Denna studie syftar till att studera hur före detta kriminella väljer att framställa sig själva genom sina livsberättelser. Vi ämnar undersöka ungdomar som har ett kriminellt liv bakom sig, genom att lyssna på deras livshistorier. Genom dessa berättelser vill vi få fram vilka faktorer respondenterna anser varit väsentliga under deras väg genom det kriminella och vilka vändpunkter som funnits under denna tid. Den narrativa metoden valdes som verktyg för att söka svar på våra frågeställningar. Materialet samlades in genom kvalitativa intervjuer med nio före detta kriminella ungdomar som är aktiva i Unga KRIS. Teorin som användes har rötter inom symbolisk interaktionism. Resultatet har varit att utanförskap och uppmärksamhet i ung ålder är en viktig faktor enligt många av respondenterna för att ett kriminellt beteende ska utvecklas. I äldre åldrar blir gruppdynamiken och berusningsmedel väsentliga faktorer som lett till att de fortsatt med det kriminella. Respondenternas vändpunkter har funnits i olika former och lett till stora skillnader i sina liv. / This study aims to study how former criminals choose to portray themselves through their life- stories . We intend to study young former criminals, by listening to their lifestory. Through these stories, we want to find out which factors our respondents believe has been essential during their way through the criminal life and which turning points that have existed during this time. We chose the narrative method as a tool to seek answers to our question. The material was collected through interviews with nine former criminal youth, who are active in Unga KRIS. The theory used, has its roots in symbolic interactionism. The result has been that exclusion and attention at a young age, is an important factor as for many of our respondents. In older ages group dynamics and intoxicants are significant factors that led to the continuation of the criminal according to our respondents. Our respondents’ turning points have been found in various forms and lead to large differences in our respondents' lives.

Abstract The purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions: Which coping strategies do students with reading and writing disabilities use in their studies? How can remedial teachers support students with reading and writing disabilities in their learning process? The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher. The study shows limitations in the possibility to draw general conclusions form the data since there is only one informant participating. On the other hand its strength is the opportunity to illustrate unique and detailed experiences in a life characterized by difficulties to learn reading and writing. The results of the study shows that strategies used by girls with a high capacity for studies though they have reading and writing disabilities or dyslexia, also can prevent the discovery of their difficulties until secondary school or even later. It seems like these difficulties can contribute to a low self-esteem even as an adult which shows the importance of an early intervention. The results also implies that by teaching phonologic awareness, decoding and ortographic reading, young adults and adults still can improve their language skills. To increase the knowledge of and the understanding for these students might be a task for a remedial teacher in secondary school. / Syftet med denna studie är att öka förståelsen för inlärningssituationen för elever med läs- och skrivsvårigheter/dyslexi på gymnasiet. Studien försöker besvara följande frågeställningar:   Vilka strategier använder elever i läs- och skrivsvårigheter för att klara av sina studier? Hur kan man som speciallärare stödja inlärningsprocessen för elever i läs- och skrivsvårigheter? Studien bygger på två intervjuer med en sammanlagd inspelad intervjutid på tre timmar som gjorts med en gymnasielärare i svenska/engelska. Läraren har erfarenheter av läs- och skrivsvårigheter både för egen del och hos elever som läraren kommit i kontakt med i sitt yrke. Intervjuerna har konstruerats till en kronologisk och tematiskt utformad livsberättelse som handlar om lärarens erfarenheter av läs- och skrivsvårigheter under sin skolgång, lärarutbildning och som yrkesverksam lärare.  Med ett begränsat urval av informanter så gör studien inga anspråk på att presentera generaliserbara resultat utan belyser istället det unika i en persons erfarenheter. Det framkommer i livsberättelsen att strategier som duktiga och ambitiösa flickor med läs- och skrivsvårigheter/dyslexi använder för att klara av sina studier, också kan hjälpa till att dölja svårigheterna väldigt långt upp i åldern. Ett sent upptäckande av läs- och skrivsvårigheter verkar också bidra till ett dåligt självförtroende som vuxen vilket indikerar vikten av att uppmärksamma tecken på svårigheter på ett tidigt stadium. Resultaten antyder också att man genom undervisning kan öka fonologisk medvetenhet, avkodning och ortografisk läsning även som ungdom eller vuxen. Att öka kunskapen om och förståelsen för denna elevgrupp skulle kunna vara en arbetsuppgift för en speciallärare på gymnasiet.

Background: This study explores the use of storytelling and patient narrative in mental health care. The focus is how the use of storytelling can reduce suffering and support the recovery process for individuals with psychiatric illnesses. The objective is to review research on the role of storytelling in promoting health, mitigating suffering, and fostering recovery in healthcare from a caring perspective. The study aims to answer the question of whether storytelling can reduce suffering in patient care. Design and Method: This study is a systematic literature review of qualitative studies that utilized the method meta-synthesis and thematic analysis. The authors searched for relevant articles, screened them based on inclusion and exclusion criteria, and extracted data using an inductive approach. A total of 15 articles were chosen, and the extracted data were analyzed to identify common themes and subthemes. Results: The main themes that emerged in the analysis of the fifteen articles were suffering, lifestory and the caring relationship and the subthemes were shame and stigma, loss of self and isolation, hope, meaning, growth, and recovery. Conclusion: A significant finding from the study is that the caring relationship between the nurse and the patient is important in order to provide a supportive context for the rewriting of the patient's life story, which in turn can contribute to the relief of suffering.

Die rasionaal vir onderhawige studie was aan die hand van narratiewe navorsingsmetodes om insig en begrip te verwerf oor wat dit beteken om die moeder te wees van 'n seun met outisme. Ek (navorser) en die moeder (deelnemer) het verskeie data-inwinning-aktiwiteite aangewend, byvoorbeeld haar lewensverhaal, waarin ek en die moeder emosionele intelligensie komponente geïdentifiseer het met die verdere doel om haar belewinge van outisme te interpreteer. 'n Narratiewe navorsing-ontwerp, wat gebaseer is op interpretavistiese en konstruktivistiese paradigmata, kan dus die betekenisvolle emosies en ander belewinge van die moeder akkuraat interpreteer en kommunikeer oor wat dit beteken om 'n moeder te wees van 'n seun met outisme. In hierdie studie maak ek as navorser gebruik van 'n kwalitatiewe navorsingsbenadering met 'n narratiewe navorsings-ontwerp, waarin 'n multimetode benadering tot data-insameling aangewend word, met die doel om die belewinge van die moeder in die vorm van 'n lewensverhaal saam te vat. Die data-inwinning-strategieë wat aangewend is het gepoog om in-diepte, ryk en persoonlike verhaal-inhoude te genereer. Die volgende aktiwiteite is gebruik : 'n informele onderhoud, herinneringsboek (collages, staaltjies, lewenslyn en metafore), en 'n intellektuele bespreking van emosionele intelligensie. Die moeder het kollaboratief deelgeneem tydens die identifisering van emosionele intelligensie komponente in haar lewensverhaal. Dit was belangrik om deurlopend kollaboratiewe besprekinge met die moeder te skeduleer, aangesien haar insae met betrekking tot die wyse waarop die data georganiseer, geanaliseer en geïnterpreteer word verband hou met haar interpretasies van outisme en die verkenning van haar belewinge aan die hand van Bar-On (2003) se emosionele intelligensie komponente. Die betekenisvolle belewinge wat op grond van die moeder se verhaal-inhoude, in samehang met haar geïdentifiseerde emosionele intelligensie komponente, bespreek word, dui daarop dat die moeder 'n optimistiese, realistiese en intro-spektiewe uitkyk het met betrekking tot ouerskap en opvoeding. Dit kan as verantwoordbaar beskou word as ek as navorser dit stel dat die moeder begrip en insig demonstreer ten opsigte van die hindernis waarmee haar seun leef. Die moeder som haar belewing van outisme die beste op met die inspirerende aanhaling van Emily Pearl Kingsley: “Say goodbye to the child you wanted, or else your focus will never be with the child you have.” / ENGLISH : The rationale for this study was to gain a better understanding of what it means to be the mother of a child with autism, through the use of narrative research accounts. The mother (participant), and I (researcher) furthermore utilized the sources of collected data, such as her life story, to identify components of emotional intelligence with the purpose of additional interpretation. A narrative research design, firmly rooted in an interpretivist and constructivist paradigm, should therefore serve to accurately interpret the significant emotions and other lived-experiences that a mother attaches to living with a child that has been diagnosed with autism. A multi-method approach, directed by a qualitative research approach and a narrative research design, was followed in an attempt to capture the mother‘s experiences and life story. Data collection strategies employed to generate an in-depth, rich and personal life story consisted of the following activities: an informal interview, memory box (collages, anecdotes, life line, and methaphors) and an intellectual discussion regarding emotional intelligence. The mother also participated in a collaborative discussion to identify emotional intelligence components relevant to her life story. Further collaboration and discussion with the mother were required to ensure that the data were organised, analysed and interpreted according to the mother‘s lived-experiences of autism, along with her emotions that were identified on the basis of Bar-On‘s (2003) emotional intelligence components. The meaningful findings drawn from the mother‘s narratives (in relation to the identified emotional intelligence components) suggest that the mother demonstrates an optmistic, realistic and introspective view on parenting. It can be regarded as accountable for me as researcher to state that the mother displays an educated an comprehensive understanding of the disability with which her child is living. The mother perhaps best summarises her experiences of autism in the words of Emily Pearl Kingsley‘s inspirational words: “Say goodbye to the child you wanted, or else your focus will never be with the child you have.” / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / Unrestricted