This qualitative study explored the experience of seclusion practice with particular reference to those nurses, patients and relatives who were involved in the procedure. A literature review of international publications revealed that there was little cohesion within studies undertaken so far. A systematic review of research methods previously adopted in order to explore patient and staff experience indicated that research into seclusion practice had reached an impasse and that qualitative methodologies would provide a means of understanding the depth of experience required for appropriate policy making. The methods used within this study were derived from phenomenological inquiry and used grounded theory methods in order to explore this substantive area. In-depth interviews of both nurses and ex-patients (n=14) provided a rich source of data. In addition to this, field visits and various meetings took place with user groups and NE-IS Trusts. Findings were then examined in the light of other research evidence and contemporary theory. Categories arising were centred upon three rich conceptual themes. These were 'control', 'punishment' and 'knowledge'. The core theme, "issues of silence" influenced all interactions taking place regarding seclusion practice. The route into seclusion was defined as a trajectory which began in the community setting and ended with the locked door. It was identified that nurses and patients negotiated these silent issues surrounding seclusion in order for patients to gain exit from the seclusion room. The practice of seclusion was a physically observable phenomenon which led to uncomfortable awareness within those who experienced the practice. This awareness caused both patients and nursing staff to review their role and the caring alliance which was initiated during admission. This review led to a sense of powerlessness within both practitioner and patient. Coping with this awareness then led to silence concerning aspects of care and behaviour. It appeared that the silent issues were largely unchallenged by those who utilised them and that those who did challenge them were diverted from the issues by a policy system which could, be ineffective. The system of psychiatric care and the wider society within which the system functioned were not felt to be supportive of exploration of these silences due to misinformation and general disinterest in the carers and those who experience mental illness. It is put forward that it is only by providing means to realistically address and acknowledge the silence surrounding seclusion practice that real change can begin. Recommendations which seek to provide an arena whereby the silences can be safely reviewed are made. These include the use of the new model for analysis and debriefing, more appropriate policy guidelines and suggestions for future research agendas.

No

The importance of motivation in language learning has been emphasised and paid more attention to the last decades, and the topic of student motivation has also been touched upon in the Swedish school system. The issue of low results in the vocational programmes have been scrutinised both in media and the National Agency of Education, which resulted in an integration between the character subjects and the core subjects. The idea is to increase the students' motivation to the core subjects by integrating them with the character subjects in the vocational programmes. Therefore, integration is executed by teachers in vocational programmes, and included in the curriculum for upper secondary schools. The aim of this study is to investigate students' attitudes toward integrated and non-integrated English, and how it influences their motivation. 10 interviews have been carried out in the Electric and Construction programme, and the data has been analysed using a thematic analysis. Themes have been selected and discussed in relation to the aim and research question. The result shows that the students feel that the integrated English is useful, but that non-integrated English within their personal interests is the most motivating content in the English course. Students want to be more involved in their education and the need to express their unique personalities seems to be of importance when it comes to learning English. The results indicate that the concept of integration might not be the most motivating aspect to focus on, but rather the individual aspects of the students and what they feel is motivating

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No / This book takes a novel approach to the study of male eating disorders – an area that is often dominated by clinical discourses. The study of eating disorders in men has purportedly suffered from a lack of dedicated attention to personal and socio-cultural aspects. Delderfield tackles this deficiency by spotlighting a set of personal accounts written by a group of men who have experiences of disordered eating. The text presents critical interpretations that aim to situate these experiences in the social and cultural context in which these disorders occur. This discursive work is underpinned by an eclectic scholarly engagement with social psychology and sociology literature around masculinities, embodiment and fatness, belonging, punishment, stigma, and control; leading to understandings about relationships with food, body and self. This is undertaken with a reflexive element, as the personal intersects with the professional. This text will appeal to students, scholars and clinicians in social sciences, humanities, and healthcare studies, including public health.

Basic element of competitive Dance Sport is the dance couple. For being succesful, it's needed to master the combination of specific dance skills, sport skills, stress resilience and skills connected to dance partnership, mainly communication skills and conflict resolution skills. Since the scientific research of conflict resolution among competitive couples is very scarce, aim of our explorative qualitative research is to understand how Latin Dance Sport couples experience conflicts and their subjective meaning of partnership in competitive dance. Experiences of dancers of various dance classes and their trainers were gathered using questionnaire (= 43) and half-structured interviews (= 13). Based on themati analysis, relevant themes were identified and described, and explanatory model further based on activity theory, game theory and theory of interdependence was proposed. Model suggests that contradiction of two different motives (competitive success vs. partner relationship) in the activity systems of competitive dance predisposes possible complex relationships between (implicit and/or explicit) aims of dancers, their type of partnership, possible expressed conflicts and their preferred styles of conflict resolution (based on the unique context of every dance couple). Relevant identified themes...