Parentification, the process of role reversal between parent and child, has long-term deleterious consequences. Using 500 men and 501 women, ranging from 18 years to 55 years old, residing in Korea and the U.S., this study examined the relationship of parentification experienced during childhood and depression in adulthood. The moderating impact of gender and self-care was examined in both the Korean and U.S. samples. Multiple-group analysis showed that the relationship between parentification and depression was statistically significant in all groups (U.S., Korean, male, and female), and self-care was negatively linked to depression. However, self-care did not moderate the relationship between parentification and depression in any of the groups. Further analysis using mixture modeling revealed that there were two distinct classes. The majority class, comprising 94.4% of the sample, contained the individuals who practiced more self-care and were more depressed than those in the other class and showed a significant moderation effect of self-care in the association between parentification and depression in the expected direction. However, the minority class, comprising 5.6% of the sample, contained the individuals who practiced less self-care and were less depressed than those in the majority class and showed a signification moderation effect of self-care in the opposite direction with much greater effect sizes enough to negate the moderation effect from the majority class. In other words, self-care appeared to worsen the relationship between parentification and depression for those in the minority class. Implications for therapy are discussed.

Syftet med denna rapport är att undersöka effektiviteten av de inbyggda verktygen för att minska skärmtid i Apples iOS för studenter. Frågeställningen vi har undersökt är “Hur förändras studenters mobilvanor genom att låta Apples Skärmtid låsa appar?”. Vi har genomfört en undersökning där våra deltagare har fått sätta egna begränsningar på sin totala appanvändning under en vecka. Därefter har vi samlat in data med enkäter och intervjuer kring deras appanvändning. Resultatet har visat på att många studenter vill minska sin skärmtid, speciellt inom sociala medier, men verktygen vi undersökt  är inte effektiva nog för att ändra dessa vanor. Många av deltagarna låste upp sina appar trots att de ville minska sin skärmtid. Deltagarna menade på att det finns bra och dålig skärmtid, där produktivitet och kommunikation är bra och sociala medier är dåligt. Därför ville många av deltagarna hellre bara begränsa sociala medier istället för att begränsa all skärmtid. / The purpose of this report is to examine the effectiveness of the built-in tool for reducing screen time in Apple’s iOS on students. The problem statement we’ve looked at is “How are students phone habits affected by letting Apple’s Screen Time lock apps?”. We have carried out an experiment where participants set limits to their own total screen time during one week. Afterwards, we have collected data with surveys and interviews examining their app usage. The results show that many students want to lower their screen time, especially within social media, however, the tools we looked at are not effective to change these habits. Many of the participants unlocked their apps despite wanting to decrease their screen time. Many participants expressed that there is good and bad screen time, where productivity and communication is good, and social media is bad. Therefore, many participants said they would rather only limit social media instead of limiting all their screen time.

Aim: The aim of the study was to explore the association between school pressure and psychosomatic health complaints and the potentially moderating effect of physical activity in a Swedish cohort of adolescents.Method: Cross-sectional data from the Swedish Health Behavior in School-aged Children (HBSC) survey of 2017/2018 was used, with participants aged 11-15 (n=3,745). The exposure was school pressure, which was measured with one question. The outcome was psychosomatic complaints, with information on the frequency of eight complaints which was added to an index. Physical activity was measured with one question. Covariates were gender, grade, and family affluence. First, Cross-tabulations with Chi squared tests were performed to examine patterns related to the exposure variable, school pressure and the covariates as well, and one- way ANOVA was used to explore the bivariate association between school pressure and psychosomatic complaints. Next, linear regression analyses were conducted to examine the association between school pressure and psychosomatic health complaints, with adjusted models including age, gender, familial socioeconomic status, and physical activity. Moderation was examined with a multiplicative interaction term which was evaluated with a Wald test, as well as with a combined variable of both school pressure and physical activity.  Results: The results suggest that higher levels of school pressure were significantly associated with higher levels of psychosomatic health complaints. The association persisted even after the adjustment for covariates. The interaction analyses did not present any moderating effect of physical activity. However, the combined variable analysis showed indications of a buffering effect: for students in the high school pressure group, those with low physical activity had more psychosomatic health complaints than those with high physical activity, the difference being statistically significant.  Conclusion: This study helps further the knowledge on how adolescents’ experiences of school pressure is associated with psychosomatic health complaints and how physical activity can buffer against this association. Suggestions on future research and important study strengths and limitations were discussed.

This thesis critically interrogates the underlying assumptions which legitimise the hard regulation of online platforms regarding terrorist content, by turning to the case of the EU Regulation 2021/784. Utilising qualitative critical discourse analysis, the study analyses how the EU's strategy against terrorist content online is discursively legitimised through the lens of Theo van Leeuwen's framework for discursive legitimisation strategies, focusing on moral and rational justifications. The study's empirical contribution demonstrates how the EU's strategy is legitimised primarily through public security, fundamental rights, digital economy and efficiency discourses. It contributes theoretically by highlighting how counter-terrorism measures regarding online spaces function through rationalisation and moralisation strategies which legitimise policies as reasonable and morally justifiable, when in fact they rest upon a series of contested assumptions and narratives about the threat from terrorist content. Furthermore, the study puts forward that the regulation contributes to the institutionalisation of online platforms role in countering terrorist content online and reproduces unequal power relations between large and small hosting service companies, public authorities, and individuals.

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