The Schools Act has brought about a change in the way in which schools are managed and governed. Each public school should be governed by a governing body and the professional management of the school is vested in the principal (South African Schools Act, 1996b). The governing body of a special needs school consists of various role-players that include, among others, parents, educators, learners, and representatives of sponsoring bodies and of various organisations. Furthermore, these role-players should be knowledgeable about the legal requirements pertaining to the functions of a governing body. It is legally expected of each governing body member to know what the legal requirements of a governing body are. The governing body is expected to draft the school’s policies, such as the language policy, admission policy, religious policy, disciplinary policy and the financial policy (Schools Act, 1996). There are various types of public schools: mainstream schools [full-service schools] and special needs schools [special needs schools as resource centres] (DoE, 2005). Very little research has been conducted on the governance of special needs schools. The governance of a special needs school is more complicated than that of a mainstream school in respect to drafting the various policies. There are aspects such as limited resources to accommodate specific disabilities and the type of disability that the school caters for in terms of the admission policy that must be kept in mind. These aspects complicate the governance of special needs schools and require more thought and planning (Department of Education, 2007). This research specifically focuses on the governance of special needs schools and the aspirations that the individual governing body members of these schools have. The governing body members come from different backgrounds; they have differentqualifications and different experiences. These factors contribute to the ideas (aspirations) that they have in terms of their role as governing body members. The aspirations of the governing body members should correlate with the various school policies, due to the fact that the governing body draft these policies. The policy documents provide a clear indication of where the school is heading and of its mission. Not only should the governing body participants’ aspirations correlate with the school’s policies; they should also correlate with the legal requirements set out in the Schools Act. This research consists of two separate case studies relating to two special needs schools. Three governing body members from each school were interviewed, using semi-structured interviews. The semi-structured interviews assisted in ensuring that the participants were understood correctly and in getting clarity on certain aspects that were addressed. The various policy documents of each school were analysed to establish an idea of the school’s mission and for the purpose of triangulation. These documents include, among others, the language policy, admission policy, religious policy and the code of conduct for learners. The interview responses and the documents were compared to establish to what extent the governing body members’ aspirations correlate with the policy documents. The schools were not compared in any way; each school was regarded as an individual entity. In this study the following has been found: <ul> <li>1. Governing body members are not fully briefed or knowledgeable about their functions.</li> <li>2. Governing body members refuse to attend training sessions provided by the Head of Department on grounds that these sessions are not meaningful or convenient.</li> <li>3. Most of the schools’ policy documents, such as admission policies, language policies and religious policies have not been revised in up to nine years.</li> <li>4. Some of the participants in the research contradicted one another and the schools’ policy documents.</li> </ul> In conclusion it can be stated that the governing body members who participated in this research have served on governing bodies for many years, the shortest term of service being four years; they should be knowledgeable about their function and should have the best interest of the school at heart. This seems to be in contradiction to the findings of this research. Even though the governing body members lack sufficient knowledge and insight, they are extremely positive and have the best interest of the learner at heart. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Bakgrund: Antalet ensamkommande flyktingbarn har ökat stadigt i Sverige från år 2000 med en topp år 2015. Den första hälso- och sjukvård dessa barn träffar är oftast skolsköterska. Därmed behövs mer kunskap om hur dessa barns behov ser ut då de i högre grad än andra barn lider av psykisk ohälsa. Syfte: Att beskriva ensamkommande flyktingbarns erfarenheter av möten med skolsköterska i Sverige. Metod: Studien har en kvalitativ design. Datainsamlingen skedde genom semistrukturerade intervjuer. Analysen genomfördes med kvalitativ innehållsanalys. Resultatet baseras på intervjuer med fem ensamkommande flyktingbarn som vid intervjutillfället var över 18 år. Resultat: Analysen av intervjuerna resulterade i två kategorier; det goda mötet och det misshagliga mötet. Dessa formas av sju subkategorier; att ha en bra känsla, att ha ett bra samtal, att skolsköterskan är omtänksam, att skolsköterskan är tillgänglig, att känna otrygghet, att bli påtvingad ett samtalsämne samt att skolsköterskan är otillgänglig. Konklusion: Resultatet av studien visar att de ensamkommande flyktingbarnen kände sig trygga i mötet med skolsköterskan och oftast hade de en bra känsla efter mötet. Resultatet visar också att skolsköterskan var omtänksam och bra att prata med. Det framkom även en upplevd otrygghet när det var flera personer närvarande vid mötet. / Background: The number of unaccompanied refugee children has increased steadily in Sweden since 2000, with a peak in 2015. The first health care provider these children meet, is usually the school nurse. This demands more knowledge about what these children's needs look like as they, to a greater extent than other children, suffer from mental illness. Aim: To describe unaccompanied refugee children’s experiences of meetings with school nurse in Sweden. Method: The study has a qualitative design where data collection took place through semi-structured interviews. The analysis is carried out with qualitative content analysis where results are based on interviews with five unaccompanied refugee children who were over 18 years old at the time of the interview. Results: The analysis of the interviews resulted in two categories; the good meeting and the unpleasant meeting. Of these, seven subcategories emerged; to have a good feeling, to have a good conversation, that the school nurse is caring, that the school nurse is available, to feel insecure, to be forced in to a topic of conversation and that the school nurse is unavailable. Conclusion: The result of the study show that the unaccompanied refugee children felt safe in the meeting with the school nurse and usually had a good feeling after the meeting. The result also show that the school nurse was caring and good to talk to. There was also a perceived insecurity when several people were present at the meeting.

The purpose of this study is to investigate what methods are most effective in including newly arrived students in the after–school program. But also how bad cooperation between the newly arrived parents and teacher can affect the newly arrived students' school attendance. We have conducted this study by interviewing five different teachers with different teaching qualifications and by using previous research. During our writing process a war in Europe broke out. This motivated us to gain an understanding of how the school works with different methods for newly arrived students and how cooperation between newly arrived parents and teachers had an impact on the student. To find this out, we have looked up previous researchon these topics and held interviews with experienced teachers who work in after-schoolcenters. To create perspective, we have also chosen to use different levels of education for the teachers we have interviewed. And with these interviews and previous research we have hadan aim to answer the effects of poor interaction between parents. And what methods are themost effective way to include a newly com student in class. Throughout our writing processwe have used the sociocultural perspective to understand how cultural thinking plays a role insocial contexts. By studying this from a sociocultural perspective we have come to the conclusion that the most effective method for inclusion of newly arrived students is using pictures and visual instruments. Furthermore, poor cooperation between the newly arrived parents and teachers affect the newly arrived student’s school attendance negatively.

Bakgrund: Det råder global brist på sjuksköterskor. Utbildningen i Sverige är på 180 högskolepoäng fördelat på tre år och efter avlagd examen har sjuksköterskan både en legitimation utfärdad av Socialstyrelsen samt en akademisk kandidatexamen i omvårdnad. Transitionsprocessen kan ses som en lärandeprocess, en övergång som sker under första året efter examen. Syfte: Syftet var att belysa nyexaminerade sjuksköterskors upplevelser av transition från student till yrkesverksam sjuksköterska under första året i yrket. Metod: Litteraturöversikten är av kvalitativ design med en deduktiv ansats. Referensramen som används är transitionsteori i tre steg ”göra”, ”vara” och ”veta”. Resultatet av de 11 artiklar som ingår analyserades med en analysstuktur i fem steg. Resultat: Analysen resulterade i tre kategorier: upplevelser av egen osäkerhet, teamsamverkan påverkar inklusive en ökad trygghet. Egen osäkerhet kan påverkas genom gemenskap i teamet och övergå till ökad trygghet mot slutet av första året, om transitionen varit lyckad. Slutsats: Nyexaminerade sjuksköterskor upplever krav och förväntningar på att komma in i klinisk kontext. Det är av vikt att högskolor samt verksamheterna har kunskap om transitionsprocessen. / Background: There is a global shortage of nurses. The education in Sweden is 180 higher education credits spread over three years and after graduation, the nurse has both a certificate issued by the National Board of Health and Welfare and a academic bachelor’s degree in nursing. The transition process can be seen as a learning process, a transition that takes place during the first year after graduation. Purpose: The aim was to highlight newly graduated nurses` experiences of transition from student to professional nurse during the first year of the profession. Method: The literature review is of qualitative design with a deductive approach. The frame of reference used is transition theory in three steps “doing”, “being” and “knowing”. The results of the 11 articles included were analysed whit an analysis structure in five steps. Results: The analysis resulted in three categories; experiences of own insecurity, team collaboration affects, including increased security. Own uncertainty can be affected through community in the team and transition to increased security towards the end of the first year if the transition has been successful. Conclusion: Newly graduated nurses experience demands and expectations of entering a clinical context. It is important that universities and the companies have knowledge of the transition process.

A significant proportion of Sweden’s population consists of immigrants and refugees, many of whom are adolescents. Resettlement in a new host culture could be extra challenging during adolescence due to the additional burden that developmental tasks bring to the refugee adolescents’ daily life. One of the most important developmental tasks during adolescence is the development of functional relationships with peers. Previous research on refugee adolescents and peer relationships has often been quantitative and much focus has lied on the pathological outcomes and adversities that this population faces. Therefore, this study aimed to investigate how refugee adolescents experienced peer relationships from their point of view, taking in the full spectrum of experiences. Furthermore, this study aimed to highlight the strengths and resilience this population posits. Specifically, the study used qualitative methodology to examine how newly arrived refugee adolescents experienced interpersonal relationships with peers and how they dealt with challenges faced. The sample of the study were 33 newly arrived refugee adolescents (Mage = 14.9, SD = .91; 55% females). Data was gathered through semi-structured interviews and analyzed through inductive thematic analysis. Themes of language, quality of relationships, and integration appeared central for refugee adolescents’ experience of peer relationships. Despite the difficulties that this population faced, they showed great capacity in overcoming challenges. The findings indicate that peer relationships are a central part of refugee adolescents' adjustment and well-being, and that there is a strong motivation and capacity to overcome difficulties and create functional relationships among newly arrived refugee adolescents.

Bakgrund: Etisk stress är ett framtädande fenomen inom sjukvården och hos sjuksköterskor. Upprepad etisk stress leder till upplevelsen av etisk utmattning, då apati kan tillträda. Det leder även till att sjuksköterskor säger upp sig, byter arbetsplats eller byter yrke. Olika former av stress i kombination med den etiska stressen ställer nya sjuksköterskor inför svåra utmaningar under det första året som yrkesverksam. Syfte: Syftet med litteraturöversikten var att belysa upplevelsen av etisk stress på arbetsplatsen hos kliniskt verksamma nya sjuksköterskor. Metod: Metoden som användes var en litteraturstudie med inslag av den metodologi som används vid systematiska översikter. Likheter, skillnader och mönster i artiklarna har jämförts samt sammanställts och presenteras i resultatdelen. Artiklar av både kvantitativ och kvalitativ ansats har använts. Resultat: Nya sjuksköterskor är under det första året extra sårbara och är i stor grad utsatta för etisk stress. De nya sjuksköterskorna anser att etiska principer bör hållas och har många tankar kring etik och moral. Trots det vågar de inte säga emot närstående till patienter och äldre kollegor i situationer de anser att den nya sjuksköterskan ska utföra vårdinsatser som går emot dennes etiska principer. Konsekvensen blir psykisk påverkan, missnöje och minskad patientsäkerhet. Slutsats: Etisk stress är extra påtagligt hos nya sjuksköterskor, som måste på ett professionellt sätt bemöta dilemman samtidigt som de försöker finna sig i sin nya yrkesroll. För att undvika de negativa konsekvenserna till följd av etisk utmattning hos sjuksköterskor är det av vikt att på organisationsnivå implementera rutiner kring bemötande och hantering av etisk stress. / Background: Ethical stress is a prominent phenomenon in all healthcare situations. As a result of repetitive instances of unresolved ethical stress, ethical burnout is experienced in nurses. Ethical burnout can cause nurses to quit their jobs or professions entirely. Already high stress levels leave new nurses especially vulnerable to ethical stress and burnout. Aim: The aim of this literature review was to shine light on new nurses experience of ethical stress in their workplace. Method: The methodology used was that of a literature review. Similarities and differences of the articles that were used have been compiled and presented in results. Both qualitative and quantitative articles have been chosen. Results: New nurses are especially vulnerable and exposed to ethical stress during their first year. Though new nurses have the will to provide ethically aligned patient care, circumstances such as pressure to please and fit in with more experienced co-workers can result in the new nurse acting in ways which are perceived as ethically incorrect. Consequentially, the quality of patient care and job satisfaction declines, which is shown to have negative psychological impacts in new nurses. Conclusion: Ethical stress is a blatant problem for new nurses, who have to deal with ethical dilemmas as a healthcare professional as they are still adjusting to their new role. To avoid the negative consequences of ethical stress, it is of importance to implement routines and strategies in order for new nurses to adequately manage ethical dilemmas in their workplace.

Bakgrund: Anestesisjuksköterskan bedriver avancerad omvårdnad i en högteknologisk miljö. Att vara novis i ett komplext yrke kan vara svårt och utmanande men ofta sker en succesiv progression i yrkesrollen. Forskning visar att arbetsmiljön påverkar de nyutexaminerades erfarenheter av den första tiden inom yrket. För att skapa förutsättningar för att nyutexaminerade anestesisjuksköterskor ska utvecklas och trivas i yrket behövs en förståelse för hur den första tiden i yrket erfars. Syfte: Syftet med studien var att beskriva nyutexaminerade anestesisjuksköterskors erfarenheter av att vara ny på en operationsavdelning. Metod: Data samlades in genom kvalitativa semistrukturerade intervjuer med nio deltagare från tre olika sjukhus. Datamaterialet analyserades utifrån en kvalitativ innehållsanalys. Resultat: Ur datamaterialet framkom fyra huvudteman; att träda in i en ny profession, förutsättningar för en trygg start, att erfara stress och att växa i sin yrkesroll. Totalt identifierades tolv subteman. Konklusion: För att kunna uppnå en lärande miljö det är viktigt att kollegorna är stöttande och förstående samt ger nyutexaminerade utrymme att vara noviser. Genom att tillhandahålla en bredvidgång som är klinikbunden ges utrymme för lärande ochprogression i yrket. Nyutexaminerade är i behov av gott om tid för att kunna bedriva en säker vård. / Background: The nurse anesthetist conducts advanced nursing in a high technological environment. Being a novice in a complex profession can be difficult and challenging but often there is a successive progression in the professional role. Studies show that the work environment affects newly graduate’s experiences of the first period in the profession. To create conditions for newly graduated nurse anesthetists to evolve and thrive, an understanding of their first time in the profession is necessary. The aim: The aim of this study was to describe the newly graduated nurse anesthetist’s experiences of being new in surgical ward. Method: Data was collected through qualitative semi structured interviews with nineparticipants from three different hospitals. Data material was analyzed with a qualitative content analysis.Results: Four main themes emerged from the data material; entering a new profession, circumstances for success, experiencing stress and to grow in their profession. In total twelve sub-themes where identified. Conclusion: to achieve a learning environment colleagues need to be supportive and understanding as well as giving the newly graduated space to be a novice. By providing an introduction that is clinic based, space is provided for learning and progress in the profession. Newly graduated is in need of plenty of time to provide safe care.

Bakgrund: Under de senaste decennierna har sjuksköterskeutbildningen, sjuksköterskans yrkeskompetens och sjukvårdsverksamheten i Sverige genomgått omfattande förändringar. När nyexaminerade sjuksköterskor förväntas bekanta sig med arbetsmiljön och förväntningarna i yrket samtidigt som introduktionsperioden ska ske beskrivs situationen som komplex. Internationellt har introduktionsprogram visat sig främja nya sjuksköterskors arbetstillfredsställelse, kompetens, social tillhörighet samt antalet sjuksköterskor som valt att stanna i yrket. Det finns dock inga studier som undersökt vilka upplevelser nyexaminerade sjuksköterskor har av introduktionsprogram med avseende på övergång från studierna till yrkeslivet eller om det möjliggjort att förankra de kunskaper som uppnått under studierna. Syfte: Studiens syfte var att belysa nyexaminerade sjuksköterskors upplevelser av Region Skånes introduktionsprogram, med avseende på om det har underlättat övergången från utbildning till yrkeslivet, samt om det skapat ökade möjligheter för att förankra kunskaper i den nya professionen.Metod: En deskriptiv kvalitativ studie.Resultat: I resultatet framkom att introduktionsprogrammet hade underlättat övergången från studier till yrkeslivet, bidragit till att förankra kunskap och att kunskapen använts i arbetet som sjuksköterskor. Vidare framkom att upplevelser av programmet handlade om förväntningar, fördjupad kunskap, nätverk, profession och trygghet.Slutsats: Det finns vetenskapligt stöd för användning av introduktionsprogram för att säkerställa övergången mellan studier och yrkesliv. Samtidigt framkom information om vilka insatser som behöver göras för att förbättra introduktionsprogrammet och den första tiden i yrket för de nyexaminerade sjuksköterskorna. / Background: During recent decades, the nursing education, the nurse’s professional competence and the healthcare in Sweden have undergone extensive changes. The situation is described as complex when newly graduated nurses are expected to become acquainted with the work environment and expectations in the profession at the same time as the introduction period is to take place. Internationally, introductory programs have been shown to improve new nurses’ job satisfaction, skills, social affiliation and the number of nurses who have chosen to stay in the profession. However, there are no studies that have examined the experiences of newly graduated nurses of introductory programs regarding the transition from education to professional life, or whether they have made it possible to establish knowledge. Objective: The purpose of the study was to evaluate newly graduated nurses’ experiences of Region Skåne’s introductory program, concerning whether it has facilitated the transition from education to professional life, and whether it has created increased opportunities for anchoring knowledge in the new profession.Method: A descriptive qualitative study.Results: The results revealed that the introduction program had facilitated the transition from education to professional life, contributed to anchoring knowledge and that the knowledge was used in work as nurses. It was also found that experiences of the program were about expectations, in-depth knowledge, network, profession and security.Conclusion: There is scientific support for the use of introductory programs to ensure the transition between studies and professional life. At the same time, information emerged about what efforts need to be made to improve the introductory program and the first time in the profession for the newly graduated nurses.

This study examines unaccompanied and newly arrived refugee girls’ possibilities to join collective activities. A lot of organizations in Sweden struggle to include unaccompanied and newly arrived refugee girls in activities such as sports and culture. Some of the causes to this problem derive from excluding mechanisms within the organizations, but also from the girls’ families or relatives who have certain rules regarding participation in activities. To increase the number of female participants, a number of organizations working with the target group are now developing projects using separatism as a method for inclusion. Separatism increases participation amongst girls, but it can be used as an alibi to compensate for inequalities within organizations. In order to receive good results from separatist work, the ideas from which separatism has evolved, such as feminism and equality, must be implemented throughout the entire work of the organizations using separatism as a method.

The purpose of this study was to investigate the methods and strategies teachers in Malmö and Lund, Sweden, use to overcome issues faced when working with newly arrived students in teaching English. There was a need to explore this further since there is a lack of previous research in the area, as well as a lack of education on how to teach these students. Our two research questions investigate what specific difficulties teachers report facing when working with newly arrived students in English, and what teaching strategies/methods these teachers utilize to overcome these difficulties. To answer this, we conducted five semi-structured interviews with teachers who have experience in teaching English to newly arrived students. Our results show teachers feel a general feeling of unpreparedness through the lack of official support and measures in coping with these challenges. Moreover, the teachers employ several different types of coping strategies to help the newly arrived students, and they also report on the issues which can arise due to cultural contrasts. The implications of our findings is that there is a lack of a centralized, coherent approach among teachers on how to work with this population, as well as a lack of education in how to do so. Teachers require more training and more resources to better meet the needs of these students.