A dissertation submitted to the Faculty of Arts or partial fulfilment of the requirements for the degree of Master of Psychology at the University of Zululand, 2003 / There has been an increasing recognition on the part of physicians and others involved in the welfare of individuals with epilepsy, that seizers may be less disabling than their psychosocial correlates. There exists a lay propensity to discriminate against people with epilepsy, which, in turn, is the paramount source of the psychological and social burden that individuals with epilepsy have to endure. The objective of this study is to ascetain the psychosocial perceptions of epiletics towards their affliction. In essence, it is a study on the impact of epilepsy as astigmatizing condition. The present investigation study on the impact of epilepsy as astigmatizing condition. The present investigation consists of four objectives.

Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.

Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.

<p>Djur har historiskt haft en central roll i människans utveckling och behandling av ohälsa, och djurs hälso- och terapifrämjande egenskaper har de senaste decennierna börjat uppmärksammas. Med syfte att utröna hur hästar kan användas i terapeutiskt arbete intervjuades sex yrkesverksamma kvinnor på två behandlingshem med hästassisterad terapi (HAT) för tonårsflickor med psykosocial problematik. Därtill enkätintervjuades fyra kvinnor som genomgått HAT. Det framkom att hästar kan utgöra terapeutiska och kommunikativa verktyg som kringgår klientens försvarsmekanismer, reducerar det hotfulla i samtals-situationer samt underlättar koncentration och anknytning. Klienten upplever ett ömsesidigt förhållande med hästen, och meningsfullhet och kärlek. Det dis-kuteras att HAT effektivt kan komplettera redan etablerade behandlingsformer, samt att bredare acceptans av djurassisterade behandlingsmetoder tycks närmas genom ökad öppenhet och kunskap.</p>

Djur har historiskt haft en central roll i människans utveckling och behandling av ohälsa, och djurs hälso- och terapifrämjande egenskaper har de senaste decennierna börjat uppmärksammas. Med syfte att utröna hur hästar kan användas i terapeutiskt arbete intervjuades sex yrkesverksamma kvinnor på två behandlingshem med hästassisterad terapi (HAT) för tonårsflickor med psykosocial problematik. Därtill enkätintervjuades fyra kvinnor som genomgått HAT. Det framkom att hästar kan utgöra terapeutiska och kommunikativa verktyg som kringgår klientens försvarsmekanismer, reducerar det hotfulla i samtals-situationer samt underlättar koncentration och anknytning. Klienten upplever ett ömsesidigt förhållande med hästen, och meningsfullhet och kärlek. Det dis-kuteras att HAT effektivt kan komplettera redan etablerade behandlingsformer, samt att bredare acceptans av djurassisterade behandlingsmetoder tycks närmas genom ökad öppenhet och kunskap.

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Bakalauro darbe analizuojamos tėvų emigraciją patyrusių vaikų problemos mokykloje. Šioms problemoms atskleisti buvo iškelti tokie uždaviniai: išanalizuoti mokslinę literatūrą, siekiant atskleisti tėvų emigraciją patyrusių vaikų psichosocialines problemas, išsiaiškinti tėvų emigraciją patyrusių vaikų psichosocialinių problemų ypatumus, atskleisti tėvų emigraciją patyrusių vaikų adaptacijos ypatumus bei mokykloje jiems kylančias problemas, parengti socialinės - edukacinės pagalbos pasiūlymų paketą. Siekiant kuo išsamiau atskleisti tyrimo uždavinius, pasirinkti kiekybinis ir kokybinis tyrimo metodai. Tyrime iš viso dalyvavo 108 mokiniai, kurių bent vienas iš tėvų yra išvykęs į užsienį, iš Šiaulių bei Pakruojo miestų bendrojo lavinimo mokyklų. Jų amžius – 12-18 metų. 102 mokiniai dalyvavo anketinėje apklausoje, 6 mokiniai interviu. Tyrimų metu stengtasi nustatyti tėvų emigraciją patyrusių vaikų būdingiausias emocijas, savivertės ypatumus, tarpusavio santykius su tėvais, pedagogais, bendraamžiais, giminaičiais, asmeninės adaptacijos aspektus po tėvų išvykimo bei vyraujančias problemas mokykloje. Tyrimu nustatyta, kad tėvų emigraciją patyrusiems 12 – 18 metų vaikams būdingiausios emocijos: ilgesys, nerimas, kaltė, kurios įtakoja pyktį, agresyvumą bei stresą. Nors emigrantų vaikai patiria daug neigiamų emocijų, tačiau save vertina gerai, megzdami socialinius santykius jaučiasi pilnaverčiais žmonėmis, savimi pasitiki. Tėvų emigracijos... [toliau žr. visą tekstą] / This Bachelor’s thesis analyses problems at school of children, who experienced parents’ emigration. In order to reveal these issues the following tasks were raised: to analyse scientific literature, with the aim to reveal psycho-social problems of children who experienced parents’ emigration, to find out the assessment of psychological condition of children who experienced parents’ emigration, to reveal adaptation peculiarities and problems that children who experienced parents’ emigration face at school, to prepare the package of social-educational aid proposals. Quantitative and qualitative research methods have been chosen so as to reveal the goals of the research in as many details. The research involved 108 students of Šiauliai and Pakruojis town general education schools, with at least one of the parents being abroad. Age of students was 12-18 years old. 102 students participated in a questionnaire survey, 6 students were interviewed. The aim of the researches was to determine the most typical emotions, self-esteem characteristics and relationships with parents, teachers, peers, relatives, aspects of personal adaptation after parents’ departure and prevailing problems at school of children who experienced parents' emigration. Research results identified the following emotions characteristic to children, aged 12-18, who experienced parents' emigration: longing, anxiety, guilt that altogether cause anger, aggression and stress... [to full text]

The purpose of this study is to portray conflict managing associated with children in a small class and what problems they may face each day at school. What types of conflicts and what consequences do teachers practice? This study is based on these following questions: Is there any difference for solving/measure for students with psychosocial problems or ADHD in a conflict or does teachers still works with the same methods? What types of conflict solving does schools use? What is important to consider with students in a small class who has psychosocial problems and ADHD to prevent conflicts? Summary: To answer my questions in this study, I´ve used qualitative methods, interviews and observations. I have used my cellphone for recording the interviews so that all content from the informers are accurate. My theoretical points concerns on having strict rules both inside and outside the classroom. Teachers in school use first one method in conflict solving, a need based approach, which means that teachers first listens to the involved students and interacts thereafter. Every school in Sweden has a document called Plan for equal treatment, which guides teachers on how to deal with conflicts. They also use other rapports such as arrangement plan and incident rapport. The conclusion of my study is that children with psychosocial problems do feel better harmony with strict rules. They need guidance and goals so they know what to do and what is expected of them. If the rules bend, it is more likely that conflicts and other disorder in the classroom emerges.

Att samverka vid socialt arbete är ett aktuellt tema eftersom två nya lagrum har tillkommit under de senaste åren. Dessa tydliggör att samverkan skall ske mellan kommuner och landsting vid arbete med individer med psykosociala problem. Studiens syfte var att undersöka hur samverkansarbetet mellan kommunen och landsting uppfyller individens rätt till social trygghet, jämlika levnadsvillkor och självbestämmande. I studien deltog fyra professionella utförare och sex individer med psykosociala problem, där respondenternas svar har jämförts beträffande om man upplever att samverkan uppfyller lagens intention. Resultatet har analyserats via en induktiv tematisk metod och via systemteorin samt empowerment. Det som framkom överensstämde med befintlig forskning, att samverkan har stor betydelse för att uppnå positiva effekter som leder till en ökad livskvalitet för individen. Vidare förtydligar både vår studie samt övrig forskning att individen bör inkluderas som en resurs i samverkansprocessen, för att uppnå effekter av självbestämmande vilket kan ge en social trygghet. / To cooperate in social work is a current theme as two new sections of the law has arisen in the recent years. These make clear that collaboration should take place between local governments when working with individuals with psychosocial problems. The purpose of the study was to examine how collaboration work between the municipality and county meets the individual's right to social security, equal living conditions and self-determination. In this study, where four professional performers and six individuals with psychosocial problems participated, the respondents' answers to how they experience that the interaction meets the intention of the law where compared. The results were analyzed using an inductive thematic approach and using systems theory and empowerment. The findings were consistent with existing research, that interaction is very important for achieving positive effects that lead to a better quality of life for the individual. Further clarifies both our study and other research that the individual should be included as a resource in the collaborative process, to achieve the effects of self-determination, which can provide a social security.

Introduction: Psychosocial problems (PSPs) are common issues associated with negative health outcomes. Since general practitioners are the first point of contact for any health-related concern, understanding their options to recognise patients with PSPs plays an important role as it is essential for early intervention and can prevent serious conditions. The objective of our scoping review is to map published evidence on the usage of instruments to identify patients with PSPs in general practice. Methods and analysis: We will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist and the Joanna Briggs Institute Reviewer’s Manual on scoping reviews. A systematic search of four electronic databases (Medline (Ovid), Web of Science Core Collection, PsycInfo, Cochrane Library) will be conducted for quantitative and qualitative studies published in English, Spanish, French and German. Main study characteristics as well as information on identification instruments will be extracted and visualised in structured tables to map the available evidence. The protocol has been registered with Open Science Framework, https://osfio/c2m6z. Ethics and dissemination: This study does not require ethical approval as we will not collect personal data. Dissemination will consist of publications, presentations and other knowledge translation activities.