As a result of the increase of digitalisation in today’s society, the Swedish school system requires a certain degree of digital competence amongst teachers, affecting the foundation of how their teaching practice is structured. Therefore, this study aims to investigate to what extent Swedish EFL/ESL teachers in the primary years incorporate digital tools in their teaching practice, and more specifically how – and why – they are used to facilitate learners’ vocabulary acquisition/learning. In this qualitative study, five Swedish EFL/ESL teachers in the primary years participated. The five participants work at five different schools, in three different municipalities. The empirical data was collected through semi-structured interviews. The results of these indicate that vocabulary drills, generally given as homework, are the primary method of teaching English vocabulary to the EFL/ESL learners, requiring them to learn consciously and intentionally. Moreover, the results imply that a variation of tasks and teaching tools, as well as a frequency in exposure of content, is necessary for beneficial vocabulary acquisition/learning. Further, it is evident that digital tools have a profitable effect on learners’ motivation and consequently their learning. Finally, it is clear that what matters when incorporating digital tools is how they are used, rather than that they are used.

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The Creation and Manifestation of Reality-theory was developed for this study. This theory provides an answer to why high functioning people experience problems at work, develop relationship problems, and other dysfunctions that occur in their lives. It provides an explanation as to why this happens: at a certain point in our existence a critical incident (or Initial Sensitising Event) or a series of repeated incidents is perceived by the person as traumatic. During this time of high emotion the child forms a subconscious conclusion, followed by a subconscious decision. The Hypnotic Blueprint is an accumulation of all the different subconscious conclusions and decisions formed over time at a time of intense emotionality, during which the psyche feared for its survival, repressed, gated and banished into the borders of the person's subconscious mind. Numerous other incidents occur through life that reinforce and bolster the original Hypnotic Blueprint. Simultaneously, conflicting ego-states are formed, attempting to balance the state of disequilibrium. Later in life, the original Blueprint is triggered, through the Symptom Activating Event, at a sub-conscious level and starts to operate in the person's life, attracting the circumstances and people who best replay or re-enact the original trauma on a symbolic level. This pattern will be recreated in the person's life, and will most often be the reason why the person enters therapy, or the presenting problem. Life acts as a mirror of the inner world or the psyche of the person. The inner world is mirrored by the other world, or reality. By changing our inner reality, we impact or transform our outer reality. To complete the Creation and Manifestation of Reality-theory, the Imago Developmental Stages identified by Harville Hendrix, were integrated, namely Attachment, Exploration, Identity and Competence. The therapeutic modality suggested is de-hypnotising. The study does not intend to measure the success of the therapy, but rather to establish and test the validity of the Creation and Manifestation of Reality-theory on case studies, using the Life History approach. / Educational Studies / DED(PSYCHOLOGY OF EDUCATION)

The Creation and Manifestation of Reality-theory was developed for this study. This theory provides an answer to why high functioning people experience problems at work, develop relationship problems, and other dysfunctions that occur in their lives. It provides an explanation as to why this happens: at a certain point in our existence a critical incident (or Initial Sensitising Event) or a series of repeated incidents is perceived by the person as traumatic. During this time of high emotion the child forms a subconscious conclusion, followed by a subconscious decision. The Hypnotic Blueprint is an accumulation of all the different subconscious conclusions and decisions formed over time at a time of intense emotionality, during which the psyche feared for its survival, repressed, gated and banished into the borders of the person's subconscious mind. Numerous other incidents occur through life that reinforce and bolster the original Hypnotic Blueprint. Simultaneously, conflicting ego-states are formed, attempting to balance the state of disequilibrium. Later in life, the original Blueprint is triggered, through the Symptom Activating Event, at a sub-conscious level and starts to operate in the person's life, attracting the circumstances and people who best replay or re-enact the original trauma on a symbolic level. This pattern will be recreated in the person's life, and will most often be the reason why the person enters therapy, or the presenting problem. Life acts as a mirror of the inner world or the psyche of the person. The inner world is mirrored by the other world, or reality. By changing our inner reality, we impact or transform our outer reality. To complete the Creation and Manifestation of Reality-theory, the Imago Developmental Stages identified by Harville Hendrix, were integrated, namely Attachment, Exploration, Identity and Competence. The therapeutic modality suggested is de-hypnotising. The study does not intend to measure the success of the therapy, but rather to establish and test the validity of the Creation and Manifestation of Reality-theory on case studies, using the Life History approach. / Educational Studies / DED(PSYCHOLOGY OF EDUCATION)

The goal of this study is to point out the influence of earlier experiences, and in particular the experiences in utero, on the identity formation of the adolescent. Although the identity problem is generally associated with the development during the adolescent years, the researcher strives to point out the relation between identity problems as they manifests in later years, and the intra-uterine experiences. The research view this problem from three different angles: i. A study that examines the identity problem as it occurs during adolescence, as well as the causes of the problem. This study points out the main characteristics of the identity problem, as well as the way it manifests during the adolescent years. ii. A study of psycho-neurobiological models offers an explanation of the influence of memory on behaviour. This study gives the neurological explanation of how and why the very first experiences that are encoded in memory, have a distinct and prevailing influence on the behaviour of the individual. The encoding of memory takes action as soon as there is sufficient neurological development - this occurs at some stage in the development of the fetus in utero. The behaviour is not controlled by the past experiences, but by the perceptions and associations that are formed during encoding of memory. iii. A description of regressive therapies that enable the researcher to retrieve the memory from the subconscious mind, and reframe the perceptions and associations that were formed through earlier experiences, in order to change the behaviour. Two types of therapies are discussed - hypnosis and kinesiology. A qualitative study is performed on three respondents. This study points out the significance of the intra-uterine experiences on the development of the identity problem as it manifests in later years. It also indicates the fact that, although the past experiences can never be changed, the perceptions and associations that were formed during the encoding of the memory of the experience can be changed through reframing. The reframing of the experiences and the reformation of perceptions and associations have a definite and positive effect on the behaviour of the individual. / Educational Studies / D.Ed. (Psychology of Education)

People's inability to cope with the demands of modern life, has led to a significant increase in the incidence of anxiety being experienced by people from all walks of life. People are suffering from anxiety without knowing the root cause of it and it was found from the anxiety cases studied that its origin can in many cases be traced to the birth experience where specific negative suggestions were imprinted on the subconscious. In this study the influence of the birth experience as the underlying cause of anxiety and the effect of it on the formation of the self-concept and self-actualisation have been explored. The research shows that a subconscious origin exists in the development of anxiety. In the research for this study, Medical Hypnoanalysis, which is based on a process of diagnosis and therapy, was used as therapeutic method with several clients suffering from anxiety symptoms. In this research the perceptions formed in the subconscious during the birth experience were examined and related to the anxiety experienced during childhood and later life. The case studies, their diagnoses and the follow-up therapeutic sessions relating to the birth experience were investigated and discussed. Educational Psychologists show a specific interest in and a tendency to get involved with, or implement Medical Hypnoanalysis in therapy. It became obvious from this study that Medical Hypnoanalysis supplements the needs of the Educational Psychologist as a tool in therapy. In this study guide lines have been presented to the Educational Psychologist for the treatment of anxiety originating from the birth trauma by regressing the client back to this traumatic experience. Suggestions on how to conduct the birth regression sessions have also been presented and clarified. Through the case studies the identification and removal of the highly charged emotional and negative beliefs that were responsible for the anxiety symptom have been demonstrated. The case studies have furthermore demonstrated the successful utilisation of positive and healing suggestions to achieve the therapeutic goals. The results of this study show that Medical Hypnoanalysis can be used effectively in the treatment of the root causes of anxiety. / Psychology of Education / D. Ed. (Psychology of Education)

<p>How a speaker can use their posture, gesture, facial expression and voice to create a strong ethos, pistis and sense of trustworthiness is, in this paper, associated with charisma (the power of leadership or authority).</p><p>Verbal and nonverbal expressions from three particular speeches by Martin Luther King, John F Kennedy and Bill Clinton have been analyzed in depth. The results show that patos as well as strong nonverbal expression are factors in inspiring devotion or creating enthusiasm. Personal magnetism and radiance is also found to develop through figures of speech and rhetorical devices, including metaphors. Results show that facial expressions, pitch and other prosodic information are not always consciously taken in. Nevertheless, it is questioned whether such information can affect the ethos and pistis developed. This kind of subconscious infliction can be made visible by modern technical equipment. By identifying relevant para- and extralinguistic signals (so called ‘charismatic behaviors’ e.g. intense eyecontact) we can more easily understand why some people affect us greatly, while others go unnoticed.</p>

How a speaker can use their posture, gesture, facial expression and voice to create a strong ethos, pistis and sense of trustworthiness is, in this paper, associated with charisma (the power of leadership or authority). Verbal and nonverbal expressions from three particular speeches by Martin Luther King, John F Kennedy and Bill Clinton have been analyzed in depth. The results show that patos as well as strong nonverbal expression are factors in inspiring devotion or creating enthusiasm. Personal magnetism and radiance is also found to develop through figures of speech and rhetorical devices, including metaphors. Results show that facial expressions, pitch and other prosodic information are not always consciously taken in. Nevertheless, it is questioned whether such information can affect the ethos and pistis developed. This kind of subconscious infliction can be made visible by modern technical equipment. By identifying relevant para- and extralinguistic signals (so called ‘charismatic behaviors’ e.g. intense eyecontact) we can more easily understand why some people affect us greatly, while others go unnoticed.

The goal of this study is to point out the influence of earlier experiences, and in particular the experiences in utero, on the identity formation of the adolescent. Although the identity problem is generally associated with the development during the adolescent years, the researcher strives to point out the relation between identity problems as they manifests in later years, and the intra-uterine experiences. The research view this problem from three different angles: i. A study that examines the identity problem as it occurs during adolescence, as well as the causes of the problem. This study points out the main characteristics of the identity problem, as well as the way it manifests during the adolescent years. ii. A study of psycho-neurobiological models offers an explanation of the influence of memory on behaviour. This study gives the neurological explanation of how and why the very first experiences that are encoded in memory, have a distinct and prevailing influence on the behaviour of the individual. The encoding of memory takes action as soon as there is sufficient neurological development - this occurs at some stage in the development of the fetus in utero. The behaviour is not controlled by the past experiences, but by the perceptions and associations that are formed during encoding of memory. iii. A description of regressive therapies that enable the researcher to retrieve the memory from the subconscious mind, and reframe the perceptions and associations that were formed through earlier experiences, in order to change the behaviour. Two types of therapies are discussed - hypnosis and kinesiology. A qualitative study is performed on three respondents. This study points out the significance of the intra-uterine experiences on the development of the identity problem as it manifests in later years. It also indicates the fact that, although the past experiences can never be changed, the perceptions and associations that were formed during the encoding of the memory of the experience can be changed through reframing. The reframing of the experiences and the reformation of perceptions and associations have a definite and positive effect on the behaviour of the individual. / Educational Studies / D.Ed. (Psychology of Education)

People's inability to cope with the demands of modern life, has led to a significant increase in the incidence of anxiety being experienced by people from all walks of life. People are suffering from anxiety without knowing the root cause of it and it was found from the anxiety cases studied that its origin can in many cases be traced to the birth experience where specific negative suggestions were imprinted on the subconscious. In this study the influence of the birth experience as the underlying cause of anxiety and the effect of it on the formation of the self-concept and self-actualisation have been explored. The research shows that a subconscious origin exists in the development of anxiety. In the research for this study, Medical Hypnoanalysis, which is based on a process of diagnosis and therapy, was used as therapeutic method with several clients suffering from anxiety symptoms. In this research the perceptions formed in the subconscious during the birth experience were examined and related to the anxiety experienced during childhood and later life. The case studies, their diagnoses and the follow-up therapeutic sessions relating to the birth experience were investigated and discussed. Educational Psychologists show a specific interest in and a tendency to get involved with, or implement Medical Hypnoanalysis in therapy. It became obvious from this study that Medical Hypnoanalysis supplements the needs of the Educational Psychologist as a tool in therapy. In this study guide lines have been presented to the Educational Psychologist for the treatment of anxiety originating from the birth trauma by regressing the client back to this traumatic experience. Suggestions on how to conduct the birth regression sessions have also been presented and clarified. Through the case studies the identification and removal of the highly charged emotional and negative beliefs that were responsible for the anxiety symptom have been demonstrated. The case studies have furthermore demonstrated the successful utilisation of positive and healing suggestions to achieve the therapeutic goals. The results of this study show that Medical Hypnoanalysis can be used effectively in the treatment of the root causes of anxiety. / Psychology of Education / D. Ed. (Psychology of Education)