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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Implementing school-based interventions for mental health : a research portfolio

Brown, Gemma Kimberley January 2018 (has links)
Background: Difficulties with anxiety among children and young people are common and can impact upon their developmental trajectory leading to adverse outcomes in later life. There is, therefore, a need to increase access to early intervention services. Existing research has indicated that school-based cognitive behavioural interventions are effective for children and young people experiencing difficulties with anxiety, yet there remains a proportion of the population for whom they are not effective. In addition, there is a lack of research on how these may be implemented in real world settings as opposed to a research trial. The present research focuses on the provision of cognitive behavioural school-based interventions in two parts: a systematic review of psychological, interpersonal and social variables as predictors, mediators and moderators of mental health outcomes following a school-based intervention and an empirical mixed methods evaluation of the facilitators and barriers to the implementation of a school-based intervention. Method: A systematic search of electronic databases for studies examining interpersonal, psychological and social predictors, moderators and mediators of mental health outcome following school-based cognitive behavioural interventions was conducted. Effect sizes for these analyses were calculated and the quality of eligible studies was assessed using a standardised rating tool. Within the empirical project, the implementation of a school-based cognitive behavioural intervention was evaluated through a mixed methods approach. Semi-structured interviews with stakeholders in the intervention were analysed using grounded theory integrated with framework analysis. Quantitative data on the reach of the intervention, practitioner evaluation of training and coaching as well as routine outcome measures from children and young people receiving the intervention was collected. Results: Within the systematic review, twenty-two studies (N=22) met the predefined eligibility criteria. There was heterogeneity in the variables explored, effect size of these on treatment outcome and the quality of the literature within the included studies. Cognitive style was found to mediate treatment outcome, but there was limited evidence for other predictors, mediators and moderators of treatment outcome within the review. Quantitative results of the empirical project indicated that the model of the intervention was acceptable to both practitioners and children and young people, and preliminary data indicated a significant improvement in mental health outcomes. Facilitators that emerged from qualitative data included an enabling context, therapeutic engagement, motivation and congruence, self-efficacy and containment and encouragement. The exclusivity of the intervention, a lack of systemic understanding and transparency as well as demands and pressure on resources were barriers to implementation. Conclusions: Although preliminary evidence for potential predictors, mediators and moderators is presented, further research with improvements in the design and reporting of explanatory variables on treatment outcome is required prior to informing clinical decision-making. The successful implementation of school-based interventions requires multi-agency integration and collaboration as well as on-going support in managing systemic pressures and skill development.
12

Leaving the street? : exploring transition experiences of street-connected children and youth in Kenya

Corcoran, Su January 2017 (has links)
This exploratory study was inspired by the author’s voluntary work with streetconnected children and youth in Kenya. It develops an understanding of the experiences of young people leaving the street in two provincial Kenyan towns. Although there has been extensive research concerned with street-connectedness, there has been a limited focus on young people’s transitions away from the street. Participants were identified with the help of three organisations: fifty-three young people, aged 12 -28, participated in semi-structured interviews, focus groups, and visual methods, during two field research visits to Kenya, in 2012 and 2013. The study found that their experiences of leaving the street were influenced by their day-to-day interactions with family, friends and other members of the communities into which they transitioned. These interactions influenced how accepted the young people felt and the extent to which they believed they were supported economically, physically and psychosocially, especially with regards to their relationships with family members. The participants’ interactions with school-based peers and teachers were particularly important in schools and training centres, where they struggled to develop a sense of belonging. Being street-connected is an integral part of the identities constructed by young people after they leave the street and establish places for themselves in their families, schools, local communities, and wider society. Such street-connectedness can be a strength: the resilience and skills developed on the street are useful attributes in adapting to new situations, potentially providing income-generating opportunities later on. However, the stigmatisation and resulting marginalisation they experienced on the street can have lasting effects. Barriers to inclusion experienced on the street influence a young person’s ability to develop a sense of belonging to their new situation after leaving the street. This study makes a conceptual contribution. Street-connectedness begins when a young person first arrives on the street, and continues until what could be years after they leave it. This street-connectedness can be characterised by three liminalities. The first is associated with living in the physical space defined as being on the street: a physical embodiment of liminality. The second, describes the process of being in transition as a young person newly arrived on the street, or having recently left the street: each being a liminal phase. The third liminality is described by an identity-forming social space, associated with being, and having been, street-connected: a liminal identity. This liminal identity, associated with being street-connected, impacts upon young people (re)entering home communities and, in particular, education, and highlights a need to consider and address the effects of these impacts.
13

Da terra das sombras à terra dos sonhos. O espaço sagrado na literatura para crianças e jovens / From the shadow land to the dream land: the sacred space in the literature geared at children and young people

Cristiano Camilo Lopes 03 June 2009 (has links)
Esta dissertação tem como objetivo identificar a presença do espaço sagrado na Literatura para Crianças e Jovens. Para isso, utilizamos como eixo teóricometodológico propostas sociológicas e antropológicas sobre o sagrado e sua relação com o homem. Como um substrato para mitos, ritos e arquétipos, o sagrado tem permeado a Literatura para Crianças e Jovens, revelando o homem e sua relação com suas crenças. Em diversas obras, evidencia-se como um elemento essencial e norteador do ser que o aceita. Assim, recorrendo ao estudo de temas (tematologia) como método comparativista, objetivamos identificar a configuração do espaço sagrado, pela oralidade, em duas obras: A menina de lá, de Guimarães Rosa, e O beijo da palavrinha, de Mia Couto. Além disso, pelo mesmo método comparativista, analisaremos as obras As Crônicas de Nárnia: o leão, a feiticeira e o guarda-roupa, de C. S. Lewis e Cibermãe, de Alexandre Jardin, com o objetivo de identificar o retorno do sagrado nos dias atuais e, verificar que o sagrado não se limita a épocas, mas até mesmo na modernidade o homem o busca. / This essay aims at identifying the presence of the sacred space in the literature geared at children and young people. For this we used the theoretical - methodological axis as the sociological and anthropological proposals on other sacred and its relationship with man. As a basis for myths, rites and models, the sacred has permeated literature for children and young people, revealing man and his relation to his beliefs. In several literary works, the sacred is highlighted as an essential element and a guide for the man who accepts it. Likewise, resorting to the study of themes as a comparative method, we aim to identify the sacred space by oral sources in two works: A menina de lá, by Guimarães Rosa and O beijo da palavrinha by Mia Couto. According to the same comparative method, we will analyze the following works: The chronicles of Narnia: the lion, the witch and the wardrobe by C.S. Lewis and Cybermother by Alexander Jardin, aiming in both cases to identify the return of the sacred to the present day, observing that the sacred does not limit itself to periods, but man searches for it even in modern days.
14

”Barn och unga i riskzon behöver någon som inte är bunden till ens myndighet hela tiden” : En kvalitativ fallstudie av SSPF-samverkan i Uppsala kommun kring barn och unga i riskzon för kriminalitet, missbruk eller annat socialt nedbrytande beteende. / “Children and young people at risk need someone who is not tied to one's government all the time” : A qualitative case study of SSPF in Uppsala municipality collaboration regarding children and young people at risk for criminality, substance abuse or socially destructive behaviour.

Khan, Asef January 2022 (has links)
När det gäller barn och unga som far illa eller riskerar att fara illa spelar samverkan en central roll i att kunna förebygga att den unge inte hamnar i olika kriminella banor. Det innebär att i syfte att kunna fånga upp samt förebygga att unga hamnar i olika kriminella banor förutsätts en stark och fungerande samverkan mellan myndigheter som kan möjliggöra för en helhetssyn av problemet. Studien behandlar samverkan mellan skola, socialtjänst, polis och fritid – SSPF. Det övergripande syftet med studien var att genomföra en fallstudie kring SSPF-samverkan i Uppsala kommun samt belysa hur samverkan fungerar i teorin och i praktiken. Mer specifikt handlade det om att undersöka samverkansparternas upplevelser kring vad SSPF-samverkan innebär för deras arbete och i arbetet med barn och unga i riskzon. Studiens empiriska material baserade sig på åtta intervjudeltagare, två från respektive myndighet, med någon form av erfarenhet i arbetet med SSPF. Den teoretiska utgångspunkten för studien var samverkansteori och kompletteras med ytterligare teorier och begrepp som gräsrotsbyråkrati samt handlingsutrymme. Samverkansteorin synliggör för hur samverkan mellan myndigheterna fungerar medan gräsrotsbyråkrati och handlingsutrymme visar hur respektive individ förhåller sig till sitt arbete. Resultatet synliggör att det finns tydliga skillnader mellan hur samverkan föreställs i teorin och hur det sätts i praktiken samt att det föreligger både hinder och möjligheter i samverkansarbetet. Vidare visar resultatet att det finns inte en enskild faktor som möjliggör för en god samverkan utan faktorer som gemensamma perspektiv, helhetssyn och relationsskapande har varit nödvändiga för att möjliggöra för en god samverkan. Studiens huvudsakliga slutsats är att det finns både likheter och skillnader mellan hur SSPF-samverkan framställs fungera i teorin hur det förverkligas i praktiken. Mer specifikt handlar det om att samverkan är ett komplext fenomen som inbegriper en mängd olika faktorer på strukturell, organisatorisk samt individuell nivå. / When it comes to children and young at risk, collaboration plays a significant role in being able to prevent the young person from ending up in different criminal paths. In order to catch and prevent young people from ending up in different criminal paths, a strong collaboration between authorities is needed. The study deals with collaboration between school, social services, police, and recreation centres - SSPF. The overall purpose of the study was to conduct a case study on SSPF collaboration in Uppsala municipality and shed light on how collaboration works in theory and in practice. More specifically, it was about examining the collaboration parties' experiences of what SSPF collaboration means for their work and in the work with children and young people at risk. The empirical data for the study was based on eight interview participants, two from each authority, with some form of experience in working with SSPF. The theory for the study is collaboration theory, street-level bureaucracy, discretionary power, and discretion. The collaboration theory shows how collaboration between authorities works while street-level bureaucracy, discretionary power and discretion shows how each individual relates to their work. The results highlights the differences between how collaboration is represented in theory and how it is put into practice, and that there are both difficulties and opportunities in the collaboration work. Furthermore, the results show that there is not a single factor that enables good collaboration, but factors such as a common perspective, holistic view and relationship building have been necessary to enable good collaboration. The main conclusion of the study is that there are both similarities and differences between how SSPF is presented in theory and how it is realized in practice. More specifically, it is about collaboration being a complex phenomenon that involves many factors at the structural, organizational, and individual level.
15

Hälsofrämjande interventioner i skolan för barns psykiska hälsa : En litteraturstudie / School-based health promotion interventions for children's mental health : A literature study

Nilsson, Elisabet, Stagfors, Sofie January 2024 (has links)
Bakgrund: Den psykiska hälsan hos barn och unga har försämrats vilket är oroande. Skolan är en viktig arena för hälsofrämjande arbete och barn och unga är en prioriterad grupp. Att arbeta för en stärkt psykisk hälsa skapar goda förutsättningar för en stark hälsa genom hela livet. Hälsofrämjande arbete fokuserar på att främja, stärka eller bibehålla människors fysiska, psykiska och sociala välbefinnande. Syftet med denna litteraturstudie var att sammanställa skolbaserade hälsofrämjande interventioner och faktorer relaterade till barns psykiska hälsa. Metod: En systematisk litteraturstudie där totalt nio artiklar inkluderats utifrån sökningar i databaserna CINAHL with fulltext och Web of Science. Artiklarna publicerades i databaserna mellan 2020–2024. Dessa inkluderade artiklar kvalitetsgranskades och analyserades genom att granska innehållet och sammanställa effekterna av interventionerna. Två kategorier utvecklades utifrån analysen: sociala och emotionella färdigheter samt kunskapseffekter och könsskillnader. Resultat: Resultatet av denna litteraturstudie visar att skolbaserade hälsofrämjande interventioner som fokuserar på att öka den kognitiva förståelsen för psykisk hälsa, kognitivbeteende terapi, odling i vatten, mindfulness, stresshantering samt synliggörandet av samarbetet mellan elever, lärare, familjer och skolledningen är de som har signifikanta effekter på den psykiska hälsan hos barn. Resultatet visar att sociala och emotionella aspekter samt kunskap är positivt för den psykiska hälsan. Information och kunskap leder till en högre tilltro till den egna förmågan samt ökar motivationen att genomföra hälsosamma interventioner. Resultatet visar även att anpassningar gällande hälsofrämjande interventioner bör göras mellan grupper och individer för att nå en mer jämställd hälsa. Slutsats: Alla barn och unga behöver socialt stöd, förmågan att förstå sina känslor samt ökad kunskap inom ämnet psykisk hälsa. Detta stärker och främjar barn och ungas psykiska mående samt att det långsiktigt skapar goda förutsättningar för en god hälsa. Denna litteraturstudie belyser att interventioner som stärker den psykiska hälsan bör ha ett utrymme i skolans främjande arbete för att stävja de oroande rapporterna som kommer om psykisk ohälsa. / Background: The mental health of children and adolescent has deteriorated, which is worrying. School is an important arena for health promotion work and children and young people are a priority group. Working for a strengthened mental health creates good conditions for strong health throughout life. Health promotion work focuses on promoting, strengthening or maintaining people's physical, mental and social well-being. The aim of this literature review was to compile school-based health promotion interventions and factors related to children's mental health. Method: A systematic literature study where a total of nine articles were included based on searches in the databases CINAHL with full text and Web of Science. The articles were published in the databases between 2019–2024. These included articles were quality reviewed and analyzed by reviewing the content and summarizing the effects of the interventions. Two categories were developed based on the analysis: social and emotional skills and knowledge effects and gender differences. Results: Results of this literature study shows that school-based health promotion interventions that focus on increasing the cognitive understanding of mental health, cognitive behavioral therapy, cultivation in water, mindfulness, stress management and the visibility of the collaboration between students, teachers, families and school management are those that have significant effects on the mental health of children. The results show that social and emotional aspects as well as knowledge are positive for mental health. Information and knowledge lead to a higher confidence in one's own ability and increase the motivation to carry out healthy interventions. The results also show that adaptations regarding health-promoting interventions should be made between groups and individuals to achieve more equal health. Conclusion: All children and young people need social support, the ability to understand their feelings and increased knowledge in the field of mental health. This strengthens and promotes the mental well-being of children and adolescent, and that it creates good conditions for good health in the long term. This literature study highlights that interventions that strengthen mental health should have a place in the school's promotion work. To curb the disturbing reports coming in about mental illness.
16

Pedagoške implikacije razvijanja socijalne kompetentnosti dece i mladih bez roditeljskog staranja / Pedagogical implications of social competencydevelopment of children and young people withoutparental care

Jelić Marija 18 December 2015 (has links)
<p>Cilj rada je da se utvrde potrebe dece i mladih bez roditeljskog staranja za<br />primenom modela programa učenja socijalnih ve&scaron;tina u funkciji razvijanja njihove socijalne<br />kompetentnosti i boljeg socijalnog funkcionisanja. Ovako definisan op&scaron;ti cilj<br />operacionalizovan je kroz određene teorijske i empirijske celine rada.<br />U prvom poglavlju teorijskog dela izložen je koncept socijalne kompetentnosti kroz<br />opis razvoja ovog koncepta i prikaz integrativnog modela socijalne kompetentnosti koji<br />pretpostavlja sagledavanje socijalne kompetentnosti na vi&scaron;e nivoa. Rukovođeni ovim<br />modelom, detaljnije smo prikazali determinante i korelate socijalne kompetentnosti koji se<br />odnose, sa jedne strane, na različite pokazatelje socijalnog funkcionisanja, a sa druge, na<br />socijalne ve&scaron;tine. Po&scaron;to je model programa razvijanja socijalnih ve&scaron;tina potrebno prilagoditi<br />ciljnoj grupi korisnika, ali i kontekstu obuke, posebna teorijska celina odnosila se na bliži opis<br />i definisanje pojma deca i mladi bez roditeljskog staranja. Polazeći od ekolo&scaron;kog pristupa, u<br />ovom poglavlju prikazana su teorijska i empirijska saznanja o uzrocima i faktorima<br />porodičnih odnosa koji utiču na razvoj i socijalno funkcionisanje dece i mladih, kao i oblici<br />socijalne za&scaron;tite dece i mladih bez roditeljskog staranja. U poslednjem teorijskom poglavlju,<br />opisane su karakteristike institucionalne za&scaron;tite, odnosno kontekst u kojem žive i dalje se<br />razvijaju deca i mladi bez roditeljskog staranja. Dat je prikaz dosada&scaron;njih istraživanja o<br />socijalnim odnosima i funkcionisanju dece i mladih u institucijama. Na ovaj način, kroz tri<br />teorijska poglavlja, polazaći od integrativnog modela socijalne kompetentnosti sagledani su<br />različiti pokazatelji socijalne kompetentnosti, njihove determinante i korelati, te diskutovani<br />protektivni i rizični faktori razvijanja socijalne kompetentnosti dece i mladih bez roditeljskog<br />staranja u institucionalnom kontekstu.<br />U empirijskom delu rada prvo je sagledana socijalna kompetentnost dece i mladih bez<br />roditeljskog staranja preko pokazatelja njihovog socijalnog funkcionisanja, a zatim sa aspekta<br />razvijenosti socijalnih ve&scaron;tina. Na oba nivoa analize, posebno su sagledane razlike u odnosu<br />na intelektualni i porodični status dece. Za procenu različitih pokazatelja socijalnog<br />funkcionisanja dece i mladih kori&scaron;ćene su: Skala oblika problematičnog pona&scaron;anja (Gresham,<br />Elliott,1990), Skala snage i te&scaron;koće (Goodman, 1997) i Upitnik načina re&scaron;avanja konflikata<br />(Rahim, 1983a). Za ispitivanje razvijenosti socijalnih ve&scaron;tina dece i mladih primenjene su Ček<br />lista socijalnih ve&scaron;tina (Goldstein et al., 1998) i Skala socijalnih ve&scaron;tina (Gresham &amp;<br />Elliott,1990). Ukupan uzorak činilo je 416 dece i mladih uzrasta od 12 do 18 godina, od toga<br />v<br />210 bez roditeljskog staranja i 206 sa roditeljskim staranjem. Poduzorci u komparativnoj<br />grupi dece i mladih sa roditeljskim staranjem bili su ujednačeni sa poduzorcima dece i mladih<br />bez roditeljskog staranja u odnosu na intelektualni status, pol, uzrast, sredinu i &scaron;kolski uspeh.<br />Rezultati prve faze istraživanja su pokazali da deca i mladi bez roditeljskog staranja<br />imaju slabije razvijene socijalne ve&scaron;tine i lo&scaron;ije socijalno funkcioni&scaron;u od dece i mladih sa<br />roditeljskim staranjem. Potvrđeno je da roditeljsko staranje ima značajniji uticaj na socijalnu<br />kompetentnost dece i mladih nego intelektualni status. Druga faza istraživanja se odnosila na<br />utvrđivanje povezanosti pokazatelja socijalnog funkcionisanja i razvijenosti ispitivanih<br />socijalnih ve&scaron;tina u cilju koncipiranja modela programa razvijanja socijalne kompetentnosti<br />dece i mladih bez roditeljskog staranja. Pored toga, ispitana je i povezanost institucionalnih<br />varijabli, kao i karakteristike dece i mladih sa pokazateljima njihove socijalne kompetentnosti.<br />Nalazi o visokoj povezanosti socijalnih ve&scaron;tina sa pokazateljima socijalnog funkcionisanja,<br />kao i visoka povezanost određenih varijabli institucionalne za&scaron;tite i karakteristika dece i<br />mladih bez roditeljskog staranja sa njihovim socijalnim kompetencijama, potvdili su teorijski<br />koncept iz područja socijalne kompetentnosti.<br />U delu pedago&scaron;kih implikacija dat je model programa učenja socijalnih ve&scaron;tina koje<br />mogu doprineti razvijanju socijalne kompetentnosti i efikasnijem socijalnom funkcionisanju<br />dece i mladih bez roditeljskog staranja, kao i preporuke vezane za institucionalni kontekst<br />obuke. Takođe, ponuđeni model programa pruža mogućnost daljih istraživanja u ovoj oblasti<br />vezanih za evaluaciju efekata ovako koncipiranog programa i njegove realizacije u uslovima<br />institucionalne za&scaron;tite, kao i pitanja same kompetentnosti i edukacije kadra za primenu<br />programa.</p> / <p>The aim of the work is finding out the needs of children and young people<br />without parental care and the implication of a modular programme for learning social skills<br />with the function of development of their social competency and better social functioning.<br />Defined in this way, the general aim has become operative through certain theoretical and<br />empirical parts of the work.<br />The first chapter of the theoretical part deals with the concept of social competency<br />through the description of development of this concept and the view of Integrative model of<br />social competency which includes the insight of social competency in several levels. Guided<br />by this model, we presented the determinants and the correlates of social competency relating<br />to different signposts of social functioning on one side, and social skills on the other. Since<br />the model of development programme of social skills needs to be adjusted to the target group<br />of users, and also to the context of the training, a specific theoretical part related to the closer<br />description and definition of the term children and young people without parental care.<br />Starting from the ecological point ,this chapter shows the theoretical and empirical knowledge<br />of the causes and the factors of family relations which have impact on developement and<br />social functioning of children and young people without parental care. The last theoretical<br />chapter deals with the institutional protection, that is the context where children and young<br />people without parental care continue to live and develop .There has been given a review of<br />the recent research on social relations and functioning of children and young people in<br />institutions. In this way, through the three theoretical chapters, starting from the Integrative<br />model of social competency, different indicators of social competency have been considered,<br />their determinants and correlates, and there have been discussed the protective and risky<br />factors of social competency development with children and young people without parental<br />care in the institutional context.<br />In the empirical part of the work first social competency of children and young people<br />without parental care has been reviewed through the indicators of their social functioning and<br />then from the aspect of their social skills. Both levels of the analyses consider the differences<br />relating the intellectual and family status of children. For the evaluation of different indicators<br />of social functioning of children and young people we used: Scale of forms of problematic<br />behaviour (Gresham, Elliott,1990, Scale of strength and difficulty, (Goodman, 1997) and the<br />Questionnaire for ways of solving problems (Rahim, 1983). For the research of social skills of<br />vii<br />children and young people we have applied Check list of social skills (Goldstein &amp; Glick<br />1987) and Scale of social skills (Gresham &amp; Elliott,1990). The total sample consisted of 416<br />children and young people of the age 12 to 18 years, out of which 210 without parental care<br />and 206 with parental care. The subsamples in the comparative group of children and young<br />people with parental care were identical to the subsamples of children and young people<br />without parental care, considering the intellectual status, sex, age and school achievement.<br />The results of the first phase of research showed that children and young people<br />without parental care have less developed social skills and weaker social functioning than<br />children and young people with parental care. It has been confirmed that parental care has a<br />more significant impact on social competency of children and young people than intellectual<br />status. The second phase of research related to stating the connections between the indicators<br />of social functioning and development of the studied social skills with the aim of making a<br />concept for a model programme of social competency development of children and young<br />people without parental care. It has also been studied the connection among institutional<br />variables, as well as the characteristics of children and young people with indicators of their<br />social competency. The evidences of strong connections of social skills with indicators of<br />social functioning, as well as strong connection of certain variables of institutional care and<br />characteristics of children and young people without parental care with their social<br />competency, have confirmed the theoretical concept from the area of social competency.<br />In the part dealing with the pedagogical implications there has been given a model of a<br />programme for learning social skills which can contribute to the development of social<br />competency and a more efficient social functioning of children and young people without<br />parental care, as well as the references connected to the institutional context of the training.<br />The presented model of the programme also offers a possibility of further research in this<br />area, connected to the evaluation of effects of a programme concepted in such a way and its<br />realisation in the conditions of institutional protection, as well as the issues of the very<br />competency and education of people for implementing the programme.</p>
17

Att köpa en framtid : En flerfallstudie av kommuners processer för avtalsuppföljningar gällande upphandlade HVB

Blomberg, Åsa, Wadell, Susanne January 2016 (has links)
Syftet med denna studie har varit att bidra med kunskap kring hur ett ökat processfokus kan förbättra avtalsuppföljning i offentlig sektor. Som metod valdes en kvalitativ flerfallstudie där tre kommuners uppföljningar av avtal rörande hem för vård och boende (HVB) för ungdomar studerades. Genom studien belystes den komplexitet som omgärdar uppföljning av vårdavtal inom offentlig verksamhet. Tidigare studier har även belyst den utsatthet som omringar placerade ungdomar och visat på behovet av att säkerställa kvalitet i den vård kommunerna avtalar om. Ett sätt att hantera denna komplexitet skulle kunna vara att tillämpa ett systemteoretiskt synsätt, med de värderingar, verktyg och arbetssätt som kännetecknar offensiv kvalitetsteknik. Studiens resultat visar att ett ökat processfokus med processledning som arbetsmetod skulle kunna fungera som ett stöd i ett fortsatt och fördjupat arbete med kvalitet avseende avtalsuppföljningsprocessen. / The aim of this study has been to contribute with knowledge regarding in what way a processorientation can improve the way public sector manage contracts. As a method a qualitative multicasestudy was used. Three municipalities, and the way they manage contracts with residential carehomes for children and young persons (HVB) was studied. The study showed a complex situation surrounding the carecontract management in public sector. As a way of handling this complex situation the municipalities would gain from using a systems thinking, with the values, tools and workmethods that characterizes Total Quality Management. With an increased processorientation using processmanagement as a tool, the municipalities could improve the quality in their process for managing contracts.
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A literatura para criança no Brasil e em Portugal: meio de revelação do eu e do mundo / Literature for children in Brazil and in Portugal: revelation of the self and the world

Kollross, Claudimeiri Nara Cordeiro 21 October 2010 (has links)
A proposta desta pesquisa é analisar qual o olhar a respeito da criança e da infância que está presente nas obras dos renomados escritores Lúcia Pimentel Góes e António Torrado. Na forma peculiar de revelar o Eu e o Mundo, cada um dos autores imprime sua percepção de vida e de mundo na tessitura de suas obras. Ludicidade, poeticidade, identidade são pontos que se destacam nos textos analisados. Da extensa publicação da escritora brasileira elegemos as seguintes obras literárias: Zé Diferente, Dráuzio, Trim, O dedal da vovó, Dudu, amigo do mar; O jardim de Lucita, A maior boca do mundo, Amanhã e Jajá, Bumba meu boi, mapinguari, curupira und... e Momotaro, o menino que nasceu do pêssego. Do escritor português foram contempladas as estórias: O veado florido, A cadeira que sabe música, A corneta faladora, O segredo dos búzios, Como se faz cor-de-laranja, A mania das pressas, O pajem não se cala e o Menino Grão de milho. A cultura, cultura da infância e a criança no Brasil e em Portugal também mereceram destaque como base teórica norteadora para a análise das obras. / The proposal of this research is to analyze the view related to children and childhood present in the works of renowned writers Lúcia Pimentel Góes and António Torrado. In a particular way of showing the Me and the World, each author gives their perception of life and the world throughout their writings. Ludicity, poetricity, identity are common issues in the analyzed texts. From the extensive works by the Brazilian author the following literary works were chosen: Zé Diferente, Dráuzio, Trim, O dedal da vovó, Dudu, amigo do mar; O jardim de Lucita, A maior boca do mundo, Amanhã e Jajá, Bumba meu boi, mapinguari, curupira und... and Momotaro, o menino que nasceu do pêssego. By the Portuguese author the following stories: O veado florido, A cadeira que sabe música, A corneta faladora, O segredo dos búzios, Como se faz cor-de-laranja, A mania das pressas, O pajem não se cala and Menino Grão de milho. Culture, childhood culture and childhood in Brazil and Portugal also deserve emphasis as theoretical basis so as to analyze the chosen works.
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Questões de linguagem na obra Robinson Crusoé: a dialogia da palavra na vida solitária / Questions of language in Robinson Crusoe: the dialogics of words in a lonely life

Battaglia, Stela Maris Fazio 05 October 2009 (has links)
Esta tese apresenta um estudo sobre a criação literária de Daniel Defoe, Robinson Crusoé, escrita em 1719. Seu estatuto de obra clássica com inúmeras adaptações inserea numa cadeia discursiva de porte extraordinário, na qual o personagem revela-se um mito. O presente estudo, alicerçado no conceito de compreensão criadora de Mikhail Bakhtin, buscou uma ampliação de sentidos na análise do objeto empírico, com os seguintes objetivos: questionar um possível uso de obras clássicas como fetiches, o esvaziamento de seus sentidos e averiguar a hipótese de Robinson Crusoé ser um protótipo do homem como ser de linguagem, metalinguístico. O levantamento de tal hipótese foi possível pela concepção da dialogia da linguagem, entendida no conceito do Círculo de Bakhtin. A metodologia utilizada constou de sucessivas leituras da obra em questão, seleção de atos de linguagem expressos pelo personagem e sua categorização. A partir daí foram buscadas as representações do Outro nos enunciados de Robinson durante o período de seu total isolamento na ilha em que naufragou; a procura foi norteada pelo conceito da constituição dialógica da palavra, dado que no contexto de enunciação não havia presença real de interlocutores. Como forma de enfatizar o caráter dialógico da linguagem, realizou-se, também, uma seleção de marcas do Outro no relato autobiográfico do personagem (a obra em seu todo), algumas delas explicitamente visualizadas. As reflexões de diferentes autores acham-se presentes neste estudo: Roland Barthes, Michel de Certeau, Jeanne Marie Gagnebin, Ivonne Bordelois, Zygmunt Bauman, Dominique Maingueneau, Fernando Savater, David Olson, George Steiner. Os resultados do trabalho atestam a propriedade da hipótese formulada e demonstram a força da linguagem na vida humana, confirmando a necessidade de valorização da palavra em meio à crise cultural presente na modernidade líquida. / The following thesis presents a study on Daniel Defoes literary creation Robinson Crusoe, written in 1719. Its status as a literary classic that has been the subject of endless adaptations gives Robinson Crusoe an extraordinary position in the discursive chain, revealing the character as a myth. The present study, based on Mikhail Bakhtins concept of creative understanding, sought to amplify the meanings in the analysis of its empirical object, with the following aims: to question the possible use of classic works as fetishes, to empty its meanings and to investigate the hypothesis of Robinson Crusoe being a prototype of man as a being of language, a metalinguistic being. This hypothesis was enabled by the concept of the dialogism of language, understood within the concept of Bakhtins Circle. The methodology employed consisted of successive readings of the work, the selection of acts of language expressed by the character, and their classification into categories. From this basis, the representations of the Other in Robinsons enunciations during his period of total isolation on the island where he was shipwrecked were sought; the search was guided by the concept of the dialogic constitution of speech, since within the context of the enunciation there were no actual conversational partners present. To stress the dialogic character of language, a selection was also made of the signs of the Other in the characters autobiographical account (the work as a whole), some of which were explicitly visualized. The reflections of different authors are present in this study: Roland Barthes, Michel de Certeau, Jeanne Marie Gagnebin, Ivonne Bordelois, Zygmunt Bauman, Dominique Maingueneau, Fernando Savater, David Olson, and George Steiner. The results of this study confirm the correctness of the hypothesis proposed and demonstrate the strength of language in human life, supporting the need to value speech in the midst of the cultural crisis of liquid modernity.
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A literatura para a juventude portuguesa e brasileira e a relevância de dois elementos estruturais da narrativa: linguagem e narrador / The literature to the Portuguese and Brazilian youths and the prominence of two structural elements of the narrativa; language and narrator

Dias, Ione Vianna Navajas 14 June 2007 (has links)
Esta tese de doutorado dentro da Área de Estudos Comparados de Literaturas de Língua Portuguesa teve por objetivo abordar e investigar nas obras de literatura para a juventude portuguesa e brasileira, a relevância de dois elementos estruturais importantes: Linguagem e Narrador. O intenso diálogo entre autor, texto e leitor cria um clima de cumplicidade, convidando este a participar ativamente da obra. Essa interação leitor/ texto mediada pelo narrador poderá ser o fio condutor capaz de provocar a reflexão e o espírito crítico no receptor. A obra precisa do leitor para se realizar, pois este contribui com suas vivências pessoais e dialoga com o texto dando-lhe \"vida\". A problemática da leitura foi e é analisada por inúmeros Educadores, Especialistas. Para nós a ênfase recai na Relação Prazerosa, Afetiva, Estética, pois se trata da Arte da Palavra. A proposta é investigar a importância da literariedade de obras de autores portugueses e brasileiros, podendo ser considerada, na formação de jovens leitores, como o elemento chave na perfeita associação: leitura-prazer. / This Doctorate in the Comparative Studies on Literature of Portuguese Language Area had as a purpose to broach and investigate in the literature works, for the Portuguese and Brazilian youths, the weightiness of two important structural elements: language and narrator. The intense dialogue among writer, text and reader creates a complicity atmosphere, inviting the latter to participate actively in the work. This interaction reader/text mediated by the narrator could be the conducting wire able to instigate the receiver\'s reflection and critical spirit. The literary work needs the reader to come about, as the reader contributes with his personal experiences and he talks with the text making it \"alive\". The problem of the reading was and is analysed by numberless educators, experts. For us, the emphasis falls again in the pleasant, affective, esthetic relationship, as it is the art of the word. The proposal is to investigate the importance of works of Portuguese and Brazilian writers\'s literature considering the upbringing of young readers, as the key element in the perfect association: reading-pleasure.

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