The aim of this study is to find out how one organisation in Moldova is working with the issue of human trafficking. It will therefore be explained how the professionals in that organisation describe how the human trafficking situation has developed in Moldova according to them and how they work and prevent the issue according to that developed situation. This study is a qualitative study and has been carried out utilizing 14 semi-structured interviews. The information given from the interviews has been categorized, and then analysed in relation to previous research and Bronfenbrenner's ecological system theory. This theory is applied to explain how an individual's development is affected by factors on several levels; micro-, meso-, exo-, macro- and chronosystems. The causes for human trafficking explained by the professionals included the culture, religion, economics and the history of the country, and these in turn can have affected the family and the view of one’s self. The conclusions based on this study are that because the factors that could be causes for human trafficking are found on all the levels, it is important that social workers and the society has this in mind and as an approach when dealing with human trafficking. / Syftet med den här studien har varit att ta reda på hur en organisation i Moldavien arbetar med den aktuella situationen gällande människohandel som finns i landet. Det kommer därför att förklaras hur de professionella i den specifika organisationen beskriver hur de sett att situationen utvecklats i Moldavien och hur de arbetar preventivt med problemet i förhållande till den utvecklade situationen. Studien är kvalitativ och har genomförts med hjälp av 14 semi-strukturerade intervjuer. Informationen från intervjuerna har kategoriserats för att sedan analyseras mot tidigare forskning och Bronfenbrenners ekologiska systemteori. Denna teori är applicerad för att förklara hur en individs utveckling påverkas av faktorer på flera nivåer; mikro-, meso-, exo-, makro- och chronosystem. Orsakerna till människohandel som är förklarade av de professionella innefattade kultur, religion, landets ekonomi och historia, och dessa i sin tur kan ha påverkat familjen och synen på sig själv. Slutsatserna som är möjliga att dra utifrån denna studie är att eftersom faktorerna, som kan vara orsaker till människohandel, återfinns på alla olika nivåer är det också viktigt att socialarbetare och samhället har detta i åtanke och som angreppssätt vid arbetet med människohandel.

Made available in DSpace on 2017-07-21T20:31:34Z (GMT). No. of bitstreams: 1 VALERIAROSSI.pdf: 2489511 bytes, checksum: d31e2608f965cbefc848a1c4cdeea5dd (MD5) Previous issue date: 2008-04-22 / This study focus on development and learning of the resilience by children and adolescents who were victims of sexual abuse by close relatives or their nuclear family’s members. The guide questions were: The local schools and the institution Sentinela Program are developing activities that promote the leaning of the resilience? What are and where are the risks, protection and promoters of resilience factors? The aims of this study were to characterize the educative role of the Sentinela Program and schools to the development and learning of resilience, to identify the risks, protection and promoters of resilience factors. The Bronfenbrenner’s Ecological Theory of Human Development substantiated this research. The data collection was done in Ponta Grossa – Paraná with the Sentinela Program, Tutorial Council and six schools that attend students from 6 to 14 years old. The procedures used were ecological insertion, documentary research, psychological tests application. The instruments of the data collection were reports, interviews, the Childish Stress Scale and H.T.P. Projective and group works. Three children and three adolescents, six professional people from Sentinela Program, thirteen teachers and two tutorial counselors join this work. The phenomenalogical perspective was the analysis device. The outcomes pointed out that two children and three adolescents developed social and emotional resilience; one child developed the academic resilience due to the emotional and pedagogic support from school. It was noticed that there is not educational projects and actions in the schools for the development of the resilience as well as programs for prevention, detection and protection against sexual violence. In the Sentinela Program, the emotional and social resiliences were developed by the learning of social skills about self-control of politeness and expression of positive feelings; by the rescue of the self-esteem, self-confidence and social support to the involved families. The risks factors in the Context Core were: the shortage of information about sexual abuse; few denunciations from schools to the Tutorial Council (three of the six schools did not know about the cases); the lack of communication between schools and the Sentinela Program; the family environment. As protection factors were identified: the creation of the special legal institution that deals with crimes against children and adolescents in Paraná state in 2007; the reference of two cases from schools to the Tutorial Council; the denunciation done by mothers whose daughters were outraged by their companions. The promoter factors of resilience at school, in a case, were the emotional support, reinforcement in school subjects and orientation to the mother’s victim. At Sentinela Program that factor was: the psychological support and accompaniment to five victims; the social attendance to two victims and some pedagogical activities to six. There was some support to the mothers in three cases. Some of the risk factors identified in the Individual Core were low self-esteem in six cases, and suicide thoughts in one case. The self-protection factors consisted in avoiding the aggressor company and believing in the legal punishment. The resilient factors were: friendship for two girls, liking the studies for three and having bonds with confident people for five of them. In the Time Core, living with the aggressor and live in a substandard condition were considered risks factors for three victims. The protection factor, in three cases, was the remoteness from the aggressor. It was noticed that to become resilient, the victims need support and acceptance by the adults who can give them new apprenticeships. / Este estudo focaliza o desenvolvimento e aprendizagem da resiliência em crianças e adolescentes vítimas de abuso sexual intrafamiliar. As questões orientadoras foram: As escolas e o Programa Sentinela desenvolvem atividades que promovam o aprendizado da resiliência? Quais são e onde se situam os fatores de risco, proteção e promotores de resiliência? Teve por objetivos caracterizar o papel educativo do Programa Sentinela e da instituição escolar para o desenvolvimento e aprendizado da resiliência; identificar os fatores de risco, proteção e promotores de resiliência. A Teoria Ecológica do Desenvolvimento Humano de Bronfenbrenner fundamentou a pesquisa. A coleta de dados foi realizada na cidade de Ponta Grossa - PR, junto ao Programa Sentinela, Conselho Tutelar e seis escolas de Ensino Fundamental. Os procedimentos consistiram em inserção ecológica, pesquisa documental, aplicação de testes psicológicos. Os instrumentos de coleta de dados foram relatórios, entrevistas, Testes ESI – Escala de Stress Infantil e Projetivo H.T.P., dinâmicas de grupo. Participaram três crianças e três adolescentes, seis profissionais do Programa Sentinela, treze educadores, dois conselheiros tutelares. Para análise utilizou-se a perspectiva fenomenológica. Os resultados revelaram que duas crianças e três adolescentes desenvolveram resiliência emocional e social. Apenas uma dessas crianças desenvolveu a resiliência acadêmica, devido ao apoio afetivo e pedagógico recebido na sua escola. Constatou-se a ausência de projetos e ações educativas nas escolas para o desenvolvimento da resiliência, bem como para a prevenção, detecção e proteção à violência sexual. No Programa Sentinela, a resiliência emocional e a social foram desenvolvidas por meio do aprendizado de habilidades sociais de automonitoria, de civilidade e expressão de sentimento positivo; pelo resgate da auto-estima, da autoconfiança, e suporte social às respectivas famílias. Foram identificados como fatores de risco no Núcleo Contexto: escassez de informações à população sobre o abuso sexual; poucas denúncias das escolas aos Conselhos Tutelares; das seis escolas três desconheciam os casos de abuso sexual ocorridos com suas alunas; a falta de comunicação entre as escolas e o Programa Sentinela; e o próprio ambiente familiar das vítimas. Como fatores de proteção, foram identificados: a criação da Vara de Crimes contra Crianças e Adolescentes no Paraná, em 2007; o encaminhamento de dois casos pela escola ao Conselho Tutelar; as denúncias feitas pelas mães de duas vítimas sobre o abuso sexual realizado pelos próprios cônjuges. Como fator promotor de resiliência na escola, em um caso o apoio afetivo, reforço escolar e orientações à mãe da vítima. No Programa Sentinela mostrou-se promotor de resiliência o acompanhamento psicológico para cinco das vítimas; o atendimento social para duas e as atividades pedagógicas para seis. No âmbito familiar, o apoio materno em três casos. Alguns dos fatores de risco identificados no Núcleo Pessoa foram baixa auto-estima em seis casos, e idéias suicidas em um caso. Os fatores de auto-proteção consistiram em evitar a presença do agressor, e contar com a sua punição pelo sistema judiciário. Como fatores resilientes, ter amizades para duas; gosto pelo estudo para três, ter vínculos com pessoas que inspiram confiança para cinco. No Núcleo Tempo, continuar convivendo com o agressor e permanecer na condição econômica de pobreza foi considerado fator de risco para três das vítimas. Como fator de proteção, em três casos o afastamento do agressor. Concluiu-se que, para se tornarem resilientes, foi indispensável o apoio e a aceitação incondicional por parte dos adultos que lhes oportunizaram novos aprendizados.

Bakgrund: Forskning visar att skärmanvändningen hos barn- och ungdomar går allt längre ner i åldrarna. Det går också att se ett samband mellan ökad skärmtid och ohälsa hos barn- och ungdomar. Skärmvanor är ett relativt nytt ämne som tas upp på BHV och forskningen är begränsad. Detta ställer höga krav på att BHV-sjuksköterskor har effektiva strategier och tillräckligt med evidensbaserad kunskap om skärmanvändandets effekter på barnet för att ge råd och stöd till familjer på BHV. Syfte: Syftet med studien var att undersöka BHV-sjuksköterskors hälsofrämjande strategier med föräldrar och barn om skärmvanor. Metod: En induktiv kvalitativ design användes. Barnsjuksköterskor och distriktsjuksköterskor från olika barnhälsocentraler i södra och mellersta Sverige deltog i studien. Nio semistrukturerade intervjuer hölls. Deltagarna valdes ut genom strategiskt urval samt snöbollsurval. Data samlades in och analyserades enligt Granheim och Lundmans manifesta innehållsanalys. Resultat: Två huvudkategorier framkom i resultatet: Samtalets betydelse, som belyser vikten av samtalen på BHV för att skapa goda relationer med familjerna. Vikten av information, som är betydelsefullt för att kunna nå ut med evidensbaserad information till föräldrar och barn. Slutsats: BHV-sjuksköterskorna upplevde otillräckligt med kunskap om hur samtal kring skärmvanor på BHV kunde hållas. De saknade även uppdaterad forskning och tydliga riktlinjer relaterat till skärmvanor. / Background: The research shows that the use of screens by children and young people goes lower down in ages . It is also possible to see a connection between increased screen time and reduced health in children and young people. Screen habits are a relatively new topic addressed at BHV and the research is limited. This sets high demands that BHV nurses have effective strategies and all the knowledge about the effects of screen use on children in order to be able to give the right evidence-based advice and support to the families at BHV. Aim: The aim of the study was to investigate BHV nurses' health promotion strategies with parents and children about screen habits. Method: An inductive qualitative design was used. Children's nurses and district nurses from various child health centers in southern and central Sweden participated in the study. Nine semi-structured individual interviews were held. The participants were selected through both a strategically selection and snowball selection. Data was collected and then analyzed according to Graneheim and Lundman's manifest content analysis. Results: Two main categories emerged in the results: The importance of the conversation, which highlights the importance of the conversations at BHV to create good relationships with the families. The importance of information, which is significant to be able to reach out with evidence-based information to families. Conclusion: The BHV nurses experienced inadequat knowledge about how conversations about screen habits at the BHV could be held. They also lacked up-to-date research and clear guidelines related to screen habits.

Aim: The overall aim of this thesis is to explore School health nursing through school nurses’ descriptions of school children’s health and to analyse factors influencing the recording of schoolchildren’s health in the School Health Record (SHR). An additional aim is to evaluate family nursing interventions as a tool for the school nurses in the School Health Service (SHS).Methods: The thesis comprises four papers. A combination of qualitative and quantitative methods was used through individual interviews with a strategic sample of school nurses (n=12) (PI), a national survey to a representative sample of school nurses (n=129) (PII, III) and the implementation of family nursing models developed in Canada with girls in their early adolescence with recurrent health complaints and their families (n=4) in co-operation with their school nurses (n=2) (PIV). The Strengths and Difficulties Questionnaire (SDQ) was used as pre and post test. Evaluation interviews were conducted with the families and the nurses separately. Qualitative content analyses were used to analyze the interview text with the school nurses and the families. Manifest content analysis was used to analyze the free text answers of the survey and the evaluation interview with the school nurses. Descriptive statistical analyses were used to describe demographic data in all four papers. The SDQ was hand-scored statistically.Findings: The findings showed that nurses judged the schoolchildren’s mental health as deteriorated, especially in socially disadvantaged areas and more generally among girls expressed as psychosomatic symptoms. Individual factors related to lifestyle affected the schoolchildren’s physical health, and the mental health was, to a large extent, affected by the school environment and family relations. The latter seemed to be the most important factor affecting schoolchildren’s mental health. The basis for the school nurses judgement of the physical health was health check-ups and the health dialogues. Spontaneous visits were more commonly used to judge the mental health. Recording schoolchildren’s mental health was a challenge for school nurses. Difficulties were related to ethical considerations, tradition, lack of time and the improper structure of the SHR. Fears of marking the schoolchild for life related to the schoolchild itself, the parents or to other authorities/successive caregivers were brought up as hinders for recording mental and social health. Family sessions may be useful within the profession when handling recurrent health complaints among adolescence girls. The girls and their families experienced relief, they felt confirmed and that their feelings and reactions were normal in that situation. The families became aware of their own strengths and possibilities and this was supported by the SDQ which showed an increased well-being. The school nurses valued this way of working and meant that the sessions seemed to start a changing process within the families.Conclusions: The results indicate that school nurses have a deep knowledge about schoolchildren’s health which is not used to its full potential in a public health perspective. However, the experienced difficulties recording schoolchildren’s mental health seem obvious, which would demand developing the SHR for the needs of today. Family sessions in SHS with the school nurse as a collaborator with the family seemed useful and may be transferable to other health problems expressed by the schoolchildren. Bronfenbrenner’s ecological systems theory and other models for health determinants are used to illustrate the school nurse as a mediator working on the bridge over different health streams with schoolchildren’s health on an individual and a population level. / Syfte: Avhandlingens övergripande syfte är att undersöka skolsköterskors uppfattning om skolbarns hälsa och att analysera faktorer som påverkar dokumentation av skolbarns hälsa i skolhälsovårdsjournalen. Ett ytterligare syfte är att utvärdera modeller för familjeinterventioner som redskap för skolsköterskor i skolhälsovård.Metoder: Avhandlingen består av fyra delarbeten. En kombination av kvalitativa och kvantitativa metoder användes. I delarbete I genomfördes intervjuer med ett strategiskt urval av skolsköterskor (n=12). Intervjuerna analyserades med kvalitativ innehållsanalys. I delarbeten II och III distribuerades en nationell enkät till ett representativt urval av Sveriges skolsköterskor (n=129). Manifest innehållsanalys användes vid analys av de öppna frågorna. I delarbete IV genomfördes en interventionsstudie med familjesamtal, inspirerad av modeller för familjefokuserad omvårdnad utvecklade i Kanada. Skolflickor i tidig adolescens med återkommande subjektiva hälsoproblem (n=4) och deras föräldrar i samarbete med deras verksamma skolsköterskor (n=2) ingick i studien. Separata utvärderingsintervjuer genomfördes med familjer och skolsköterskor. Intervjuerna analyserades med kvalitativ och manifest innehållsanalys respektive. The Strengths and Difficulties Questionnaire (SDQ) användes som före/efter test vid interventionen och resultatet bearbetades statistiskt manuellt. Deskriptiv statistik användes för analys av demografisk data i samtliga delarbeten.Resultat: Resultatet visade att skolsköterskorna bedömde skolbarnens mentala hälsa som försämrad särskilt bland flickor och i socioekonomiskt utsatta områden. Individuella livsstilsfaktorer påverkade skolbarnens fysiska hälsa och den mentala hälsan var i stor utsträckning påverkad av skolmiljö och familjerelationer. Det sistnämnda verkade vara den mest betydelsefulla påverkansfaktorn för skolbarnens mentala hälsa. Bedömningen av den fysiska hälsan baserades på hälsokontroller och hälsosamtal medan spontana besök var vanligare för bedömning av den mentala hälsan. Dokumentation av mentala hälsa var en utmaning för skolsköterskorna. Svårigheterna kunde relateras till etiska överväganden, tradition och tidsbrist samt till skolhälsovårdsjournalens struktur som inte ansågs uppfylla dagens krav. Skolsköterskorna uttryckte en rädsla för att journalanteckningarna skulle märka skolbarnet för livet. Framtida tolkningar relaterade till skolbarnet själv, föräldrar eller andra/påföljande vårdgivare uttrycktes som hinder för att dokumentera mental och social hälsa. Familjesamtal visade sig vara användbara i skolhälsovården. De medverkande flickorna och deras familjer kände sig bekräftade i att deras känslor och reaktioner var normala. De sade sig bli medvetna om egna styrkor och möjligheter vilket styrktes av SDQ som visade ett ökat välbefinnande efter sammankomsterna, både hos skolbarnen och hos föräldrarna. Skolsköterskorna var positiva till att arbeta med familjesamtal och upplevde sig mer som samverkanspartner än som expert. Samtalen ledde till att en förändringsprocess startade i familjerna enligt skolsköterskorna.Slutsatser: Resultatet indikerar att skolsköterskor har en djup kunskap om skolbarns hälsa som sannolikt kunde tas tillvara på ett bättre sätt ur ett folkhälsoperspektiv på såväl nationell som lokal nivå. Behovet av att utveckla skolhälsovårdsjournalen efter dagens behov och fördjupad kunskap om de upplevda svårigheterna att dokumentera skolbarns mentala hälsa är uppenbar. Familjesamtal, där skolsköterskan intar en roll som samverkanspartner, visade sig användbara och kan sannolikt överföras till andra hälsoproblem bland skolbarn. Bronfenbrenners utvecklingsekologiska systemteori och andra modeller för hälsodeterminanter används för att illustrera skolsköterskans arbete med skolbarns hälsa på såväl en individuell nivå som folkhälsonivå.

Elever är experter över sin egen skolsituation (Skolverket, 2014) och har en lagstadgad rätt att uttrycka sina åsikter om sin egen skolgång (Unicef, 2018). Syftet med studien är att öka kunskapen om gymnasieelevers delaktighet i pedagogiska utredningar och upprättande av åtgärdsprogram genom att synliggöra elevens egna perspektiv. I denna kontext definieras delaktighet som en informell samspelsprocess där eleven upplever möjlighet att påverka sitt handlade och inflytande i aktiviteter och beslutsprocesser. Det empiriska materialet grundar sig på sju kvalitativa intervjuer som bearbetades utifrån ett fenomenologiskt och holistiskt perspektiv. Resultatet analyserades genom en tematisk analys och därefter genom Bronfenbrenners ekologiska systemteori.  Ur resultatet framträder en komplex sammanflätning av en rad olika förhållanden som på olika sätt påverkar elevens upplevda delaktighet. En slutsats är att elever påverkas av sin omgivning, både direkt av sin närmiljö och indirekt av de olika faktorer som påverkar elevens skolgång och livssituation. Ytterligare en slutsats är att eleverna upplever att delaktigheten i utredningar och processen runt de åtgärder som fattas gällande elevens skolgång är viktig och är direkt kopplad till relationen med lärare, specialpedagoger och kommunikation däremellan. Specialpedagogens roll framträder som särskilt viktig för elevens syn på delaktighet, vilket styrker studiens relevans inom det specialpedagogiska området. / Students are experts of understanding their own education (Skolverket, 2014) and are legally entitled to express their opinions concerning their own education (Unicef, 2018). The purpose of this study is to increase the knowledge about student participation for upper secondary school students in relation to pedagogical investigations and individual educational plans by making the students’ own perspective visible. In the context of this study, participation is defined as an informal process of interaction where the students experience opportunities to influence their education by taking part in decision making and participation in educational activities.  The empirical material is based on seven qualitative interviews that were processed using a phenomenological and holistic perspective. The results were initially analyzed through a thematic analysis and then through Bronfenbrenner’s ecological systems theory. The result shows a complex intertwining of a number of different factors that affected the students’ perceived participation in different ways. The conclusion shows that students are affected by their surroundings, both directly by their immediate environment and indirectly by various factors that affect the students’ education and environment. An additional conclusion is that the students experience participation as an important part of pedagogical investigations and the processes surrounding the measures taken regarding the students’ education. This is directly linked to their relationship to teachers, special educators and their shared communication. The role of the special educator appears to be particularly important for the students’ view of participation, which strengthens the relevance of this study in the field of special education.

The purpose of the study was to increase knowledge about high school students' perspective on the school's support efforts in mathematics teaching. Bronfenbrenner's developmental ecology model was used as the theoretical framework for the design of the interview guide and result analysis. The study has a qualitative approach and the empirical evidence was collected through semi-structured interviews with ten high school students in the high school's university preparatory program at four different schools.  The selection of informants was made based on the students' self-perceived experiences of mathematics difficulties. After transcribing the audio files, the material was analyzed in its entirety using thematic content analysis. The result showed that additional adaptations in mathematics teaching to a greater extent need to meet the students' actual needs. The students in the study preferred a mathematics support in teaching, such as two teachers in the classroom instead of a support outside teaching. To prevent mathematics difficulties, the teaching needs to involve the students in different ways during the lessons, be interesting and understandable according to the study's informants. The language in mathematics could create barriers to accessibility, a factor which can be understood on both a micro and exo level. Several students highlighted the potential of the digital resources for mathematics and how these can be used as supplementary support. Finally, problems at the meso level need attention and transitions both between junior high and high school as well as between high schools need to be ensured regarding the students' need for additional adaptations and knowledge development in mathematics.

Parents are often advised to increase the amount of time spent with their preschool-age children because of the beneficial outcomes associated with positive parent-child interactions, and numerous programs exist to encourage and support this type of parent involvement. However, there is a paucity of information about whether and how parents manage and organize their time in a manner that facilitates parents’ interactions with children. Increasing home-based parent involvement is a federal mandate and central tenet of the Head Start program for low-income parents. One of the ways in which a local Head Start program encourages parent involvement is to offer weekly educational activities to families designed to be completed at home by parents and their children. The purpose of this study was to examine how a group of Head Start managed and organized their time in a manner that facilitated completion of these activities and the way in which other aspects of the home environment affected these efforts. Parents in this study (N =22) were diverse in terms of ethnicity, parenting status (grandmothers, grandfathers, mothers, fathers), employment status, marital status, and education. The constant-comparison method was used to analyze comments obtained during focus groups. Parents primarily discussed time management and organization in two ways: techniques and tools that helped them manage and organize time and the obstacles they faced in doing so. Parents also discussed alteration of the physical environment conducive to completing the activity, the benefit of social support, and the ways in which they acquired and maintained their child’s engagement in the activity. Knowledge about such time management strategies may be utilized by programs hoping to increase home-based parental involvement. This study contributes to the current dearth of information that exists about low-income family time management and organization.

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-04Bitstream added on 2014-06-13T20:12:35Z : No. of bitstreams: 1 tomaino_gc_me_arafcl.pdf: 423303 bytes, checksum: 7c636eab8744230e20b0d0ffcaaa3d0a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa adota como referencial teórico a perspectiva bioecológica de Bronfenbrenner. De acordo com o pressuposto, os contextos são salientados como importantes influências para o desenvolvimento humano no decorrer do ciclo vital, resultado da função conjunta das características da pessoa e dos processos proximais que se estabelecem nesses ambientes. Os objetivos da pesquisa foram constituídos das descrições das trajetórias escolares de alunos oriundos de ambientes institucionalizados e incluídos em escolas regulares, especificadamente em uma sala de aula do segmento da EJA e a elaboração de uma análise comparativa entre os dois ambientes destacados nas descrições, a partir das concepções dos alunos com deficiência e as perspectivas de seus familiares e professoras sobre o processo de inclusão escolar. Os participantes foram seis alunos com deficiência egressos de instituições e que estavam frequentando a EJA, seis familiares e quatro professoras sendo que duas ministram aulas de língua portuguesa na sala da EJA e duas são professoras da sala de recursos, especializadas em Educação Especial. Os instrumentos utilizados foram três roteiros de entrevistas semi estruturado. Os dados da pesquisa foram aglutinados em quatro categorias de análise: 1)Descrição do ambiente escolar 2) Aprendizagem 3) Relação família-escola 4) Processo de inclusão, todos subdivididos em tópicos temáticos que descrevem os dois contextos destacados. Os resultados obtidos revelaram que os alunos e seus familiares não reconheciam a terminologia “inclusão escolar” e tão sua aplicabilidade, os participantes estabelecem comparações estruturais entre um ambiente e outro, pois de acordo com os dados ficou perceptível que o ambiente das instituições de acordo com as relações estabelecidas e a rotina das atividades oferecia maiores oportunidades de socialização... / The present research adopts the bioecological perspective of Bronfenbrenner as theoretical reference. According to its tenet, the contexts are regarded as important influences for human development throughout the life cycle, which is the result of the combined functions of the individual’s characteristics and the nearby processes that are set in such environments. The goals of the research were set from the descriptions of school backgrounds of students who come from institutionalized environments and who are included in regular schools, particularly in classrooms of the EJA segment, and also from the constitution of a comparative analysis between the two environments which are highlighted in the descriptions taken from disabled students’ conceptions and their relatives and teachers’ perspectives about the inclusive school process. As for the participants, we had six disabled students coming from random institutions who were attending the EJA, as well as six relatives and four teachers, the two of whom were teaching Portuguese at EJA’s classroom while the other two, who are specialized in Special Education, work as teachers of the learning resource center. The instruments used in the research were three semi-structured scripted interviews. The collected data were merged into four analytic categories: 1) Description of the school environment 2) Learning 3) School – family rapport 4) Inclusive Process, all of which subdivided into thematic topics that describe the two highlighted contexts. The obtained results revealed that the students and their relatives were neither familiar with the “inclusive school” terminology nor with its applicability. The participants established structural comparisons between the two environments and, according to the data, it was noticeable that the environment of the institutions offered more socializing opportunities because of the established... (Complete abstract click electronic access below)

I denna kvalitativa studie har valet av beteckningen problematisk skolnärvaro baserats på ett salutogent förhållningssätt där ett hälsofrämjande arbete åsyftas. Syftet med studien är därav att kartlägga framgångsfaktorer för en ökad skolnärvaro. Utifrån före detta elevers erfarenheter av en problematisk skolnärvaro, specialpedagogers erfarenhet och en kompetens av framgångsfaktorer med målet att implementera dem framgent i verksamheten. Samt att därigenom hitta kopplingar som kan bidra till ett kvalitetssystem, som framgent kan kvalitetssäkra ett arbetssätt. Enligt en kunskap om hjärnans processer, omgivningens påverkan, bemötandets inverkan och goda relationsbyggen infinner sig möjlighet till att vinna framgång. Resultatet av studien diskuteras utifrån tidigare forskning av Bronfenbrenner- och Greene. Bronfenbrenners modell ger ett verktyg för att upptäcka faktorer som påverkar utvecklingen. Den utvecklingsekologiska modellen visar på hur elevens utveckling influeras av det integrerande sammanhanget i olika nivåer som är relaterade till individ-, samhälls- och organisationsnivå. Greenes CPS-modell innefattar verktyg som kan identifiera problematiken som är frustrationsbildande för eleven och som tillhandahåller riktlinjer för att tillsammans med eleven hitta möjligheter att bemöta problematiken. Detta inverkar på elevernas förutsättningar att kunna deltaga i samtal och påverka sina studiers utformning framgent.

Syftet med studien var att undersöka vad skolfrånvaro kan bero på samt vilka faktorer som hade främjat skolnärvaro hos respondenterna som deltagit i föreliggande studie. Studien använde sig av livsberättelse som metod, där fem tidigare hemmasittare i åldern 17-29 år  berättade om sina erfarenheter och upplevelser kring skolfrånvaro samt vad de ansåg hade kunnat hjälpa dem att fullfölja sin utbildning. Resultatet analyserades med stöd av allmän systemteori samt Bronfenbrenners utvecklingsekologiska modell. Resultatet av studien visade att det finns flera orsaker till respondenternas skolfrånvaro. Oftast förvärrades situationen av bristen på samverkan mellan olika aktörer som till exempel: skola, hem och BUP. Samtliga av respondenterna angav ångest och psykisk ohälsa som en bidragande orsak till sin skolfrånvaro. Studien visade också  att det är viktigt med tidiga insatser, samverkan och anpassningar för  att motverka en hög skolfrånvaro. Enligt respondenterna var familjens stöd viktigt för att de skulle närvara och fullfölja utbildningen. Respondenterna lyfte även relationerna mellan lärare och elev som en framgångsfaktor för att främja skolnärvaro.