Sammanfattning Studien söker svar på om psykologilärares ämneskunskaper i psykologi är en tillgång i lärarrollen. Det finns mycket litteratur om psykologins betydelse i lärarrollen, men någon empirisk forskning kring dess praktiska effekt är minimal. Studien utgår ifrån en kvalitativ ansats, där intervju används för att finna svar på frågeställningarna. I den tematiska analysen definieras sex teman: Medvetet förhållningssätt, Omedvetet förhållningssätt, Trygghet, Personlig utveckling, Personlighet, Analysen. Respondenterna visar genom sitt medvetna och omedvetna förhållningssätt att de praktiserar sina ämneskunskaper i psykologi i mötet med eleverna. Slutsatser som kan dras är att kunskaper i psykologi är en tillgång i läraryrket. Framförallt är en essentiell kunskap hos respondenterna deras förmåga att analysera mötet mellan elever, och elev, lärare. Genom analysen blir respondenterna bl.a. klara över sina och andras känslor och behov. Känslan av trygghet och medvetenheten om sina känslor är viktig i kontakten med eleverna, för att skapa en meningsfull undervisning (Imsen 2006). Enligt respondenterna är personligheten en mycket betydelsefull faktor för hur människor förhåller sig och handlar gentemot sin omgivning. Samtidigt menar respondenterna att psykologin har bidragit till respondenternas personliga utveckling, men att det finns många andra tillvägagångssätt för att nå insikt. Nyckelord: Psykologi, Personlighet, Trygghet, Personlig utveckling, Analysen. / Abstract The study seeks conclusions about if the psychology doctrine in subject knowledge psychology has a supporting role in teaching. There is a vast amount of literature about psychologies importance in the teaching role, but any empirical approach about psychologies practical effect, is very minimal. The study originates from a qualitative approach, where interviews are employed to finding answers to problem questions. The thematic analysis is defined by six themes: Conscious Attitudes, Unconscious Attitudes, Security, Personal Development, Personality, Analysis. Respondents show through their conscious and unconscious manner that they practice their knowledge in psychology in their meetings with students. The conclusions which can be drawn are that knowledge in psychology is an aid in the teaching profession. Above all it is essential the respondents knowledge in the ability to analyse the meetings between students, and students and teachers. Through the analysis the respondents become clear in their feelings and needs and also of those of others. The feeling of security and consciousness of ones feelings is an important factor in dealing with contact with students to create a meaningful educational environment (Imsen, 2006). According to the respondents personality is an important aspect to how people interact in their environment. However the respondents mean that psychology has contributed to their personal development, but mean that there are many other possibilities to achieve enlightenment. Key words: Psychology, Personality, Security, Personal Development, The Analysis.

Through this project -“Projekt Pedadoggen”- I have tested dog training as a pedagogical resource at Daily activities. The study was made together with a group of persons with intellectual and neuropsychiatric disabilities, whose daily activities consist of running a day-care centre for dogs. Each participator of the project trained a dog towards a specific goal. This goal was individually formulated by each participator from his or her specific interest. The participators chose to set up a show, which was planned and performed by them selves. At the end of the project the participators were interviewed about their experiences of taking part on the project. Together with notes from the training, these interviews were the foundation of the hermeneutic influenced analysis. The theoretical outpost touches job satisfaction, work-integrated learning and the role of the pedagogue. The main conclusion is that dog training can create good conditions for personal development which favour both the work-integrated learning and the lifelong learning. The role of coaching creates opportunities for personal development, among other things by giving the participators opportunities to plan, to work towards a goal, to read and adjust another individual, to improvise, to learn about exercise psychology, etcetera. The training with dogs creates lots of opportunities for interaction, for examples between the participator and participator, between the participator and the dog, and between the participator and people outside the work place. A positive aspect which was stressed by the participators is their own job satisfaction as well as the job satisfaction of the dog. They also stressed the special friendship which can develop between human and dog.

This is a study about engagements and motivation. Its purpose is, by looking at other motivational theories than Abraham Maslow’s hierarchy of needs, to find out why certain people choose to become engaged as student representatives. The question this study is working from is: why do certain people choose to engage themselves as student representatives? This study has a qualitative approach, which means that a number of interviews have been done and subsequently profoundly analyzed. The underlying factors that play a part in the student representatives’ engagements have been sought out in this data material. This study is built on seven interviews which have been analysed with an inductive thematic analysis. The result of the study is presented in five themes: motivation, social heritage, proof of engagement, result of engagement and opposition with engagement. Much of what explains why someone becomes engaged as a student representative lies largely in what motivates you. Much of it can also be traced back to the socialisation process that we go through when we are young, and which returns every time we come across a new situation. If you have seen a parent, or such, take on a non-profit engagement, this will leave its mark on you and the way that you subsequently will act. Not only socialisation and different motivational factors influence enough to make you engage yourselves in non-profit organisations in the manor a student representative does. It also requires that they should get something out of the sacrifice they make. It isn’t about money as much as it is about self fulfilment and personal developments. To feel good about oneself because of the effort you provide, and the knowledge you can get which might help you in the future, are all reasons to become engaged as a student representative.

The aim of this essay is to analyze two different educational paradigms, which I refer to broadly as the behavioristic way of learning through imitation versus intercultural education, as these are depicted in the novel Purple Hibiscus by the Nigerian writer Chimamanda Ngozi Adichie. The analysis focuses on how the narrator Kambili´s learning, identity and personal development are differently affected by these two contrastive approaches to education. After the analysis, examples of how the novel can be taught in intercultural, communicative EFL classrooms will be given. In the analysis theories of mimicry and imitation, and identity will be used as well as understandings of the terms intercultural education and behaviorism. The analysis shows that Kambili´s father Eugene represents behaviorism in the novel, whereas Kambili´s aunt Ifeoma symbolizes intercultural education. At home, Kambili learns to imitate her father´s behavior and values. In Ifeoma´s house on the other hand she encounters a kind of intercultural education, where critical thinking and questioning are encouraged. The thematization of contrastive educational and developmental paradigms in the novel is relevant to the comprehensive goals of Swedish upper secondary schools, which promote intercultural learning, as well as critical thinking and reflection on learning processes. Reading literature in the EFL classroom at this level may promote these broad educational objectives as well as the achievement of more specific, language- and culture-based learning outcomes. For many Swedish EFL students, Purple Hibiscus may represent difference, and therefore it is a suitable novel to include in intercultural education, as the students are encouraged tounderstand and reflect on different perspectives. By discussing the novel in groups, the education becomes intercultural because everyone becomes active participants and everyone´s voices are heard.

Historically the art subject has never had a main role in the school education. The main subjects in Sweden have been mathematics, Swedish and English, even if the other subjects also have been important. Unfortunately the subject of art has been considered less important. For a long time the art subject has been a subject that only teaches the students how to paint in different ways, but lately it has been noticed that the art subject has more qualities, for example concerning personal expressions. Now we can confirm that the art subject does have an important role in the school world, but how big a role? With the help from interviews and literature studies, this essay wants to show if this ideology and knowledge already has been used in other countries, in this case Thailand. Through my interviews and examinations I could confirm that the responders consider the art subject important for the students’ creative thoughts and personal development. The question is: is this only an opinion or is it something that has already been used? My practise in the Thai schools has therefore been useful for me in this essay, since I could closely study the art subject, and see everything with my own eyes. _____________

Studien är en kvalitativ intervjustudie som baseras på fyra intervjuer med pedagoger som arbetar på en nyöppnad Reggio Emiliainspirerad förskola. Studien har ett fenomenologiskt perspektiv där människors upplevelser sätts i centrum för att kunna urskilja gemensamma drag och mönster.  Efter andra världskriget växte Reggio Emiliafilosofin fram i norra Italien under ledning av Loris Malaguzzi. Denna filosofi introducerades i Sverige i början av 1980-talet av Anna Barsotti och Karin Wallin. Reggio Emiliafilosofin talar om de tre pedagogerna – de vuxna, barnen och miljön, som alla samspelar och påverkar varandra. Syftet med studien är att ta reda på hur pedagoger upplever sin förändring i sin yrkesutövning efter att ha börjat arbeta Reggio Emiliainspirerat. I litteraturgenomgången redogörs det för Reggio Emiliafilosofins ursprung, grundtankar och intåg i Sverige. Våra slutsatser är att pedagogerna är positiva till de förändringar filosofin har medfört inom fem områden: samarbetet i arbetslaget, den gemensamma synen på barns lärande, pedagogisk dokumentation, projektbaserat lärande samt synen på miljöns påverkan i lärandet. / This is a qualitative examination based upon four interviews with educationalists who is working on a recently opened preschool inspired by the philosophy of Reggio Emilia. The study has a phenomenologist perspective where people’s experiences are in focus to discern common aspects and patterns. After the Second World War the Reggio Emilia philosophy grew in northern Italy under the management of Loris Malaguzzi. This philosophy was introduced in Sweden in the beginning of 1980 by Anna Barsotti and Karin Wallin. The philosophy of Reggio Emilia speaks about the three pedagogues – the preschools teachers, the children and the environment, and how they all interplay and affect one another. The purpose of this study is to find out how educationalists have experienced change working Reggio Emilia-inspired. In the literary part of the study we describe the origin of the Reggio Emilia’s philosophy, the fundamental ideas and the emergence in Sweden. Our conclusions are that the attitude of the educationalists has changed positively within five occupational areas: cooperation within the workgroup, the common perspective of children’s capabilities, the educationalist documents, the project-based learning and the vision of the environment role in learning.

With the industrial economy and changing times demand for talent in the organization of work, employee would not only want the salary, but further hope to cultivate the ability to meet their own interest with organizational development. There are more and more companies also starting to focus on employee career development and nurturing of talent management policies, such as personal development plans, job rotation, mentoring, competency model, succession planning, and so on are also promoting inter-enterprise. However, the implementation of the organization's policies and implementation have to cooperate with the staff's participation and recognition. Employees identify with the company's personal development plan and job rotation, and whether it will improve job satisfaction? The questionnaire of this study were mainly to foreign companies as well as one thousand large companies for the study, 150 questionnaires were recovered, a recovery rate of 98%, and focuses on employees whether it will affect the company agree that the level of implementation of personal development plans and job rotation job satisfaction, come join competent support and personal growth needs two interference variables, whether due to personal development plans and job rotation the tone recognition revealed the level of work satisfaction interference effect, the findings were as follows: 1. Career planning have a significant positive impact on the autonomy employee satisfaction. But no interference effects supervisor support. 2.Personal development plan career planning, feedback, development, all employees perceived supervisor support have a significant positive effect on satisfaction, but interference effects supervisor support only for personal development plan. 3.The organization and implementation of the career development of personal development plans, improvement of job rotation have a significant positive effect on external satisfaction of employees and supervisor support interference effects. 4. Organization and implementation of the improvement of job rotation have a significant positive effect on satisfaction of employees a sense of accomplishment, and competent support interference effects. 5. Correlation personal development plan and job rotation and job satisfaction, personal growth needs are no interference effects. Keywords: personal development plans, job rotation, supervisor support, personal growth need, work satisfaction

<p>Studien är en kvalitativ intervjustudie som baseras på fyra intervjuer med pedagoger som arbetar på en nyöppnad Reggio Emiliainspirerad förskola. Studien har ett fenomenologiskt perspektiv där människors upplevelser sätts i centrum för att kunna urskilja gemensamma drag och mönster.  Efter andra världskriget växte Reggio Emiliafilosofin fram i norra Italien under ledning av Loris Malaguzzi. Denna filosofi introducerades i Sverige i början av 1980-talet av Anna Barsotti och Karin Wallin. Reggio Emiliafilosofin talar om de tre pedagogerna – de vuxna, barnen och miljön, som alla samspelar och påverkar varandra. Syftet med studien är att ta reda på hur pedagoger upplever sin förändring i sin yrkesutövning efter att ha börjat arbeta Reggio Emiliainspirerat. I litteraturgenomgången redogörs det för Reggio Emiliafilosofins ursprung, grundtankar och intåg i Sverige. Våra slutsatser är att pedagogerna är positiva till de förändringar filosofin har medfört inom fem områden: samarbetet i arbetslaget, den gemensamma synen på barns lärande, pedagogisk dokumentation, projektbaserat lärande samt synen på miljöns påverkan i lärandet.</p> / <p>This is a qualitative examination based upon four interviews with<strong> </strong>educationalists who is working on a recently opened preschool inspired by the philosophy of Reggio Emilia. The study has a phenomenologist perspective where people’s experiences are in focus to discern common aspects and patterns. After the Second World War the Reggio Emilia philosophy grew in northern Italy under the management of Loris Malaguzzi. This philosophy was introduced in Sweden in the beginning of 1980 by Anna Barsotti and Karin Wallin. The philosophy of Reggio Emilia speaks about the three pedagogues – the preschools teachers, the children and the environment, and how they all interplay and affect one another. The purpose of this study is to find out how educationalists have experienced change working Reggio Emilia-inspired. In the literary part of the study we describe the origin of the Reggio Emilia’s philosophy, the fundamental ideas and the emergence in Sweden. Our conclusions are that the attitude of the educationalists has changed positively within five occupational areas: cooperation within the workgroup, the common perspective of children’s capabilities, the educationalist documents, the project-based learning and the vision of the environment role in learning.</p>

<p>Historically the art subject has never had a main role in the school education.</p><p>The main subjects in Sweden have been mathematics, Swedish and English, even if the other</p><p>subjects also have been important. Unfortunately the subject of art has been considered less</p><p>important. For a long time the art subject has been a subject that only teaches the students how to</p><p>paint in different ways, but lately it has been noticed that the art subject has more qualities, for</p><p>example concerning personal expressions. Now we can confirm that the art subject does have an</p><p>important role in the school world, but how big a role?</p><p>With the help from interviews and literature studies, this essay wants to show if this ideology</p><p>and knowledge already has been used in other countries, in this case Thailand. Through my</p><p>interviews and examinations I could confirm that the responders consider the art subject important</p><p>for the students’ creative thoughts and personal development. The question is: is this only an</p><p>opinion or is it something that has already been used? My practise in the Thai schools has therefore</p><p>been useful for me in this essay, since I could closely study the art subject, and see everything with</p><p>my own eyes.</p><p>_____________</p>

In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.