The aim with this study was to learn about the experiences of field workers and welfare officers in the field of possible self-harm behavior among young people.Our problem was: Do field workers and welfare officers treat young people with deliberate self-harm differently and - How do field workers and welfare officers describe deliberate self- harm? Our study was conducted through qualitative semistructured interviews with twelve interviewee’s.The result of this study shows that there is a difference in how young people with self-harm behavior are being treated - based on their gender.One possible cause for this result could be the old tradition mindset of viewing boys and girls differently – and thus, treating them differently when they seek help.Our study shows there is a possibility of treating boys and girls differently – which shows that we made a thought-provoking point

Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. / This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

Unplanned extubation is premature removal of endotracheal tube, is an adverse event; which can either, be accidental during a nursing procedure or self deliberate by the patient. The AACN Synergy Model for Patient Care was used as conceptual model for this study. A retrospective descriptive design revealed that over a period of two years, 327 patients admitted to the intensive care unit require intubation of which 40.4% were self-deliberate extubation and 59.4% accidental extubation. Of the accidental extubated patients, 29.8% had physical restrains, 57.6% received sedation, 43.9% had analgesic infusion and 38.9% were on neuromuscular blockade. A means Glasco Coma Scale was 9.4 and 56% of the patients were reported as being. Most patients (89.9%) required re-intubation. The findings also revealed that 49.1% of the nurses who cared for the patients when the extubation occured had one patient at the time. Also, 84.2% of nurses had 0-6 years of nursing experience and 74% of nurses had less than five years of ICU experience. / Health Studies / M.A. (Health Studies)

Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. / This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. / This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

Made available in DSpace on 2017-07-10T18:20:32Z (GMT). No. of bitstreams: 1 Vania Venzel Borges.pdf: 1121343 bytes, checksum: 490558131e86d57422c3edd872bc61e1 (MD5) Previous issue date: 2014-06-05 / The research intent to analyze the effectiveness of deliberative perform on Cascavel s Municipal Health Council and find out how the deliberative process occurs (comprehended as discursive process/debate and resolutive one) and also to comprehend how the applicability of equality, plurality and advertise deliberative principles on Cascavel s Municipal Health Council. The study of deliberative practice started from the analysis of regular and special meetings minutes, attendance lists, relationship between counselors and their segments, creating laws, resolutions, bylaw and partaking observation of board meetings during 2012/2013 management. Starting from the comprehention of the limitations derived from social context, political project and the political culture, the study proves the limited Council s power of influence in the definition of local health policy process. / A pesquisa busca analisar a efetividade da prática deliberativa no Conselho Municipal de Saúde de Cascavel e verificar como acontece o processo deliberativo (entendido como processo discursivo/debate e processo decisório) e também compreender como se dá a aplicabilidade dos princípios deliberativos de igualdade, pluralidade e publicidade no Conselho Municipal de Saúde de Cascavel. O estudo da prática deliberativa foi realizado a partir da análise documental das atas das reuniões ordinárias e extraordinárias, listas de presença e relação de conselheiros com os respectivos segmentos, leis de criação, resoluções, regimento interno e observação participante das reuniões do conselho durante a Gestão 2012-2013. A partir da compreensão dos limites advindos do contexto social, projeto político e cultura política, o estudo comprova o limitado poder de influência do conselho no processo de definição da política pública de saúde local.

The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...

Les dysfonctions interpersonnelles sont au cœur du trouble de la personnalité limite (TPL). La recherche passée a examiné différents mécanismes sous-jacents aux dysfonctions interpersonnelles dans la personnalité limite, incluant la dérégulation émotionnelle et l’impulsivité, les déficits dans la reconnaissance des expressions faciales émotionnelles, la mentalisation faible, la confiance et la coopération faibles, les difficultés concernant l’empathie et l’intimité ainsi que l’instabilité affective et interpersonnelle. Ainsi, la présente thèse vise à développer les connaissances sur les mécanismes socio-cognitifs sous-jacents aux dysfonctions interpersonnelles dans la personnalité limite. Dans ce but, cette thèse examine le rôle des évaluations d’autrui dans la personnalité limite. En effet, chacun forme des évaluations plus ou moins positives ou négatives à partir des premières interactions avec une nouvelle personne et ces impressions, tout en évoluant, demeurent fondamentales dans les interactions sociales, incluant dans les relations amoureuses. Ces évaluations peuvent se manifester de deux manières : en effet, il y a maintenant amplement de preuves empiriques suggérant que les évaluations peuvent résulter de processus relativement réfléchis et délibérés (c.-à.-d., évaluations délibérées) ou qu’elles peuvent émerger à partir de processus plus instantanés où il y a aucune ou peu d’intention consciente d’évaluer le stimulus (c.-à.-d., évaluations spontanées). Dans cette thèse, deux études mesurent les traits de la personnalité limite (PL) sur un continuum de sévérité et examinent si ces traits impliquent des évaluations d’autrui plus négatives ou clivées (c.-à.-d., instables et polarisées) aux niveaux spontané et délibéré. L’étude 1 (N = 204) examinait les évaluations d’un personnage de film à deux temps de mesure, c.-à.-d., après un extrait de film positif et après un extrait de film négatif. Les évaluations spontanées étaient mesurées à l’aide d’une tâche d’amorçage évaluatif et les évaluations délibérées étaient mesurées à l’aide d’une mesure auto-rapportée. L’étude 1 examinait deux hypothèses principales : si les traits du PL étaient liés à (1) plus d’instabilité et (2) plus de négativité dans les évaluations du personnage de film aux niveaux délibéré et spontané. Les résultats montraient que les participants évaluaient généralement positivement le personnage sur les deux types d’évaluations. Contrairement à l’hypothèse de l’instabilité, les traits du PL n’impliquaient pas d’alternance entre des évaluations positives et négatives ou entre des évaluations négatives et positives. Cela était vrai pour les évaluations spontanée et délibérée. Toutefois, les deux types d’évaluations impliquaient des biais négatifs contextuels. Spécifiquement, les traits PL étaient reliés à des évaluations relativement plus négatives du personnage de film. Ce patron de résultat est discuté à la lumière des considérations additionnelles suivantes : (1) il émergeait dans différentes conditions de l’étude selon le type d’évaluations, (2) il semblait avant tout déterminé par davantage de positivité chez les individus avec des traits PL faibles et (3) il était basé sur une interaction marginale à trois voies pour la mesure implicite. Pris dans leur ensemble, les résultats obtenus avec les mesures explicite et implicite dans l’étude 1 convergent partiellement avec les appuis empiriques et les théories cliniques sur les biais négatifs dans le TPL, mais il importe de nuancer les résultats sur la mesure implicite considérant qu’ils sont basés sur une interaction marginale. L’étude 2 (N = 292) examinait les évaluations du partenaire après que les participants aient imaginé soit (a) que leur partenaire les rejetait ou (b) qu’il cherchait une connexion (c) ou sans qu’ils aient imaginé aucun scénario (condition contrôle). Les évaluations spontanées du partenaire étaient mesurées avec une tâche de lettre-nom (name-letter task) et les évaluations délibérées du partenaire étaient mesurées à l’aide d’une mesure auto-rapportée. L’étude 2 examinaient deux hypothèses principales : si les traits PL étaient liés (1) à des évaluations plus polarisées du partenaire (c.-à.-d., alternance entre les valences positive et négative) ou (2) à des évaluations plus négatives du partenaire. Ces deux hypothèses étaient examinées au niveau des évaluations spontanées et délibérées. D’abord, conformément à la recherche passée, les résultats montraient que les participants avaient des évaluations à prédominance positives à l’endroit de leur partenaire et d’eux-mêmes. Deuxièmement, contrairement aux hypothèses, les manipulations de rejet et de connexion n’influençaient pas les évaluations spontanées du partenaire et leur influence sur les évaluations délibérées du partenaire était marginale et petite. Troisièmement, les résultats ne supportaient pas l’hypothèse de la polarité : les individus avec des traits PL élevés ne manifestaient pas davantage de positivité après la condition de connexion et ils ne manifestaient pas davantage de négativité après la condition de rejet. Plutôt, les individus avec des traits PL élevés avaient une préférence réduite pour les initiales de leur partenaire et rapportaient des réactions moins positives à l’endroit de leur partenaire indépendamment des conditions de l’étude, conformément à un biais négatif généralisé sur les deux types d’évaluations. La discussion nuance les implications des résultats pour prendre en compte le fait que les conditions expérimentales n’ont pas produit les effets principaux attendus sur les évaluations du partenaire. Prises dans leur ensemble, les deux études ont trouvé des évaluations généralement positives et les traits PL modulaient ces effets : les deux études comportent des preuves préliminaires suggérant que les individus avec des traits PL pourraient évaluer relativement plus négativement les autres et que ces biais négatifs pourraient se présenter au niveau de leurs évaluations spontanées et délibérées. Ces résultats suggèrent que de potentiels biais négatifs à l’endroit d’autrui pourraient être issus d’une combinaison de processus à la fois relativement précoces et tardifs dans les étapes de traitement de l’information. Toutefois, cette interprétation est nuancée et considérée avec prudence étant donné (a) qu’elle est basée en partie sur des effets marginaux, (b) que certains effets n’ont pas été répliqués à travers les conditions de chaque étude et d’une étude à l’autre et (c) que certains des effets principaux attendus des conditions expérimentales n’ont pas été observés dans l’étude 2. / Interpersonal dysfunctions are central to borderline personality disorder (BPD). Past research has examined different mechanisms underlying interpersonal dysfunctions in borderline personality, including emotion dysregulation and impulsivity, deficits in facial emotion recognition, low mentalization, low trust and cooperation, impairments in empathy and intimacy as well as affective and interpersonal instability. The present thesis also aims at obtaining deeper insights into the interplay of socio-cognitive mechanisms underlying interpersonal dysfunctions in borderline personality. Toward this goal, this thesis examined the role of evaluations of others in borderline personality. In fact, evaluations of others exist from the first moment when we meet someone and it remains one of the most fundamental impressions we have in our social interactions, including in romantic interactions. Such evaluations can present at two levels of evaluations; in fact, there is ample evidence that evaluations can be the result of relatively thoughtful, deliberate processes (i.e. deliberate evaluations) or of relatively instantaneous processes where there is no or little conscious intention to evaluate the stimuli (i.e. spontaneous evaluations). In this thesis, two studies assessed borderline personality (BP) features on a continuum of severity and examined whether these features are related with negative or split-off (i.e., unstable and polarized) evaluations of others at the spontaneous and deliberate levels of evaluations. Study 1 (N = 204) examined evaluations of a movie character at two different times, that is, after a positive clip and after a negative clip. Spontaneous evaluations were measured with an evaluative priming task and deliberate evaluations were measured with a self-report measure. Study 1 examined two main hypotheses: whether BP features are related with (1) more unstable or (2) more negative evaluations of the movie character at the spontaneous and deliberate levels of evaluations. Results showed that participants had overall positive evaluations of the movie character on both types of evaluations. Contrary to the instability hypotheses, BP features involved no switch from positive to negative evaluations or from negative to positive evaluations on either type of evaluations. However, we found evidence for context-specific negativity biases for both spontaneous and deliberate evaluations. Specifically, BP features were related with relatively more negative evaluations of the movie character. This effect was interpreted in light of the following additional considerations: (1) it emerged in different conditions of the study depending on the type of evaluations, (2) it appeared to be driven by greater positivity in individuals with low BP features and (3) it relied on a marginal three-way interaction regarding the implicit measure. Together, the results obtained on the explicit and implicit measures in Study 1 partially converge with empirical evidence and clinical theorizing about negativity biases in BPD and the result on the implicit measure should be considered with prudence given that it relies on a marginal three-way interaction. Study 2 (N = 292) examined partner evaluations after participants imagined either (a) that their partner rejected them or (b) sought connection or (c) imagined no scenario (control condition). Spontaneous partner evaluations were measured with a name-letter task and deliberate partner evaluations were measured with a self-report measure. Study 2 examined two main hypotheses: whether BP features are related with (1) more polarized partner evaluations (i.e., alternation between negativity and positivity) or (2) more negative partner evaluations at the spontaneous and deliberate levels of evaluations. First, replicating prior research, results showed that individuals had predominantly positive evaluations of themselves and of their partner. Second, contrary to expectations, the rejection and closeness manipulations did not influence spontaneous partner evaluations and their influence on deliberate partner evaluations was marginal and small. Third, the results did not support the polarity hypothesis: individuals with high BP features did not display greater positivity after the closeness condition and greater negativity after the rejection condition. Instead, individuals with high BP features showed a reduced preference for their partner’s initials and reported less positive reactions to their partner independent of study conditions, in line with a generalized negativity bias on both types of evaluations. The discussion nuances the implications of the results to take in consideration the fact that the experimental conditions did not produce the expected main effects on partner evaluations. Taken together, both studies found overall more positive evaluations, but BP features modulated this effect: we found preliminary evidence that individuals with high BP features had more negative evaluations (i.e., negativity biases) on both kinds of evaluations and in both studies. These results suggest that potential negativity biases toward others may be shaped both at relatively early and late processing stages in borderline personality. However, this interpretation is considered with prudence given that (a) it is partly based on marginal effects, (b) that some effects did not replicate across conditions of each study or across the two studies and (c) that the expected main effects of experimental conditions were not observed in Study 2.

Syftet med mitt arbete är att undersöka hur några grundskoleelever ser på elevinflytande och sin egen möjlighet att påverka i skolan, samt hur denna möjlighet gestaltar sig. Genom kvalitativa intervjuer med åtta elever från två olika skolklasser i skolår sex på en grundskola i Sverige, har jag undersökt vilken uppfattning eleverna har om elevinflytande. Resultatet visar att eleverna räknar med ett väldigt begränsat inflytande i skolan. Min slutsats är att de inte har det inflytande som de verkligen har rätt till enligt Skollagen och Lpo94. / The purpose of my paper is to investigate how some pupils in the comprehensive school look upon student influence and their own possibilities to have any influence at school, and how this possibility takes shape. With the aid of qualitative interviews with eight 6th graders from two different classes at a comprehensive school in Sweden I have investigated how the pupils view the matter of student influence. The results show that they expect to have very limited influence at school. My conclusion is that they do not have the amount of influence they are entitled to according to Skollagen, and Lpo 94.

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)