This study investigates how storytelling can be used when designing texts that are used during conversations meant to create insights and awareness about fraud. The purpose of the study is to build greater resilience against fraud by enabling the most educational conversations possible. The study was conducted in collaboration with Sparbanken Rekarne. It is no longer possible to ignore that fraud through social manipulation is one of the fastest-growing crime forms in Sweden and a significant issue for society. Information continues to play an important role in increasing awareness and resilience among potential victims. In the study, I present the support I have found for the idea that conversations aimed at informing about fraud can be effectively built around stories. In line with previous research, I have been able to show examples of how storytelling can be used to enhance the learning process of the user through the evoking of emotions and engagement towards the information that has been introduced. The work has also benefited from previous studies on chunking to further facilitate the user's learning. Chunking enhances learning by relieving our cognitive load. It does so by organizing information in a way that takes into account the limitations of working memory. The study was conducted as a user-centered design process where interviews and trials formed the basis for identifying the theoretical orientation and subsequent conclusions. Key words: storytelling, text design, chunking, fraud, conversation guide

Syfte och frågeställningar Syftet med studien har varit att undersöka vilket behov och på vilket sätt elever upplever att existentiell hälsoundervisning i idrott och hälsa kan påverka deras upplevelser av empowerment. Frågeställningarna som uppsatsen besvarat är: 1. På vilket sätt upplever elever att existentiell hälsoundervisning påverkar deras empowerment? och 2. Finns behovet hos elever, och vilka är deras upplevelser av, att arbeta med existentiell hälsa i skolan? Metod Studien har en kvalitativ ansats och har genomförts med en intervention och fokusgruppsintervjuer. Interventionen, som bestod av ett lektionstillfälle som berörde existentiell hälsa, låg till grund för studien och bestod av ett lektionsupplägg där vi arbetade med samtalskort. Fokusgruppsintervjuerna skedde före och efter interventionen med tre elever från tre klasser i årskurs 9 på en skola i en närförort till Stockholm. I studien gjorde vi ett bekvämlighetsurval men vi utgick även från ett homogent urval där etnicitet var en viktig aspekt. Det senare urvalet gjordes då etniska svenska ungdomar anses befinna sig i en socialgruppskategori med en icke-fungerande existentiell hälsa.  Vi valde empowerment som vår teoretiska utgångspunkt för att betona individens subjektiva känsla av makt i förhållande till sin egen hälsa, i det här fallet definierat som existentiell hälsa Resultat Resultatet visar delvis att det inte går att dra några generella likhetstecken mellan arbete med existentiell hälsa och elevernas upplevda empowerment. Elever som upplevde sig ha en fungerande existentiell hälsa upplevdes dock ha en starkare empowerment. Behovet hos eleverna handlade primärt om att bli bekräftad av andra jämnåriga och att inte vara ensam om sina tankar och sin oro. Upplevelserna var splittrade, vissa upplevde det som “bra” och “intressant”, andra att det var något de sällan hade gjort medan andra genom konfirmationen hade arbetat väldigt mycket med den här sortens frågor. Slutsats Utifrån vår kategorisering av empowerment kan vi säga att självtillit var till viss del påverkningsbar genom att arbeta med existentiell hälsa, framförallt genom att få diskutera och lära av varandras erfarenheter. Vi kunde se ett behov av att vilja arbeta mer med existentiell hälsa i skolan. Eleverna upplevde arbetet som meningsfullt och givande. / Aim The aim of this study is to see if students in the upper level lower secondary school experience their empowerment affected through work with existential health within the frameworks of physical education. The questions that this paper tried to answer is: 1. In what way is the experience of student’s empowerment affected through work with existential health? 2. Is there a need with students and what is their experience of working with existential health in school? Method The study has a qualitative research approach and is carried out with an intervention and focus group interviews. The intervention, which was made up out of a lesson where we worked with conversation cards. The focus group interviews were carried out before and after the intervention with three students from three classes in the ninth grade within a school that’s located in the suburbs close to Stockholm. The respondents were selected through convenience but also through a homogeneous selection based on ethnicity. The latter selection was made with the preconceived idea that ethnic Swedish youth was in a social group that was lacking a functional existential health. We have chosen empowerment as our theoretical starting point to emphasize the individual sense of empowerment as an aspect of their own health, in this case, defined as existential health. Results The result shows partly that it’s not possible to draw an equal sign between work with existential health and the students affected empowerment. Though students that experienced a functioning existential health was perceived to have a stronger sense of empowerment. The need that the students expressed was primarily based on the need of being validated by their peers and not to be alone with their thought and their concerns. The experiences were divided, some experienced it as “good” or “interesting” and that it was something that they rarely had been in touch with while others that experienced the affirmation of baptism, had worked quite a bit with these types of questions. Conclusion With our categorization of empowerment, we can confirm that the self-reliance was somewhat affected through the work with existential health, primarily through the experience of discussion and listen to other peers’ experiences. We could see a relatively generalizable need to work more with existential health within a school setting. They perceived the work as meaningful and fruitful.

The aim of the study is to investigate students' self-rated health in relation to existential aspects. With a salutogenic approach, the study builds on theories of existential health, attachment-theory, object relation theory and alexithymia. The study examines how the health promotion Existential health conversations affected the students self-rated health, school as a supporting arena as well as the self-rated ability of the youth to identify and verbalize existential feelings. The focus interviews have also been analysed using the World Health Organization [WHO] instrument for measuring health-related quality of life [HRQL] related to spiritual, religious and personal beliefs [SRPB]. To be able to identify the young people's self-rated ability to identify and verbalise existential feelings, the study has chosen to operationalise the theory of alexithymia, primarily inspired by the "Toronto Alexithymia Scale" [TAS20]. The study is a mixed-methods study based on 94 questionnaires and 6 focus interviews with the students and school health team who participated in Existential health conversations. The material for the self-rated health questionnaire is presented comparatively and the focus interviews are used to nuance that result. The approach “cognition, affection and action” was used for both research issues and serves as the theoretical bridge for the research questions in the study's abductive phase. The study found that a large group of students experienced Existential health conversations to be strengthening, and there was a large group of youth that experienced self-rated lack of ability of the youth to identify and verbalise existential feelings. The conclusion of the study states that schools must continue to work on putting this aspect of health in focus with the concept of existential health.