Since March 2020, community-based performance social groups have shifted drastically. With COVID-19, quarantining and social distance protocols, the ongoing pandemic has altered in-person social work and the way communities interact. The information shared in this thesis is drawn from 4 semi-structured qualitative interviews. The data showcases folks who are community leaders, teachers and social workers who use performance techniques with their clients. My study asked the Participants about their history using theatre arts within their practice and investigated how COVID-19 impacted their endeavours. The data collected implies that community work using theatre has an ongoing potential to support social change efforts toward rebuilding and sustaining connection. Yet, the data also discovered a growing divide that is further affecting marginalized folks who can not access community within a digital world. Inspired by the works of Lisbeth Berbary (2011) and Jonathan Gross (2021) this thesis artistically re-imagines the collected data as a social performance amongst the Participants involved. With permission from the Participants, an ethnographic screenplay using a creative analytical approach (Berbary, 2011), transformed the semi-structured qualitative interview findings to highlight key discoveries. These key discoveries outline a nuanced understanding of how performance for social change has been transformed and the tensions that arose, particularly the growing social divide for access (the divide between those who can access online community performance groups and those who lose out from a lack of technological accessibility). Analyzing these conflicting advantages and disadvantages can help build toward an inclusive and equitable approach for theatre as a vehicle for social justice. / Thesis / Master of Social Work (MSW)

No description available.

Introduktion: För att kunna uppnå en god hälsa och vård för patienter är det avgörande att sjuksköterskestudenter får adekvat utbildning. Det är således av central betydelse att basala hygienrutiner lärs ut för att kunna förebygga smittöverföring och förhindra vårdrelaterade infektioner. Basala hygienrutiner innefattar handhygien, användning av arbetskläder, skyddshandskar och skyddskläder. Syfte: Att undersöka vilka kunskaper sjuksköterskestudenter upplevde att de hade gällande basala hygienrutiner, hur de upplevde utbildningen av basala hygienrutiner samt vad de uppfattade som främjande och/eller hindrande för att följa dessa rutiner under verksamhetsförlagd utbildning. Metod: En kvalitativ metod med abduktiv ansats användes. Sex individuella intervjuer med medelhög struktureringsgrad hölls med sjuksköterskestudenter från svenska lärosäten. Tematisk analys enligt Braun och Clarke (2022) användes för dataanalysen. Resultat: Syftet besvarades genom tre huvudteman. Första huvudtemat: olika kunskapsnivåer besvarade vad för kunskaper sjuksköterskestudenterna upplevde att hade gällande basala hygienrutiner och med underteman: grundläggande hygien, göra antaganden samt tillämpning av föreskriften SOSFS 2015:10. Det andra huvudtemat besvarade hur sjuksköterskestudenterna upplevde undervisningen av basala hygienrutiner med huvudtemat: strukturering av utbildning och med underteman: klinisk träningscentrum och brister. Tredje temat besvarade vad sjuksköterskestudenterna upplevde som främjande och/eller hindrande från att följa basala hygienrutiner under verksamhetsförlagd utbildning. Detta genom huvudtemat: omständigheter och med underteman: gynnsamma förhållanden samt rädslor och kritiska aspekter. Slutsats: Resultatet visade på att sjuksköterskestudenterna hade ett behov av mer utbildning gällande basala hygienrutiner och att kunskapsnivån skiljde sig mellan sjuksköterskestudenterna. Att kunskapsnivån skiljde sig riskerar att påverka patientsäkerheten negativt. Med en för låg kunskapsnivå ökar risken för att patienter utsätts för vårdrelaterade infektioner. / Introduction: In order to achieve good health and care for patients, it is crucial that nursing students receive adequate training. It is of central importance that basic hygiene routines are taught in order to prevent transmission and prevent healthcare-associated infections. Basic hygiene routines include hand hygiene, use of work clothes, protective gloves and protective clothing. Aim: To investigate nursing students’ perceived knowledge about basic hygiene routines, how they experienced the training of basic hygiene routines and what they perceived as promoting and/or hindering for following these routines during operational training. Methods: A qualitative method with an abductive approach was applied. Six individual interviews with a medium structural degree were held with nursing students from Swedish universities. Thematic analysis according to Braun and Clarke (2022) was used for the data analysis. Results: The aim was answered through three main themes. The first main theme answered what knowledge the nursing students felt they had regarding basic hygiene routines: different levels of knowledge with sub-themes: basic hygiene, making assumptions and application of the regulation SOSFS 2015:10. The second main theme answered how the nursing students experienced the teaching of basic hygiene routines with the main theme: structuring of education and with sub-themes: clinical training center and deficiencies. Third theme answered what the nursing students felt promoted and/or prevented them from following basic hygiene routines during practice-based training. This took place through the main theme: circumstances with sub-themes: favorable conditions as well as fears and critical aspects. Conclusion: The results showed that the nursing students had a need for more training regarding basic hygiene routines and that the level of knowledge differed between them. The fact that the level of knowledge differed risks affecting negatively patient safety. With insufficient knowledge the risk of being exposed to a care-related infection increases for patients.

The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

The general purpose with this study was to investigate what happens when several different participants engage in the process of communicating a mutual message throughout a common paper. With “Skellefteå-tidningen” an official paper from the the municipality of Skellefteå, as an example, both the sender (i.e. the editorial staff) and the receiver (i.e. the reader) perspective is studied and analyzed. The result of these two perspectives are compared to see if the intended sent message is the message that the reader of the paper interpret.   The aim of this study was to investigate how the concerned parties within the municipality of Skellefteå cooperate to make a common product with a mutual message and purpose. The study also aimed to investigate how the citizens of Skellefteå, the receivers of the paper, experience the sent message. The material this study is based on was collected through qualitative interviews with the senders of the paper and focus group interviews with representatives from the receivers. In this study we have used both organizational communication theories and theories on uses and gratifications.   The result of the study indicates that concerned parties within the municipality of Skellefteå have different views on how they want to convey the general message in the paper. Some want the message to focus on Skellefteå as a place while the others want to focus on how and what the municipality of Skellefteå do as a government agency. The senders of the paper, despite their different view on how to send the message, agrees that the general message within the paper should be that Skellefteå is a great place where you can be proud to live. The results also shows that this is in fact the message that the readers interpret after reading the paper. The study show that the paper Skellefteå-tidnignen is a product that fills its purpose. It offer the reader a wide range of material to read and therefore the reader can, with the paper, fullfil many different needs. One other conclusion of this study is however that the senders have difficulties in making the citizens of Skellefteå open and read the paper.

The study aimed at giving a thick description of African families' experiences, views, cultural beliefs and interpretations of traumatic brain injury (TBI), and making recommendations for rehabilitation. It was conducted from the qualitative research paradigm, adopting a phenomenological research method. Twenty-two pairs of participants (patients and their caregivers )were interviewed about their perception of TBI. The semi-structured interviews were conducted at the participants' homes in Sesotho, and where necessary in their home languages. The consequences of TBI were found to follow universal trends (Oddy, 1984). However, participants' perceptions, as shaped by their experiences, views and cultural beliefs, were found to be unique. On analysing the gathered data, using inductive data analysis, it was found that African families' interpretations of TBI were based on beliefs about witchcraft, thwasa, Satanism, ancestral anger and God's wish. Based on these findings, rehabilitation services in the form of education, advocacy, networking and family therapy are recommended. / Psychology / M.A.(Clinical Psychology)

India experienced huge media coverage from all over the world associated with the Nirbhaya-case in 2012, when a young middleclass girl was brutally raped in a bus by five men in Delhi. After this horrifying incident a lot of demonstrations followed all over India. Women in the urban areas was arguing for the same rights as men and was standing up for a more equal society where everybody is able to live as freely as someone else, no matter what gender you was born with. This study aim to examine what experiences, perceptions and opinions Indian journalists in English written press have of their reality from a gender perspective. We wanted to know how and when Indian journalist represent women and if there is a certain way of thinking about representation of women in the media content. In interviews with a total of eleven journalists and ethnographic observations in two of India’s largest cities we tried to examine the structures and perceptions that influenced the journalist’s worldview and thus also the messages that appears in the news. By using the theory of structuration, agenda setting, performativity and intersectionality we examined what structures that the journalists live and operates within and how this is affecting the media content.

The aim of this study is to explore how six primary school teachers experience teaching grammar to non-Swedish speaking pupils and how their experiences correspond to theories and previous research on language development and second language acquisition. The method used was semi-structured qualitative interviews combined with mind maps. The result shows that the teachers had revised their view on grammar and adapted their teaching to the immigrant pupils, and in various ways followed the Swedish Education Agency’s recommendations on measure to take to facilitate second language learning, including using genre pedagogy.

Fysisk aktivitet är en determinant för en god folkhälsa. Till följd av detta vill idrottsrörelsen bidra till en utvecklig inom idrotten för att öka deltagarantalet och motivera människor att vara fysiskt aktiva livet ut. Ett dilemma som dock är förekommande inom elitidrotten är att många slutar idrottsutövandet innan de nått sin topp nivå. Syftet med denna studie var att undersöka föräldrars uppfattningar om deras barns tillvaro efter avslutad elitsatsning. En kvalitativ metod tillämpades och vid datainsamlingen genomfördes fem semistrukturerade intervjuer. Det insamlade materialet analyserades med hjälp av en manifest innehållsanalys. I resultatet framkommer det att flera av barnen som tidigare varit en del av en elitsatsning gått från en fysiskt aktiv livsstil till en friare livsstil där det upplevs finnas utrymme för spontanitet och lekfullhet. Vardagen inkluderas numer av nyfunna vänner och ett större fokus förkommer på studier alternativt jobb. Den tidigare sociala miljön som bestod av idrottsarenan har i stort bytts ut till andra miljöer. Den identitet de tidigare haft med idrotten har förlorats och i samband med elitsatsningens upphörande drabbades barnen av psykisk ohälsa, med de upplevs idag må bättre. Slutsatsen för denna studie är att tillvaron har förändrats hos samtliga barn efter avslutad elitsatsning. / Physical activity is a determinant of public health. Hence the Swedish sports movement wish to contribute to the development of sporting activities as a way to increase the number of participants and motivate people to stay physically active throughout life. A common issue in elite level sports is that many end their career before reaching their final potential. The purpose of this study was to investigate the parent’s perspective regarding their children’s being after ending their elite effort. A qualitative method was applied and data was collected in five semi-structured interviews. The collected material was analyzed with a manifest content analysis. The result indicated that several of the children, who previously had been a part of an elite investment, had changed their lifestyle from a physically active lifestyle to a freer way of life where it is perceived to be room for spontaneity and playfulness. Everyday life nowadays includes new friends and greater focus on studies or job. Former social context focused around the sports arena are now taking place in other environments. Their previous identification with their sport has been lost and by ending their elite efforts the children's mental health declaimed, however they have later recovered to some extent. The conclusion of this study is that life has changed for the children after ending their elite effort.

Syftet med denna studie är att undersöka hur elever med läs- och skrivsvårigheter upplever det att delta i en intensivundervisningsinsats i läsning. En sådan insats innebär att eleverna varje dag under 4-6 veckor jobbar 20 minuter med strukturerad undervisning som har syftet att utveckla deras läsförmåga. Den forskning som jag har funnit om intensivundervisning i läsning visar samstämmigt på att liknande insatser ger goda resultat. Däremot tar inte denna forskning upp hur eleverna upplever själva intensivundervisningen. Därför har jag valt att undersöka några elevers upplevelser av detta och fokuserat på upplevelsen av arbetssättet, upplevelsen av den egna läsutvecklingen samt hur det är att gå ifrån klassrummet för att delta i intensivundervisningen.   Studien bygger på kvalitativa intervjuer med sex elever i årskurs 4 som har deltagit i en intensivundervisningsinsats i läsning. Varje elev har intervjuats enskilt och deras berättelser har sedan analyserats utifrån en livsvärldsfenomenologisk ansats ur ett elevperspektiv.   Resultatet visar att dessa elever är positiva till att arbeta med intensivundervisning i läsning och upplever själva att de har utvecklat sin läsförmåga genom den. De beskriver sin egen utveckling i relation till det material de har arbetat med samt vad det har inneburit för dem både i skolan och hemma. Eleverna tar upp både positiva och negativa upplevelser av att gå ifrån klassrummet för att delta i intensivundervisningen. / The purpose of this study is to examine how students with reading and writing disabilities experienced participation in intensive instruction in reading. Such an achievement means that students every day for 4-6 weeks is working about 20 minutes with structured teaching with the aim of developing their reading skills. The research about intensive instruction in reading coherently show that similar achievements are producing good results. In contrast, this research does not include how students experience intensive instruction. Therefore, I have chosen to examine some students' experiences of this and focused on the experience of working, the experience of their own reading development and how it is to leave the classroom to participate in intensive instruction.   The study is based on qualitative interviews with six students in grade 4 who have participated in intensive instruction in reading. Each student was interviewed individually and their stories were then analysed based on a life-world phenomenological approach from a student perspective.   The result shows that these students are positive towards working with intensive instruction in reading and experience themselves having developed their reading skills through it. They describe their own development in relation to the material they have worked with and what it has meant to them both in school and at home. The students mention both positive and negative experiences of leaving the classroom to participate in intensive instruction.