This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned. / The full text was made available at the end of the embargo, 26th Oct 2020

No / Forensic archaeology is mostly defined as the use of archaeological methods and principles within a legal context. However, such a definition only covers one aspect of forensic archaeology and misses the full potential this discipline has to offer. This volume is unique in that it contains 57 chapters from experienced forensic archaeological practitioners working in different countries, intergovernmental organisations or NGO’s. It shows that the practice of forensic archaeology varies worldwide as a result of diverse historical, educational, legal and judicial backgrounds. The chapters in this volume will be an invaluable reference to (forensic) archaeologists, forensic anthropologists, humanitarian and human rights workers, forensic scientists, police officers, professionals working in criminal justice systems and all other individuals who are interested in the potential forensic archaeology has to offer at scenes of crime or places of incident. This volume promotes the development of forensic archaeology worldwide. In addition, it proposes an interpretative framework that is grounded in archaeological theory and methodology, integrating affiliated behavioural and forensic sciences.

Die Familie ist ein Ort der gelebten, staatlich geförderten und geforderten Subsidiarität sowie Solidarität. Sie ist ein Ort der Identitätsbildung. In der Literatur und in der praktischen Arbeit in der Behindertenhilfe liegt der Fokus meist bei den Personen mit Behinderung selbst oder aber auf ihren Müttern. Väter finden demgegenüber bisher nur sehr vereinzelt Beachtung. Zu Vätern von erwachsenen Menschen mit geistiger Behinderung gibt es bis dato kaum Untersuchungen, ihre Tätigkeiten in der Familie und ihre Perspektive sind weitgehend unbekannt. Das Ziel dieser Untersuchung besteht in der Annäherung an ihre Perspektive mit Hilfe der Interpretativen Sozialforschung nach Gabriele ROSENTHAL. Durch eine tiefgreifende Betrachtung und Interpretation der Biographien von Vätern (Jahrgänge 1929-1953) sollen deren Handlungsstrukturen nachvollziehbar gemacht und ein Bewusst-sein für sie und ihr Leben entwickelt werden. In der vorliegenden qualitativen Studie werden am Beispiel von detaillierten lebensgeschichtlichen Rekonstruktionen die Familientätigkeiten der Väter, aber eben auch die Genese ihrer Handlungen und Entscheidungen im Blick auf ihre erwachsenen Kind mit Behinderung beleuchtet. Auf Basis des „verstehenden Zuganges“ werden Biographien rekonstruiert und interpretiert. Mit Hilfe des kontrastiven Vergleiches werden Unterschiede, Gemeinsamkeiten und Besonderheiten herausgearbeitet. Diese Ergebnisse werden in einem weiteren Schritt einer ersten kritischen Reflektion in Hinblick auf Unterstützungsangebote in der Behindertenhilfe unterzogen. Hierbei stellt sich die „ethnographische Kompetenz“ als zentral heraus. Zudem bilden die Ergebnisse den Ausgangspunkt für weiterführende Forschungen. Diese Arbeit soll dazu dienen, die Bedeutung der Väter in Forschung und Behindertenhilfe zu fokussieren. / Family is a living and breathing space of solidarity, but it is also one of government subsidies and sponsoring. Family is a place where identities are formed. The focus of both disability literature and praxis centers primarily on the disabled themselves or on their mothers. Fathers, by contrast, have only been the occasional focus of study. Until now, no studies have been conducted that examine the Fathers of adults with intellectual disabilities; their perspective is therefore largely unknown. With the help of Gabriele Rosenthal’s interpretative social research, the goal of this study is to approach the Father-perspective and gain a deeper consideration and interpretation thereof by examining the biographies of fathers born between 1929 to 1953. In approaching fathers’ perspectives by such means, they are made tangible, and one can better understand the choices they make as well as their lives in general. This qualitative study, grounded in sociological biography research, will examine detailed examples of contrasting familial reconstructions and paternal activities. In doing so, the goal is to illuminate the fathers’ choices, coping mechanisms, and decisional reasoning with respect to, for example, their adult children with disabilities. The biographies are presented, analyzed and interpreted in accordance with "interpretive access". By using comparative contrast, differences, similarities and specificities are then elaborated. These findings are further subjected to critical reflection while regarding the structure of handicapped assistance. The result of such reflection reveals the central importance of "ethnographic competency". This work is intended to increase the significance of fathers in research that focuses on disability assistance, and the conclusions here, are a starting point for further research.

In what ways and under what circumstances can a movie be a resource for individuals and their thoughts about existential matters? This central research question has been investigated using a both quantitative and qualitative approach. First, a questionnaire was distributed amongst 179 Swedish students to provide a preliminary overview of film habits. The questionnaire was also used as a tool for selecting respondents to individual interviews. Second, thirteen interviews were conducted, with viewers choosing their favourite movie of all time. In the study socio-cognitive theory and a schema-based theoretical tool is adopted to analyze how different viewers make use of movies as cultural products in an interplay between culture and cognition in three contexts; a socio-historic process, a socio-cultural interaction with the world and inner psychological processes. Summarizing the interviews some existential matters dominated. Matters of immanent orientation were in the foreground. Transcendental questions received much less attention. Summarizing the schema-based theoretical question, assessing which cognitive schema structures the narratives were processed through, the study found an emphasis on a combination of two main cognitive structures, person schema and self schema. Detailed person schematic cognitive processes about fictitious characters on the screen and their role model behaviour were combined by the respondents with dynamic cross-references to detailed self schematic introspections about their own characteristics, related to existential matters at some very specific moments in their lives. The viewers in the study seem to be inspired by movies as a mediated cultural resource, promoting the development of a personal moral framework with references to values deeply fostered by a humanistic tradition. It is argued that these findings support theories discussing individualised meaning making, developing ‘self-expression values’ and ‘altruistic individualism’ in contemporary western society.

Body Dysmorphic Disorder (BDD) and Obsessive Compulsive Disorder (OCD) share many similarities such as the presence of obsessions and compulsions, a similar age of onset and also similar activation of underlying structures within the brain related to obsessions and compulsion formation. The recently published DSM-V (Diagnostic and Statistical Manual for Mental Disorders; American Psychiatric Association, 2013) has grouped the two conditions together in a chapter entitled Obsessive Compulsive -and related disorders, recognising the similarities in presentation. This appeared to echo the classification within the NICE guidelines for OCD and BDD (National Institute for Health and Care Excellence, 2006) where the two conditions were grouped together on the presence of obsessions and compulsions, neurological evidence pointing to the activation of brain areas responsible for obsessive thoughts and compulsive acts alongside strong familial links. Both OCD and BDD were understood (from both sets of guidelines) to respond well to the use of Selective Serotonin Re-uptake Inhibitors and the treatment use of Cognitive Behavioural Therapy. This qualitative research study focuses on the gap in existing literature by studying the lived experience of individuals living with obsessions and compulsions. Much focus has historically remained on understanding the clinical symptomology and underlying constructs as related to living with obsessions and compulsions, through the use of questionnaires or brain imaging. With recent changes in the DSM-V (Statistical Manual for mental Disorders; American Psychiatric Association, 2013) recognising OCD and BDD as part of the same family of conditions, it appeared timely to focus on the individuals living with OCD or BDD and their sense and meaning making as informed by their experiences of obsessions and compulsions.

This is a thesis in marketing concerned with entrepreneurship in established firms and the discursive practices that take place within a perspective of strategic entrepreneurship. The study of discursive practices in this context assumes a concern with how different aspects of entrepreneurship are produced and consumed by people in text and talk. Strategic entrepreneurship can be seen as an organisational form of entrepreneurship. The latest contribution within strategic entrepreneurship tends to focus on opportunities and advantages in organisations as two processes that need to be considered and managed jointly. In this thesis, I have studied the discursive practices of how scholars position strategic entrepreneurship through an enhanced literature review and by means of a close analysis of assumptions made within strategic entrepreneurship, but also by studying two firms and their discursive practices of constructing opportunity and advantage positions. The results have then been analysed with reference to discourse theory and previous research within entrepreneurship based on European traditions that builds on the linguistic turn. By conducting an empirical study of two firms, I have studied discourses in use, and how they are produced by people. In so doing, two main findings emerge in the discussion of the empirical results: 1) Opportunity and advantage positions emerge in social interaction and are co-constructed. 2) Opportunity and advantage positions are constructed by the use of multiple discourses, on different levels of discourse and for different functions. The main purpose of the thesis is to enhance the understanding of entrepreneurship in established firms and the activities labelled as strategic entrepreneurship. In addressing the purpose, seven theoretical, methodological and empirical contributions to research emerge in areas of strategic entrepreneurship, entrepreneurship and the enterprising self.

Research psychologists often complain that practitioners disregard research evidence whilst practitioners sometimes accuse researchers of failing to produce evidence with sufficient ecological validity. The tension that thus arises is highlighted, using the specific illustrative examples of two treatment methods for post-traumatic disorder (PTSD): Eye-Movement Desensitisation and Reprocessing (EMDR) and exposure based interventions. Contextual reasons for the success or failure of particular treatment models that are often only tangentially related to the theoretical underpinnings of the models are discussed. Suggestions regarding what might be learnt from these debates are put forward and implications for future research are discussed.

Background: The death of a child has been found to have long term consequences for both individual and family functioning. This is particularly true for bereaved siblings who have been found to be at increased risk of developing mental health difficulties in later life. Literature on parental bereavement proposes that the parenting phenomenon, such as replacement child syndrome, subsequent child syndrome and the parenting paradox, which can emerge after the death of a child, may account for this. However, there is very little research on these labels of observed parenting phenomenon and, as a result, any hypothesis offered remains under elaborated. In addition, limited evidence suggests that, due to the sudden, unexpected and unexplained nature of the loss, SIDS parents are more likely to experience a greater degree of distress and adjustment difficulties than other perinatally bereaved populations. Given this, it could be hypothesised that SIDS parents may be likely to experience these parenting phenomena. Despite this, however, SIDS remains a neglected area of research. Aims: As a consequence of this research gap, the study aims to explore mothers’ experiences of parenting in their transition from being a parent unaffected by Sudden Infant Death Syndrome to a parent affected by Sudden Infant Death Syndrome. Methodology: Semi-structured interviews were conducted with seven mothers who had experienced an incident of Sudden Infant Death Syndrome. The interviews were then transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Results: Five master themes emerged from the analysis: ‘Channelling the Parent Within’, a naturally developing and responsive parenting style that is facilitated by internal mechanisms, such as flexibility and confidence; ‘Parenting Outside of Yourself’, a parenting style that develops in the aftermath of a SIDS event, which is characterised by self doubt and a reliance on external mechanisms such as reassurance and restriction; ‘Restoration Through You’, the restorative effect of the subsequent and surviving children, which allows vindication and re-establishes happiness; ‘The Bitter Restoration’, a restoration that encompasses internal knowledge and external evidence of loss, including a disrupted family composition and a continued awareness of existential threat; ‘A Disruptive Appreciation’, the development of a greater appreciation for the subsequent and surviving children that impacts discipline and incorporates indulgence. These, along with the subthemes contributing to them, are presented as a narrative account. Conclusion: The results imply that mothers who have experienced a SIDS event shift into a permissive and anxious style of parenting which is characterised by safety behaviours. A model of parenting in the aftermath of SIDS has been proposed in order to explain the underlying cognitions and processes which drive this behaviour and the factors which serve to maintain it. By doing this it is hoped that, when working with bereaved parents and siblings, clinicians will be better positioned to frame parenting practices and intervene at a cognitive level.

Background: Guidelines for the treatment of Post-Traumatic Stress Disorder recommend 8-12 session of trauma-focused CBT or EMDR, however there is an extensive body of literature criticising the PTSD paradigm and usefulness of recommended therapies in treating PTSD in the 'real world', particularly with the complex presentations of refugees . Alternative models for 'complex' PTSD have been proposed, as have transtheoretical phased stages for treatment. To date there has been no research into refugees' experience of trauma-therapy. Leaving a significant gap in understanding of how trauma therapy works. Aims: With this gap in the research in mind, and in line with the current focus on service user involvement in research, this study aims to investigate refugees' experiences of trauma-therapy. Methodology: Semi-structured interviews were conducted with six refugees who were coming towards the end of trauma-therapy with a specialist trauma service. The transcripts of the interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: Six master themes emerged from analysis: 'Therapy as a light in a dark place', 'Rebuilding a shattered sense of self', 'A changing relationship with the world and others', 'Escaping the past to pursue a future', 'A journey from sceptic to convert' and 'From an unknown mystery to a known mystery'. These master themes along with the subordinate themes are expanded into a narrative account of participants' experiences. Implications & Conclusion: Amongst numerous implications for clinical practice the need for support to engage in therapy, thorough explanation of therapy and pre-empting of possible conflicts and difficulties arising were identified. Allowing time to build a therapeutic relationship, the usefulness of the PTSD construct for individuals and the importance of the 'non-specific' factors of therapy in addition to the teaching of techniques to manage symptoms were also found to be of importance. This study has made an important contribution to knowledge about refugees' experiences of therapy for trauma.

The overall aim of this thesis is to investigate experiences, perceptions and experiences of "a school for all" in one municipality by means of a case study. The municipality is medium-sized and, for many years, has had a clearly expressed intention of providing "a school for all". This means that all pupils are included in regular comprehensive school classes, where no separate schools or groups are available for pupils with intellectual disabilities. The empirical material consists of three studies. The pilot study is a licentiate thesis published in 2007, with a societal bias and is based on web-based documentation and interviews with politicians and civil servants (n=5). This study describes regional administrators’ initiatives to promote the implementation of ”a school for all” within the entire municipality. A major finding was the importance of committed and engaged leadership.  Bronfenbrenner’s (1979) model for ecological systems constitutes the theoretical starting point. The respondents in sub-studies I and II, which are the focus in this section of the thesis, are parents (n=14) and teachers (n=8). The common denominator is children/pupils who have an intellectual disability, and study according to the curriculum for special schooling but are taught in regular comprehensive school classes. Previous research into inclusion and national policy documents are of central concern to this thesis. Interpretative Phenomenological Analysis is employed as an interpretative tool for the interviews. Parents discuss the benefits of "a school for all"; good role models, social relationships and opportunities for the child to develop both socially and intellectually. They also describe how they must always be prepared to fight for their child, "keeping a watchful eye" on the school, and they imply that it is never possible to "become complacent". Teachers' attitudes and knowledge are described as crucial. A few parents wanted to have the opportunity to choose a special school for children with intellectual disabilities (ID). Their arguments are presented. In the teacher interviews, a conviction emerges about the importance of "a school for all" for the pupils' self-image, social and academic development. Organizational support, in-service training and skills’ development are seen as the prerequisites for successful inclusion, as well as educational strategies such as family groups and model learning. Respondents indicate that inclusion works most satisfactorily between years 1 and 6 in the comprehensive school and is viewed more detrimentally between years 7 and 9, in order to be better viewed again in the upper secondary school (senior high school) and the reasons for this are discussed. The case study contributes to a broader understanding of  the processes of implementation and change regarding inclusion of pupils with special school status and the importance of understanding the connections and relationships between the levels within Bronfenbrenner’s ecological systems theory which directly or indirectly affect the child’s/pupil’s development and well-being.