The view of how value is created for customers have increasingly been changing. Especially, it is about how more and more companies have come to realize that they can generate greater value by co-create services together with the customer. The housing company Mimer in Västerås are in some cases experiencing that they do not create enough value for their tenants and the public. This has laid the foundation for this qualitative study, where the purpose is to have conversations with employees and managers to find out whether Mimer has the potential to work with co-creating actions and, if so, explain what it is that suggests that with the help from theories. The empirical data consists of interviews with leaders within Mimer, and also relevant documents that may affect the company's ability to work with co-creation processes. The results of the study show that Mimer in several ways with processes that could be a breeding ground for co-creating actions. / Synen på hur värde skapas för kunder har allt mer kommit att förändras. Framförallt handlar det om hur allt fler företag kommit till insikt med att de kan generera högre värde genom att samskapa tjänster tillsammans med kunden. Bostadsbolaget Mimer i Västerås upplever i vissa fall att de inte skapar tillräckligt värde för deras hyresgäster och allmänheten. Detta har lagt grunden till denna kvalitativa studie, där syftet är att i samtal med medarbetare och ledare ta reda på om Mimer har förutsättningar för att arbeta med samskapande aktioner samt i så fall redogöra med hjälp av teorier vad det är som tyder på detta. Empirin består dels av intervjuer med ledare inom Mimer, och dels av relevanta dokument som kan tänkas påverka eller främja bolagets möjligheter att arbeta med samskapande processer. Resultatet av studien visar att Mimer på flera sätt arbetar med processer som skulle kunna vara en grogrund för samskapande aktioner.

The purpose of the study was to examine, in a population of ninth grade high-school students,whether autonomy support from parents and the fulfilment of basic psychological needspredicted participation in physical activity both in leisure time and in PE classes. Based onprevious research we hypothesised that autonomy support would have an indirect effect onparticipation in physical activity in leisure time and school sports through the psychologicalbasic needs.The study involved 193 students from ninth grade in the Swedish school system.Mediation analyses were performed to investigate the stated hypotheses. The results showedthat a positive indirect effect from autonomy support on participation in physical activity inleisure time through psychological basic needs. Further there was no statistically significantcorrelation between autonomy support, basic needs and participation in PE classes.Based on this study we concluded that autonomy supports as well as the psychologicalbasic needs are two important factors to focus on to get high-school students to be physicallyactive. / Syftet med föreliggande studie var att undersöka huruvida autonomistöd från föräldrar samtuppfyllelse av grundläggande psykologiska behov predicerade deltagande i fysisk aktivitetbåde på fritiden och till skolidrott bland elever i årskurs 9. Baserat på tidigare forskning varvår hypotes att autonomistöd skulle ha en indirekt effekt på deltagande i fysisk aktivitet, bådepå fritiden samt till skolidrotten, via psykologiska grundbehov.I studien deltog 193 elever från årskurs 9 i det svenska skolsystemet. Medieringsanalyseranvändes för att undersöka de uppställda hypoteserna. Resultatet visade en positivt indirekteffekt från autonomistöd till deltagande i fysisk aktivitet på fritiden genom de psykologiskagrundbehoven. Vidare fanns det inget statistiskt signifikant samband mellan autonomistöd,grundbehoven och deltagande på idrottslektioner. Baserat på föreliggande studie drogförfattarna slutsatsen att autonomistöd samt de psykologiska grundläggande behoven är tvåviktiga faktorer att fokusera på för att fler elever skall bli fysiskt aktiva.

The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The purpose of the present study was an exploratory examination/study of the self-concept of learners with Special Education Needs. To this end, all 1005 subjects completed the Piers-Harris Self Concept Questionnaire once. This questionnaire consists of 80 statements divided into six subscales i.e. : Behaviour, Intellectual and School status, Physical appearance, Anxiety, Popularity and Happiness and satisfaction. A total score is then culculated from those separate dimensions. Learners in the four Special Schools were selected per school as follows: • in random order • sex • medium of instruction • technical subject • hostel/day scholar • grade/standard Correlations between self-concept variables were examined, but two other questionnaires containing certain biographical details and information concerning the learners' academic and technical marks and the parents' marital status, were also used in the study. By using these two questionnaires, correlations between self-concept variables and certain biographical variables such as the following were possible : • sex and self-concept • medium of instruction and self-concept • living in the school hostel and self-concept • evaluation of relationship with technical teacher and self-concept • academic achievement and self-concept • technical subject and self-concept and • marital status of parents and self-concept correlations The following decisive correlations emerged as a result of the study : • regarding the correlation between self-concept variables, Happiness and satisfaction as well as Popularity featured strongly with limited Anxiety. Physical Appearance correlated strongly with Popularity and with Happiness and satisfaction. • regarding the correlation between sex and self-concept, it appeared that boys have a better/higher self-concept than girls with regard to Physical Appearance, Happiness and satisfaction and limited Anxiety. • regarding the correlation between medium of instruction and self-concept, there appeared to be a significant link between the self-concept variables: Anxiety, Popularity and Happiness and satisfaction. English speaking learners registered higher values on the scores than Afrikaans speaking learners in all three self-concept variables. • regarding the correlation between living in the school hostel and self-concept, it appeared that day scholars had higher self-concept scores with regard to Physical Appearance, Popularity, Happiness and satisfaction than hostel residents. • regarding the correlation between evaluation of relationship with technical teacher and self-concept, it appeared that there was a significant link between evaluation of the relationship with the teacher and two self-concept variables : Behaviour and Intellectual and School Status. Learners to whom the technical teacher meant a great deal, had higher self-concept scores in Intellectual and School Status than those to whom the technical teacher meant little. regarding the correlation between academic achievement and self-concept and sex, there were significant correlations between academic achievement and self-concept variables such as : Behaviour, Intellectual and School Status and Happiness and satisfaction. Differences between the size of correlations between boys and girls were however, insignificant. • regarding the correlation between technical subject and self-concept, there are significant links between technical subject and Physical Appearance, Anxiety, Popularity and Happiness and satisfaction. • regarding the correlation between marital status of parents and self-concept variables, it appeared that learners whose parents are in the process of divorce, scored lower for Anxiety. They experienced a reasonably high degree of Anxiety and also less Happiness and satisfaction compared to persons whose parents were married or divorced. From the results of this study, it appears that the placing of a learner in a special school, despite the criticisms expressed by opponents, does show positive correlations between self-concept and certain biographical variables as discussed. / AFRIKAANSE OPSOMMING: Die doel van die huidige ondersoek was In verkennende ondersoek na die selfkonsep van leerders met Spesiale Onderwysbehoeftes. Om dit te bewerkstellig, het al 1005 proefpersone die Piers - Harris Selfkonsepvraelys eenmalig beantwoord. Dié vraelys bestaan uit 80 stellings wat in ses subskale onderverdeel word, naamlik : Gedrag, Intellektuele- en skoolstatus, Fisiese voorkoms, Angs, Populariteit en Geluk en tevredenheid. In Totaaltelling word dan uit hierdie afsonderlike dimensies bereken. Leerders in die vier Spesiale Skole is per skool soos volg geselekteer : • op In gelykkansige wyse • geslag • onderrigtaal • tegniese vak • koshuis/dagskoliere • graad/standerd Verbande tussen selfkonsepveranderlikes onderling is ondersoek, maar twee ander vraelyste waarin sekere biografiese besonderhede en inligting oor leerders se akademiese en - tegniese punte en ouers se huwelikstatus bekom is, is ook in die ondersoek gebruik. Deur dié twee vaelyste ook te gebruik, kon verbande tussen selfkonsepveranderlikes en sekere biografiese veranderlikes soos die volgende ondersoek word: • verband tussen geslag en selfkonsep • verband tussen onderrigtaal en selfkonsep • verband tussen koshuisinwoning en selfkonsep verband tussen evaluering van verhouding met tegniese onderwyser en selfkonsep • verband tussen akademiese prestasie en selfkonsep • verband tussen tegniese vak en selfkonsep en • verband tussen huwelikstatus van ouers en selfkonsepveranderlikes Uit die resultate van die ondersoek is die volgende beduidende verbande, gevind: • ten opsigte van die verband tussen selfkonsepveranderlikes onderling, het Geluk en Tevredenheid asook Populariteit redelik sterk gekorreleer met lae Angsgevoelens. Fisiese Voorkoms korreleer ook redelik sterk met Populariteit en met Geluk en Tevredenheid. • ten opsigte van die verband tussen geslag en selfkonsep blyk dit dat seuns 'n hoër selfkonsep het as dogters wat betrefFisiese Voorkoms, Geluk en Tevredenheid en laer Angsgevoelens. • ten opsigte van die verband tussen onderrigtaal en selfkonsep blyk dit dat daar 'n beduidende verband is tussen selfkonsepveranderlikes : Angs, Populariteit en Geluk en Tevredenheid. Byal drie selfkonsepveranderlikes toon Engelssprekende leerders hoër waardes op die tellings as Afrikaanssprekendes. • ten opsigte van die verband tussen koshuisinwoning en selfkonsep blyk dit dat leerders wat nie inwoon nie, hoër selfkonseptellings het ten opsigte van Fisiese Voorkoms, Populariteit, Geluk en Tevredenheid as leerders wat inwoon. • ten opsigte van die verband tussen evaluering van verhouding met tegniese onderwyser en selfkonsep blyk dit dat daar 'n beduidende verband is tussen evaluering van verhouding met tegniese onderwyser en twee selfkonsepveranderlikes : Gedrag en Intellektuele en Skoolstatus. Leerders vir wie die tegniese onderwyser baie tot geweldig baie beteken, het hoër selfkonseptellings op Intellektuele en Skoolstatus as diegene vir wie die tegniese onderwyser baie min tot min beteken. • ten opsigte van die verband tussen akademiese prestasie en seljkonsep en per geslag is daar beduidende korrelasies tussen akademiese prestasie en selfkonsepveranderlikes soos : Gedrag, Intellektuele en Skoolstatus en Geluk en Tevredenheid. Verskille tussen grootte van korrelasies tussen seuns en dogters is egter baie gering. • ten opsigte van die verband tussen tegniese vak en seljkonsep is daar beduidende verbande tussen tegniese vak en Fisiese Voorkoms, Angs, Populariteit en Geluk en Tevredenheid en • ten opsigte van die verband tussen huwelikstatus van ouers en seljkonsepveranderlikes blyk dit dat persone wie se ouers besig is om te skei, laer angstellings het, met ander woorde hulle ervaar 'n redelik hoë mate van Angs en ook minder Geluk en Tevredenheid in vergelyking met persone waarvan die ouers in ander huwelikstate verkeer. Uit die resultate van die ondersoek wil dit tog voorkom asof die plasing van 'n leerder in 'n spesiale skool, nieteenstaande al die kritiek wat deur teenstanders uitgespreek word, tog positiewe verbande toon tussen selfkonsepveranderlikes en sekere biografiese veranderlikes soos bespreek

Context and Objectives: There is an increasing recognition that there is great potential in utilizing learning in client relationships as this can enable service providers to develop relational capabilities and more successfully manage relationships. Building on this premise, the present study argues that learning in relationships relates to the ability to learn from the local context to leverage relationship success. To do this, requires an understanding of what drives success in each stage of relationship development and how this can be achieved to ensure success. The aim of the research is to explore the potential for learning in business service relationships, through the exploration of learning needs relevant in stages of relationship development. Learning needs are defined as what service providers need to learn about how to leverage successful relationships at each stage of development. Research Methodology: The study employs two qualitative case studies of business service providers that provide contextually differing embedding conditions for relationships and learning. Data has been gathered through interviews with individual service providers, observation of practice and organisational documentation. The research undertaken explores service providers’ approach towards relationship development, with the aim of identifying critical factors influencing success in each relationship stage and corresponding opportunities for learning through the experiences and challenges faced by service providers in practice. Findings: Results highlights that learning from the local context is critical for managing relationship success. Critical success factors for each stage are identified from the experiences and challenges faced by service providers across the two cases. These are translated into learning needs for each stage that aim to guide service providers’ attempts to learn from the local context in order to inform and adapt their approach. The appreciation of learning needs in relation to the unique context of each organisation directs attention to corresponding guidelines for practice. The research concludes with the proposition of a theoretical model for learning in relationships as well as a practical learning needs framework that can be incorporated in service providers’ practices for managing client relationships. Importantly results suggest that becoming relationally capable requires a transition to embracing a learning orientation in terms of both philosophy and process. Research Relevance and Implications: The study extends the potential for the creation of a relational capability in business relationships through the exploration of learning needs. Findings suggest that relationship management can be viewed as a cyclical process of learning and adaptation where success at each stage rests on the ability to read and learn from the local context and engage in appropriate actions in practice. The study contributes towards practice, by providing a practical framework through which service providers can develop relational learning. Exploration and appreciation of learning needs in stages of relationship development can aid service providers in the establishment of appropriate approaches towards intervention or stimulation of relationship success.

The aim with this study was to see how a few teachers with experience of young students with ADHD looks upon the need of special support through ICT and from which perspective of special needs education the support is formed. I related the informants’ answers about their views on special needs support based on a relational and categorical perspective and came to the conclusion that all of the informants uses a bit of both depending on each individual students needs. Therefor I could see that the dilemma perspective is current in schools today. The most important need for the students with ADHD in general is, according to the informants, structure and routine. The result from this study also shows that general knowledge about ICT is lacking and needs to increase. This could in most cases be explained by the schools economic resources as that partly prevent purchase of new and more equipment but also forces the school to keep larger groups of students in each class. This leads to less time for the teacher to learn about how and when ICT can be used. When asked if or how ICT could work as an asset for the students with ADHD in their studies, all of the informants said that it could be used mainly as motivation for the students to keep focus but is not seen as a tool only for those in need of special support but acts as motivation for all students, with or without diagnosis. In general ICT is viewed as a complement to the ordinary education and all of the informants points out the importance of letting go of these artifacts once in a while to actually see what surrounds them and that it is important to know the purpose of its use.

Inclusion recognises the diversity of people and aims to use these differences as advantages. Since the ratification of the Convention on the Rights of Persons with Disabilities in 2009 there have been changes to the educational system in Germany; children with special needs are now attending general schools. This change has developed complex debate in societies discourse and the media. It has highlighted the need for changes within the education sector that support inclusion and allow all students to participate on their level. Within the field of Outdoor Education, learning contains practical and theoretical approaches, all senses should be used and emphasis is placed on students learning from experiences. Those learning methods are particularly well adapting for children with special needs as special education works with direct learning approaches. The place of learning is a key element within Outdoor Education and learning can take place outside the classroom in urban or rural environments. In order to determine if Outdoor Education has the potential to increase inclusion of children with special needs, a study in a German primary school was conducted. The study focused on a single class whilst they participated in mathematics lessons. Interactions were observed between students and teachers during indoor and outdoor lessons; follow-up interviews with students and teachers were made. The findings presented participation of all children while learning outside the classroom. In particular children with special needs showed an increased sense of achievement and a higher level of motivation and concentration in the outdoor lessons due to the fact that they were able to contribute to the exercises. The presented findings show that Outdoor Education has a meaningful potential in order to increase inclusion in German schools.

Syftet med denna fallstudie är att få en bild av vad specialpedagogens roll i förskolan innehåller och innebär. Studiens ansats är kvalitativ och som empirisk datainsamlingsmetod används kvalitativa intervjuer samt observationer. Studiens analysbegrepp är det specialpedagogiska dilemmaperspektivet samt den sociokulturella teorin. Rapporten beskriver specialpedagogens roll på två olika förskolor. Den beskriver också de förväntningar som finns på specialpedagogen samt specialpedagogens syn på sin egen roll. Studien visar att specialpedagogens uppdrag kan se väldigt olika ut, beroende på flera olika faktorer - bland annat anställningsform och organisation. / The purpose of this case study is to describe the role of the special education needs coordinator (SENCO) in preschools. The study's approach is qualitative. The method used is qualitative interviews and observations. The study's analysis concepts are the special education dilemma perspective and the sociocultural theory. The study aims to describe the role of the SENCOs in two different preschools. It is also aiming to describe the expectations upon the SENCOs and what the SENCOs thinks about their own role. The study shows that the assignments of the SENCO can look very different depending on several factors- including employment status and organization.

Syftet med studien var att undersöka hur socialsekreterare upplever att de kan tillgodose barns behov vid familjehemsplaceringar. För att nå syftet har fem kvalitativa intervjuer genomförts med socialsekreterare anställda på socialtjänsten vars arbete är kopplat till placeringsförfaranden. Resultaten visar att socialsekreterare upplever att de inte kan tillgodose barnens alla behov, utan man behöver göra en bedömning om vad som är viktigast. Barns åsikter och önskemål blir lyssnade på men faller ofta bort då andra behov bedöms vara viktigare. Resultaten visar även att det är stor brist på familjehem vilket får socialsekreterarna att uppleva att de måste nöja sig med en matchning som är ”good enough” och hoppas på att placeringen blir bra ändå. Viljan att tillgodose barns behov finns medan möjligheten att göra det är begränsad. / The purpose of this study was to investigate how social workers experience their possibility to meet children’s needs in the work with foster home placement. Five qualitative interviews have been held with social workers within the social services, whose work is related to foster care placements. The results show that social workers experience that they are not able to meet all children’s needs, and therefore they have to value what need is more important than other. Children’s voice and requests are being listened to but are not always being considered as important as the other needs. The result also shows that there is a great shortage of foster homes which makes social workers feel that they have to settle for a match that is “good enough” and hope that everything goes well. The desire to meet every child’s needs is there, but the possibility to do that is limited.

Aims: Unmet needs have mainly been investigated with formal and informal adult caregivers and ill individuals within psycho-oncology; findings indicate unmet needs are associated with negative affective state and caregiver burden. Research relating to adolescent children’s experiences of unmet needs during parental illness has, in the main, been based upon parental reports or professional opinion, yet research suggests that parental reports can downplay the effects and it is important to ask the adolescent child for their opinion. Adolescence is a transitional time in development; this may make the illness experience and subsequent needs vary from those of formal and informal adult caregivers. This thesis pragmatically investigates adolescent children’s firsthand accounts of unmet psychosocial and supportive care needs when they have a parent with a non-communicable disease. Methods: Systematic Review: To inform the direction of the thesis and capture all relevant published literature, a comparative systematic review was carried on adolescent’s experiences of unmet needs when they have a parent with a NCD, cancer or psychological problem. The review was conducted using standardized procedures and guidance from the Cochrane collaboration. Interpretative Phenomenological Analysis: Qualitative methodology was used to investigate seven adolescent’s experiences of unmet psychosocial and supportive care needs in relation to having a parent with a NCD. Participants were recruited through institutions of further and higher education. Quantitative Research: Pearson’s correlation and multiple regressions were used to test associations between unmet needs, depression, stress, anxiety and quality of life, and to determine the applicability of the revised version of the Offspring Cancer Needs Inventory (OCNI) for individuals who have a parent with a NCD. One hundred and seven adolescent children completed the revised version of the OCNI, the DASS-21 (depression, anxiety, and stress) and AC-QoL (Adult carers’ quality of life) scales. Findings: Systematic Review: In the review 1479 papers were considered. Seven met the inclusion criteria, of these five papers related to cancer, one to chronic illness and one to psychological problems. Results suggest that adolescents had informational, supportive and recreational needs, and did not want to worry parents by asking them questions. The lack of hits and the disparity between illness groups is problematic in making comparisons and drawing definitive conclusions. Interpretative Phenomenological Analysis: Four interdependent themes emerged from the data, two relating to interpersonal needs (Information Needs and Support Needs), and two relating to intrapersonal needs (Need for 4 Acknowledgement and Need to be Them-Self), each had their own number of sub-themes. Adolescent’s had a variety of needs that could be partially met through honest and accurate information, interpersonal support and acknowledgment of their caring role within the family. The interdependence of the needs indicated that the fulfilment of one need has the potential of meeting other needs. Unmet needs were comparable to those of adolescent children who have a parent with cancer; as such it was deemed that the new version of the OCNI would be suitable for use with individuals who had a parent with a NCD. Quantitative Research: Ninety-Three percent of adolescents reported at least one unmet need. Analysis suggests that the unmet needs variables were co-dependent and correlated with depression, stress, anxiety, and quality of life. Certain unmet need variables predicted stress, anxiety, depression, and quality of life. Conclusion: The findings of this thesis indicate that adolescent children who have a parent with a NCD have a variety of unmet needs, and that these are associated with affective state and well-being. It is suggested that counselling psychologists are well placed to provide psychological and needs based interventions based upon the findings within this thesis. More research is required in this area to determine cause and effect; owing to counselling psychologists working with the lifespan they would be well placed to further the knowledge in this area.