Enligt WHO ökar den psykiska ohälsan globalt, i bakgrund till detta har vi valt att fördjupa oss i hur individer med psykisk ohälsa upplever att de blir bemötta och handlagda av följande myndigheter Arbetsförmedlingen, Försäkringskassan och Socialförvaltningen. Ansatsen i studien har varit en kvalitativ metodansats med hermeneutisk ingång som genomfördes via fem kvalitativa intervjuer. Syfte med denna studie är i första hand att få insikt på hur myndigheterna uppfyller de lagar och regleringar som finns lagstadgat angående psykisk ohälsa samt belysa myndigheternas hantering och bemötande. Våra teorier har varit system och livsvärld, organisationsteori och roller/rollkonflikter. Resultatet indikerar att myndigheterna följer anvisade lagar och riktlinjer, att målen är att kunna bistå de klienter de dagligen möter på ett professionellt sätt. Vi kan konstateras att förhållandet mellan individen och myndigheterna präglas av vissa oklarheter kring handläggande. / According to the WHO, mental health increases globally, in the background to this we have chosen to immerse ourselves in how individuals with mental ill-health feel that they are treated and handled by the following Arbetsförmedlingen, Försäkringskassan and Socialförvaltningen. The approach of this study has been a qualitative metodansats with a hermeneutic entrance, which was carried out five qualitative interviews were conducted. The purpose of this study is to gain insight in how the authorities are complying with the laws and regulations that are legislated on the subject of mental illness, as well as to highlight the authorities ' management and staff. Our work has been in the system, and pain, as well, organizational theory and the role/research. The results indicate that the comply with the designated laws, regulations, and guidelines, and that they are able to provide assistance to the clients, and they meet every day in a professional manner. We can conclude that the relationship between the individual and the public authorities are characterised by a certain lack of precision about the process.

No description available.

No description available.

No description available.

No description available.

No description available.

Problematic school absenteeism is receiving an increasing amount of public attention in today's Sweden due to the impact it has on young people's health and their families. A relatively new profession, School Social Worker (SSW), constitutes a role in the intersection between schools, families, and the social services. The aim of this study is to examine SSWs experiences and how organizational conditions affect their work. The data was collected through nine semi- structured interviews and a thematic analysis was made based on the interviews using organizational theory and domain-conflict theory. Our findings are based on two main themes: The school social workers conditions and approaches and The social services in the pedagogical sphere. The results show that the SSW has a lot of freedom to shape their own professional role. The results also indicate that SSWs had different structures, goals and guidelines depending on the workplace. A common theme was preventive work, with the majority focusing on attendance-related issues. The results suggest a potential change in SSWs tasks if they fail to communicate clear boundaries with other professionals. The assignment's intent and adherence vary, especially regarding the issues SSWs are expected to address, such as handling twice the specified absenteeism rate.

La multiplication des formations professionnelles universitaires (FPU) a poussé plusieurs chercheurs à s’intéresser aux caractéristiques de ces formations, leur perméabilité à une multitude de pressions étant l’une des plus fréquemment relevées. Ainsi, les unités responsables de FPU sont confrontées à des pressions diverses et souvent contradictoires. Si les écrits scientifiques sur les FPU témoignent bien de cette réalité, ceux-ci nous informent moins bien de la manière dont les unités responsables de ce type de formation répondent à ces pressions. Cette thèse a donc fait appel à plusieurs concepts de l’approche institutionnelle issue de la sociologie des organisations pour analyser l’évolution récente de la FPU destinée aux directions d’établissement scolaire (DES) du Québec, un champ qui a connu d’importantes transformations au cours des vingt-cinq dernières années. Construite sur une étude de cas interprétative dite à « unités enchâssées » (Yin, 2003), cette thèse s’est intéressée à l’évolution de cette formation dans deux unités universitaires francophones : le Département d’administration et fondements de l’éducation de l’Université de Montréal et le Département de gestion de l’éducation et de la formation de l’Université de Sherbrooke. Couvrant la période allant des années universitaires 1988-1989 à 2008-2009, elle repose sur une analyse du discours produit par les deux unités sélectionnées, et, dans une moindre mesure, par les organisations qui composent le champ organisationnel de la formation des DES au Québec. Pour ce faire, trois corpus documentaires distincts ont été assemblés et une série d’entrevues (dix par unités) ont été réalisées auprès d’informateurs-clés (doyens, directeurs de département/section, responsables de formation). Les résultats montrent comment ces unités tendent à se rendre isomorphes à leur environnement, et comment cela se fait en réponse à des pressions institutionnelles et de compétition diverses émanant d’un champ organisationnel en pleine transformation. En fait, poussée par des changements plus profonds touchant l’administration scolaire, cette transformation amène un champ organisationnel plus structuré, où les attentes concernant la FPU destinée aux DES sont plus explicites. Cela n’est pas sans conséquence sur l’évolution de la formation dans les deux unités. En effet, celle-ci connaît des changements importants, dont plusieurs convergent autour d’une logique de professionnalisation, d’un archétype spécifique de formation (un continuum de formation de 2e cycle, au cœur duquel se trouve un diplôme de deuxième cycle) et d’outils conséquents (conditions d’admission et populations étudiantes élargies; flexibilité dans la structure du programme et professionnalisation des activités; équipes enseignantes plus diversifiées). Les deux unités n’apparaissent cependant pas impuissantes devant ces pressions. Les résultats témoignent d’un certain niveau d’agence des deux unités, qui déploient un éventail de stratégies en réaction à ces pressions. Ces stratégies évoluent au cours de la période observée et visent surtout à gérer la situation de « pluralisme institutionnel » à laquelle elles sont confrontées, notamment entre les pressions externes de nature plus professionnalisantes, et les pressions intraorganisationnelles de nature plus académisantes. Ainsi, plusieurs des stratégies et tactiques composant la typologie d’Oliver (1991) ont été observées, les stratégies de compromis et de manipulation occupant, dans les deux unités, une place de plus en plus importante au gré de l’évolution du champ. La mise en œuvre de ces stratégies vise surtout à maintenir la légitimité de leur offre de formation devant des pressions plurielles et parfois contradictoires. Les résultats montrent aussi que la nature de l’entrepreneuriat institutionnel en place détermine en grande partie les stratégies qu’elles déploient. Cet « entrepreneuriat » est au cœur de l’évolution de la formation. Cependant, les résultats montrent aussi comment celui-ci est en partie contraint ou, a contrario, stimulé par les choix historiques qui ont été faits par les unités et leur université, et par l’empreinte et les dépendances de sentier qui en découlent. Ces résultats apportent un éclairage « institutionnaliste » sur la manière dont deux unités universitaires ont réagi, à une période donnée, aux pressions diverses provenant de leur environnement. Ils brossent un portrait complexe et nuancé qui vient à la fois (1) approfondir notre compréhension de cette spécificité des FPU, (2) approfondir notre compréhension de l’évolution récente de la FPU destinée aux DES québécoises, et (3) confirmer la puissance d’analyse de plusieurs concepts tirés de l’approche institutionnelle. / The multiplication of university professional training programs (UPTP) has generated some interest in the description of such programs. Their permeability to pressures is often cited as a characteristic of UPTP. Departments that offer UPTP deal with pressures that are both diverse and often contradictory. This phenomenon is well documented in the scientific literature, though said literature does not well inform researchers on how departments respond to these pressures. This doctoral research used various concepts taken from institutional theory (itself a branch of organizational sociology) to analyze the recent evolution of UPTP for educational leadership in the province of Quebec (Canada). This field of training has gone through major changes in the past 25 years. Using an embedded interpretative case study (Yin, 2003), this research studied the evolution of educational leadership training programs in two university departments: the Département d’administration et fondements de l’éducation at Université de Montréal and the Département de gestion de l’éducation et de la formation at Université de Sherbrooke. We analyzed the discourse from the two departments (from 1988-1989 to 2008-2009) and from other organizations involved in educational leadership training in Quebec. We compiled data from three distinct document sources and from a series of interviews (ten per department) conducted with key agents (deans, department chairs, program coordinators). Results show that the two units tend to become isomorphic to their environment. They behave as such as a response to institutional pressures and organizational competition in a changing environment. These changes, often driven by a deeper transformation in the field of school administration, actually help create a more structured organizational field in which demands regarding UPTP for educational leadership were made more explicit. This had observable impacts on the evolution of training programs in both departments, where they went through several changes and were lead to share a ‘logic’ of professionalization, a training ‘archetype’ (a graduate continuing education program with, at its core, a graduate diploma) and some relevant institutional ‘tools’ (widened admissions policies and target student population, enhanced program flexibility, professionalized training activities, and teaching teams with diversified backgrounds). Nevertheless, none of the departments appeared powerless when facing these pressures. Results show that these two units uphold their agency, through a variety of strategies in response to the pressures from the environment. These strategies evolved during the period under scrutiny and seem aimed at managing the ‘institutional pluralism’ that arises from the clash of external pressures (that push towards professionalizing educational leadership development programs) and internal pressures (that push towards a more “academic” model of development). Many of the strategies and tactics described by Oliver (1991) were used, including compromise and manipulation, both of which took more and more place as time went by. The quest for legitimacy seems to have driven the implementation of these strategies, with regards to the multitude of sometimes contradictory pressures. The nature of the institutional entrepreneurship also determines the choice of strategy used by each department. This entrepreneurship is the main driver of the evolution of the UPTP. Results show, however, that this entrepreneurship is both constrained and stimulated by historical institutional choices and, furthermore, by the ‘imprint’ and ‘path dependencies’ created by these choices. These results shed an institutionalist spotlight on the way these two departments reacted to environmental pressures during the period under study. The complex portrait sketched by these results 1) enhances our understanding of this important characteristic of university professional training programs, 2) enhances our understanding of the recent evolution of educational leadership training in Quebec, and 3) confirms the analytical strength of many concepts that stem from institutional theory.

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-04-10T18:45:23Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) CARLO BENITO Dissertação.pdf: 1352708 bytes, checksum: 72e2db16b5803eaabeed49288dacbfdb (MD5) / Made available in DSpace on 2017-04-10T18:45:23Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) CARLO BENITO Dissertação.pdf: 1352708 bytes, checksum: 72e2db16b5803eaabeed49288dacbfdb (MD5) Previous issue date: 2011-08-04 / CAPES / O presente estudo tem como objetivo demonstrar o poder dos trabalhadores do conhecimento e a sua capacidade de reconstruir o movimento sindical tal como em sua origem, ou seja, verdadeiramente emancipatório e contra-hegemônico. As lutas coletivas nos últimos séculos tornaram-se meramente reivindicativas, especialmente com o advento do estado do bem-estar social. A revolução informacional subverteu o paradigma capitalista fordista, e nesse cenário surgiram novos atores que protagonizam o jogo de forças entre o capital e o trabalho. A luta de classes baseada no sindicalismo de caráter obreirista não responde mais aos anseios dos trabalhadores da sociedade pós-fordista, que deverá se adaptar ao novo contexto social para reestabelecer a sua força. Para tanto, o movimento sindical deve agregar não só os trabalhadores do conhecimento, como também o proletariado, os desempregados, não empregáveis atingidos pelo desemprego estrutural, autônomos, bem como os sem teto e os sem terra, enfim, toda a classe-que-vive-do-trabalho.Demonstra também, a partir das evidências empíricas e analíticas produzidas pela Teoria Social Crítica, o impacto do desenvolvimento tecnológico nas relações individuais e coletivas de trabalho, e a ascensão do trabalho imaterial, a condição de mola propulsora da sociedade contemporânea. Para se afastar das ambivalências contidas nas propostas da doutrina clássica, aponta para o resgate do movimento sindical libertário, emancipatório e contra-hegemônico em escala supranacional, o que deve ser potencializado pelo uso das novas tecnologias da informação e comunicação. / The present study aims to demonstrate the explosive power of knowledge workers and their ability to rebuild the labor movement as in its origin, ie, truly emancipatory and counter hegemonic. The collective struggles in recent centuries have become merely protest, especially with the advent of the welfare state. Thus capitalism tamed the rights of social movements ensuring minimum. The information revolution overthrew the capitalist fordist paradigm, and new actors have emerged in this scenario who play the game of power between capital and labor.Class struggle unionism based on the character of workers, no longer responds to the desires of the workers of the post-fordist, which must adapt to new social context to restore his strength. Thus, the trade union movement should not only add knowledge workers, as well as the proletariat, the unemployed, unemployable affected by structural unemployment, autonomous, and the homeless and landless, finally, the whole class-that-lives-of-work.It also shows, from the evidence produced by empirical and analytical critical social theory the impact of technological development in the relations of individual and collective work, and the rise of immaterial labor springboard for the condition of contemporary society. Move away from ambiguities in the proposals of the classical doctrine, points to the rescue of the union movement liberating, emancipatory and counter-hegemonic supranational scale, which should be enhanced by use of new information technologies and communication.

Canada and British Columbia have legislation in place to protect gays and lesbians from discrimination based on their sexual orientation. A growing number of BC school districts have policy protecting gays and lesbians. However, some gay and lesbian teachers still hide their sexual orientation. Organizational theory recognizes that formal rules do not define the organization. In-depth interviews with 13 gay and lesbian teachers indicate that they would rather not maintain their classroom closets; but that they needed to know that they would be safe coming out. The methodology followed the tradition of narrative inquiry by collecting stories. Initial recruitment was through email, print, and word-of-mouth advertising. An on-line form was used to filter prospective participants to include urban, rural, Muslim, Catholic, closeted, and politically active participants. The great silence with respect to gays and lesbians in the workforce, paired with a history of negative messages needs to be offset by the frequent and ubiquitous dissemination of positive messages.