivation to act and extending musical and verbal expression during social interaction. Among clients suffering from schizophrenia spectrum disorder, the most striking affordances were experiences of regularity and flow within disorganization, orientation to ‘here and now’ experiences through active music making and working with symbolic material expressed on a continuum of concrete to abstract. Clients from both diagnostic groups experienced a reduction in unwanted symptoms as expressed through increased energy levels, experiences of pleasure in music making and spontaneous musical and verbal self-expression. Conclusion: This study revealed qualitative affordances of specific music therapy techniques expressed through verbal content and musical qualities. These showed responses within a therapeutic relationship that express inter- and intra-personal connection, give voice to what is not always verbally accessible and facilitate multi-sensory, creative experiences, increased motivation, emotional expression, and the reclamation of energy, spontaneity and resilience. / Thesis (PhD)--University of Pretoria, 2017. / Psychiatry / PhD / Unrestricted

Объектом исследования явились межличностные конфликты в семейных взаимоотношениях. Предметом исследования стали психологические особенности межличностных конфликтов людей, состоящих в браке. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (70 источников) и 5 приложений, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 110 страница, на которых размещены 9 рисунков и 8 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме межличностных конфликтов людей, состоящих в браке. Представлены разделы, посвященные исследованию межличностного взаимодействия, специфики межличностных конфликтов в семье, а также консультированию людей, состоящих в браке в ситуациях межличностных конфликтов. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: методике «Анализ семейной тревоги» Э.Г. Эйдемиллера и В.В. Юстицкиса, шкале самоуважения М. Розенберга, опроснику «Характер взаимодействия супругов в конфликтных ситуациях» Ю. Е. Алешина и Л.Я. Гозмана). Также в главе представлен корреляционный и факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was interpersonal conflicts in family relationships. The subject of the study was psychological features of interpersonal conflicts of married people. The master's thesis consists of an introduction, two chapters, conclusion, list of literature (70 sources) and 5 appendices, including forms of applied methods. The volume of the master's thesis is 110 pages, on which there are 9 figures and 8 tables. The introduction reveals the relevance of the research problem, the development of issues, sets the goal and objectives of the study, defines the object and subject of the study, formulates the main and additional hypotheses, specifies the methods and empirical basis, as well as the stages of the study, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of interpersonal conflicts of married people. Sections devoted to the study of interpersonal interaction, specifics of interpersonal conflicts in the family, as well as counseling of married people in situations of interpersonal conflicts are presented. The conclusions of the first chapter represent the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It presents a description of the organization and methods of the research and the results obtained by all the methods used: the methodology “Family Anxiety Analysis” by E. G. Eidemiller and V. V. Justickis, the self-esteem scale by M. Rosenberg, the questionnaire “The nature of interaction between spouses in conflict situations” by Yu. Yustitskis, M. Rosenberg's self-esteem scale, Y.E. Aleshin and L.Y. Gozman's questionnaire “The nature of interaction between spouses in conflict situations”). The chapter also presents correlation and factor analysis of the research results. The conclusions of Chapter 2 include the main results of the empirical study. The conclusion summarizes the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses, substantiates the practical significance of the study and describes the possible prospects for further development of this issue.

Research Doctorate - Doctor of Philosophy (PhD) / In Chapter 1, I describe social competence, task competence and self-protection in an organisational context. In Chapter 2, I review key self theories and relate them to the self-competence construct. In Chapter 3, I review the research on self-competence to show that there is a need for a construct of social competence and self-protection. I discuss the limitations of three self-competence theories: Bandura’s (1977) self-efficacy theory, Williams and Lillibridge’s (1992) self-competence theory and Tafarodi & Swann’s (1995) self-competence/self-liking theory. In Chapter 4, I present my selfcompetence model. I raise the research questions and specify my hypotheses. In Chapter 5, I describe the construction of Social and Task Competence Scale. I present evidence of the reliability and factor structure of the Social and Task Competence Scale. I concluded that scale revisions were needed. In Chapter 6, I present evidence of the reliability, factor structure and predictive validity of the revised Social and Task Competence Scale and Self-Protection Scale. I describe the results of an experiment that investigated the interaction of task setting, social competence, task competence and selfprotection. I concluded that the measures predicted performance. In Chapter 7, I investigate the factor structure and reliability of the revised Social and Task Competence Scale and revised Self-Protection Scale. I provide evidence of the convergent and discriminant validity of these measures with reliable measures of self-competence, selfesteem, self-monitoring, personality and social desirability. In Chapter 8, I investigate the factor structure and reliability of the Social and Task Competence Scale and Self-Protection Scale after final revisions and show that these measures are acceptable for use in scientific research. I present evidence of their convergent validity with a valid andreliable measure of emotional intelligence, and describe experimental results that supported the hypothesised relationships between perceived task difficulty, social competence, task competence and self-protection and task performance. In Chapter 9, I discuss the implications of my research for self-competence theory, self-regulation and self-esteem and the prediction of social and task performance in organisations.

Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade. / The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement.

交換重曝是一種兩人交換已拍攝底片的活動。透過交換，底片經由重複曝光使同一張底片出現兩個人所攝之重疊影像。交換重曝這種新近的網路及人際互動現象，說明了傳統的攝影方式與底片使用在攝影數位化的浪潮中並未消逝。 近來底片攝影與玩具相機的興起，使研究者觀察到現今的交換重曝攝影蘊含著情感與趣味的分享。從文獻探討過程發現，參與交換重曝的動機與目的來自於遊戲的樂趣，且交換重曝是一種特殊的人際互動過程，交換過程中因缺乏交換雙方的溝通與交流，竟產生人際傳播間類同「噪音」現象所致的「影像醬」。 本研究經由問卷調查與深度訪談，從參與交換重曝活動者所發佈分享影像的情形，了解交換重曝一般行為。其次，分析沖洗完成的底片所帶來的出乎意料的影像驚喜元素，以探察交換重曝活動在攝影數位化時代中新的影像敘事方法。 本研究結果歸納如下：交換重曝結合了遊戲與生活，開創新的人際交流與互動。交換重曝的影像由出乎意料的內涵與驚喜元素，描繪影像的故事場景，帶來的窺視感內含多種可能，建立陌生文化的交集並型塑影像自我敘事。 / “Filmswap” is an activity that two people take photos and exchange their own films and then take photos again. By exchanging films, two different images will overlap and simultaneously be developed at one film through double exposure. The arising of “Filmswap” as a new way of communication reflects that analog photography has not disappeared in digital trends. Recently, analog photography and toy cameras have become popular. One important fact needs to be discovered that analog photography is related to emotion and fun sharing. As revealed in literature review, the motivation and purpose of Filmswap come from the playfulness of playing games. The process of Filmswap is actually a kind of particular interpersonal interaction: Filmswap brings “photo jam” instead of “noise” due to the lack of adequate communication between people. In this study, I use in‐depth interviews and questionnaire surveys to collect the on-line information of displaying photos from the people doing Filmswap and to generalize the elements of surprise in Filmswap. Through the research and the understanding of the context from Filmswap players, this study tries to construct a new method of photo narrative in digital era. There are three conclusions of this research can be addressed as follow: First of all, Filmswap combines play and daily life. Secondly, Filmswap brings a new way of interpersonal interaction. Moreover, those unexpected and surprising image elements depict stories of those Filmswap images and create new ways of photo narratives.

Under våren 2021 har det organiserade lärande nätverket för chefer, Nätverk för engagerat ledarskap i Region Jönköpings län, haft digitala träffar genom mötesplattformen Cisco eller Skype i stället för fysiska träffar p.g.a. de rådande samhällsrestriktionerna. Rapporten belyser samtalsledares och nätverks-deltagares mellanmänskliga interaktion och deras anpassningar till digitala arbetssätt, under en tidsperiod där digitaliseringen inom hälso- och sjukvården påskyndats av covid-19-pandemin. Undersökningens syfte är att beskriva samtalsledares erfarenheter av digitala nätverksträffar (vid Nätverket för engagerat ledarskap i Region Jönköpings län) med fokus på kommunikation och vad de beskriver för möjliga förbättringar, utifrån ett delaktighetsperspektiv. Samtliga 40 samtalsledare blev tillfrågade att medverka i undersökningen, varav sex (6) gjorde intresseanmälan. En av dem avbokade dagen innan och fem (5) genomförde gruppintervjun digitalt på mötesplattformen Zoom. Intervjun spelades in efter samtycke och varade 60 minuter. Materialet bearbetades först genom en förenklad induktiv tematisk analys, med stöd av en analysguide inspirerad av Braun och Clarke (2006). Därefter beskrevs analysresultatet utifrån ICF:s första nivå för att belysa resultatet ur ett delaktighetsperspektiv. Fyra teman framkom; digitala utmaningar, mellanmänskliga interaktioner, framtidens behov och ”kriterier” för framgångsrikt digitalt nätverkande. Ett stort problem vid de digitala nätverksträffarna har varit bristande eller fördröjd feedback. Ett annat problem har varit svårigheter med sammanhållningen och att skapa tillit i det digitala rummet. Examensarbetet har gett upphov till förbättringsförslag för ett framgångsrikt digitalt nätverkande ur ett delaktighetsperspektiv. Digitala nätverksträffar kan ses som ett alternativ eller komplement till fysiska träffar även i framtiden. Kanske kan vi framöver hitta det ”bästa receptet” för digitala nätverksträffar för en effektiv och jämlik hälso- och sjukvårdsorganisation? / During the spring of 2021, the organized learning network for managers, Network for Engaged Leadership in Region Jönköping County, has held digital meetings in applications provided by Cisco and Skype instead of having physical meetings due to the current societal restrictions. The report highlights interpersonal interaction between moderators and networking participants, and their adaptations to digital ways of working, in a time where digitalization in healthcare has been accelerated due to the COVID-19 pandemic. The purpose of the survey is to describe moderators' experiences with digital networking meetings (at the Network for Engaged Leadership in Region Jönköping County). The study focuses on communications and how improvements can be made to increase the participation and the engagement of the participants. All 40 moderators within the network were asked to participate in the survey, of which six (6) made expressions of interest. One of them canceled the day before and five (5) participated in the group interview digitally using the application Zoom. The interview was recorded with consent and lasted 60 minutes. The material was first processed through a simplified inductive thematic analysis, supported by a guide inspired by Braun and Clarke (2006). The results were then described, using the first level of the ICF, in terms of participation. Four themes were deduced: digital challenges, interpersonal interactions, future needs, and "criteria" for successful digital networking. The lack or delay of feedback has caused major issues at the meetings. Other difficulties have been the lack of affinity and trust within the group. This study has resulted in several proposals for improving digital networking by increasing accessibility. Digital networking meetings can be seen as an alternative or a complement to physical meetings. Perhaps we can find the "best recipe" for digital networking meetings for an effective and equal healthcare organization? / <p>Examen i vårdadministration, YH-utbildning: 20 Yh-poäng.</p>