'Holiday romance' is a term used in everyday language to refer to new sexual and romantic relationships that occur on holiday (usually abroad). Whilst there have been a number of quantitative studies exploring the sexual behaviour of travellers, little is known about the context in which these relationships occur and the meanings they have to the individuals involved. The aim of this study was to explore women's understandings and experiences of holiday romance. This was a qualitative exploration which involved focus groups and in-depth interviews with women of a range of ages. Women who participated in focus groups had travelled abroad without a partner in the last two years and women who participated in in-depth interviews had had a new romantic or sexual relationship abroad in the last two years. Women's retrospective accounts were used to examine how holidays compare and contrast to everyday life and how new sexual relationships abroad are negotiated and maintained through time and space. Particular attention was given to the process of negotiating sexual intimacy, and how decisions are made and accounted for. It was found that holidays were seen as a period distinct and removed from everyday life. There was a change in the experience of time: on holiday time became compressed and often inverted. The nature of new sexual relationships abroad varied from romantic relationships that involved emotional attachment and intimacy, to 'holiday flings' which were based on mutual attraction and sexual gratification. Physical intimacy within these relationships was negotiated through a system of silent signs and signals and was typically led by the male partner. This study showed that sexual intercourse was seen as the inevitable end point of sexual intimacy and an increasingly expected part of a relationship.

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

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In this thesis I inquire how an interdependent relationship is perceived to affect virtual team member’s interaction and the process of developing knowledge in the team. In order to explore these issues a qualitative case study was conducted and data gathered through the subjective experiences of team members constituting a virtual team in Statoil through the following research question: How is the interdependent relationship between virtual team members perceived to affect interaction and the process of developing knowledge in the team? In this thesis an interdependent relationship is understood as team members relating to each other as individuals that are mutually dependent on and responsible for the team’s actions. This interdependent relationship is the fundament for interaction in which team members build on and refine each other’s ideas and knowledge in order to reach their common goals and objectives. Principles from dialogue techniques, by the concepts of perspective making and perspective taking, are elaborated as a means to support interdependent interaction and knowledge creation in the virtual team. The empirical findings in this particular case study suggest that the informants perceive their interdependent and technologically mediated relationship to represent both challenges and possibilities in relation to their interaction and the process of developing knowledge within the team. Further, acknowledging this interdependent relationship and having the capacity to take the other’s perspective, seems decisive in order to develop shared understanding, complementary knowledge and high-quality decisions in the virtual team. The main findings in this study are: The interdependent relationship between the virtual team members is perceived characterized by involvement, vulnerability, power and shared responsibility Trust is seen as a vital precondition for interaction between the interdependent virtual team members Developing a shared situational understanding through listening to other’s perspectives seems crucial in order to utilize the potential for developing knowledge in the virtual team

The purpose of this study was to examine the impact of the Capturing Kids' Hearts staff development program on teacher-student relationships, student engagement, attentiveness, achievement, collaboration, and discipline. The study also sought to measure teacher perceptions of the effectiveness of the training and how teachers implemented methods and strategies from the Capturing Kids' Hearts program. An extensive review of the literature in regard to teacher-student relationships, student engagement, and student discipline indicated that the emotional connection established between the classroom teacher and the student is the basis of much of a students' success in school. The creation of a positive teacher-student relationship is important in helping students to feel that their academic success and self-importance is valued and deemed worthy by the school organization. The study involved teachers and students answering a pre-survey and post-survey questionnaire about classroom activities and teacher traits. Teachers and students took the pre-survey before teachers attended the Capturing Kids' Hearts training. At the end of the year all participants answered the post-survey questions. The Capturing Kids' Hearts staff development program is a 3-day retreat where-in teachers learn the techniques and rationale for creating social contracts for organizing their classrooms. Questioning techniques are taught that enable teachers to redirect students with off-task behaviors. Participants are taught different methods of building rapport and trust with students. Research findings of this study included: 1. Teacher perceptions of the Capturing Kids' Hearts program were more positive than students. 2. Eighth grade students had more positive perceptions of teachers and classrooms than did seventh and sixth grade students. 3. Teachers valued the training and recognized the worth of its implementation in their classrooms.