There is growing evidence that the way patients and families relate to healthcare professionals influences their experience of illness and healthcare, and may affect their psychological and physical wellbeing. Relationships between professional groups may also have a significant impact on healthcare provision to children and families. Previous research has focused on dyadic relationships within paediatric healthcare (mother and child, nurse and parents, doctors and nurses), but little has been published concerning the complex inter-relationships and roles of family members, doctors and nurses. The aim of this research was to undertake a systemic analysis of the roles and relationships of nurses and doctors with children, adolescents and families. A qualitative methodology was used to explore how the three groups (nurses, doctors and families) understand their respective roles and relationships in the care of ill children within a tertiary paediatric hospital. While systemic and social constructionist theory informed the overall conception of the study, grounded theory was the method used for structuring data collection and analysis. Data collection involved semi-structured interviews with doctors, nurses and families. These were audio-taped and each set of transcripts analysed according to grounded theory principles. Theoretical coding then allowed comparisons to be made across each set of data. Two theoretical categories describing key processes involved in the care of ill children emerged from the analysis. These were: “Building emotional connections and focusing on medical goals: complementary or contradictory relationship discourses for families and staff?” and “Shifting relationships around expertise and power: the gains and losses associated with new positionings” The first category highlights that both professionals and families appear to draw on particular societal discourses to inform their roles and relationships. These discourses (about the therapeutic value of emotional connections between staff and families and the need for ‘medical professionalism’) can appear at odds with each other. creating tensions and dilemmas for each group. The second theoretical category highlights that power relationships between nurses, doctors and families are in a process of change. Fundamental change may be hard to achieve however, as each group may experience losses and well as gains in their emerging positions. It is further argued that changes in government policy relating to these core processes creates challenges for each participant group as they struggle to balance positive working relationships, the medical care of the child and status and power issues. Change in any one aspect of these professional and family roles and relationships may have both adverse and beneficial effects, which need to be recognised. These findings raise important questions about the feasibility and desirability of family centred care. The implications of this research for training, consultation and future research are explored. The research adds to a small but growing body of literature focusing on the interface between professionals, patients and families in healthcare settings.

Située au croisement de la sociologie du genre et de la sociologie des groupes professionnels, cette thèse vise à explorer quand et comment le genre devient un élément constitutif de l’organisation du travail dans les métiers de la viande et des fleurs. À partir d’une enquête ethnographique qui prête une attention particulière à l’agencement phénoménal des activités, elle s’attache à rendre compte de la manière dont les appartenances sexuées sont actualisées dans le cours des interactions professionnelles. Elle montre que les membres d’un groupe professionnel statistiquement sexué ne mobilisent pas toujours le genre de la même manière et ne l’investissent pas forcément d’une même signification opératoire. Il ne s’agit donc pas de supposer d’emblée une pertinence constante de l’appartenance sexuée, même dans des contextes professionnels marqués par des asymétries profondes de ce point de vue. Il convient plutôt de reconnaitre que la mise en pratique du genre est susceptible de se décliner de façons différentes selon les contextes d’interaction. En insistant sur les effets de situation dans la manière dont les individus « font du genre » (do gender), cette thèse apporte une contribution originale à l’analyse des processus de (dé-)sexuation des activités professionnelles. Enfin, en s’intéressant à leur organisation et aux épreuves que les professionnel·le·s traversent, cette thèse propose une lecture sociologique de deux métiers qui demeurent encore peu ou pas étudiés / Located at the intersection of the gender studies and the sociology of occupational groups, this thesis aims to explore when and how gender becomes a constituent part of workplace activities for two contrasting occupational groups: butchers and florists. Based on ethnographic fieldwork that focuses on the phenomenal organization of activities, it seeks to account for the ways in which gender becomes relevant to these professionals and their clients in the course of occupational interactions. It shows that the members of a statistically gender segregated occupation don’t always mobilize gender in the same way and don’t necessarily invest it with the same operative meaning. Therefore, even in contexts marked by profound gender asymmetries, it is important not to assume a constant relevance of gender and sex categories. Rather, it should be recognized that the gendered practices are likely to be quite specific to the occupational context under study. By focusing on the effects of the situation on the ways in which individuals “do gender”, this thesis makes an original contribution to the analysis of the processes of (de-)gendering professional activities. Finally, by studying the organization and professional experiences of butchers and florists, this thesis enhances our sociological reading of two occupations that have been little studied to date.

<p>Allt fler företag fördjupar sig i personalutveckling och arbetstillfredsställelse. Arbetstillfredsställelse har kopplats till begreppet ”core self-evaluation” (CSE), som bygger på fyra personlighetsdrag: generell self-efficacy, locus of control, neurotisism och självkänsla. Studien sökte svar på vilken inverkan CSE och bassjälvkänsla har på arbetstillfredsställelse samt om dessa variabler skiljer sig åt mellan yrkesgrupper. En enkätstudie med 103 respondenter i tre olika yrkesgrupper genomfördes i två städer i mellersta Sverige. Variablerna mättes med etablerade test för core self-evaluations, arbetstillfredsställelse och bassjälvkänsla. Den enda prediktorn för arbetstillfredsställelse visade sig vara bassjälvkänsla. Resultatet diskuteras bland annat utifrån M. Johnsons (1997) teori om bassjälvkänslans betydelse för individens grundtrygghet.</p>

Allt fler företag fördjupar sig i personalutveckling och arbetstillfredsställelse. Arbetstillfredsställelse har kopplats till begreppet ”core self-evaluation” (CSE), som bygger på fyra personlighetsdrag: generell self-efficacy, locus of control, neurotisism och självkänsla. Studien sökte svar på vilken inverkan CSE och bassjälvkänsla har på arbetstillfredsställelse samt om dessa variabler skiljer sig åt mellan yrkesgrupper. En enkätstudie med 103 respondenter i tre olika yrkesgrupper genomfördes i två städer i mellersta Sverige. Variablerna mättes med etablerade test för core self-evaluations, arbetstillfredsställelse och bassjälvkänsla. Den enda prediktorn för arbetstillfredsställelse visade sig vara bassjälvkänsla. Resultatet diskuteras bland annat utifrån M. Johnsons (1997) teori om bassjälvkänslans betydelse för individens grundtrygghet.

The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

Förväntningar är våra egna föreställningar som styr vår perception, vår motivation, våra känslor och även våra handlingar. Därmed kan det tänkas att förväntningar till viss del styr hur den faktiska upplevelsen av någonting kan komma att bli till exempel det kan vara en sommarledighet, en ny regering eller ett nytt jobbsamarbete. Om många människor har samma sorts förväntningar angående något, då kan det vara intressant att veta om de har samma erfarenhet kring saken, eller vad det är som enar dem i denna förväntning. Förväntningar har även visat sig ha stor påverkan inom till exempel markundersökningar, vadslagning gällande sport eller investeringar i aktier. Målsättningen med studien är att undersöka huruvida individer ur de berörda yrkesgrupperna har några förväntningar på det kommande samverkansprojektet på Gotland som de eventuellt ska ingå i. Yrkesgrupperna är poliser, samhällstjänst, fritidsförvaltning, skolor och fristående föreningar. Målet är även att fastställa vilka dessa förväntningar så fall är samt om det kan urskiljas några mönster bland förväntningarna, och i så fall vad dessa vilka antaganden som kan göras av dessa mönster. Den teoretiska referensramen behandlar teman som är viktiga för studien dessa är: samverkan, förväntningar och attityder men även mål och arbetsfördelning. Vi förhåller oss till teorierna och uppsatsen leder fram till en analys av vad respondenterna sa och vad det kan tolkas som med hjälp av teorierna. Metoden för att göra detta är kvalitativ forskningsmetod och semistrukturerade intervjuer, det vill säga inte så uppstyrda intervjuer med minst en individ från varje berörd yrkesgrupp. Resultat som framkom av studien är att i princip alla respondenter har positiva förväntningar och menar på att projektet har alla förutsättningar för att kunna lyckas på Gotland. Resultatet visar även att många av respondenterna ser att det inledningsvis kan bli en stor kostnad för regionen, men menar att det kommer att återbetala sig i framtiden. Vidare framkommer slutsatsen att det finns fler faktorer som kan påverka respondenternas förväntningar än vad som framkom vid första anblicken. / Expectations are our own beliefs that control our perception, our motivation, our feelings and our actions. Thus, it might be possible to think that expectations partly determine how the actual experience of something may be, such as a summer leave, a new government or a new job co-operation. The aim of the study is to investigate whether individuals from the occupational groups concerned have any expectations of the future cooperation project in Gotland that they may be included in. The occupational groups are policemen, community services, recreation, schools, independent associations. The goal is also to determine what these expectations are, and if any patterns can be distinguished from expectations, and if so, what analysis can be assumed from the patterns. The method of doing this is qualitative research method and semi-structured interviews. The results of the study are that, in principle, all respondents have positive expectations and believe that the project has all the prerequisites for success in Gotland.

A partir da abordagem minceriana tradicional para anÃlise dos determinantes dos rendimentos do trabalho, conduz-se uma especificaÃÃo da anÃlise para nove grupos ocupacionais no Brasil conforme dados da PNAD 2009. EquaÃÃes mincerianas para as categorias sÃo estimadas de acordo com a proposta de Newey-West e os resultados explicitam que: i) o impacto marginal da escolaridade sobre o crescimento da renda difere dramaticamente entre as ocupaÃÃes cujo incremento mÃdio à de 13,4%; ii) Enquanto para o grupo dos empregadores e gerentes um ano adicional de estudo implica em um crescimento dos rendimentos da ordem de 21,2%, para os empregadores rurais tal aumento à de apenas 7,4%. A especializaÃÃo em grupos ocupacionais permite identificar ainda que a discriminaÃÃo por sexo e raÃa no Brasil à exacerbada no grupo de empregadores rurais e manuais nÃo-qualificados, respectivamente. / Based upon the traditional mincerian approach for the determinants of labor income, we conduct a specification analysis for nine occupational groups in Brazil, according to PNAD 2009 database. Mincerian equations for each the categories are estimated using the Newey-West proposal and the results show that: i) the marginal impact of education on income growth differs dramatically between the occupations whose increase is, in average, 13.4%; ii) While for the group of employers and managers an additional year of study implies in a wage growth of approximately 21.2%, to landowners such increase is only 7.4%. The specification in occupational groups also identifies that discrimination by gender and race in Brazil is exacerbated in the group of rural employers and manual unskilled, respectively.

Ce travail de recherche s'intéresse aux pratiques de maîtrise des risques d'acteurs engagés dans des situations critiques, distribuées et instables, à savoir de vastes projets de modernisation des installations ferroviaires. Il interroge la façon dont la division technique et « morale » du travail, la complexité socio-technique, la distribution du travail et des pressions de production peuvent affecter ces pratiques, en développant une perspective interactionniste. Il montre le rôle joué par les dynamiques intra et inter-groupes professionnels dans la maîtrise des risques, et questionne tout particulièrement le lien entre travail d'articulation et sécurité. Il s'appuie sur une méthodologie dite de « retour d'expérience élargie » de plusieurs incidents, ainsi que sur des entretiens et des observations de situations de travail. Il s'inscrit dans le cadre d'un programme de recherche lancé en 2006 par la FonCSI intitulé ‘Facteurs socio-culturels du retour d'expérience'. / This work is about the risk control practices of workers engaged in critical, distributed and unstable work situations, i.e. large modernization projects of railway operation system. It questions the way the technical and “moral” division of work, socio-technical complexity, distribution of work and production pressures can affect these practices, by adopting an interactionnist approach. It shows the role played by intra and inter-groups dynamics in risk control practices and questions especially the link between articulation work and safety. It uses a “broad learning from experience” methodology based on the comparative analysis of several near-misses and “normal” work situations. This work falls within the framework of a research program supported by the FonCSI called ‘Socio-cultural factors of learning from experience'.

The overall aim of this licentiate thesis is to increase our knowledge about the division of labor in the work with children in need of special support in preschools as described by the occupational groups of preschool teachers and special educational needs coordinators (SENCOs). This is explored in two separate studies. In the first study, the tasks, perceptions, and roles of SENCOs in preschools are examined. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs who work in preschools were extracted from the survey. These responses were analysed in Study I involving 523 participants. The results show that SENCOs’ working hours are primarily spent on consultation. SENCOs further report that they are able to influence their colleagues’ views on children's difficulties to a high degree. Most SENCOs in the study believe that the most important reason why children encounter difficulties in preschools is that preschools are poorly adapted to deal with children's differences. The results of this study are theoretically interpreted on the basis of Abbott's (1988) reasoning about jurisdictional control. Persson's (1998) two perspectives on different ways of understanding children's difficulties, namely a categorical and a relational perspective, are also used to interpret the results. Study II analyses how preschool teachers describe which occupational group claims jurisdiction over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis of the data is based on Abbott's (1988) division of professional work into three aspects: a) formulating a problem, b) reasoning about the problem, and c) treating the problem. The results show that the area where preschool teachers claim jurisdictional control is related to the formulation of the problem. Preschool teachers do not, on the other hand, seem to claim jurisdictional control over the part of professional work that concerns reasoning about the problem. The results show a contradictory image of the treatment of the problem. Preschool teachers sometimes describe themselves as claiming jurisdictional control over treatment and other times describe how SENCOs have jurisdiction over the treatment of the problem. In the licentiate thesis, Abbott's (1988) reasoning about jurisdiction of occupational groups and Persson's (1998) categorical and relational perspectives for understanding children's difficulties are brought together and put in relation to different perspectives on inclusion.