Since the closing of total institutions in Sweden people with severe mental problems have access to places in the society in a completely different way. Prior international studies indicate that so called therapeutic landscapes can contribute to the recovery of people with severe mental problems. The aim of this study is to examine if this can be applied in a Swedish context. What places can be included in a therapeutic landscape and what about these places can influence recovery? Qualitative semi-structured interviews were conducted with seven adults with severe mental problems, followed by a thematic analysis. The result indicates that places offered by the Swedish social services, in public places and in nature can be included in a therapeutic landscape. The places can evoke a feeling of affinity, offer a change of scenery and enable activities and relationships that can contribute to recovery. Social work plays an important part in offering access to different places, as well as creating them, and can therefore contribute to a recovery process. However, people with severe mental problems are also social agents that actively can influence their own recovery and thereby strengthen their sense of self.

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The purpose of this research was to investigate and describe the experience of lesbian parents and their adolescents regarding the adolescents’ development of a sense of self in the lesbian home, in order to compile guidelines that can provide help to these parents. The subject was investigated from both a pastoral base theory (normative perspective) and a Gestalt theoretical perspective (paradigmatic perspective). A qualitative approach was followed for the purpose of this study, with semi-structured interviewing with the adolescents and their parents respectively. Adolescents were also requested to make collages that served as an additional data gathering method. The sample group consisted of five adolescent boys and four adolescent girls, some of who were siblings, from six lesbian families respectively. Seven of the twelve parents were biological mothers from previous heterosexual marriages, and the remaining five women had no children of their own. From the literature review and the empirical results of this study, it appears that there are certain positive as well as negative aspects of a lesbian home that influence an adolescents sense of self. In lesbian homes where both parents are involved with the adolescents, share household duties equally and have a quality relationship with each other as well as with the adolescents, the adolescents are generally well-adapted, happy and able to handle challenges in order to develop a healthy sense of self. The positive influence that Christian religious certainty has on the overall development of the adolescents and on the sense of self, was confirmed through this study. On the other hand, adolescents experience the following aspects as challenging and impeding in their development of a healthy sense of self: Conflict and criticism from the companion parents are humiliating and destructive for the adolescents. Stigmatising, teasing and rejection from the hetero-normative society, as a result of their parents’ sexual orientation, appear to be the largest obstacle in their psychosocial development, which also influences their sense of self directly, because they react in a shy, negative and evasive way to the stigmatisation and withdraw themselves from situations that can be painful and humiliating. From the research findings, it appears that the absence of a father figure and financial tension in lesbian families are impeding to the adolescents’ healthy development of a sense of self. Due to the complexity of the aspects that can have a negative influence or impede on an adolescent’s healthy development of a sense of self within the lesbian parent relationship, the researcher realised that professional help, support and guidance might be necessary for some of the lesbian parents and adolescents in order to promote the adolescents’ development of a sense of self and the establishment of a unique identity. At the end of this study, the researcher was able to compile guidelines for lesbian parents as well as pastoral counsellors to help and guide them in their support to adolescents in order to enable them develop a healthy sense of self. / PhD (Pastoral Studies), North-West University, Potchefstroom Campus, 2014

The purpose of this research was to investigate and describe the experience of lesbian parents and their adolescents regarding the adolescents’ development of a sense of self in the lesbian home, in order to compile guidelines that can provide help to these parents. The subject was investigated from both a pastoral base theory (normative perspective) and a Gestalt theoretical perspective (paradigmatic perspective). A qualitative approach was followed for the purpose of this study, with semi-structured interviewing with the adolescents and their parents respectively. Adolescents were also requested to make collages that served as an additional data gathering method. The sample group consisted of five adolescent boys and four adolescent girls, some of who were siblings, from six lesbian families respectively. Seven of the twelve parents were biological mothers from previous heterosexual marriages, and the remaining five women had no children of their own. From the literature review and the empirical results of this study, it appears that there are certain positive as well as negative aspects of a lesbian home that influence an adolescents sense of self. In lesbian homes where both parents are involved with the adolescents, share household duties equally and have a quality relationship with each other as well as with the adolescents, the adolescents are generally well-adapted, happy and able to handle challenges in order to develop a healthy sense of self. The positive influence that Christian religious certainty has on the overall development of the adolescents and on the sense of self, was confirmed through this study. On the other hand, adolescents experience the following aspects as challenging and impeding in their development of a healthy sense of self: Conflict and criticism from the companion parents are humiliating and destructive for the adolescents. Stigmatising, teasing and rejection from the hetero-normative society, as a result of their parents’ sexual orientation, appear to be the largest obstacle in their psychosocial development, which also influences their sense of self directly, because they react in a shy, negative and evasive way to the stigmatisation and withdraw themselves from situations that can be painful and humiliating. From the research findings, it appears that the absence of a father figure and financial tension in lesbian families are impeding to the adolescents’ healthy development of a sense of self. Due to the complexity of the aspects that can have a negative influence or impede on an adolescent’s healthy development of a sense of self within the lesbian parent relationship, the researcher realised that professional help, support and guidance might be necessary for some of the lesbian parents and adolescents in order to promote the adolescents’ development of a sense of self and the establishment of a unique identity. At the end of this study, the researcher was able to compile guidelines for lesbian parents as well as pastoral counsellors to help and guide them in their support to adolescents in order to enable them develop a healthy sense of self. / PhD (Pastoral Studies), North-West University, Potchefstroom Campus, 2014

Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch gesicherte Befunde für die längerfristigen Auswirkungen liegen bisher kaum vor. Auch die auslösenden Bedingungen sind nicht abschließend geklärt.

The nurturance of creative capacity and cultural awareness have been identified as important 21st century concerns, given the ways that globalisation has challenged cultural diversity. This thesis explores the share that the art classroom, as a formative place, has in supporting such concerns. It specifically examines artmaking strategies that visual arts teachers may use to help adolescent students to develop and negotiate their senses of self, place and community. Held within this goal is the assumption that both student and teacher perspectives are important to this endeavor. This thesis, accordingly, draws upon empirical work undertaken with lower secondary school level visual art students in Christchurch, New Zealand and teacher-trainees in Kingston, Jamaica to explore this potential in multi-dimensional ways. The research employs a qualitative, arts-based methodology, centred on the transformative capacity of ‘visual knowing’ to render this potential visible. A/r/tography as a particular strand of arts-based methodology, served to also implicate my artist-researcher-teacher roles in the study to facilitate both reflection and reflexivity and to capture the complexity and dynamics of the study. Multiple case studies provided the contexts to furnish these possibilities, and to theorize the intrinsic qualities of each case, as well as the complementary aspects of the inquiry in depth. The conceptual framework that underpins this study draws widely on scholarship relating to contemporary artmaking practices, visual culture, culturally responsive and place-conscious pedagogical practices. The research findings reveal that when the artmaking experience is framed around the personal and cultural experiences of the participants, both students and teachers participate in the enterprise meaningfully as co-constructors of knowledge. In this process, students develop the confidence to bring their unique feelings, experiences and understandings to the artmaking process, and develop a sense of ‘insideness’ that leads to strong senses of self, place and community. This also creates a space where the authentic interpretation of artmaking activities goes beyond the creation of borders around cultural differences, and instead generates multiple entry points for students to engage with information. The findings also indicate that while the nature of artmaking is improvisatory and emergent, structure is an integral element in the facilitation of habits toward perception and meaning making. Accordingly, emphases on structured, open-ended artmaking experiences, framed aesthetically, as well as exposure to both the products and processes of contemporary art serve this endeavor. Artmaking boundaries and enabling structures also help to supplement this process. Though this research is limited in scope (in terms of the community engagement), there exists evidence that collaboration with community resource persons enlarges students’ conceptions of artmaking. It presents the potential to address broad issues of local and global import, which also have relevance for the ways students understand their relationships with the world. For researchers outside of the school and community culture however, this process requires close working relations with school personnel to ensure its effectiveness and to facilitate those school-community bridges. The undertaking is also best realized when participants have their own senses of its value, and, as such, are more inclined to participate. A/r/tography, as an arts-based methodology presents much potential for examining the complexities of the artmaking experience. As a form of active inquiry it helps those who employ its features to be more attuned toward enquiry, their ways of being in the world, the ways the personal may be negotiated in a community of belonging, and the development of practices that address difference. This contributes to evolving and alternative research possibilities that value visual forms of ‘knowing’. Finally, this thesis addresses the paucity of research on visual arts education at the secondary level, especially in the Jamaican context. A significant feature of this research is the evidence of its effectiveness with both lower secondary school students and teachers across geographical contexts. It therefore presents the potential for similar studies to be undertaken internationally. Given that the results are site specific however, it is recommended that the adaptation of the framework of this study for future purposes also respond to the specific realities of those contexts.

This study focuses on the sense of self of adolescents when they are reintegrated into schools after dropping out. Dropout is a global phenomenon and yet very little research has been undertaken regarding reintegration and especially the successful reintegration of adolescents and how this reintegration affects their sense of self. The goal of the study was to determine how reintegrated adolescents experience their reintegration into schools, and how this has affected them in terms of how they see themselves. The research hoped to discover what personal difficulties the adolescents had overcome in their return to school as well as the motivating factors that would keep the reintegrated adolescents in school. The research was conducted from a phenomenological Gestalt, field approach and followed a qualitative research design within an interpretivist framework. This research design allows the participants to give meaning to their own experiences. A total of six adolescent boys between the ages of 13 and 17 were purposefully selected from the informal settlement of Groenheuwel, Paarl in the Western Cape. Five of the six adolescents had been reintegrated into schools in 2011 and 2012 by the Khula Development Group. One adolescent participant was a peer educator and although he had never dropped out, he contributed meaningful data on how reintegrated adolescents are experienced as seen from his role as a peer educator. Other participants in the research included the Headmaster of Groenheuwel Primary School and the President and Project leader of the Khula Development Group. The qualitative data were collected in the form of individual open-ended interviews with the adolescents, project leader and headmaster. The researcher’s objective was to understand and interpret the meanings the participants gave to their own experiences, which was further done through observation, member checking, and a reflective group discussion including the application of an art technique. The interviews were recorded on DVD. The reflective group discussion was held with the adolescent participants two weeks after the individual interviews. The group discussion included an art technique, where the adolescents were asked to create their experiences of their return to school in clay. This session was also recorded on DVD. Recordings were transcribed by the researcher to ascertain certain emerging themes and categories. Thematic data analysis was used to transform the transcribed data into meaningful information. The principles and strategies for enhancing the trustworthiness of the data were done through crystallisation. The findings of the study revealed the unrealistic expectations with which the adolescents view their sense of self. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013

This study focuses on the sense of self of adolescents when they are reintegrated into schools after dropping out. Dropout is a global phenomenon and yet very little research has been undertaken regarding reintegration and especially the successful reintegration of adolescents and how this reintegration affects their sense of self. The goal of the study was to determine how reintegrated adolescents experience their reintegration into schools, and how this has affected them in terms of how they see themselves. The research hoped to discover what personal difficulties the adolescents had overcome in their return to school as well as the motivating factors that would keep the reintegrated adolescents in school. The research was conducted from a phenomenological Gestalt, field approach and followed a qualitative research design within an interpretivist framework. This research design allows the participants to give meaning to their own experiences. A total of six adolescent boys between the ages of 13 and 17 were purposefully selected from the informal settlement of Groenheuwel, Paarl in the Western Cape. Five of the six adolescents had been reintegrated into schools in 2011 and 2012 by the Khula Development Group. One adolescent participant was a peer educator and although he had never dropped out, he contributed meaningful data on how reintegrated adolescents are experienced as seen from his role as a peer educator. Other participants in the research included the Headmaster of Groenheuwel Primary School and the President and Project leader of the Khula Development Group. The qualitative data were collected in the form of individual open-ended interviews with the adolescents, project leader and headmaster. The researcher’s objective was to understand and interpret the meanings the participants gave to their own experiences, which was further done through observation, member checking, and a reflective group discussion including the application of an art technique. The interviews were recorded on DVD. The reflective group discussion was held with the adolescent participants two weeks after the individual interviews. The group discussion included an art technique, where the adolescents were asked to create their experiences of their return to school in clay. This session was also recorded on DVD. Recordings were transcribed by the researcher to ascertain certain emerging themes and categories. Thematic data analysis was used to transform the transcribed data into meaningful information. The principles and strategies for enhancing the trustworthiness of the data were done through crystallisation. The findings of the study revealed the unrealistic expectations with which the adolescents view their sense of self. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013

Made available in DSpace on 2016-12-23T13:44:56Z (GMT). No. of bitstreams: 1 Fabricio Bernardes Diniz.pdf: 1968324 bytes, checksum: a414358e7137c6dc9de7be80d0bcadb4 (MD5) Previous issue date: 2013-08-29 / Nas mais diversas áreas de negócios, é comum que um gestor busque conhecer o perfil de seus clientes para oferecer produtos e serviços mais adequados às necessidades desses clientes. Os gestores que atuam no mercado financeiro utilizam um instrumento para identificar o perfil do investidor e ao mesmo tempo adequar a oferta de produtos e serviços financeiros em conformidade com a capacidade e a propensão de assumir riscos desse investidor, sobretudo daquele inserido no contexto do mercado de ações. Esse instrumento, apesar de não ser padrão, segue recomendações de órgãos reguladores e de associações de entidades do mercado de capitais (no Brasil, a Anbima - Associação Brasileira das Entidades dos Mercados Financeiro e de Capitais). Esses instrumentos utilizam, para a avaliação do perfil de risco, fatores como situação financeira do investidor, objetivo do investimento, horizonte de tempo para obtenção de resultados, tolerância ao risco e experiência em investimentos de risco. Não consideram fatores comportamentais que segundo a teoria, podem afetar a propensão a assumir riscos. Dentre esses fatores estão o senso de autocontrole, que ocasiona uma percepção distorcida de controle sobre os resultados esperados, e o grau de autoconfiança que no extremo pode levar ao excesso de confiança ou excesso de otimismo quanto a resultados esperados. Sendo assim, por meio de uma pesquisa realizada com 59 clientes de uma corretora de ações, o presente estudo se propôs a avaliar se o perfil de risco do investidor calculado segundo recomendações de órgãos reguladores do mercado financeiro, afeta o senso de autocontrole e o grau de confiança dos investidores em suas decisões de investimentos no mercado de ações. E avaliar se é possível segmentar os investidores de acordo com características pessoais e fatores que compõem o seu perfil de risco de forma a mais bem caracterizá-los quanto a riscos assumidos e retornos obtidos em seus investimentos em mercados de risco. Buscou identificar quais fatores que compõem a avaliação do perfil de risco são mais relevantes para discriminar os investidores segundo suas características pessoais e sua propensão a assumir riscos. A partir de uma análise de conglomerados (cluster analysis) o estudo identificou três grupos distintos de investidores com diferentes níveis de conhecimento e experiência de investimentos no mercado de ações e relacionou esses grupos a riscos assumidos e retornos alcançados em seus investimentos / In several areas of business, it is common that a manager seeks to know the profile of their customers to offer products and services best suited to the needs of these customers. The managers who work in the financial market using a tool to identify the profile of the investor and at the same time adjust the supply of financial products and services in accordance with the capacity and willingness to take risks that investors, especially from that seen in the context of the stock market . This instrument, although not standard, following recommendations of regulatory bodies and associations of the capital market (in Brazil, Anbima - Brazilian Association of Financial and Capital). These instruments use for the evaluation of the risk profile, factors such as the investor s financial situation, investment objective, time horizon for achieving results, risk tolerance and investment experience of risk. Do not consider behavioral factors which according to theory, may affect the propensity to take risks. These factors include the sense of self, which leads to a distorted perception of control over outcomes, and the degree of confidence that in the end can lead to overconfidence or over-optimism about the expected results. Thus, through a survey of 59 customers of a stockbroker, the present study was to evaluate whether the risk profile of the investor calculated according to recommendations from regulatory agencies in the financial market, affects the sense of self and the degree of confidence of investors in their investment decisions in the stock market. And assess whether it is possible to target investors according to personal characteristics and factors that comprise its risk profile in order to better characterize them as the risks taken and returns from their investments in risky markets. Sought to identify factors that make up the assessment of the risk profile are most relevant for discriminating investors according to their personal characteristics and their propensity to take risks. From a cluster analysis (cluster analysis) the study identified three distinct groups of investors with different levels of knowledge and investment experience in the stock market and related groups such the risks assumed and achieved returns on their investments

Orientador: Evely Boruchovitch / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T13:47:15Z (GMT). No. of bitstreams: 1 Cruvinel_Miriam_D.pdf: 1469875 bytes, checksum: c57c1ddd0f4b58b1b9bec0128d2c04c8 (MD5) Previous issue date: 2009 / Resumo: Sintomas depressivos estão associados a sérios comprometimentos no desenvolvimento cognitivo, escolar, emocional, familiar e social. O objetivo do presente estudo foi investigar variáveis cognitivas e psicossociais de crianças com e sem sintomas de depressão. A amostra foi composta por 157 alunos de 3ª e 4ª séries do ensino fundamental, de uma escola pública de Campinas. A partir dessa amostra maior foram selecionadas 54 crianças, tendo em vista seus resultados no Inventário de Depressão Infantil, sendo 27 com sintomas depressivos (G1) e 27 sem sintomatologia (G2). As crianças dos dois grupos eram comparáveis quanto ao sexo, a idade (8 a 11 anos) e a série escolar (3ª e 4ª). Após a identificação dos participantes com e sem sintomas, os grupos foram comparados no que concerne às estratégias de aprendizagem, crenças de auto-eficácia, autoconceito e autoregulação emocional. Os resultados revelaram que as crianças com sintomas apresentam autoconceito negativo e baixa auto-eficácia. Tanto o G1 como o G2 reportou o uso de estratégias de aprendizagem cognitivas e metacognitivas, no entanto, os participantes do G1, mencionaram, em algumas situações, menor uso de estratégias metacognitivas e parecem ter mais dificuldades de manter a atenção e de se automotivarem. Em linhas gerais, os dois grupos relataram usar estratégias semelhantes para lidar com as diferentes emoções. No entanto, foi interessante notar que o fato dos alunos do G1 sentirem mais freqüentemente tristeza e raiva, não garantiu que esses participantes apresentassem maior sucesso na percepção de emoções, já que foi G1 o que teve mais dificuldade na percepção da tristeza, do medo e da alegria. É recomendável que novos estudos a respeito da conscientização e percepção das emoções e o uso de estratégias de regulação afetiva de crianças com sintomatologia depressiva sejam realizados.Destaca-se também a necessidade da promoção do desenvolvimento metacognitivo e da aprendizagem auto-regulada, desde as séries iniciais. Sugere-se ainda que futuras pesquisas dessa natureza sejam conduzidas com a finalidade de se enriquecer os dados obtidos na presente tese. / Abstract: Depressive symptoms are associated to severe damages on the cognitive, emotional, study, family and social development. The present study aims at the investigation of the cognitive and psychosocial variables in children with and without depressive symptoms. The sample was composed by 157 third and fourth grade students of elementary school, from a public school in the city of Campinas. Fifty-five children from this larger sample have been selected considering their scores on the Children's Depression Inventory. Twenty-seven of them displayed depressive symptoms (G1) and the other 27 did not present symptoms (G2). The children of both groups were comparable in gender, age (8-11 years-old) and school grade (third and fourth grades). Subsequently to the selection of the participants with and without symptoms, the groups were compared in relation to their learning strategies, their beliefs of self-efficacy, self-concept and emotional self-regulation. Results demonstrate that children with depressive symptoms display negative self-esteem and low self-efficacy. Both G1 and G2 adopted cognitive and metacognitive learning strategies, however, G1 have displayed, in some situations, less usage of metacognitive strategies and seemed to face more difficulties to maintain concentration and be self-motivated. Even though both groups generally employ the same strategies to deal with different emotions, it was remarkable to notice that the fact that the students from G1 experience the feelings of sadness and anger more frequently than G2 did not guarantee their success in perceiving feelings, once G1 faced more difficulties in the perception of sadness, fear and happiness. It is recommended that future research on the perception and awareness of emotions as well as on the use of affective regulation strategies by children with depressive symptoms be carried out. The importance of promoting the metacognitive development and the selfregulated learning since the earlier grades in school is also highlighted. It is suggested that future research of this nature be made with the purpose of enriching the information obtained in the present work. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação