The number of visits in health care increases every year. It leads to higher standards of health care professionals the skills to be able to prioritize and distinguish those who are most in need of medical care. And requires ability to take a professional approach. Treatment tends to be a unique experience that can be of great significance for the individual. All individuals have in responding different conditions, benefits and limitations. Fraudulent behavior such as cheat- ing and lies occurs in the encounter between people daily in society. Tax fraud, illegal work, exam cheating and stealing are society everyday events. There is no exception in health care, health care professionals is to assist the suffering people, some time to cure, often to relieve and always comfort. It happens that patients seeking for medically unexplained symptoms, with cleverly imitated symptoms try to fool themselves to care, This is based on a pathologi- cal need for affirmation, which is achieved by taking the patient role. These patients are re- ferred with Münchausen syndrome or artificial interference. These patients, as well as a pa- tient safety risk to the other patients because they occupy large resources, moreover, they are a danger to themselves by frequent unwarranted examinations and treatments. The aim was to describe the health professionals' experiences of treatment of Münchausen patients in health care. As the approach chosen a literature review where relevant articles have been collected from the databases PubMed, CINAHL, Medline AND Psychinfo. The result of the literature review showed that health care professionals are experiencing the meeting with Münchausen patients with challenging available a feeling of being uncomfortable in responding. Feelings of frustration, skills shortages and the feeling that the relation becomes unnatural and disor- dered occurs. Additionally tend Healthcare professionals to question their own competence both theoretically and clinically. / Antalet besök inom hälso- och sjukvården ökar varje år. Det leder till högre krav på hälso- och sjukvårdspersonalens kompetens att kunna prioritera och urskilja de som är i störst behov av sjukvård. Samt ställer krav på förmåga till professionellt bemötande av vårdpersonal. Bemötande tenderar vara en unik upplevelse som kan ha stor betydelse för den enskilda indi- viden. Alla individer har i bemötandet olika förutsättningar, fördelar och begränsningar. Be- drägligt beteende så som fusk och lögner förekommer i mötet mellan personer dagligen i samhället. Skattebedrägerier, svartjobb, tentamensfusk och stölder är samhällets vardag. Det är inget undantag inom hälso- och sjukvården, hälso- och sjukvårdspersonalens uppgift är att bistå lidande människor, någon gång bota, ofta lindra och alltid trösta. Det förekommer att patienter söker för medicinskt oförklarbara symtom, med skickligt imiterade symtom försöker de lura sig till vård, detta grundar sig i ett sjukligt behov av bekräftelse, vilket uppnås genom att inta patientrollen. Dessa patienter benämns med Münchausen syndrom eller factitious disorder. Dessa patienter är dels en patientsäkerhetsrisk gentemot andra patienter eftersom de upptar stora resurser, dessutom är de en fara för sig själv genom ofta förekommande obefo- gade undersökningar och behandlingar. Syftet var att beskriva hälso- och sjukvårdspersonals upplevelser av bemötande av patienter med Münchausen syndrom inom hälso- och sjukvår- den. Som metod valdes en litteraturöversikt där relevanta artiklar har samlats in från databa- serna PubMed, CINAHL, Medline och PsykINFO. Resultatet av litteraturöversikten visade att hälso- och sjukvårdspersonal upplever mötet med Münchausen patienter utmanande men också med känslor av att vara obekväma i bemötandet. Känslor av frustration, kompetensbrist samt känslor av att bemötandet blir onaturligt och rubbat uppstår. Dessutom tenderar hälso- och sjukvårdspersonalen ifrågasätta sin egen kompetens både teoretiskt och kliniskt.

This study aims to explore children’s perspectives on conflict resolution within their peer groups. Children’s peer groups and cultures are a crucial setting for social and emotional development and can be reflective of broader peer cultures. This is an area of great importance within child studies and has been influenced by Corsaro’s ideas around children’s social worlds (Corsaro, 2009:321). More specifically, this study is built around the following research questions: 1) What do children perceive as positive ways to solve a conflict? 2) What do children perceive as negative ways to solve a conflict? 3) How do children perceive the role of adults in conflict resolution? Previous literature provides an insight into this topic that comes often through the adult lens (Jones, 2020: 479). This study aimed to include direct child participation in research, allowing agency and voice in the research made about them (Corsaro, 2009:321). To address the research questions, a qualitative study with twelve children in their second year of school, around the ages of seven and eight, was conducted. The children were given an opportunity to talk about their perspectives and viewpoints by engaging in discussions, by using arts-based methods and creating visual materials in the forms of mind-maps and lists as are common within Participation Visual Methods (PVM) research.The written data that was derived from the creative methods was analysed using thematic analysis, with the direct observations and visual drawings used to support our interpretations. The main themes that arose from this study can be explained using verbal, non-verbal and ambiguous strategies for resolving conflicts. Further subthemes such as displaying pro-social behaviours, apologising, compromising, and hostile expressions were identified through our data analysis. This study contributes to sociocultural research in child studies. This study grants insight into child-centred research about navigating conflicts as fundamental components of human relations.

The prevalence of work and family in people’s lives combined with limited time and resources often results in a moral decision between work and family, posing a dilemma between hedonistic values for work and altruistic values for family. This study aimed to understand the processes of decision-making in work-family dilemmas and tested three approaches. Therefore, the construal-level theory, time perspectives and logic of appropriateness were introduced. In line with research on construal-level theory and dilemmas, the impact of psychological distance and construal level theory on the decision was examined. Operationalizing social distance, participants were asked to either advise a closely related person (group 1) or someone they just met (group 2) on four work-family dilemmas. The total sample consisted of 212 participants from Germany (49.5%), Sweden (35.8%) and other countries (14.2%). t-tests between the two treatment groups did not reveal significant differences in the dilemma advice (p > .05). Exploratory analyses did not find time perspectives to be related to the decision (p > .005) but work-family centrality was found to be significantly associated to the decision-making in the dilemma (p <.005). With the limitations of the study in mind, the construal level theory could not be supported but values have shown to impact attitudinal decisions, supporting the logic of appropriateness. In work-family conflicts, it, therefore, does not matter whom one advises but whether the advisor values work or family more, influences the given advice. Based on this study, implications for further research are pointed out.

Development of legal regulation of gamekeeping in the Czech Republic and its further perspectives The topic of this diploma thesis is the development of legal regulation of gamekeeping in the Czech Republic and its further perspectives. Its main goal is to describe and evaluate the development of legislation of gamekeeping in the Czech Republic, to point out the most important milestones in its history, which are also reflected in current legislation and whose knowledge is necessary to understand today's gamekeeping. Next, to critically evaluate the current legal regulation of gamekeeping especially in terms of legal theory and hunting practice, link its wording with valid case law and other legislation, warn against its deficiencies and, last but not least, in selected areas to determine the direction in which Czech gamekeeping legislation should be further developed in order to preserve wild animals as a renewable natural resource and gamekeeping tradition for future generations. The work is divided into four main chapters, the first deals with the historical development of gamekeeping in the Czech Republic and is further divided into individual subchapters according to the most important legal acts during the development of gamekeeping legislation, that is, from about the middle of the tenth...

Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards to "classroom environment and student expectations." The all-level SpEd certification track participants' data showed high high teacher self-efficacious comments similar to the group-as-a-whole, with additional comments focused on "providing an alternative explanation or example when students are confused," and "improving the learning of a student who is failing." The group-as-a-whole philosophical perspectives focused on "safety" (in the classroom), "parent involvement," "building relationships with students and parents," "student success," and "classroom environment." EC-6 bilingual certification participants' philosophical perspectives primarily focused on "student success" and "instructional strategies." All-level SpEd certification participants focused on "parent involvement" and "classroom environment." EC-6 generalists certification participants' philosophical perspectives focused on "classroom environment," "community of learners," "parent involvement," and "collaboration with other educators." EC-6 ESL certification track participants' philosophical perspectives focused on "parent communication/parent-teacher communication" and "student success." The group-as-a-whole and all certification track epistemological perspectives focused on (a) "monitor and adjust," (b) "know your students," (c) "awareness," (d) "caring" (about your students), and (e) "teacher character traits needed." The one exception was the EC-6 generalists and all-level SpEd certification track participants adding the focus of "teaching strategies/strategies" and "informal assessments" respectively. The findings revealed that the participants' own experiences, past and present teacher models, respected individuals, and enacted course curriculum(s) influenced their teacher self-efficacy, philosophical, and epistemological perspectives. Implications from this study include adding (a) a focus on education laws and policies to the introductory early childhood course to provide a broader understanding about inclusion, (b) more enacted curriculum to include application to theory to encourage research-based/best practices in future classrooms, and (c) using a mind shift from "what is the disability" to "what is the ability" in more wholistic teacher preparation courses versus silo-track teacher preparation courses.

The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.

This current study utilized recreation specialization and leisure motivation theory to explore the meanings, perspectives, and behaviors among female surfers. Despite numerous studies previously published regarding recreation specialization and leisure motivation related to activity participation, little research has been conducted on the activity of surfing from a female perspective. Data for this study were collected using in-depth, semi- structured interviews of nine women surfers from the California Central Coast. Content analyses of the data involved coding and identifying key themes, patterns, and categories. The dominant themes significant within recreation specialization included past participation (e.g., preceding activities to eventual participation and wave/swell conditions), perceived skills (i.e., skills important to surfing, perceived skill level), commitment (e.g., central to life activity, central leisure activity, affective attachment, and adoption of social/cultural values), and enduring involvement (e.g., attraction and sensory enjoyment). The major themes that emerged from data specific to leisure motivation included initial attraction (e.g., observing others), initial motivation to participate/actively pursue (e.g., desirable setting and sensory enjoyment) and enduring motivation (e.g., achievement/stimulation, sensory enjoyment, anticipation, attraction and flow). Major themes emerged from the results of this study identify the varying styles of involvement in the participants. Additionally, results revealed the behaviors and feminine perspectives of participants that identified the meanings and experiences associated with these categories. Participants identified the pre-activity routines they engage in to prepare for surfing addressed how surfing provides them opportunities for relational leisure and self-determined leisure. Lastly, participants’ revealed factors that constrain participation and opportunities for relational and autonomous experiences.

Denna studie syftar till att undersöka faktorer som främjar studiero för elever i behov avsärskilt stöd. Fokus är på att undersöka hur skolpersonal beskriver studiero, samt attidentifiera de specialpedagogiska förhållningssätt som skapar studiero för elever i behov avsärskilt stöd. Studien har genomförts med kvalitativa metoder, och skolpersonal från två olikaskolor har intervjuats. Genom tematisk analys av insamlat material har återkommande temanoch mönster i relation till arbetet med studiero identifierats. Resultaten framhäver betydelsenav att skapa en inkluderande och relationell skolmiljö där positiva kamratrelationer,samarbetslärande och relationellt ledarskap bidrar till en harmonisk och gynnsam atmosfär förlärande. Specialpedagogiska anpassningar spelade en avgörande roll för att möta elevernasindividuella behov, säkerställa delaktighet i utbildningen samt främja elevernaskunskapsinhämtning. Samtidigt visar resultatet att skolornas arbete med studiero varierar, medpåtagliga brister i systematik och samarbete. Slutsatsen betonar vikten av att införastrukturerade strategier för att främja studiero, baserade på en gemensam förståelse blandberörda parter. Hantering genom inkluderande och individanpassade tillvägagångssätt kanleda till förbättrad studiero. / The purpose of this study is to explore factors that foster a 'positive and peaceful studyenvironment' (Skolverket, personal communication, August 8, 2023) for students in need ofspecial support. The focus is on investigating how educational staff describe a positive andpeaceful study environment, and to identify challenges and opportunities that exist for specialeducational approaches within this context. A qualitative research method was used, andsemi-structured interviews with educational staff in two different schools were conducted. Athematic analysis of the data was performed, identifying recurring themes and patterns relatedto the creation and maintenance of a positive and peaceful study environment. The resultshighlight the importance of creating an inclusive and relational school environment, in whichpositive peer interactions, cooperative learning, and relational leadership contribute to aharmonious and favourable atmosphere for learning. Special educational adjustments played acrucial role in meeting the diverse needs of students and ensuring their complete participationin the learning process and promoting their academic development. At the same time, theresults show that the way schools work in relation to a positive and peaceful studyenvironment varies, and there are some shortcomings in terms of systematisation andcooperation. The conclusion emphasises the importance of implementing structured strategiesto promote a positive and peaceful study environment, based on a shared understandingamong stakeholders. Addressing these issues through inclusive and personalised approachescan lead to an improvement in creating a positive and peaceful study environment.

Barns rätt till delaktighet i sin vård och behandling framhålls av barnkonventionen, riktlinjer för hälso- sjukvåden och svensk lagstiftning. Delaktighet i vården har stor betydelse för barnens välbefinnande och hälsa då delaktighet bidrar till en känsla av kontroll som minskar oro och stress vilket också stärker barnets självkänsla i att kunna hantera andra stressfyllda händelser senare i livet. Trots teoretisk samsyn och lagstiftning visar forskning att barn inte alltid får anpassad information eller får komma till tals och att det är svårt att i praktiken veta på vilket sätt barn vill vara delaktiga i sin vård och behandling. Syftet med litteraturöversikten var att undersöka på vilket sätt barn vill vara delaktiga i samband med vård och behandling på sjukhus. Metoden som använts är en systematisk litteraturöversikt med kvalitativ ansats. Dataanalysen följde Bettany-Saltikovs & McSherrys (2016) modell av tematisk analys för kvalitativa litteraturöversikter. Resultatet visade att barn önskar vara delaktiga genom att förstå och kunna påverka sin situation på sjukhus. De önskade känna sig betydelsefulla och få sin önskan hörd samt att vårdpersonalen, sjukhusmiljön och att bli inkluderad i samtal hade en betydande roll för upplevelsen. Varje barn är unikt och har olika behov, vilket stärker vikten av ett barncentrerat förhållningssätt där vårdpersonalen bör göra individuella bedömningar i varje given situation. Resultatet i föreliggande litteraturöversikt kan användas för att öka barns delaktighet i vården och kunskapen kan tillämpas av alla professioner inom hälso- och sjukvård. / Children's right to participate in their care and treatment is emphasized by the Convention on the Rights of the Child, guidelines for health care and Swedish laws. Participation in health care is of great importance for children's well-being and health as participation contributes to a sense of control that reduces anxiety and stress, which strengthens the child's self-esteem in being able to handle other stressful events later in life. Despite theoretical consensus and legislation, research shows that children do not always receive appropriate information or have a voice and that it is difficult to know in practice how children want to be involved in their care and treatment. The aim was to investigate how children want to be involved in their hospital care and treatment. The method used was a systematic literature study with a qualitative approach. The data analysis followed Bettany-Saltikov & McSherry's (2016) model of thematic analysis for qualitative studies. The results showed that children want to be involved by understanding and influencing their situation in the hospital. They wish to feel important and have their voice heard and that the health care staff, the hospital environment and being included in conversations had a significant role in their perception. Each child is unique and has different needs, which reinforces the importance of a child-centered approach where health care professionals should make individual assessments in each given situation. The results of this study can be used to increase children's participation in health care and the knowledge can be applied by all health care professionals.

The Swedish social services have an extensive responsibility for supporting victims andperpetrators of intimate partner violence (IPV) as well as their children. Social serviceworkers therefore need knowledge about IPV. However, previous research has shown that theself perceived competence of such knowledge is lacking among social workers. The purposeof this study is to examine why that is and what perspectives on knowledge about IPV thatare communicated (and not) by one of the central actors of the state governing of knowledge,the National Board of Health and Welfare (Socialstyrelsen). It also explores to what extentcritical perspectives are expressed. This is done by categorizing the content of one of theBoard’s IPV educational materials into three sections of knowledge: theoretical, factual andpractical knowledge. The results are analyzed using Bacchis analytical tool “Whats’s theProblem Represented to Be” (WPR), which shows that factual knowledge is dominant in thematerial while theoretical knowledge is least common. Critical perspectives on IPV, likeanalyses of structural power mechanisms, are hardly noticeable, which is considered as ashortcoming when it comes to understanding IPV. As IPV is a complex issue that can beviewed as troublesome within the social services and provoke emotions and resistance,pedagogical tools specifically adapted to education about IPV can be needed, which is nottaken into consideration in the studied material. The study discusses that a predominance offactual knowledge and a lack of critical perspectives in the educational material can beunderstood as influenced by NPM, focusing on production within prevailing frames ratherthan challenging them in order to enable social change. For knowledge about IPV to beimplemented and deepened within the social services, and thereby the support to IPV victims,perpetrators and their children to be strengthened, this study suggests that criticalperspectives are needed in the learning process, using pedagogical approaches which take thecomplexity of IPV into consideration