<p>Studiens syfte var att försöka belysa två sätt att se på missbruk (biologisk och psykosocial) som dominerar i missbruksdebatten i dagens Sverige. Vår avsikt var att kartlägga vilket synsätt socialsekreterarna inom missbruksvården har och hur deras synsätt påverkar vilken behandling deras klienter får.</p><p>Våra huvudfrågeställningar var - vilka synsätt har de utredande socialsekreterarna? Kan socialsekreterarnas olika synsätt på missbruk påverka val av behandlingsmetod för klienter? För att kunna få svar på våra frågeställningar tog vi hjälp av två underfrågeställningar. Dessa var - vilka kunskaper har socialsekreterarna om den senaste hjärnforskningen och om psykosociala förklaringsmodeller? Går det att kombinera dessa två olika synsätt?</p><p>Metoden vi använde var kvalitativa halvstrukturerade intervjuer med fem socialarbetare. Resultaten analyserades med hjälp av meningskoncentrering och en meningstematisering och utifrån våra valda teoretiska utgångspunkter – socialkonstruktivism, Durkheims begrepp ”sociala fakta” samt Berglinds handlingsteori. Resultaten visade att valet av respektive sätt att se på missbruk inte hade någon påverkan på valet av behandling. Dessutom visade vår studie att sättet att se på missbruk bland de fem intervjupersonerna vi träffade var ganska lika.</p>

Studiens syfte var att försöka belysa två sätt att se på missbruk (biologisk och psykosocial) som dominerar i missbruksdebatten i dagens Sverige. Vår avsikt var att kartlägga vilket synsätt socialsekreterarna inom missbruksvården har och hur deras synsätt påverkar vilken behandling deras klienter får. Våra huvudfrågeställningar var - vilka synsätt har de utredande socialsekreterarna? Kan socialsekreterarnas olika synsätt på missbruk påverka val av behandlingsmetod för klienter? För att kunna få svar på våra frågeställningar tog vi hjälp av två underfrågeställningar. Dessa var - vilka kunskaper har socialsekreterarna om den senaste hjärnforskningen och om psykosociala förklaringsmodeller? Går det att kombinera dessa två olika synsätt? Metoden vi använde var kvalitativa halvstrukturerade intervjuer med fem socialarbetare. Resultaten analyserades med hjälp av meningskoncentrering och en meningstematisering och utifrån våra valda teoretiska utgångspunkter – socialkonstruktivism, Durkheims begrepp ”sociala fakta” samt Berglinds handlingsteori. Resultaten visade att valet av respektive sätt att se på missbruk inte hade någon påverkan på valet av behandling. Dessutom visade vår studie att sättet att se på missbruk bland de fem intervjupersonerna vi träffade var ganska lika.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

Magister Artium - MA / There is a high rate of parental referrals by teachers to doctors for children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD). The symptoms are inattentiveness, impulse control, concentration problems and learning disabilities. Studies suggest that often a learning disability is mistaken for ADHD. ADHD is usually diagnosed from the age of seven, when children start their schooling. In some cases it is identified much earlier in the form of over-activity in children during the pre-school years. Teachers are responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. Research suggests that mainstream primary school teachers may lack knowledge regarding ADHD and evidenced-based classroom interventions. This study therefore intended to determine primary school teachers’ knowledge of the symptoms and management of children diagnosed with ADHD in their classrooms. A quantitative approach with a cross-sectional research design was used to conduct the study. A selfadministered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect data from a sample of 200 teachers at 28 public schools in Kimberley. The data was analyzed by making use of frequencies and mean scores. The data obtained was useful in describing the knowledge base of teachers and in identifying the strategies that teachers mostly agreed to in managing children who have been diagnosed with ADHD in the classroom. The data was analysed by means of the Statistical Package for Social Sciences (SPSS). The results show that the majority of teachers are knowledgeable about the symptoms and diagnosis of ADHD but less so about the general associated features and treatment. Although the majority of teachers received training on ADHD, their knowledge about evidenced-based classroom interventions for ADHD can be improved.

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The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.