Syftet med studien var att ta reda på hur man kan främja lek för barn med autistiska symptom som bor på korttidsboenden. En kvalitativ intervjuundersökning gjordes med sex deltagare och analyserades sedan genom en tolkande fenomenologisk analys (IPA). Fyra huvudteman med tillhörande två underteman var valdes ut. Dessa var 1) Personal (personal och tid samt attityd och inställning), 2) Miljöns betydelse (fysiska samt psykiska miljön), 3) Verksamhetens struktur (genomförandeplaner samt kunskap) samt 4) Strategier för lek (lekens anpassning till barnet samt hjälp att styra upp leken). Uppdelning av ansvarsområden hos personalen, utbildning om lek för barn med autistiska symptom samt införande av lek som ett delmål i både verksamhetsplan samt barns individuella genomförandeplaner är föreslagna faktorer för främjandet av lek.

Personal knowledge was disclosed amongst a group of experienced registered nurses in relation to feeding severely ill patients with cancer and dementia (I,II,III), communicating with severely demented patients (IV,V), and receiving group supervision (VI). Principled ethics did not seem an adequate model for describing the ethical reasoning of experienced RNs. For the twenty RNs working in oncological care the question of whether or not to accept active euthanasia was the most urgent. The twenty RNs working in dementia care emphasized the difficulty they had in understanding the meaning of communicative cues in severely demented patients. Both groups of nurses saw themselves as advocates for their patients and seemed to reason mainly in accordance with the Golden Rule. Through a phenomenological hermeneutic analysis of video recordings of two RNs' interaction with each of four severely demented patients, it was possible to interpret the patients' vague and unclear communicative cues. But observations based on an assessment of facial muscle movements showed that it was very difficult (the FACS). Group supervision based on a narrative framework was carried out in order to support nurses working in dementia care. Interviews with the fifteen RNs showed that they experienced recognition and reassurance of worth, an increased repertoire of actions, gained new perspectives, an increased awareness of their professional role, and interdependence. It is proposed that the care of severely ill patients can be improved by the use of a narrative approach both as regards understanding patients and encouraging RNs to develop their clinical knowledge through reflecting on their own and their coworkers' narrations about care. / <p>Diss. (sammanfattning) Umeå : Umeå universitet, 1993, härtill 6 uppsatser.</p> / digitalisering@umu

In general, patient participation is regarded as being informed and partaking in decision making regarding one’s care and treatment. This interpretation is common in legislation throughout the Western world and corresponding documents guiding health care professionals, as well as in scientific studies. Even though this understanding of the word participation can be traced to a growing emphasis on individuals’ autonomy in society and to certain dictionary defi nitions, there are other ways of understanding participation from a semantic point of view, and no trace of patients’ descriptions of what it is to participate can be found in these definitions. Hence, the aim of this dissertation was to understand patients’ experience of the phenomenon of patient participation. An additional aim was to understand patients’ experience of non-participation and to describe the conditions for patient participation and non-participation, in order to understand the prerequisites for patient participation. The dissertation comprises four papers. The philosophical ideas of Ricoeur provided a basis for the studies: how communication can present ways to understand and explain experiences of phenomena through phenomenological hermeneutics. The first and second studies involved a group of patients living with chronic heart failure. For the fi rst study, 10 patients were interviewed, with a narrative approach, about their experience of participation and non-participation, as defi ned by the participants. For the second study, 11 visits by three patients at a nurse-led outpatient clinic were observed, and consecutive interviews were performed with the patients and the nurses, investigating what they experience as patient participation and non-participation. A triangulation of data was performed to analyse the occurrence of the phenomena in the observed visits. For paper 3 and 4, a questionnaire was developed and distributed among a diverse group of people who had recent experience of being patients. The questionnaire comprised respondent’s description of what patient participation is, using items based on findings in Study 1, along with open-ended questions for additional aspects and general issues regarding situations in which the respondent had experienced patient participation and/or non-participation. The findings show additional aspects to patient participation: patient participation is being provided with information and knowledge in order for one to comprehend one’s body, disease, and treatment and to be able to take self-care actions based on the context and one’s values. Participation was also found to include providing the information and knowledge one has about the experience of illness and symptoms and of one’s situation. Participation occurs when being listened to and being recognised as an individual and a partner in the health care team. Non-participation, on the other hand, occurs when one is regarded as a symptom, a problem to be solved. To avoid non-participation, the information provided needs to be based on the individual’s need and with recognition of the patient’s knowledge and context. In conclusion, patient participation needs to be reconsidered in health care regulations and in clinical settings: patients’ defi nitions of participation, found to be close to the dictionaries’ description of sharing, should be recognised and opportunities provided for sharing knowledge and experience in two-way-communication.

This research considers a person’s ontological fabric woven from experiences of and in (trans)formative childhood and adolescent places through three conceptual frameworks: complexity theory, endogeny, and i/Indigenous ways of knowing. By re-visiting the (trans)formative places of four exemplary citizens with them, creating an interactive website and iBook, and exploring ten online public participants’ posts, I gained an understanding of how childhood and adolescent outdoor places act as catalysts of community, ecological, and civic environmental engagement. To achieve this, I asked the question: Does learning that occurs in childhood and adolescent outdoor places inform civic, emotional, physical, and/or spiritual engagement or connectedness over the course of people’s lives? If so, how? Tsartlip (Coast Salish First Nations) Elder, May Sam, Hua Foundation co-founder Claudia Li, National Geographic Explorer-in-Residence, Wade Davis, and former Lieutenant Governor of BC, Iona Campagnolo, all exemplary individuals, shared personal relationships with their childhood and adolescent places. They engaged though participatory action research by taking me to these places, contributing to the interview process, and supporting the analysis of the results. As a way to engage decolonizing methodologies and encourage authentic voice within this research, I took great care in using interview and discourse techniques that were respectful, engaging, and empowering. Each of these visits were filmed and appropriate sections were shared through online social media as a way to invite participation from the larger North American public (www.transformativeplaces.com). Ten more participants’ experiences were analyzed based on their submissions to this website. Data were explored through a hybrid of phenomenological and participatory analysis and participants were invited to help discern meaning through post-filming interviews and dialogue. The concept (trans)formative places was defined as sites that engage humans in biophysical, emotional, spiritual, and civic engagement. Major notions included the development of a memetic group of concepts that help describe the processes, characteristics, and relationships that occur from, in, and with (trans)formative places. I found that my participants’ relationship to places were formed through family and community bonds, where learning occurs through shared stories, collective healing, and respect-building. Places transformed my participants through identity development, memory and anxiety, resiliency behaviour, nostalgia, and loss. Finally, my participants related to places through connective processes like knowing a place and being home, engendering bliss and appreciation, development of pride and hope and emotionality. The final section of this dissertation is articulated as a manifesto for creating, sustaining, and engaging in (trans)formative places. To download the interactive iBook of this dissertation search for it in iTunes. / Graduate / 0350 / 0525 / 0534 / 0740 / 0768 / 0620 / 0727 / nstanger@nicholasstanger.ca

In South Africa, the staff of higher education institutions experiences several stressors in their work and home domains. Therefore, it is important to understand how these two life domains are in interaction with each other. The general objective of this study was to investigate how higher education staff experienced work-personal life interaction (WPLI). A sample of 24 higher education staff that was willing to participate in the study was taken from different faculties and departments from a higher education institution in the Free State Province. For the purpose of this research, a qualitative design from a phenomenological approach was used. The specific objectives of this study were to determine the experiences, main dimensions, antecedents, consequences, and strategies in the lives of higher education staff. The results obtained indicated that Afrikaans and African women and men experienced time and strain-based conflict. Their work environment was characterised by a heavy workload, long working hours, resulting in work being taken home, and their home environment was characterised by a demanding family (spouses and children) and household duties. Men and women also thought about things in the family domain (e.g., when their children were sick) while they were at work. This caused a constant spill over, leaving employees tired and stressed. Strategies (e.g., prioritising, planning and time management) and support (e.g., spouses, division of family and household duties, friends and colleagues, as well as the flexible working hours) helped them to cope with this interaction. Recommendations were made for future research and the organisation. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Hardly any research has been done on work-life interaction (WLI) in the mining industry in South Africa. Mining is a high-risk profession and the custom of reducing the occurrence of morbidity and inhumanity in these industries must be gainfully considered. Many of the individuals who work in the mining industry are shift workers. Individuals who are working shifts often appear to have little time for non-work related commitments. Their families, personal health, socialising with friends, maintenance of their households and hobbies do not receive the necessary attention, which cause an imbalance of work and life. The general objective of this research was to study the experience of WLI of two cultural groups (Afrikaans and Setswana-speaking individuals) in the mining industry and more specifically, to determine certain antecedents, consequences and strategies used with regards to WLI. A non-probability purposive voluntary sample of 25 mineworkers was taken from the Northern Cape Province. Participants consisting of males and females were stratified in terms of language (Afrikaans and Setswana). Data collection for this research consisted of a pilot study, qualitative interviews and field notes, The data was transcribed verbatim and checked by independent researchers. Content analysis was used to analyse the data. It was found that Afrikaans males, Setswana males and Setswana females experienced pressure and stress at work, where the Afrikaans females did not have that same experience. Several antecedents (e.g., pressure at work, heavy workload, stress, and family obligations) that led to definite consequences (e.g., lack of quality time for self and family, physical and emotional strains, and low levels of productivity), as well as the strategies (e.g., prioritising, time management, communication and planning) which the different language groups use to cope with their work-life interaction were revealed during interviews. The results also confirmed that there were some major differences between Afrikaans and Setswana-speaking individuals in terms of their experiences of work-life interaction. Recommendations were made for the organisation and for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

In the past fourteen years, South African business has experienced a period of significant transformation. The absorption of previously disadvantaged employees into higher skilled jobs is being nudged by measures such as employment equity legislation and affirmative action. Even though previously excluded racial and ethnic groups are being empowered and incorporated into management structures, overall progress has been slow. The research organisation seems to be a microcosm of the macro-environment with regard to the advancement of previously disadvantaged employees, consisting primarily of white employees (66%). Designated employees are represented in much smaller numbers: Indian (15%), African (15%) and Coloured (4%).The objective of this research was to gain an understanding of how designated employees experience working in a predominantly white business unit. Applying a qualitative research design, anecdote circles were used to facilitate the informal sharing of experiences amongst peers. Twelve individuals partook in the anecdote circles and 59 anecdotes were gathered. Interpretative Phenomenological Analysis was used to extract themes. Thirty-two themes were identified in the anecdotes that were grouped into seven super-ordinate themes: A debilitating organisational culture; A constructive work environment; Poor orientation and integration into the business unit; Demanding consultant role; Dissatisfaction with careers: Difficulty in handling the typical demanding client profile and Involved management style. Results indicate that designated employees find the organisational culture restrictive due to the bureaucratic nature of the organisation, the insensitivity towards cultural differences, the impersonal atmosphere in the organisation; the excessive use of acronyms; poor communication and ineffective support structures. In contrast they have a positive view of their work environment which is seen as flexible, with plenty opportunities for development and high standards of work. Good teamwork exists with designated employees receiving a lot of support from their project team members. Results show that designated employees experience poor orientation in the business unit, which results in a lack of knowledge regarding processes, tools, and ideal behaviour. They are left to find this information out for themselves and this leads to poor integration into the business unit. Designated employees find their role as consultant very demanding. They experience a lot of pressure on projects and are concerned about others' impression of them. They feel empowered in certain areas of their work life and enjoy taking responsibility for their work and development. Designated employees are dissatisfied with the direction that their careers are taking and feel frustrated by the lack of career advancement. They do not believe their managers have the power to address their concerns regarding their career. Furthermore they equate career progression with financial gain and this adds to their frustration regarding their careers. Designated employees are struggling to deal with difficult and demanding clients who neglect responsibilities and can be unreasonable. They admit that they are not sure how to handle these clients. Designated employees are satisfied with the level of interaction with their managers and the recognition they receive when a job is well done. Some indicate that they would prefer more guidance and support from their managers and they stress the importance of performance management and providing regular feedback. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

In the past fourteen years, South African business has experienced a period of significant transformation. The absorption of previously disadvantaged employees into higher skilled jobs is being nudged by measures such as employment equity legislation and affirmative action. Even though previously excluded racial and ethnic groups are being empowered and incorporated into management structures, overall progress has been slow. The research organisation seems to be a microcosm of the macro-environment with regard to the advancement of previously disadvantaged employees, consisting primarily of white employees (66%). Designated employees are represented in much smaller numbers: Indian (15%), African (15%) and Coloured (4%).The objective of this research was to gain an understanding of how designated employees experience working in a predominantly white business unit. Applying a qualitative research design, anecdote circles were used to facilitate the informal sharing of experiences amongst peers. Twelve individuals partook in the anecdote circles and 59 anecdotes were gathered. Interpretative Phenomenological Analysis was used to extract themes. Thirty-two themes were identified in the anecdotes that were grouped into seven super-ordinate themes: A debilitating organisational culture; A constructive work environment; Poor orientation and integration into the business unit; Demanding consultant role; Dissatisfaction with careers: Difficulty in handling the typical demanding client profile and Involved management style. Results indicate that designated employees find the organisational culture restrictive due to the bureaucratic nature of the organisation, the insensitivity towards cultural differences, the impersonal atmosphere in the organisation; the excessive use of acronyms; poor communication and ineffective support structures. In contrast they have a positive view of their work environment which is seen as flexible, with plenty opportunities for development and high standards of work. Good teamwork exists with designated employees receiving a lot of support from their project team members. Results show that designated employees experience poor orientation in the business unit, which results in a lack of knowledge regarding processes, tools, and ideal behaviour. They are left to find this information out for themselves and this leads to poor integration into the business unit. Designated employees find their role as consultant very demanding. They experience a lot of pressure on projects and are concerned about others' impression of them. They feel empowered in certain areas of their work life and enjoy taking responsibility for their work and development. Designated employees are dissatisfied with the direction that their careers are taking and feel frustrated by the lack of career advancement. They do not believe their managers have the power to address their concerns regarding their career. Furthermore they equate career progression with financial gain and this adds to their frustration regarding their careers. Designated employees are struggling to deal with difficult and demanding clients who neglect responsibilities and can be unreasonable. They admit that they are not sure how to handle these clients. Designated employees are satisfied with the level of interaction with their managers and the recognition they receive when a job is well done. Some indicate that they would prefer more guidance and support from their managers and they stress the importance of performance management and providing regular feedback. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

This study investigated the resourcing experiences of children and youth attending office-based, tri-phasic trauma treatment. Ten participants were recruited from both private and agency based clinical psychology or counselling practices. During semi-structured, in-depth interviews participants described their resourcing experiences. The data were analyzed using the descriptive, phenomenological, and psychological method of Amedeo Giorgi. The results revealed a basic structure in the resourcing experiences of the child participants which was comprised of 12 constituents: (a) perceived attitude of the therapist, (b) personal and contextual relevance, (c) currency, (d) choice and control, (e) calming, (f) unsticking, (g) experiential, (h) triumph, (i) internal ease, (j) needing a guide, (k) naming the resource, and (l) betterment. The findings contribute to an understanding of the resourcing experience of youth in trauma therapy by adding the client’s voice to the therapeutic process. Implications for clinical practice and further research are presented. / Graduate

Despite repeated calls internationally, nationally and provincially to place the development of ecoliteracy as a curricular priority, there continues to be a lack of attention provided towards this goal, in particular opportunities for direct contact with the natural world in terms of fostering ecoliteracy in student teachers (Tuncer, 2009; Davis, 2009, Gough, 2009, Beckford, 2008; Blanchet-Cohen & Elliot, 2011). Teachers play key roles in advancing environmental education efforts and the environmental literacy of future generations. Insufficient teacher preparation has been identified as one factor in the weakness of environmental education efforts and environmental education curriculum (Beckford, 2008; Lin, 2002; Knapp, 2000). Furthermore, adequate environmental education preparation of students in teacher-training programs is essential for helping future teachers design and implement effective environmental education curriculum (Cutter-Mackenzie and Smith, 2003; Mc Keown-Ice, 2000; Spork, 1992)..Future generations of students need to begin to perceive themselves, once again, in terms of being connected to a larger story which includes the more-than-human world. I argue that education needs to play an important role in that re-connection, and that teacher education, as a fertile place of in-betweenness, can represent an important step toward that goal. Using a combination narrative and phenomenological inquiry, I explore the storied insights of ten student teachers as they struggle to navigate the tensions, disruptions and opportunities that form the waters between their nature-self and their teacher-self. Along with a questioning of current conventional approaches to teaching ecoliteracy in schools, the Aboriginal concept of “heart knowledge” (Aluli-Meyer, 2008) is provided as a way of knowing which is congruent with the aims of an holistic ecoliteracy within teacher education. / Graduate / 0727 / 0530 / cfiller@uvic.ca