Young men and women growing up in Sweden today have to face several difficult issues regarding their sexuality, yet, it is rather unexplored how they navigate through them. Pornography, the focus of this study, is widely used by both young men and women. However, few studies are examining young people’s own narratives of their encounters with pornography. The aim of this study was therefore to explore young women’s experiences of pornography, as well as how they believe pornography affects both themselves and other adolescents in terms of sexuality and sexual experiences. Seven young women between the age of 17-18 were interviewed for this study and their answers were analyzed through thematic analysis. The results showed that the participants experienced a predominately negative effect of pornography on their sexual lives. Due to the participants’ feminist moral values, their pornography consumption caused them strong feelings of shame. Further, they all felt pressured to adopt a supporting role in sex and to perform in line with a pornographic script, thus compromising their opportunity to self-pleasure, ability to consent, and claim of sexual agency. It also became evident how difficult it is to navigate through the conflicting roles within a postfeminist media culture, with regard to feminism, heterosexual gender norms, and the strong ideal of being an “agent” in sex. The results highlight the need for social change rather than individualized responsibility, in the pursuit of every person’s right to sexual integrity and sexual self-determination.

Many studies on intimate partner violence often focus on men as perpetrators and women as victims, but this study shifts the focus to men's experiences of being victims of violence. Using the theories of stigma, masculinity, and script theory, the authors aimed to address the study's purpose, which was to investigate how men articulate their experiences of violence in close relationships. Additionally, the study explored the strategies employed by professionals working with abused men to effectively counteract the stigma associated with the challenges posed by ideals of masculinity. A qualitative approach was employed, involving the analysis of self-narratives from podcasts where abused men shared their experiences. Simultaneously, two interviews were conducted with welfare professionals specializing in assisting abused men, combining primary and secondary data. The authors concluded that the issue described by both men and welfare professionals is highly complex. Stigmatization and societal norms of masculinity present significant obstacles to men being open about their experiences of being victims of violence and seeking help. By fostering awareness of these norms among professionals and adapting support strategies accordingly, conditions are created for abused men to feel validated during the help-seeking and treatment processes.

The digital era has significantly transformed many aspects of society, including prostitution, with the internet emerging as a central platform for the trade of sexual services. This shift has introduced new challenges for social workers tasked with supporting women involved in online prostitution. This study investigates social workers' approaches to identifying and assisting these women, highlighting the difficulties encountered in this context. Through focus groups discussions, the research reveals that while social workers aim to provide effective support, their methods are often shaped by preconceived notions and a lack of comprehensive understanding of online prostitution. Additionally, the study examines how social workers' approaches are influenced by their perceptions and connections to social constructionist theory and sexual script theory. The findings indicate that traditional approaches may be insufficient to address the complexities associated with online prostitution, underscoring the need for specialized professional development. The study emphasizes the importance of nuanced and empathetic strategies to better cater to the unique experiences and needs of women involved in online prostitution.

Cette thèse doctorale porte sur l’apprentissage du raisonnement clinique infirmier (RCI) par une stratégie éducative numérique qui s’appuie sur la notion de la concordance de scripts. Elle repose sur un devis de recherche multiméthode visant le développement, la mise à l’essai et l’évaluation de la stratégie éducative auprès d’étudiants au premier cycle de formation universitaire en sciences infirmières à l’Université de Montréal. La thèse, qui comporte cinq chapitres, est rédigée selon le mode de présentation par articles. L’étude a été orientée par un cadre de référence incluant la théorie des scripts relevant des sciences cognitives de l’apprentissage et l’approche pédagogique de compagnonnage cognitif. Un devis de recherche multiméthode intégrant un devis de recherche-développement, une étude descriptive qualitative et une étude de cas multiples a été privilégié. Des experts collaborateurs (n = 5), des experts-panélistes (n = 12) et des étudiants (n = 45) ont participé à l’étude. Les résultats montrent que l’approche de recherche-développement a contribué à bonifier l’élaboration de la stratégie éducative numérique basée sur la concordance de scripts (SENBCS) et à assurer sa validation. Globalement, les étudiants ont apprécié la SENBCS, notamment la rétroaction variée et formative d’experts et l’opportunité d’apprendre la priorisation des hypothèses infirmières. L’intégration d’un devis descriptif a soutenu l’identification des stratégies d’apprentissage chez les étudiants lors de l’utilisation de la SENBCS. Les résultats montrent que les étudiants ont sollicité certaines stratégies d’apprentissage cognitives de traitement et d’exécution des données ainsi que des stratégies métacognitives d’autorégulation. Les résultats de l’étude de cas multiples montrent que les étudiants mettent en évidence certains processus cognitifs du RCI, à l’aide des vignettes du test de concordance de scripts (TCS) et de la pensée à voix haute, notamment : la représentation précoce d’une situation clinique, la transformation sémantique des données et la confrontation d’hypothèses. La SENBCS améliore la visibilité des savoirs d’experts, lesquels sont absents dans une classe traditionnelle ou même en stage clinique. Cela constitue une avancée certaine que de considérer l’apport des stratégies éducatives numériques dans les programmes de formation universitaire en sciences infirmières ou dans d’autres programmes pour soutenir le développement du raisonnement clinique. L’étude a permis de mettre à profit une riche documentation scientifique entourant l’élaboration de la SENBCS. Les résultats informent au regard de son utilisation efficiente afin qu’elle soit complémentaire à d’autres stratégies éducatives pour soutenir plus globalement la complexité de l’apprentissage du RCI. Des retombées pour les cinq domaines de la pratique infirmière sont générées par cette étude, elles offrent certaines pistes qui pourraient favoriser l’apprentissage du RCI. L’une d’elles vise à favoriser l’articulation des connaissances et de solliciter fréquemment des microjugements pour confronter et différencier des hypothèses relevant de l’incertitude de la pratique clinique, sous-entendant des apprentissages par couches successives. / This doctoral thesis focuses on learning clinical reasoning in nursing using a digital educational strategy based on the notion of script concordance. The thesis is based on a multi-method research design aimed at developing, testing and evaluating an educational strategy for undergraduate students in nursing at the University of Montreal. The thesis, which has five chapters, is written according to the mode of presentation by journal articles. This study was guided by a framework based on script theory, from cognitive science, and the pedagogical approach of cognitive companionship. A multi-method research design integrating a research-development approach, a descriptive qualitative study and a multiple case study was used. Collaborative experts (n=5), expert panellists (n=12) and students (n=45) participated in the study. The results show that the research-development approach enriched the development of a digital education strategy based on script concordance (DESBCS) while ensuring its validation. Overall, students appreciated the DESBCS, especially the varied and formative feedback received from experts while learning how to prioritize nursing hypotheses. A descriptive qualitative study design facilitated the identification of student learning strategies. Results demonstrate that when using a DESBCS, students used certain cognitive apprenticeship strategies for data processing and execution as well as for metacognitive self-monitoring. The results from the multiple case study show that students practised certain cognitive processes of clinical reasoning in nursing, using the vignettes from the script concordance test (SCT) and a think aloud approach, in particular: the early representation of a clinical situation, the semantic transformation of data and the confrontation of hypotheses. The DESBCS improves the visibility of expert knowledge usually absent in a traditional class or even in clinical training. It is a definite advancement to consider the contribution of digital educational strategies in university nursing education programs, or in other programs, to support the development of clinical reasoning. This study highlights the use of a wealth of scientific documentation surrounding the development of DESBCS. Study results inform instructors about effective DESBSC use to make it complementary to other educational strategies by supporting the complexities of learning clinical reasoning in nursing. Implications for the five domains of nursing practice emerge from this study and offer avenues to promote learning and development of clinical reasoning in nursing. One of these aims to promote knowledge articulation and the frequent solicitation of microjudgments to confront and differentiate hypotheses that arise from the uncertainty of clinical practice, implying learning in successive layers.