Объектом исследования явились представления психологов о трудностях психологического консультирования. Предметом исследования стало содержание представлений о трудностях психологического консультирования у практикующих психологов и студентов психологических направлений подготовки. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (80 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 140 страниц, на которых размещены 11 рисунков и 47 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме трудностей психологического консультирования. Представлены разделы, посвященные особенностям клиента и особенностям консультанта. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: методу опроса экспертов; методу семантического дифференциала; методике незаконченных предложений; методике самооценки эмоционально-личностного благополучия Л.В. Карапетян, Г.А. Глотова; Методике диагностики эмоционального интеллекта Н. Холла; Методике диагностики уровня субъективного контроля Е. Ф. Бажина, Е. А. Голынкиной, Л. М. Эткинда. В главе представлен дескриптивный, сравнительный и корреляционный анализ результатов исследования, а также контент-анализ результатов исследования по методике незаконченных предложений и угловое преобразование Фишера. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам. / The research object was the representations of psychologists about the difficulties of psychological counseling. The research subject was the content of representations about the difficulties of psychological counseling among practicing psychologists and students of psychological training areas. The master’s thesis consists of an introduction, two chapters, a conclusion, a list of references (80 sources), and an appendix, which includes forms of the applied techniques. The master’s thesis volume is 140 pages, which contain 11 figures and 47 tables. The introduction reveals the relevance of the research problem, the degree of development of the problem, sets the goal and objectives of the research, defines the research object and subject, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the research stages, scientific novelty, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the subject of the difficulties of psychological counseling. The sections devoted to the peculiar features of the client and the characteristics of the consultant are presented. The conclusions of the first chapter represent the results of the research of the theoretical material. The second chapter is devoted to the research empirical part. It contains the description of the organization and methods of the conducted research and the results obtained by all the techniques used: the method of interviewing experts; the method of semantic differential; the method of unfinished sentences; the method of self-assessment of emotional and personal well-being by L.V. Karapetyan, G.A. Glotova; the method for diagnosing emotional intelligence by N. Hall; the method of diagnosis of the level of subjective control by E.F. Bazhin, E.A. Golynkina, L.M. Etkind. The chapter presents a descriptive, comparative, and correlation analysis of the research results, as well as a content analysis of the research results under the method of unfinished sentences and the Fisher angular transformation. The conclusion summarizes the results of the research theoretical and empirical parts, as well as the findings on the hypotheses put forward.

This thesis aims to explore the video game medium in depth, to relate it to the stories foundon Internet communities about users’ gameplay experiences during burdensome moments inlife. To achieve that, the phenomena is explored through the lenses of Uses & Gratificationstheory by means of a netnography on the ‘/Persona 5’ official subReddit; interpreting, codingand analyzing all narratives that fit the criteria with the help of a proposed ‘USE’ system. Themodel is in charge of classifying the information into explicit displays of ‘Dissatisfaction’,‘Motivation’, ‘Immersion’ and ‘Emersion’. The resulting codification enabled the creation ofeight different types of reports among a sample of one-hundred threads, all in correlation withthe varied aspects of the game that act as categories. The data derived from the conclusions ofthis study shows that players are not motivated to use the video game for any other purposesthan mere entertainment. Yet, the immersive potential of the virtual world addressed theirdissatisfactions and made them emerge back to reality with, mostly, not-sought gratifications. Still, not all players were able to control their video game uses to regulate their emotions,further implying the importance to continue researching cases of media immersion toestablish guidelines of ethical design and appropriate production and consumption practices.

After the collapse of the Soviet Union, Ukrainian society faced a new reality. The new reality involved consolidation and transformation of collective identities. The reinvigoration of national identity led to a change in the emphasis on how the past was dealt with – many things which were regarded as negative by the Soviet regime became presented as positive in independent Ukraine. The war-time nationalist movement, represented by the Organization of Ukrainian Nationalists (OUN) and the Ukrainian Insurgent Army (UPA), became one of the re-configured themes of history. While most of the studies of memory of the OUN and UPA concentrated on the use of the history of the OUN and UPA by nationalist parties, this study goes beyond the analysis of such use of history and scrutinizes the meaning of this history in nation- and state-building processes in relation to memory work realized on the small-scale regional and local levels with the main focus on Rivne and Rivne oblast’. Moreover, this book focusses not only on the “producers” of memory, but also on the “consumers” of memory, the area which is largely understudied in the field of memory studies. In the book the main emphasis is put on monuments which are regarded as catalysts and symptoms of memory. The present study showed that the OUN and UPA are used more as the metaphors of the anti-Soviet and anti-communist struggle for independence than as historical entities. This past is largely mythologized. Functioning as a myth the memory of the OUN and UPA obliterates difficult knowledge that the historical research reveals on the questionable activities and ideology of those organizations. As a result, the past of the OUN and UPA is re-imagined, re-filled with new meanings so that it is used along even with the democratic and pro-European claims in the present. It was especially well-observed during the Orange Revolution in 2004 and during the Euromaidan in 2013-2014, when the European Union’s flags were seen next to the OUN’s red-and-black flags or when the pro-European slogans were proclaimed alongside the OUN and UPA slogans. At the same time, the results demonstrated an intricate complexity of memory work shaped by intensive dynamics of private and public, grassroots and official, local and national encounters. Although there have been attempts made by political actors to draw a direct link between the national identity, political allegiances and proposed heroic version of memory, the study showed, that such attempts did not really work. In the pluralistic context the meanings are too fluid and adherence to one version of history does not preclude adherences to other versions of history which are presented as diametrically opposite in the political sphere. As result, on the recipients’ grassroots level, the memory reveals its amalgamated characteristics. Drawing on studies about post-colonial subjectivities and theories of remediation developed in memory studies, this book explores the changes in memory culture of contemporary Ukraine and examines the role of memory in producing new meanings under the rapidly changing conditions after the collapse of the Soviet Union up to 2014. The book contributes to the studies of memory culture in post-Communist countries as well as to the studies of society in contemporary Ukraine.

La communauté internationale considère certaines personnes déplacées comme étant des migrants irréguliers. Cette étude démontre le caractère contraint du départ pour trois catégories de personnes, à savoir les personnes fuyant les conséquences aveugles d’un conflit armé international ou non international, les personnes fuyant les catastrophes environnementales de causes anthropiques ou naturelles et les personnes fuyant une situation économique ou sociale désastreuse. L’approche catégorielle classique du droit international public ne permet pas de garantir une protection à ces personnes. Aucun statut particulier ne leur étant attribué, ces personnes se trouvent dans une situation de vulnérabilité. De quelle manière est-il alors possible d’assurer une protection effective à ces personnes vulnérables déplacées ? Actuellement, la plupart des Etats s’inscrivent dans une démarche sécuritaire, contrôlant strictement la gestion des flux migratoires et appliquant peu ou prou les instruments juridiques internationaux protecteurs. Une complémentarité des différents régimes juridiques (droit international des réfugiés, droit international humanitaire, droit international des droits de l’homme) est par conséquent nécessaire et une interprétation extensive des textes existants est recommandée. Pour pallier les insuffisances du droit positif, le recours à la notion de vulnérabilité, transversale à ces diverses situations, est invoqué, permettant ainsi de dépasser l’approche catégorielle classique. Pas encore reconnue comme une source du droit international, la notion est devenue, depuis quelques années, incontournable sur la scène internationale. Elle apparaît ponctuellement dans les textes conventionnels et est fréquemment utilisée dans les instruments de droit mou. Prise en compte progressivement par les jurisprudences internationales et régionales, mais aussi par la doctrine, elle figure allègrement dans le discours des organisations humanitaires et des médias. Le développement de la notion de vulnérabilité en droit mou, précisément en des lignes directrices garantirait une meilleure protection des personnes déplacées vulnérables permettant de prévenir le déplacement, d’octroyer un statut temporaire ou définitif ou encore de fournir des conditions d’accueil dignes dans les Etats ou les régions hôtes. Ces lignes directrices servant de guide aux Etats laissent envisager par la suite l’adoption de règles contraignantes protectrices de ces personnes déplacées. La distinction entre personnes vulnérables déplacées et personnes particulièrement vulnérables doit également être prise en compte à ce stade. De surcroît, il convient d’engager la responsabilité des auteurs ayant contribué au déplacement contraint ou ayant commis des exactions sur ces personnes déplacées devant des instances judiciaires internationales, régionales ou encore nationales pour lutter contre l’impunité. En conséquence, une réparation juste pour le préjudice subi doit être garantie à ces personnes. / The international community considers some displaced persons as irregular migrants. This study demonstrates that the departure is undeniably forced concerning three groups of people : the persons fleeing blind violence and the collateral effects of an international or non international armed conflict, the persons fleeing man-made or natural environmental disasters, and the persons fleeing difficult economical or social situations. The classical approach of public international law based on distinct categories does not guarantee effective protection to these persons. As no particular international status is given to these persons, they are in a situation of vulnerability. In which way an effective protection could be a guarantee to these vulnerable displaced persons? Currently, most of the States defend a safe approach, strictly controlling the management of migration flows and applying more or less protective international legal instruments. Complementarity of different legal systems (international refugee law, international humanitarian law, international law of human rights) is therefore necessary and a broad interpretation of existing texts is recommended. To overcome the shortcomings of positive law, the use of the concept of vulnerability, crossing different situations, is invoked, in order to exceed the traditional categorical approach. Not yet recognised as a source of international law, the term “vulnerability” has become an essential notion on the international scene in recent years. It appears occasionally in conventional instruments and is frequently used in soft law. It has been gradually developed through the international and regional jurisprudence and also by the doctrine. The discourse of humanitarian organizations and the media often refers to the notion. The development of the concept of vulnerability in soft law, specifically in the shape of guidelines would ensure a better protection of vulnerable displaced persons. In this regard, guidelines could prevent people fleeing, grant a temporary or a permanent status and provide dignified reception conditions in the host States or regions. This instrument of soft law would be used as a guide for States subsequent to the adoption of protective binding rules. The distinction between vulnerable displaced persons and particularly vulnerable persons has to be taken into account at this stage. Furthermore, the responsibility of the authors who have contributed to the forced displacement or who have committed atrocities against the displaced persons should be brought before the international, regional or national judicial authorities, in order to fight against impunity. Consequently, a fair compensation for the damage suffered must be guaranteed to these persons.

SAMMANFATTNING Bakgrund Elevers grupparbeten utgör en betydande del av HKK-undervisningen. Tidigare forskning kring elevers grupparbeten i allmänhet är omfattande, men forskning gällande elevers grupparbeten inom HKK är ytterst begränsad. Som utpräglat processämne är det av största vikt att eleverna ges möjlighet att träna på praktiska moment inom hem- och konsumentkunskap (HKK), för att eleverna ska kunna utveckla kunskap i handling vilket sedermera ska bedömas av undervisande lärare. Syfte Syftet med studien var att utforska lärares uppfattningar, upplevelser och erfarenheter av grupparbete i HKK. Metod Kvalitativa intervjuer genomfördes med tio HKK-lärare runtom i Sverige. Intervjuerna analyserades med stöd av kvalitativ innehållsanalys. Resultat Det mest framträdande resultatet i studien var att arbetsformen grupparbete var dominerande i såväl praktiskt som teoretiskt arbete inom HKK. Ramfaktorer påverkade, styrde och begränsade undervisningen. Samarbete, kamratlärande, trygghet och praktisk träning var främsta syften med grupparbeten inom HKK. Det sociala klimatet, elevernaskunskapsnivå och särskilda behov var de faktorer som främst togs i beaktning vid sammansättning av elevgrupper. Lärarnas arbete kring elevgruppernas varaktighet skilde sig åt. Observationer var den vanligaste bedömningsformen när elever arbetade i grupp. Bedömning av elever som arbetade i grupp upplevdes vara svårt och utmanande bland lärarna i studien. Slutsats Grupparbete som undervisningsmetod framstår som rådande kutym inom ämnet. Studien påvisade brister med denna undervisningsmetod, främst utifrån bedömningsaspekten. Med mer noggrant uttänkta strategier för varför, hur och när det vore lämpligt att använda grupparbete som undervisningsmetod anser vi att HKK-läraren har möjlighet att höja kvaliteten på såväl undervisning som bedömning. / ABSTRACT  Background Students' group work constitutes a significant part of the teaching in Home and Consumer Studies (HCS). Previous research on students 'group work in general is extensive, but research on students' group work within HCS is extremely limited. As a distinct process subject, it is of the utmost importance that students are given the opportunity to practice practical elements in HCS, so that students can develop ”knowledge in action”, which will be assessed by the teacher.  Objective The aim of the study was to explore the teachers’ perceptions and experiences regarding group work in HCS.  Method Qualitative interviews were conducted with ten teachers in HCS within Sweden. The interviews were analyzed on the basis of content analysis.  Results The most prominent result in the study was that group work was dominant in both practical and theoretical work within HCS. Framework factors influenced, controlled and limited teaching. Cooperation, peer learning, safety and practical training were the main purposes of group work within HCS. The social climate, the students' level of knowledge and special needs were the factors that were mainly taken into account when composing student groups. The teachers' work on the duration of the student groups differed. Observations were the most common form of assessment when students worked in groups. Assessment of students who worked in groups was perceived as difficult and challenging among the teachers in the study.  Conclusion Group work as a teaching method appears to be the prevailing custom within the subject. The study demonstrated shortcomings with this teaching method, mainly based on the assessment aspect. With more carefully thought out strategies for why, how and when it would be appropriate to use group work as a teaching method, we believe that the HCS teacher has the opportunity to raise the quality of both teaching and assessment.