Communication between the youngest preschool children is the focus of this essay, primarily on how the children communicate with each other, what they are communicating about and what meaning the communication holds for the children. The aim is to describe and understand communication that takes place in the regional life-world of the preschool between the youngest children in a Swedish preschool. Video recordings of six preschool children between the ages of 14 and 24 months were made both inside and outside the preschool, at times when the children were able to choose for themselves who to communicate with, in which room to be in and which toy to play with. The focus during the video recordings was naturally occurring situations where these six children communicated with each other. 51 relevant situations were selected for more thorough investigation. These specific situations were chosen because the children’s bodies were directed towards each other and the children were communicating in an intercorporeal way with each other. In order to describe and understand communication between lived bodies in the regional world of the preschool, a phenomenological study was carried out. In order to deepen the understandings of the empirical data theoretical concepts like life-world, the lived body, the concept of horizons and intercorporeality were used. The findings indicate five different aspects of what type of meaning communication holds, divided into five themes. These themes are represented by communication as: creation of a shared phenomenon, acknowledging someone, coordination of access to play, coordination of access to place or object, and sharing an already experienced event with someone who was not present. The findings of the study show the children’s usage of an advanced coordination between the lived bodies of the children, the lived space, the lived time, and the lived relationships. Together the children create, coordinate, and maintain a creation of meaning in which the children structure their participation in the life-world. / Uppsatsen handlar om kommunikation mellan de yngsta förskolebarnen ur ett fenomenologiskt perspektiv. Mer specifikt handlar uppsatsen om hur barnen gör när de kommunicerar med varandra, om vad de kommunicerar och vilket meningsskapande som manifesteras i kommunikationen. Genom en rad olika empiriska exempel synliggörs barnens kommunikation där kroppen och rörelsen är central. Resultatet visar på de yngsta förskolebarnens kommunikation som ett skapande av en gemensam handling, som ett uppmärksammande av någon annan, som ett samordnande av tillträde till lek, som ett samordnande av tillträde till plats och/eller föremål och som ett delande av någon annans erfarenhet. Detta åstadkommer barnen genom att upprepa varandras gester och koordinera sina handlingar. Resultatet visar att barnen är sensitiva inför varandra och anpassar sin kommunikation utifrån en rad olika förutsättningar. Uppsatsen riktar sig till förskollärare, forskare och andra som är intresserade av de yngsta förskolebarnens kommunikation. Uppsatsen har finansierats inom ramen för Nationella forskarskolan för förskollärare: Barndom, lärande och ämnesdidaktik (FöFoBa), diarienummer 729-2010-200.

Andelen deltidsanställda kvinnor inom Laholms kommuns verksamheter är hög. För att ändra det behövs kunskap kring bakomliggande faktorerna till valet av deltidsarbete. Kommunen saknar den kunskap som behövs för att kunna nå målet med projektet Heltidsresan. I denna studie har en kvalitativ forskningsintervju använts för att ta reda på vilka bakomliggande faktorer det finns till att en stor andel kvinnor inom Laholms kommuns verksamheter arbetar deltid. Syftet med studien var att uppnå kunskap kring bakomliggande faktorer samt kommunens arbete med projektet Heltidsresan, vars syfte ligger i att införa heltid som norm. Frågeställningen i studien var “Vilka faktorer påverkar kvinnor, anställda i Laholms kommuns verksamheter, att arbeta deltid och vad gör kommunledningen för att främja arbetet mot heltid som norm? “. De teorier som används för att analysera fenomenet deltidsanställning var system och livsvärld av Habermas, intersektionalitet av Los De Reyes och Mulinaris och teorin om emotionellt arbete av Hochschild. Studien har genom intervjuer nått kunskap kring bakomliggande faktorer till varför kvinnor inom Laholms kommuns verksamheter arbetar deltid. Av resultatet visar det sig främst vara tre faktorer till att kvinnorna arbetar deltid. Barnomsorgen i hemmet utifrån traditionella könsroller, arbetsvillkor och ekonomisk skillnad mellan män och kvinnor. / The proportion of women working part-time in Laholm municipality's operations is high. To change that they need knowledge about why women work part-time. The municipality lacks the knowledge needed to achieve the goal of the “Heltidsresan” project. The underlying factors were studied through interviews and qualitative research. The purpose of the study was to gain knowledge about the underlying factors and the municipality's work with the project “Heltidsresan” whose purpose of which is to introduce full-time as the norm. The question in this study was “What factors affect women, employees in Laholm municipality's operations, to work part-time and what does the municipal management do to promote fulltime work as the norm? “. The theories used for the analysis of the phenomenon of part-time employment were system and life-world by Habermas, intersectionality by Los De Reyes and 3Mulinaris and the theory of emotional work by Hochschild. Through interviews, the study has gained knowledge about the underlying factors why women in Laholm municipality's operations work part-time. The result is that there are mainly three factors why women work part-time. Childcare in the home is based on traditional gender roles, the working conditions and the financial difference between men and women.

Syftet med denna studie var att lyfta fram sex förskollärares upplevelser kring arbetet med barn som har språkliga svårigheter. Studien baseras på en kvalitativ forskningsundersökning där förskollärarna intervjuades genom frågor som handlade om deras förutsättningar, metoder, stöttning för barnen, utmaningar och samarbetet. Studien utgår ifrån ett fenomenologiskt perspektiv där epoché, fenomen, livsvärld, meningsbärande enheter och essens är de centrala begrepp som används i koppling till analysen. I resultatet och analysen framställs det som ansågs vara kärnan i förskollärarnas upplevelser utifrån det som togs upp under intervjuerna. Här läggs fokus på språkmedvetet arbete, synligheten av svårigheter, tiden, vikten av att se varje barn och det viktiga samarbetet. / The purpose of this study was to highlight six preschool teachers' experiences of working with children with language difficulties. The study is based on a qualitative research where the preschool teachers were interviewed through questions about their conditions, methods, support for the children, challenges and cooperation. The study is based on a phenomenological perspective where epoch, phenomenon, lifeworld, meaning-bearing units and essence are the central concepts used in connection with the analysis. In the results and analysis, what was considered to be the core of the preschool teachers' experiences is presented based on what was raised during the interviews. Here, the focus is on language-aware work, the visibility of difficulties, time, the importance of seeing each child and the important collaboration.

Psykiatrisk öppenvård utgör en viktig komponent inom den svenska psykiatriska vården och behovet av sådan verksamhet ökar för varje år. Specialistsjuksköterskans kompetens och patientdelaktighet utgör en framgångsfaktor för en god psykiatrisk vård, samtidigt som denna delaktighet ofta kommer med utmaningar. Utebliven delaktighet riskerar att leda till vårdlidande. Den här studiens syfte var att undersöka sjuksköterskors upplevelser av patientdelaktighet inom den svenska psykiatriska öppenvården. Upplevelsen av patientdelaktighet utforskas genom kvalitativa intervjuer med sju sjuksköterskor, som arbetar i den öppen psykiatriska vården i Västra Götalandsregionen. Studien har sin metodologiska utgångspunkt i reflekterande livsvärldsforskning och intervjuerna analyserades med hjälp av induktiv innehållsanalys. Resultatet sammanfattades till tre huvudkategorier, Främja patientens deltagande, att skapa rum för patientens röst och sjuksköterskans roll i patientens vårdresa, vilka sammanfattade intervjuernas huvudlinjer. Resultatet indikerar att patientdelaktighet i likhet med tidigare forskning är central för ökad vårdkvalitet, men också hur denna begränsas av resursbrist. Vårdrelationen framträder som en nyckelfaktor i patientdelaktigheten, men resursbrist hindrar sjuksköterskan från att bygga och bibehålla dessa. Studien bidrar med insikter gällande resurstilldelning och organisatoriska förändringar, som kan stärka patientens delaktighet, öka vårdkvalitet och minska vårdlidande. Genom att åskådliggöra sjuksköterskornas röster, belyser denna studie behovet av förändringar som möjliggör ökat patientengagemang och ökad patientdelaktighet inom psykiatrisk öppenvård. Studien belyser behovet av att adressera resursbegränsningar och implementering av individuellt anpassad delaktighet genom exempelvis tekniska hjälpmedel. Fortsatt forskning föreslås fokusera på just detta. Studien uppmanar specialistsjuksköterskor inom psykiatri att prioritera byggandet av starka, förtroendefulla relationer till sina patienter i syfte att främja patientdelaktigheten samt att använda sin expertis för att individanpassa denna. / Psychiatric outpatient care is an important component of Swedish psychiatric care, and the need for such activities increases every year. The specialist nurse's competence and patient participation are a success factor for good psychiatric care, while this participation often comes with challenges. Non-participation risks leading to poor care. The purpose of this study was to investigate nurses' experiences of patient participation in Swedish psychiatric outpatient care. The experience of patient participation is explored through qualitative interviews with seven nurses, who work in outpatient psychiatric care in the Västra Götaland region. The study has its methodological point of departure in reflective life-world research and the interviews were analyzed using inductive content analysis. The results were summarized into three main categories, promote the Patient´s Participation, to Create Space for the Patient's Voice and The Nurse's Role in the Patient's Care Journey, which summarized the main lines of the interviews. The results indicate that, similar to previous research, patient participation is central to increased quality of care, but also how this is limited by a lack of resources. The care relationship appears as a key factor in patient participation, but a lack of resources prevents the nurse from building and maintaining these. The study contributes insights regarding resource allocation and organizational changes, which can strengthen patient participation, increase care quality and reduce care suffering. By illustrating the nurses' voices, this study highlights the need for changes that enable increased patient engagement and increased patient participation in psychiatric outpatient care. The study highlights the need to address resource limitations and implementation of individually adapted participation through, for example, technical aids. It is suggested that further research focus on precisely this. The study urges specialist nurses in psychiatry to prioritize the building of strong, trusting relationships with their patients in order to promote patient participation and to use their expertise to tailor this to the individual.

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems. / Inclusive Education / M. Ed. (Inclusive Education)

Summaries in Afrikaans and Engish / There is at present a lack of consensus in the Educational Psychological domain to a universal point of departure of a uniform approach for Educational Psychologists. Educational Psychologists have become increasingly aware that the therapy and theories that they use for diagnoses and therapy are not based on educational theories. They frequently fall back on existing psychological schools of thought with the result that very few of the educational theories feature there in. The purpose of this dissertation is therefore: • To devise an accountable educational psychological theory which will lead to the integrating of psychological and educational insights. • To devise diagnostic and research models to create an accountable design in practice. • To utilize the essence of educational psychology educational psychologists for diagnoses and therapy. / Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied 'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige sielkundiges. Opvoedkundige sielkundiges het toenemend daarvan bewus geword dat die terapie en teoriee wat hulle gebruik vir diagnose en terapie nie gebaseer is op opvoedkundige teoriee nie, maar gewoonlik terugval op bestaande sielkundige skole en denkrigtings met die gevolg dat baie min van die opvoedkundige teoriee daarin voorkom. Die doel van die proefskrif is gevolglik om: • 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die Relasieterapieteorie" daar te stel wat sal lei tot die integrering van sielkundige- en opvoedkundige insigte. • Diagnoserings- en navorsingsmodelle daar te stel ten einde 'n verantwoordbare praktykontwerp te skep. • Die Relasieterapieteorie in praktyk te veroperasionaliseer om die opvoedkundige sielkundige essensies in die praktyk in te dra en aan opvoedkundige sielkundiges 'n gemeenskaplike vertrekpunt te gee vir diagnose en terapie. / Psychology of Education / D.Ed. (Sielkundige Opvoedkunde)

理性概念所具備的統一性特徵在傳統的形上學背景之下表現為一種普遍的統一學說，然而這樣的論點在當代受到很大的挑戰，當代思想中很多都表現為一種多元主義的立場，對於理性統一性的論點多有批判。於是乎一場一與多之間的哲學辯論就此展開。哈伯馬斯對於理性統一性有其獨特的見解，重新考慮在多元之中理性統一性的可能性。基本上哈伯馬斯採取跳脫形上學立場，不在一與多兩者間的對立為任何一方進行辯護，而是提出一種新的見解，由後形上學的立場來談在多元中理性統一性的可能性。 哈伯馬斯認為現今存在著兩類針鋒相對的觀點，一種是有鑑於當代形上學統一性的喪失而努力回歸前康德時代的形上學，另一種則是以被壓制的多元性向統一性思想提出抗議。為了要釐清其中有關一與多之間的對立與關聯，哈伯馬斯對於傳統以來一與多之間的論點提出了個人的見解，同時也對當代反對統一性的相關論點做討論，進而提出自己的看法以求一條新的解決之道，試著調和一與多之間的對立性。本論文將透過對後形上學思想趨勢的討論，說明哈伯馬斯重建理性概念的進路及其對不同立場的學者所抱持的態度。

Syftet med studien är att bilda kunskap om genuspedagogikens innehåll och arbetssätt med utgångspunkt tagen i genuspedagogernas erfarenhet. Målet är att kunna generera ny kunskap om hur jämställdhetsarbetet i gymnasieskolan ska kunna fungera och att elever i gymnasieskolan ska kunna bemötas på ett jämställt sätt, oberoende av kön. Bakgrunden till studien är det påtalade problemet att elever i ungdomsskolan inte bemöts likvärdigt. Studier visar ett deras kön påverkar hur lärare förhåller sig till dem och vilka betyg eleverna får. Studien undersöker hur genuspedagoger erfar att det genom ett genuspedagogiskt arbetssätt går att förändra de genusnormer och strukturer som lever i gymnasieskolan. Det empiriska materialet består av intervjuer med sex genuspedagoger som är verksamma i gymnasieskolan. Intervjuerna tolkas genom hermeneutisk metod för att nå en förståelse av hur genuspedagogerna upplever och an-vänder genuspedagogiken i sitt arbete i gymnasieskolan. Metoden är inter-vjuer gjorda genom digital teknik: @ography, som innebär intervjuer genomförda via e-post. Resultatet visar att genuspedagoger erfar att det är möjligt att föra in genuspedagogiska arbetssätt i gymnasieskolan, men att det kommer att ta tid då motståndet mot arbetssättet från både lärare, skolledningar och kommuner är stort. Det mest effektiva sättet att förändra arbetssättet på gymnasieskolan är att lärare handleds i arbetslag för att ändra attityder, förhållningssätt och invanda normer. / The aim with the study is to form knowledge about the content of gender pedagogy with starting point in the experiences of gender pedagogues. The objective is to generate new knowledge about how the equality work in the upper secondary school can function and that students in the upper secondary school can to be treated in a more equal way, independently of sexes. The background to the study is the attention of the problem that students are not treated equally. Studies show that the students sexes influences how teachers relate to them and it also influences what grades the students receive. The study examines how gender pedagogues experience a gender pedagogical approach to change norms and structures in the upper secondary school. The empirical materials are interviews with six gender pedagogues who are active in the upper secondary school. The interviews are interpreted through a hermeneutical method in order to reach an understanding of how gender pedagogues' experiences and uses gender pedagogy in their work in the upper secondary school. The method is in-terviews done through digital technology: @ography, which are interviews via e-mail. The result shows that gender pedagogues experiences that it is possible to pursue a gender pedagogical approach in the upper secondary school, but that it will take time when the resistance against the approach from teachers, school managements and municipalities are immense. The most effective way to change the approach on the upper secondary school is if teachers are supervised in teams in order to change attitudes and subconscious standards.

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems. / Inclusive Education / M. Ed. (Inclusive Education)

<p>This thesis is a human geography study of how local planners prepared, implemented and followed up a dialogue with the inhabitants in Alby, a multicultural community. The planners based their work on the ambition that everything that is done to develop Alby should be anchored among the residents in a democratic manner. This thesis analyses this double interpretation and how it appears in the planners’ work.</p><p>The study uses a combination of different action-theoretic approaches for analysing what the planners did. A normative approach is used together with genealogic approaches on power and rhetoric. To make use of these action theories in a multicultural community the thesis explores radical feminism (situated knowledge) and postcolonial theory.</p><p>Methodologically, the study is based on participatory observation. It analyses how the planners anchor decisions using a subject–object approach. The approach steered the planners into a situation in which their administrative system-world grew at the expense of both a sustainable democratic development and losing contact with the life-world of the local inhabitants. During the meetings the planners came in contact with some local activists. From their situated knowledge, the activists gave practical examples on how to make the planners’ system-world more sensitive to the reality of the inhabitants. The thesis stresses the importance of a life-world perspective on local planning and the potential of local meetings, situated knowledge and phronesis to make the planners’ work sensitive to the reality of the inhabitants.</p>