The purpose of this study was to describe how mirrors affect contemporary dance pedagogy students’experiences of themselves. Empirical material was collected through semi-structured interviews with four dance pedagogy students at the School of Dance and Circus, and analyzed with the help of post-humanistic perspective and Lacanian mirror stage theory. The results suggest that mirrors are active agents that participate in several things, for example they create an evaluating gaze, objectification, alienation from the subject as a unity, experience of two-dimensional bodies and distraction. The results also suggest that the mirrors actively create afront and direction, and therefore they shield dancers from sensing their ‘inner selves’ as well as others in theroom, time and space. The feeling of success and mood affect the way dancers feel about their mirror images and themselves. In summary, this study stresses that the mirror, an object, is active and agentic, instead of thinking that the dancer is the only active part in the dancer-mirror relationship.

Many people with autism are excluded from the labour market. Support from social actors through job activities and higher education, have become important for this group when striving for a sustainable working life. Even though an increase in the number of people with autism in higher education has occurred, very little is known about their work outcomes. Therefore, this study aimed to examine what circumstances that prevented and promoted a successful transition from higher education to working life, from the perspectives of four individuals with autism. The study also examined how these four study participants coped with their transition. The interviews were analysed on the basis of thematic analysis. During the study, Schlossberg’s transition theory was used as a theoretical framework. The result highlights that jobs that met the needs of the participants, contributed to their ability to maintain at work. Colleagues and managers also played significant roles, both for having one’s needs respected and for choosing to talk about individual difficulties. On the other hand, negative attitudes from managers, resulted in disappointment and lower self-esteem. The result also shows that the dilemma of finding balance between private issues and work, might have an impact on the transition outcomes.

Syftet med denna uppsats är att utifrån sociokulturellt perspektiv utforska tre lärares syn på hur musikundervisning kan bidra till elevers välbefinnande. Forskningsfrågorna är: På vilka sätt anser musiklärarna att de skapar ett gynnsamt intersubjektivt rum? Hur arbetar musiklärarna för att stärka elevernas identitet? Vad anser lärarna att de gör för att eleverna ska utvecklas? Som bakgrund presenteras musik som ämne i skolan, grupper i skolan samt forskning kring musikens påverkan på det intersubjektiva rummet och elevers välbefinnande. Den teoretiska bakgrunden ger en bild av det sociokulturella perspektivet innan en genomgång av metodvalet görs. I resultatdelen redovisas analysen av intervjuerna där tre stora teman framträder, relationers betydelse för välbefinnandet, prövande av roller i grupp samt personlig utveckling. Uppsatsen avslutas med en diskussion av resultatet i relation till den presenterade bakgrunden och det teoretiska perspektivet under rubrikerna Musik och rörelse som medierande redskap, Personlig identitet och gruppidentitet samt Sammanhållning och välbefinnande. / The purpose of this essay is to explore, from a socio-cultural perspective, three teachers' views on how music education can contribute to students' well-being. The research questions are: In what ways does music teachers consider that they create a favorable intersubjective room? How does music teachers work to strengthen students' identity? What does the teachers think they do to help students develop? As a background, music is presented as a subject in school, groups in school and research on the influence of music on the intersubjective room and pupils' well-being. The theoretical background gives a picture of the sociocultural perspective before a review of the method is made. The results section presents the analysis of the interviews where three major themes appear;the importance of relationships for well-being, testing of roles in groups andpersonal development. In the last chapter the result are discussed in relation to the presented background as well as the theoretical perspective; Music and movement as mediating tools, Personal and group identity as well as Cohesion and well- being.

<p>The aim of this study was to examine the possibilities to enter the regular labour market for pupils and young adults with intellectual disabilities. The method used is tape-recorded qualitative interviews with; Two pupils with intellectual disabilities, studying the last year at a special school. Two young adults with intellectual disabilities, former pupils at a special school and at the moment in search of work at a Public Employment Service office for young adults with disabilities. Furthermore were interviews made with two professionals, one student counsellor at a special school and one representative at a Public Employment Service office for young adults with disabilities. For analysing the empirical data, Iris Marion Young's theory about Five Faces of Oppression, Crip theory and Dalrymple and Burkes theory about empowerment was used. The results showed difficulties in enter the labour market for these young adults and wishes to be able to support themselves financially by a regular work. The aim of the welfare system is to help people with intellectual disabilities through for example special schools, vocational training and wages benefits. These efforts are not really helping but are rather increasing the disabilities and the following discrimination on the labour market.</p>

<p>Syftet med den här studien var att se vilka uppfattningar lärare har om att eleverna i en klass befinner sig på olika kunskapsnivåer kopplat till matematik. Studien bygger på kvalitativa intervjuer med lärare som arbetar i årskurs 6. </p><p>Litteraturen tydliggör vikten av att alla elever får möjligheter att utvecklas utifrån sina egna förutsättningar och behov. Hur undervisningen läggs upp och hur grupperna ser ut varierar, men dialogen mellan lärare och elev samt en varierande pedagogik är två betydelsefulla inslag som lyfts fram. </p><p>Resultatet visar att lärarna ser stora fördelar med att ha elever som är på en jämn kunskapsnivå, men de vänder också skillnaderna till något positivt och utnyttjar det i undervisningen. Lärarna har en önskan om att variera undervisningen mer för att ge alla elever möjlighet att lära sig matematik utifrån sina egna förutsättningar. </p><p>Min slutsats är att lärarna trots stora skillnader i klasserna anstränger sig för att kunna möta varje elev på elevens egen nivå och att de skapar sitt eget arbetssätt för att uppnå detta. Dock finns tendensen att de högpresterande eleverna ofta inte får chansen att utvecklas utifrån sina egna förutsättningar, eftersom lärarna lägger mycket kraft och tid på att hjälpa de lågpresterande eleverna.</p>

<p>Two main goals of geriatric rehabilitation are to re-establish ability for physical function in order to facilitate independence in activities of daily living (ADL), and to promote an optimal degree of well-being, i.e. life satisfaction, in the individual. In this research a new scale, the General Motor Function assessment scale (GMF), was developed and evaluated. Subsequently, factors perceived as important for the life satisfaction of people undergoing geriatric rehabilitation were investigated. </p><p>The GMF includes both mobility and upper limb functions and comprises three subscales covering different aspects of functioning, namely performance-related Dependence, Pain and Insecurity. The clinical practicality of the GMF was evaluated by a field test. Its psychometric properties were analysed in both hospital and community-based settings of geriatric rehabilitation, using non-parametric statistical methods. The results indicated that the GMF is clinically adequate, possesses good reliability and is sensitive enough to demonstrate changes from pre- to post-intervention in different forms of geriatric rehabilitation. </p><p>For investigation of perceptions of life satisfaction, individual qualitative interviews were conducted with old (80+) care recipients and with their significant others, who had a helping relationship with them. The results revealed that habitual activity, independence and adaptation were generally considered to be important for the life satisfaction of the care recipients. Recalling of pleasant past memories in an effort to achieve current life satisfaction was a commonly used adaptive strategy among the care recipients. This strategy created a temporary sense of life satisfaction, with a potential for concealing dissatisfaction with conditions that might otherwise be correctable. From the perspective of the significant others, protection of the continuity of the care recipients’ self was seen as vital for the latter's life satisfaction, and was thus an underlying general purpose of the informal caregiving. </p>

Two main goals of geriatric rehabilitation are to re-establish ability for physical function in order to facilitate independence in activities of daily living (ADL), and to promote an optimal degree of well-being, i.e. life satisfaction, in the individual. In this research a new scale, the General Motor Function assessment scale (GMF), was developed and evaluated. Subsequently, factors perceived as important for the life satisfaction of people undergoing geriatric rehabilitation were investigated. The GMF includes both mobility and upper limb functions and comprises three subscales covering different aspects of functioning, namely performance-related Dependence, Pain and Insecurity. The clinical practicality of the GMF was evaluated by a field test. Its psychometric properties were analysed in both hospital and community-based settings of geriatric rehabilitation, using non-parametric statistical methods. The results indicated that the GMF is clinically adequate, possesses good reliability and is sensitive enough to demonstrate changes from pre- to post-intervention in different forms of geriatric rehabilitation. For investigation of perceptions of life satisfaction, individual qualitative interviews were conducted with old (80+) care recipients and with their significant others, who had a helping relationship with them. The results revealed that habitual activity, independence and adaptation were generally considered to be important for the life satisfaction of the care recipients. Recalling of pleasant past memories in an effort to achieve current life satisfaction was a commonly used adaptive strategy among the care recipients. This strategy created a temporary sense of life satisfaction, with a potential for concealing dissatisfaction with conditions that might otherwise be correctable. From the perspective of the significant others, protection of the continuity of the care recipients’ self was seen as vital for the latter's life satisfaction, and was thus an underlying general purpose of the informal caregiving.

The aim of this study was to examine the possibilities to enter the regular labour market for pupils and young adults with intellectual disabilities. The method used is tape-recorded qualitative interviews with; Two pupils with intellectual disabilities, studying the last year at a special school. Two young adults with intellectual disabilities, former pupils at a special school and at the moment in search of work at a Public Employment Service office for young adults with disabilities. Furthermore were interviews made with two professionals, one student counsellor at a special school and one representative at a Public Employment Service office for young adults with disabilities. For analysing the empirical data, Iris Marion Young's theory about Five Faces of Oppression, Crip theory and Dalrymple and Burkes theory about empowerment was used. The results showed difficulties in enter the labour market for these young adults and wishes to be able to support themselves financially by a regular work. The aim of the welfare system is to help people with intellectual disabilities through for example special schools, vocational training and wages benefits. These efforts are not really helping but are rather increasing the disabilities and the following discrimination on the labour market.

Syftet med den här studien var att se vilka uppfattningar lärare har om att eleverna i en klass befinner sig på olika kunskapsnivåer kopplat till matematik. Studien bygger på kvalitativa intervjuer med lärare som arbetar i årskurs 6. Litteraturen tydliggör vikten av att alla elever får möjligheter att utvecklas utifrån sina egna förutsättningar och behov. Hur undervisningen läggs upp och hur grupperna ser ut varierar, men dialogen mellan lärare och elev samt en varierande pedagogik är två betydelsefulla inslag som lyfts fram. Resultatet visar att lärarna ser stora fördelar med att ha elever som är på en jämn kunskapsnivå, men de vänder också skillnaderna till något positivt och utnyttjar det i undervisningen. Lärarna har en önskan om att variera undervisningen mer för att ge alla elever möjlighet att lära sig matematik utifrån sina egna förutsättningar. Min slutsats är att lärarna trots stora skillnader i klasserna anstränger sig för att kunna möta varje elev på elevens egen nivå och att de skapar sitt eget arbetssätt för att uppnå detta. Dock finns tendensen att de högpresterande eleverna ofta inte får chansen att utvecklas utifrån sina egna förutsättningar, eftersom lärarna lägger mycket kraft och tid på att hjälpa de lågpresterande eleverna.

Psykisk ohälsa är ett stort folkhälsoproblem som orsakar enskilt lidande och stora samhällsekonomiska kostnader. Insatser som främjar psykisk hälsa hos barn och unga är högst relevant och skolan har en viktig roll i det hälsofrämjande arbetet. Skolkuratorn blev en lagstadgad del av elevhälsan år 2010 och ska i sin roll främst arbeta förebyggande och hälsofrämjande. Syftet med studien var att undersöka hur skolkuratorer i Västmanland arbetar för att förebygga psykisk ohälsa och främja psykisk hälsa hos ungdomar. En kvalitativ metod med en induktiv ansats valdes. Insamlingsmetoden var enskilda semistrukturerade intervjuer. Urvalet för studien var sex skolkuratorer som arbetar på en eller flera grund-högstadie-och/eller gymnasieskolor i Västmanlands län. En intervjuguide användes under intervjuerna som spelades in, transkriberades och analyserades genom en manifest innehållsanalys. Resultatet visade att skolkuratorerna har metoder för att arbeta förebyggande dock nämndes få metoder som enbart är hälsofrämjande. Skolkuratorerna främjar barns och ungas psykiska hälsa genom att vara ett socialt stöd och stärka deras egenkraft. Det som upplevs försvåra eller omöjliggöra det förebyggande och hälsofrämjande arbetet är bristen på tid. Slutsatsen av studien är att det behövs tydligare riktlinjer kring hur skolkuratorer ska arbeta förebyggande och hälsofrämjande samt ökade resurser för att detta arbete ska kunna bedrivas. / Mental illness is a major public health problem that causes individual suffering and huge economic costs. Operations promoting mental health in children and adolescents are highly relevant where the school has an important role. School counselors became a statutory part of student welfare in 2010 whose main mission is to work with prevention and health promotion. The aim of this study was to examine how school counselors in Västmanland works to prevent mental illness and promote mental health in adolescents. A qualitative method with an inductive approach was chosen. Collection method was individual semistructured interviews. The sample for the study was six school counselors working in one or several primary-secondary school and/or high schools in Västmanland. An interview guide was used during the interviews that were recorded, transcribed and analyzed by a manifest content analysis. The results showed that school counselors have methods for preventive work but they did not mention many specific health promotion methods. They promote children and young people's mental health by being a social support and strengthen their empowerment. The school counselors all wanted to work more with prevention and health promotion but described the difficulty due to lack of time. The conclusion of this study is that there is a need for clearer guidelines on how school counselors should work with prevention and health promotion as well as increased resources for this work to be pursued.