Kontaktperson är en av de vanligaste insatserna inom socialtjänsten som beviljas för personer som av olika sociala skäl behöver stöd. De som utför uppdragen är vanliga människor, lekmän. I denna studie intervjuas åtta av dem i syfte att undersöka rollen som kontaktperson och hur den skapas. Intervjupersonerna består både av erfarna och nya kontaktpersoner som har uppdrag i både små och stora kommuner. De har berättat vad som gjorde att de tog steget till att bli kontaktpersoner, vad som driver dem idag och hur de definierar rollen. Den teoretiska ramen utgörs av tidigare studie kring frivilligt engagemang och av teorier som beskriver hur roller skapas och utvecklas. Intervjupersonerna definierar sitt engagemang både som ett ideellt engagemang då den ekonomiska ersättningen inte utgör ett motiv och som ett personligt engagemang då de genomför uppdraget i sina egna namn. Intervjupersonerna har inte fått någon introduktion till rollen och har ofta en begränsad kontakt med socialtjänsten under uppdragets gång. Bland annat av denna anledning skapar de sin roll utifrån den bild de har av uppgiften och sitt motiv till att engagera sig. Rollen som kontaktperson växer fram i ett samspel med den kontaktpersonen stödjer och den förändras ofta med tiden när relationen mellan kontaktperson och den enskilde utvecklas från ett mer formellt förhållningssätt till en mer privat relation. I analysen används även Wijkströms och Lundströms (2002) modell enligt vilken kontaktpersonerna kan anses befinna sig kontaktpersonerna i olika sfärer samidigt. 1) I den statliga sfären som ger dem uppdraget. 2) I familje-och samhällssfären på grund av det personliga åtagandet. 3) I civilsamhällesfären på grund av att kontaktpersonerna definierar sitt engagemang primärt som ideellt. Därmed är slutsatsen att rollen som kontaktperson positionerar sig i gränslandet mellan flera samhällssfärer snarare än att tillhöra enbart en sfär. / Assignment of a contact person is one of the most common social aids, based on the Swedish Social Service Act. It is granted by the municipal Social Services to youths and adults in need of a personal level of support for various social reasons. Persons who are recruited as contact persons are ordinary citizens, laymen. Eight contact persons were interviewed in this study to investigate their role as contact persons and how this role is created and defined. The interviewees consisted of both experienced and novel contact persons who had assignments in both small and large sized municipalities. In the interviews, they stated what initially motivated them to become a contact person and what motivates them today. They were interviewed on their own definition of the role of a contact person. The theoretical framework of the analysis consists of previous studies on volunteer engagement and theories describing how roles are created and developed. The interviewees defined their commitment mainly as voluntary since the economic compensation they receive is not their main motivation. They emphasized the long-term person-to-person level of the commitment. They were not introduced to the role of o contact person, and often had a limited contact with the Social services during the assignment. This is one reason why they had to create their own role as a contact person rather than adopting a predefined one. The role grew in interaction with the receiver of the support, and often developed towards a more personal rather than an official relationship over time. When analyzed according to the model of Wijkström and Lundström (2002), the role of the contact person attaches to several spheres in society. 1) In the state sphere, where society gives the laymen the official assignment as a contact person. 2) In the family sphere due to the personal level of commitment to the receiver of the support. 3) In the civil society sphere because of the contact persons’ own definition of their commitment mainly as being a volunteer. Hence, the conclusion of this study is that role of the contact person should be viewed as overlapping several spheres of society rather than being included in one of them.

<p>Mitt syfte med denna uppsats är att undersöka hur ett kvinnligt ledarskap på lekmannanivå ser ut i Katolska kyrkan i Sverige idag. För att få reda på detta ställer jag följande frågor:</p><ul><li>Vilka verksamheter finns i församlingarna som lekmän i olika former av ledarskap är engagerade i?</li><li>Finns det likheter/skillnader mellan män och kvinnor när det gäller vilken verksamhet man engagerar sig i?</li><li>Finns det likheter/skillnader i lekmannaengagemanget och i kvinnligt ledarskap mellan de olika församlingarna och vad kan dessa bero på?</li><li>Hur uppfattar och vad berättar de aktiva kvinnorna själva om sitt ledarskap?</li></ul>

Mitt syfte med denna uppsats är att undersöka hur ett kvinnligt ledarskap på lekmannanivå ser ut i Katolska kyrkan i Sverige idag. För att få reda på detta ställer jag följande frågor: Vilka verksamheter finns i församlingarna som lekmän i olika former av ledarskap är engagerade i? Finns det likheter/skillnader mellan män och kvinnor när det gäller vilken verksamhet man engagerar sig i? Finns det likheter/skillnader i lekmannaengagemanget och i kvinnligt ledarskap mellan de olika församlingarna och vad kan dessa bero på? Hur uppfattar och vad berättar de aktiva kvinnorna själva om sitt ledarskap?

Background: It has been proved that bystander cardiopulmonary resuscitation (CPR) saves lives; however, which training method in CPR is most instructive and whether survival is affected by the training level of the bystander have not yet been fully described. Aim: To identify the factors that may affect 7th grade students’ acquisition of CPR skills during CPR training and their willingness to act, and to describe 30-day survival from outof- hospital cardiac arrest (OHCA) after bystander CPR and the actions performed by laymen versus off-duty medically educated personnel. Methods: Studies I–III investigate a CPR training intervention given to students in 7th grade during 2013–2014. The classes were randomized to the main intervention: the mobile phone application (app) or DVD-based training. Some of the classes were randomized to one or several additional interventions: a practical test with feedback, reflection, a web course, a visit from elite athletes and automated external defibrillator (AED) training. The students’ practical skills, willingness to act and knowledge of stroke symptoms, symptoms of acute myocardial infarction (AMI) and lifestyle factors were assessed directly after training and at 6 months using the Laerdal PC SkillReporting system (and entered into a modified version of the Cardiff test scoring sheet) and a questionnaire. The Cardiff test resulted in a total score of 12–48 points, and the questionnaire resulted in a total score of 0–7 points for stroke symptoms, 0–9 points for symptoms of AMI and 0– 6 points on lifestyle factors. Study IV is based on retrospective data from the national quality register, the Swedish registry of cardiopulmonary resuscitation, 2010-2014. Results: A total of 1339 students were included in the CPR training intervention. The DVD-based group was superior to the app-based group in CPR skills, with a total score of 35 (SD 4.o) vs 33 (SD 4.2) points directly after training (p&lt;0.001) and 33 (SD 4.0) vs 31 (SD 4.2) points at six months (p&lt;0.001). Of the additional interventions, the practical test with feedback had the greatest influence regarding practical skills: at six months the intervention group scored 32 (SD 3.9) points and the control group (CPR only) scored 30 (SD 4.0) points (p&lt;0.001). Reflection, the web course, visits from elite athletes and AED training did not further increase the students’ acquisition of practical CPR skills. The students who completed the web course Help-Brain-Heart received a higher total score for theoretical knowledge in comparison with the control group, directly after training: stroke 3.8 (SD 1.8) vs 2.7 (SD 2.0) points (p&lt;0.001); AMI 4.0 (SD 2.0) vs 2.5 (SD 2.0) points (p&lt;0.001); lifestyle factors 5.4 (SD 1.2) vs 4.5 (SD 2.0) points p&lt;0.001. Most of the students (77% at 6 months), regardless of the intervention applied, expressed that they would perform both chest compressions and ventilations in a cardiac arrest (CA) situation involving a relative. If a stranger had CA, a significantly lower proportion of students (32%; p&lt;0.001) would perform both compressions and ventilations. In this case, however, many would perform compressions only. In most cases of bystander-witnessed OHCA, CPR was performed by laymen. Off-duty health care personnel bystanders initiated CPR within 1 minute vs 2 minutes for laymen (p&lt;0.0001). Thirty-day survival was 14.7% among patients who received CPR from laymen and 17.2% (p=0.02) among patients who received bystander CPR from off-duty health care personnel. Conclusions: The DVD-based method was superior to the app-based method in terms of teaching practical CPR skills to 7th grade students. Of the additional interventions, a practical test with feedback was the most efficient intervention to increase learning outcome. The additional interventions, reflection, web course, visit from elite athletes and AED did not increase CPR skills further. However, the web course Help-Brain-Heart improved the students’ acquisition of theoretical knowledge regarding stroke, AMI and lifestyle factors. For OHCA, off-duty health care personnel bystanders initiated CPR earlier and 30-day survival was higher compared with laymen bystanders.