In the last few decades expatriation to East Asia and China in particular has become an important phenomenon investigated by research studies. Undoubtedly, expatriates face multiple emotional challenges during their stay in China, such as adjustment, cultural adaptation, work related difficulties, language barriers and family separation. The present study aimed to explore in depth the specific psychological needs of expatriates based on their personal subjective opinion from a Counselling Psychology perspective. A narratively informed Thematic Analysis design was used and conversational interviews conducted to generate accounts of the phenomenon of expatriation and the emotional challenges people faced due to a change of country and culture. Five main themes were identified and special emphasis was given to the subthemes which consisted the new and unique findings of the current thesis: I) Emotional Challenges: a) emotional difficulties, b) positive challenges, c) the challenge of the unknown and d) repatriation. As coping strategies, emphasis was given to a) social network, b) the importance of the family, and c) professional support. The issue of adjustment, which included three subthemes a) adjustment to daily life b) living conditions and c) work satisfaction was also discussed. The fourth theme, Personality, included two subthemes: a) Traits and b) Personal Development. The final theme was cultural differences, which included three subthemes: a) communication and interaction with locals, b) cultural differences at work and c) culture shock. The study found that emotional challenges have both positive and negative impacts on the life and well-being of expatriates. Common emotional difficulties identified were anxiety, distress, depression, loss, cultural isolation and loneliness, while positive aspects included working towards better professional and personal development. The study also identified social interaction as the main expatriate coping strategy and community counselling work was suggested as a form of support. Personality traits were identified as an important variable which can have a significant influence on emotional challenges as a form of coping strategy. A detailed account of the issues concerning adjustment to daily life was also discussed. Emphasis was also given to work adjustment as a coping strategy and cultural differences was discussed as a form of emotional difficulties. The contribution of the current qualitative research is discussed and further clinical interventions are suggested.

The care and welfare of laboratory animals born, nurtured and experimented upon within a research facility is the primary function for animal technologists. While discharging these responsibilities the emotional needs of the carers require consideration, balancing their perceptions of animal care against the purpose for which the animals exist. As little published information is available on the emotional challenges faced by UK animal technologists, this thesis redresses the balance, exploring the subject in detail through qualitative and quantitative methods. Emotional dissonance, often expressed as felt emotion versus enacted emotion, is a negative output from Emotional Labour. Animal technologists operate in a service environment and the results demonstrate that they ‘act’ under duress and self-regulate which emotions to display. Using exploratory factor analysis the results illustrate two key drivers on felt and enacted emotions. These include internal elements associated with daily tasks elements such as euthanasia and external factors such as budgets over which they have little or no control. Emotional dissonance is shown to occur within various employment grades. Resultant emotions include, guilt, shame and sadness. These can lead to affects upon job satisfaction propagating feelings of workplace alienation, isolation and fear, particularly from antivivisectionist organisations. When organisational support was not forthcoming or lacked empathy, individuals deployed various coping methods. This demonstrates both management and organisational implications including gender, educational attainment and whether a person has staff supervision responsibilities. Observations drawn through both qualitative and quantitative research clearly signpost a spectrum of indicators of emotional dissonance leading to individual, managerial and organisational theoretical implications. In doing so, emotion knowledge has been increased on a previously under researched occupational sector existing within a largely secretive environment. The research on a hitherto largely unknown employment grouping provides insights that had previously existed only mainly in anecdotal ways. The results provide strong evidence to further support existing research demonstrating how roles with significant emotional components directly impact upon individuals and the organisations that employ them.

Sverige har en lagstadgad anmälningsplikt som är obligatorisk för alla som i sitt arbete kommer i kontakt med barn. Lagen är tydlig med att alla misstänka missförhållanden skall anmälas. Forskning visar att anmälningsplikten inte alltid fungerar och att det bara är en liten del av de barn som riskerar att fara illa som kommer till socialtjänstens kännedom. Vidare forskning visar att få anmälningar kommer från hälso- och sjukvården. Syftet var att beskriva sjuksköterskans erfarenheter i mötet med barn som far illa eller riskerar att fara illa. Litteraturstudien genomfördes med kvalitativ design och sökningar har gjorts i CINAHL, MEDLINE och PsycINFO. Åtta artiklar ansågs relevanta. Under analysen framkom tre teman: en emotionell utmaning, att känna sig begränsad och att våga agera. Resultatet visar att sjuksköterskan blir berörd i mötet med barn som far illa. Vidare beskriver sjuksköterskan osäkerhet, bristande kunskap och brister i organisationen. Sjuksköterskans professionella trygghet beskrivs utifrån kunskap och förvärvad erfarenhet. Det är angeläget att sjuksköterskans yrkeskompetens upprätthålls samt att det finns stöd att tillgå för att utveckla omvårdnaden kring barn som far illa. / In Sweden, everyone who comes in contact with children through their work has a statutory obligation to report child abuse. The law clearly states that any suspected child abuse must be reported. Research shows that the reporting does not always work. Only a small proportion of the children who might be victims of abuse come to the knowledge of Social Services. Further research shows that few notifications come from individuals within the health care system. The aim of this literature review was to describe nurses’ experiences of encounters with chil-dren who are victims of abuse or who are at risk of being abused. A qualitative design was used. CINAHL, MEDLINE and PsycINFO were used to select the articles, eight of which met the selection criteria. During the analysis, three themes emerged: An Emotional Challenge, Feeling Limited, and Daring to Act. The results show that the nurses are emotionally affected by their contact with abused children. The nurses also describe feelings of insecurity, a lack of knowledge, and organizational deficiencies. The nurses’ professional security is described as stemming from knowledge and experience. It is very important that the nurses’ professional competence is maintained and that there is support available in order to develop the care of abused children.

Magister Psychologiae - MPsych / In compliance with the Constitution, the South African Schools Act 84 of 1996 requires that every child attend school from age 7 (or grade 1) to age 15 (or grade 9, whichever occurs first). The Western Cape Education Department (WCED), the constitutional custodian of education in the Western Cape Province, requires that all informal institutions accommodating learners of school-going age register their learners for an educational curriculum. It is an essential requirement that all learning institutions (religious or otherwise) provide the necessary academic support for their learners.

High school noncompleters are those who did not earn a high school diploma. Before their early departure from high school, noncompleters often struggled with challenges (poverty, mental health, addiction, and emotional and physical abuse). Some enter remedial education to earn their equivalency credential. However, in this setting, they experience additional challenges, such as increased responsibility, stress, and anxiety. The problem surrounding the experiences of noncompleters has implications for counseling due to the limited use of and access to counseling as well as the disproportionate amount of mental health concerns and adversity among noncompleters. Current literature informs of the challenges noncompleters face, however more in-depth information on their experiences is still needed. The purpose of this hermeneutic phenomenological study was to address this gap and explore how adult remedial learners experience emotional and psychological challenges before dropping out and while enrolled in an equivalency program. Semi-structured interviews were conducted with 7 noncompleters ages 18-25 who were enrolled in adult remedial education classes in Hawaii, spoke English as their primary language, and self-reported experiencing emotional and psychological challenges. Data analysis through the hermeneutic circle yielded 11 themes: external adversity; interpersonal, emotional, psychological, and school struggles; maladaptive behaviors; high school equivalency is positive; external and internal protective factors; counseling is positive; and counseling limitations. From a social change perspective, results can be used to improve counseling services, reduce adversity, and improve outcomes for noncompleters.

Background: Breast cancer is the most common type of cancer among women. Although breast cancer has increased in women, the mortality rate has decreased at the same time. Research shows that the quality of life of women is more or less affected by this disease, but the quality of life of patients can be improved by using scientific, organizational improvement, better diagnosis and new knowledge. Aim: The purpose of this research was to describe the quality of life of women with breastcancer in the palliative stage. Method: This research was conducted using a qualitative method based on a systematic reviewof seven scientific articles. These articles were analyzed using Friberg’s five-step analysis. Results: The results of this research make clear one main theme and four sub-themes. Based on the results of this research, the importance of communication in patient’s lives and cooperation with them is very vital. Physical changes in patients, living with guilt, emotional challenges and their evaluation of life are four sub-themes that affect quality of life of the patients. Conclusion: According to this research it is concluded that communication is an area that cannot be sufficiently considered. Nurses should ensure that the patient has access to relevant information. It should be added that coordination is required to ensure good care and thus a good quality of life.

Abstract This dissertation focuses on young children’s emotion and behaviour regulation in educational settings. The purpose is to explore its emergence in socio-emotionally challenging academic and social activities in order to understand the contributing individual and interactional factors. The dissertation consists of three studies conducted in two contexts, a classroom and an open day-care. The results are reported in three empirical articles. Study I explored children’s strategic activities and success in regulating emotions in challenging classroom situations. Studies II and III were performed in a day-care context. Study II focused on teachers’ perspectives and investigated their use of co-regulation strategies in challenging situations and their awareness of their strategy use. Finally, Study III investigated children’s use of emotion and behaviour regulation strategies in these same situations and the composition of children’s strategic activities in interaction with teachers and peers. Data were collected using video observations, video-stimulated recall interviews and the questionnaire assessing children’s social competence. The results indicate that the children use various emotion and behaviour regulation strategies in socio-emotionally challenging situations. In the day-care context, their strategies were mostly focused on regulating the environment, whereas in the classroom context, their strategies, especially among the more socially skilled children, were focused on regulating themselves. As well, the teachers’ co-regulation strategies were focused more on children’s activities than their emotions. Moreover, the study indicates that children’s regulatory interactions are affected not only by their different skill levels but also by peer interactions and teachers’ involvement. The study results contribute to the understanding of young children’s processes and abilities to regulate emotions in everyday challenges in educational settings and, thus, increase awareness of how teachers can support these regulatory processes. / Tiivistelmä Tässä väitöstutkimuksessa tutkitaan päiväkoti- ja peruskouluikäisten lasten tunteiden ja käyttäytymisen säätelyä koulussa ja avoimessa päiväkodissa. Tavoitteena on selvittää erityisesti, miten lasten tunteiden ja käyttäytymisen säätely ilmenee oppimiseen tai sosiaalisiin tilanteisiin liittyvissä sosio-emotionaalisissa haasteissa ja ymmärtää lasten tunteiden ja käyttäytymisen säätelyyn vaikuttavia yksilöllisiä ja vuorovaikutuksellisia tekijöitä. Tutkimus toteutettiin kahdessa kontekstissa: peruskoulussa ja avoimessa päiväkodissa. Se koostuu kolmesta empiirisestä osatutkimuksesta, joiden tulokset on raportoitu kolmessa artikkelissa. Osatutkimuksessa I selvitettiin millaisia sosio-emotionaalisia haasteita lapset kokivat peruskoulun luokkahuonetilanteissa ja miten he käyttivät tunnesäätelystrategioita näissä tilanteissa. Osatutkimus II tutki, miten opettajat säätelivät lasten tunteita ja käyttäytymistä haasteellisissa tilanteissa avoimessa päiväkodissa ja miten tietoisia he olivat käyttämistään strategioista. Osatutkimus III selvitti puolestaan, millaisia säätelystrategioita lapset käyttivät samoissa sosio-emotionaalisesti haastavissa tilanteissa. Osatutkimus selvitti myös, miten lasten käyttämät strategiat olivat yhteydessä vuorovaikutukseen opettajan ja ikätoverien kanssa. Tutkimuksen aineistona käytettiin video-taltiointeja autenttisista koulu- ja päiväkotitilanteista, opettajille järjestettyjä videostimuloituja haastatteluja ja lasten sosiaalista kompetenssia arvioivaa kyselyä. Tutkimustulokset osoittavat, että lapset käyttävät monenlaisia tunne- ja käyttäytymisen säätelystrategioita haasteellisissa tilanteissa. Päiväkoti-ikäisten lasten säätelystrategiat pyrkivät enimmäkseen vaikuttamaan muiden toimintaan, kun taas kouluikäiset, erityisesti sosiaalisesti taitavat lapset, säätelevät haasteellisissa tilanteissa enemmän itseään kuin ympäristöä. Tulosten mukaan opettajat kohdistavat säätelystrategiansa haasteellisissa tilanteissa enemmän lasten toimintaan kuin heidän tunteisiinsa. Kaiken kaikkiaan tulokset osoittavat, että lasten säätelystrategioihin vaikuttavat sekä heidän omat taitonsa että opettajien aktiivinen puuttuminen ja vuorovaikutus ikätoverien kanssa. Tutkimus korostaa opettajan tuen merkitystä lasten tunteiden säätelyprosesseissa lasten koulun ja varhaiskasvatuksen arjessa.