<p>Ser vi till de villkor som råder inom de särskilda ungdomshemmen har personalen en dubbel funktion i sitt arbete med ungdomarna. Detta då de särskilda ungdomshemmens uppgift är att verkställa vård och behandling utan den enskildes samtycke. Vidare ska verksamheten utöva särskild noggrann tillsyn över de ungdomar som är placerade där samtidigt som personalen ska beakta den unges rätt till självbestämmande och integritet. Ett ökat brukarinflytande för de personer som nyttjar offentliga tjänster har diskuterats flitigt den senaste tiden. Diskussionen har även implementerats inom SiS, huvudman för de särskilda ungdomshemmen, som menar att ungdomarna ska ges inflytande under den tid då de är tvångsplacerade. Tidigare forskning har dock visat att inflytande kan vara svårt att realisera vid tvångsvård varav en paradox mellan inflytande och tvång kan skönjas. Vi ställer oss därav frågande till vad brukarinflytande innefattar samt om det finns gränser för när ett inflytande för ungdomar inom särskilda ungdomshem kan realiseras? Studien utgörs av en kvalitativ intervjustudie och syftar till att belysa hur personalen ser på relationen mellan inflytande och tvång. För att ha möjlighet att analysera och på så sätt förstå studiens resultat har centrala begrepp utarbetats med inspiration från generell systemteori, tidigare social forskning samt från studiens resultat. Personalens förhållningssätt, verksamhetens struktur samt den unge själv utgör olika villkor för det inflytande som personalen ger ungdomarna. I studien identifieras såväl möjligheter som svårigheter med att ge ungdomarna inflytande. Studiens resultat tyder på att det finns gränser för när ett inflytande för ungdomar inom de särskilda ungdomshemmen kan realiseras, den unges inflytande är således inte en självklarhet.</p>

<p>Personal assistance was introduced in 1994 as part of “LSS”, Act concerning Support and Service for Persons with Certain Functional Impairments. The intention of this assistance is to enable people with severe and extensive impairments to live a “normal life”. In this law text the importance of the user’s influence on how to form the assistance is emphasized; the user also has the opportunity to choose which organization should carry out his/her achievement. The user is encouraged to act independently and autonomously.</p><p>The main purpose of the present investigation is to shed light on how the user’s influence in the process of gaining assistance and independence in everyday life is perceived and described. The study is based on different forms of qualitative interviews with users, legal representatives, assistance employers, handling officers and personal assistants.</p><p>The results show that many users need support from others in the process of applying for assistance. Obstacles in the user’s influence are mainly the impairment itself; a failing body, feebleness and other difficulties. Other impediments are lack of knowledge of one’s rights, legislation and the organization of the assistance.</p><p>Self-determination in everyday assistance is facilitated by the support being given by a few familiar persons in the household. The level of self-determination depends mainly on the relationship between the user and the personal assistant. Users develop different strategies such as adapting the content of the day to the assistant who works that particular day or to employ family members as assistants. For other users it can be difficult to find functioning strategies for self-determination and they imply that the assistants take over the home. The home is being turned into a workplace and the user’s independence in decision-making is questioned and threatened.</p><p>Many people with severe disabilities have a legal representative. In the inquiry the interviewed representatives are also relatives of the user – often parents. In the application process for assistance the results show that user influence is facilitated when there is a third party who can speak for the user. In daily life however self-determination in the user’s assistance becomes complicated – it becomes difficult for assistants and assistance employers to interpret the difference between the will of the user and the will of the relative/representative.</p><p>The Act concerning Support and Service for Persons with Certain Functional Impairments becomes a paradox when the individual user lacks chances to live up to an active and responsible role which is assumed in the text of the law. The frailest persons lacking representatives run the risk of heavier vulnerability. Then the right to independence and self-determination in their own lives is reserved for the users who have a strong voice of their own or a strong willpower from their legal representatives who are able to claim their rights to influence and self-determination.</p>

<p>BAKGRUND: Studien redogör för de företeelser vilka möjliggör eller hindrar tillvaratagandet av barns intressesfär i verksamhet inom förskola/fritidshem. Forskning och styrdokument betonar vikten av barn vilka görs till medskapare i sin vardag, där deras intressen ska utgöra grunden. SYFTE: Syftet med vår undersökning är att utreda i vilken utsträckning barn har inflytande över sina intresseyttringar i förskola/fritidshem. METOD: Med utgångspunkt i en kvalitativ ansats har examensarbetet utifrån observationer och intervjuer ämnat undersöka i vilken utsträckning barns intressen tillvaratas i verksamhet inom förskola/fritidshem. Informanterna har innefattats av både barn och pedagoger. RESULTAT: Intervjuresultatet har påvisat barns inflytande, vilket tycks vara förskjutet till den ”fria leken”. Styrdokumenten å sin sida, ger uttryck för barns rätt till inflytande över hela verksamheten. Samtliga pedagoger uttrycker att barns intresse bör ges stort utrymme. Dessvärre verkar faktorer såsom tid, miljö, barnsyn, styrdokument och stora barngrupper hämmande i tillvaratagandet av barns intressen. De centrala delarna i vårt resultat har kategoriserats. Därmed har barns och pedagogers uppfattningar utmynnat i följande kategorier: bestämmande, hörsammandet av barns intressen och tid och rum.</p>

The purpose of this study was to find out how young children are allowed to influence and affect their daily lives in preschools, as well as teachers’ views on the latter. My interest in this topic is born out of my experience of working with both younger and older preschool children. My view is that democratic work with older children is largely based on direct verbal communication while with toddlers it is based on an adult’s interpretation of a child’s often non-verbal expressions. Thus, I believe that young children’s opportunities to influence to a greater extent than older children are dependent on having teachers with a conscious child’s perspective. Based on the above-stated purpose I have found it particularly interesting to explore a specific teachers’ approach, that takes advantage of the youngest children’s competencies, but also to identify dilemmas related to this. For that reason, the research questions have partially been formulated in order to discover whether conflicts exist between a young child’s right to influence and their need for care. The study begins with a general historical survey followed by presentations of curriculum history with a focus on children's influence, selected developmental theories and definitions of concepts essential for this study. Developmental theories have been selected for their relevance to the study and focus on Daniel Stern's intersubjectivity theory, its conceptual determination and usefulness in studies such as this. Furthermore, the results of the survey’s qualitative empirical observational studies and interviews based on phenomenological grounds are presented. Its main results argue that young children have the opportunity to influence when teachers allow the child´s perspective to dominate over the adult perspective. In doing this, teachers often show an intuitive awareness of young children's competencies and therefore take a flexible and playful approach in their work. Conflicts between younger children's right to influence and their need for care can be largely avoided using this outlook on democratic work in preschool. Moreover, cultural differences between a teacher´s and toddler’s expressions can be overcome by an intercultural approach where both parties are seen as equal.

<p>Godkännandedatum: 2015-06-07</p>

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Undersökningens syfte var att beskriva äldre personers inflytande i relation till omsorgspersonalen kring måltidssituationen på ett särskilt boende. För att ta reda på detta genomfördes två observationsstudier vid måltidssituationen på ett särskilt boende. Vid samma äldreboende gjordes även fyra kvalitativa intervjuer med äldre personer. Mats Franzéns (2000) maktteori samt Per-Erik Liss (2004) definition av begreppet empowerment har använts vid analysen av det empiriska materialet. Resultatet av undersökningen visade att de äldre har ett mycket begränsat inflytande över måltidssituationen på äldreboendet. Det framgick att de äldre inte tycks vara medvetna om sin rätt till inflytande. Det råder en diskurs på äldreboendet där personalen har högre status och rätt att agera som de själva vill. Såväl samtalsintervjuerna som observationsstudierna visade på att de äldre mestadels tycks finna sig i detta förhållande, trots att det är deras hem personalen arbetar i. De äldre fogar sig därmed efter de regler som råder på äldreboendet och väljer att inte ifrågasätta. De äldre personerna är i behov av hjälp vid exempelvis matning och det är omsorgspersonalen som kan hjälpa dem. Personalen har därmed en resurs som de äldre är beroende av vilket medför att personalen kan kontrollera de äldre.

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Student influence is a well debated subject and all Swedish teachers should let the students influence their education. According to research the student influence is generally low and something that varies from school to school. The school policy documents do not clarify how much impact the students get to have on their education and the impact is therefore something that every individual teacher decides. These individual differences are the reason of this study. This is a qualitative study about four teachers work and thoughts focusing on the subject of school democracy and student influence in the school environment. The study is based on qualitative interviews in order to highlight four different teacher’s thoughts. Previous scientific studies show that students do not utilize their right of impact that the school policy documents give them. According to the school policy documents all Swedish schools are obligated to teach about democracy, not only convey democratic values but also how to practice and use it. These facts made me want to look in to how teachers think about the responsibility they have to let the students influence their education. What conditions do they think have to exist in order to have student democracy? The conclusions of this study are that the meaning of the concept student influence varies between the four interviewed teachers and the teacher’s point of view does affect the extent of the student influence. The gain of student impact, that all teachers mention, is motivated students. The teachers all think that having an open dialogue with the students is of importance, as well as letting the students take responsibility for their actions. The teachers also talk about the importance of having a culture in the classroom that allows everyone to make mistakes without having to be ashamed of them. Some of the teachers thought that the way for students to make an impact on their education rather happens through the student councils than through having a say in their everyday life in school.