Chimpanzees are highly social animals, presenting a wide variety of social interactions among them. In this study, we compared the social dynamics in a group of 20 captive chimpanzees at Kolmården Wildlife Park between two different exhibits: outdoors (summer) and indoors (autumn). Furthermore, different types of enrichment were offered in both environments and we investigated how the presence and the type of enrichment (food-based) affected the social interactions in the group. Then, we used the frequencies of the social interactions to analyse the social dynamics in the group. Our results showed that the chimpanzees had significantly higher frequencies of proximity, allogrooming and displacement in the outdoor exhibit compared to indoor one and higher frequencies of threat and display indoors compared to outdoors. Moreover, we found that associative and affiliative behaviours increased in both outdoor and indoor exhibits when enrichment was absent compared to when it was present and also when enrichment was absent compared to when food-based enrichment was offered. Furthermore, three pairs of individuals, all mother-daughter dyads, were found to have preferred relationships. In the allogrooming network, one female, the only one that was in estrus, was found to be the most common recipient of allogrooming. Finally, the oldest male, father of all offspring, was, as expected, ranked as the most dominant in the group, based on the agonistic interactions. Our results may be used by the zoo staff to further develop their management practices to improve chimpanzees’ welfare.

Individuals living with HIV experience higher rates of stigmatizing social interactions that may negatively impact psychological and physical health. We examined depressive symptoms as a mediator of the relationship between HIV-specific unsupportive social interactions (USIs) and health behaviors in 87 Black and White men living with HIV (MLWH). We also examined ethnicity as a moderator of this model. Depressive symptoms were an indirect mechanism through which HIV-specific USIs explained poorer health behaviors. The indirect effects between disconnecting USI, more depressive symptoms, and poorer health behaviors were significant for Black men but not for White men. Depressive symptoms may be one pathway through which USI are associated with physical health, and disconnecting USI may be particularly detrimental for Black MLWH.

With the rise of the number of immigrant children in schools across the U.S., education research has directed its attention to understanding these newcomers' social experiences at school. Though Brazilian immigrant populations are growing, research on their unique social experiences remains limited. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who had immigrated to the U.S. as children and attended English-only and/or Dual Language Bilingual Education (DLBE) programs. As adolescents, participants were able to look back on their experiences as a newcomer in elementary school with greater perspective. Analysis of interview data reveal three main themes in Brazilian newcomers' experiences: (a) positive interactions with other Brazilian immigrant students; (b) microaggressions from non-Brazilian immigrant students; and (c) isolation due to the dominance of English at school. Findings underscore the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another. Additionally, findings reveal the prevalence of microaggressions across English-only and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support these students' sociocultural competence in order to address microaggressions.

Syftet med detta arbete var att undersöka om det finns likheter och skillnader mellan barnskötare och förskollärares syn på lekens betydelse för barns utveckling och lärande. Undersökningen skedde genom semistrukturerade intervjuer med förskollärare och barnskötare baserat på deras tankar och åsikter. Fyra förskollärare respektive fyra barnskötare intervjuades på två olika förskolor. I analysen uppkom ett antal teman som också blev underrubriker i resultatet. Dessa var, Leken i relation till lärande och utveckling, Det sociala samspelet, Aktivt deltagande, Lekens betydelse för utveckling av kommunikativa förmågor, En närvarande vuxen för att stötta barnen i olika leksituationer och Personalens förändrade syn på lek i relation till utveckling och lärande. Utifrån resultatet kan vi urskilja att samtliga deltagare anser att leken är en stor del av förskolans verksamhet och ses som något positivt. Dock har vi kunnat synliggöra skillnader i motiveringarna beroende på antal år i yrket och vissa skillnader beroende på yrkesroll. Resultatet visade även på likheter, vilket var att samtliga deltagare ansåg att barnen utvecklar språkliga och kommunikativa förmågor i samband med leken.

Interaction skills are developed with other people and enable the ability to take in the perspectives of others as well as the ability to develop oneself. This should therefore mean that an individual who grows up with fewer people around them may find that it takes practice and effort to develop their social skills. In other words, growing up as an only child can lead to special circumstances that can affect an individual's behavior in social interactions. The purpose of the paper is to study whether growing up without siblings has an impact on adult only children's experiences of and actions in social interactions and the creation and maintenance of relationships. The empirical data consists of semi-structured interviews that are analyzed through previous research and the concepts: internalization, primary and secondary socialization, significant others, role assumption and significant symbols. The study's previous research is divided into three themes that relate to the study in different ways. The study's results show that growing up without siblings can have an impact on adult only children's experiences of and actions in social interactions, such as conflict management. Furthermore, the results of the study highlight that an upbringing without siblings does not have a significant impact on adult only children in the creation and maintenance of relationships, as there is no clear pattern of what role the only children take in friendship relationships. / Interaktionförmågan utvecklas tillsammans med andra människor och möjliggör förmågan att ta in andras perspektiv samt förmågan att utveckla sig själv. Detta borde således innebära att en individ som växer upp med färre människor omkring sig kan uppleva att det krävs övning och ansträngning för att utveckla sin interaktionsförmåga. Att växa upp som ensambarn kan med andra ord medföra särskilda omständigheter som kan sätta sin prägel på en individs handlande i sociala interaktioner. Syftet med uppsatsen är att studera om en uppväxt utan syskon har betydelse för vuxna ensambarns upplevelser av och agerande i sociala interaktioner samt skapandet och upprätthållande av relationer. Uppsatsens empiri består av semistrukturerade intervjuer som analyseras genom tidigare forskning och begreppen: internalisering, primär och sekundär socialisation, signifikanta andra, rollövertagande samt signifikanta symboler. Studiens tidigare forskning är indelad i tre teman som anknyter till studien på olika sätt. Studiens resultat visar att en uppväxt utan syskon kan ha en betydelse för vuxna ensambarns upplevelser av och agerande i sociala interaktioner, såsom konflikthantering. Vidare belyser studiens resultat att en uppväxt utan syskon inte har en påtaglig betydelse för vuxna ensambarn i skapandet och upprätthållandet av relationer, då det inte finns ett tydligt mönster vilken roll ensambarnen tar i vänskapsrelationer.

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Under början av 2020 drabbades världen av en omfattande snabbspridande pandemi som drabbat många på olika plan i hela samhället. Syftet med studien är att presentera en post-Covid rapport gällande i vilken mån förskollärare upplever att barns lek och samspel i förskolan idag påverkats av pandemin och dess begränsningar av social närkontakt. Med frågeställningar kring hur de upplever det och hur de stöttar barnen i de sociala samspelen i leken. Studien har tagit ansats i ett sociokulturellt perspektiv och empirin har samlats in genom en enkät som till störst del spridits via sociala medier. Resultatet visar att förskollärare har upplevt en viss påverkan på de sociala samspelen i leken, men även i anknytning till personalen. Arbetet kring att stötta barnen i de sociala samspelen i leken visar sig till störst del vara likvärdig med innan pandemin. / In early 2020, the world was hit by a widespread, fast-spreading pandemic that affected many at different levels throughout society. The purpose of the study is to present a post-Covid report on the extent to which preschool teachers feel that children's play and interaction in preschool today has been affected by the pandemic and its limitations of social close contact. With questions about how they experience it and how they support the children in the social interactions in the play. With questions about how they experience it and how they support the children in the social interactions in the play. The study has taken an approach in a socio-cultural perspective and the empirical data has been collected through a survey that has mostly been disseminated via social media. The results show that preschool teachers have experienced a certain impact on the social interactions in play, but also in connection with the preschool teachers. The work around supporting the children in the social interactions in play turns out to be largely equivalent to before the pandemic.

Objective 1: To examine the influence of maternal depression and/ or anxiety on infant, maternal and dyadic FFSF task performance Objective 2: To investigate the changes in infant and maternal FFSF task performance before and after Cognitive Behavioural Therapy (CBT) treatment of maternal depression / Background: Research suggests that postpartum depression (PPD) and postpartum anxiety (PPA) impact both mothers and their infants, leading to adverse behavioural outcomes across the lifespan. The face-to-face still-face (FFSF) task is a validated observational tool used to measure the quality of mother-infant interactions. This thesis aimed to investigate the differences in responses to the FFSF task between dyads consisting of mothers with PPD and/or PPA and healthy dyads. Another goal was to examine whether PPD treatment could improve mother and infant FFSF outcomes. Methods: A systematic search was performed in PubMed/MEDLINE, EMBASE, CINAHL, PsycINFO and Web of Science. Meta-analyses were conducted to examine the differences in infant, maternal and dyadic FFSF outcomes in mothers with PPD, PPA or comorbid PPD and PPA in comparison to healthy control dyads. Second, we examined whether group cognitive behavioural therapy (CBT) for PPD could help improve infant and maternal FFSF outcomes. A case-control design study was conducted with three different assessment points (i.e., pre-CBT treatment, immediately after CBT and three months post-CBT). Results: Meta-analyses suggested that the infants of mothers with PPD display lower levels of positive affect during the play and reunion phases compared to the infants of healthy non-depressed mothers. Also, mothers with PPD may engage less positively with their infants at the reunion phase, and mother-infant dyads affected by PPD show less positive interactive matching during the play phase compared to healthy control dyads. Finally, object/environment engagement was higher in infants of PPA mothers compared to healthy controls at still-face. Conclusion: The results suggest that mothers with PPD and/or PPD (and their infants) may exhibit different interaction patterns compared to healthy dyads. Also, it appears that the benefits of CBT for maternal PPD may extend to their infants through reductions in maladaptive infant withdrawn behaviours to normal, healthy levels. / Thesis / Master of Science (MSc) / Maternal postpartum depression (PPD) and postpartum anxiety (PPA) are the most common mental health complications of birth. Apart from unfavourable effects PPD and PPA have on mothers, it may also impact the mother-infant relationship, leading to adverse infant outcomes. Given the relatively high prevalence of maternal PPD, PPA, and comorbid PPD and PPA, this thesis aimed to examine the differences in how mothers suffering from PPD and/or PPA and their infants coordinate their behaviour, in comparison to healthy mothers and their infants using a validated observational task (face-to-face still-face [FFSF] task). Another goal of this thesis was to investigate whether the benefits of maternal treatment for PPD with cognitive behavioural therapy may extend to infants and improve mother, as well as infant behaviour. These investigations may provide new insights on how maternal PPD and/or PPA affects mother-infant interactions, and consequently, infant socio-emotional development.