Inledning Varje barn har rätt till en likvärdig utbildning på sina egna villkor. I styrdokumenten för förskolan finns inte begreppet inkludering med vilket innebär att arbetet blir diffust och tolkningsbart. När inkludering lyfts i förskolan kopplas det samman med delaktighet och inflytande som är två stora delar i läroplanen. Delar av barnkonventionen som blev lag i januari 2020 behandlar även delaktighet och inflytande som barns rättighet. I studien berörs inkluderingsbegreppets betydelse för pedagoger samt vilka barn som anses vara i behov av stöd. Tidigare har inkludering haft en tydlig koppling till det specialpedagogiska perspektivet, men under senare tid har det ändrats till att innefatta alla barn inom förskolans verksamhet. Det finns undantag hos några forskare som kategoriserar barn i behov av särskilt stöd som barn med någon form av officiell diagnos samt utan någon formell diagnos. Syfte I denna studie har vi valt att få kunskap om samt förståelse för hur pedagoger beskriver sitt arbete samt resonemang kring inkludering av barn i behov av stöd i två utvalda förskolor. Studien utgår från följande frågeställningar; Hur definierar pedagogerna begreppen inkludering och barn i behov av stöd? Vilka möjligheter och svårigheter upplever pedagogerna i arbetet med att inkludera barn i behov av stöd? Metod För att synliggöra resonemanget har vi valt att genomföra en self report där tio pedagoger på två förskolor har fått delge sina erfarenheter och tankegångar. Uppsatsen grundar sig på ett hermeneutiskt perspektiv med en fenomenologisk forskningsansats. I analysarbetet har vi använts oss av Giorgis analysmetod i fem steg. Resultat Olika strategier för att arbeta inkluderande har synliggjorts i tidigare forskning och detta framkommer också i denna undersökning. Pedagogerna som ingår i denna studie uttrycker att det finns möjligheter till att arbeta inkluderande men att kompetensen i arbetet kan behöva stärkas. I definitionen av begreppet barn i behov av stöd kan det utläsas en mindre oenighet både inom forskningen men även bland respondenterna. Splittringen handlar främst om vilka barn som innefattas i begreppet barn i behov av stöd, samtidigt som det i respondenternas resonemang, och i tidigare forskning, framkommer att inkludering ska innefatta alla barn oavsett behov och förutsättningar.

A factor analysis was performed using 609 subjects, each of whom completed the 265 Hem self-report problem inventory. Factor analysis was used in this context as the logical first step in the development of the problem inventory. For the purpose of analysis, 240 of the Hems were used. Results suggest that there may be utility in further research involving the problem inventory. A literature review of current diagnostic issues, se 1 f-report inventory issues, diagnostic interviewing issues, and finally, self-report inventory development is included.

This thesis focuses on the initial validation of the PTSD Checklist for DSM-5 (PCL-5) in its Czech version. It is a self-report method that measures symptoms accompanying posttraumatic stress disorder (PTSD). The theoretical part of the thesis describes the development of the diagnosis of PTSD over time and its current criteria. It also presents a list of diagnostic tools for measuring PTSD, including the PCL-5 and its psychometric properties. The research part of the thesis describes the process of data collection and processing, the results of the hypotheses and discussion. The research sample consisted of 444 respondents (370 women; 74 men) with a mean age of 32,6 years (SD = 10,6). The mean PCL-5 score was 29,3 (SD = 19,9). When comparing the scores of women (M = 30,2; SD = 20) and men (M = 24,7; SD = 18,8), a statistically significant difference was observed (p = 0,029). When comparing respondents who were psychiatric patients (PP; M = 39,5; SD = 20) and those who were not (M = 21,7; SD = 16,6), a significant difference (p < 0,001) was also observed. In case of comparison of respondents by gender who were not PP, no statistically significant difference was confirmed. Cronbach's alpha for the whole questionnaire came out high: 0,955 (for clusters ranging from 0,831-0,908), which is consistent...

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Roughly 1 to 4% of the population engages in self-harm. Superficial self-harm is reported by more young women, than young men. Appropriate responses from family, friends, and other important individuals are a key ingredient in facilitating recovery. Non-therapists, such as family, friends, and school personnel often wish to assist young women who self-harm, but the problem is complex and they are often unsure of how to respond. Current studies primarily focus on the clinical interventions for self-harm, while very few have investigated the perspectives of the individuals who self-harm. This study investigated the perspectives of young women who self-harm in terms of who and what they perceive as helpful when attempting to deal with and/or reduce their self-harming behaviors. Results revealed that participants perceive their friends as the most helpful group. The most preferred helping behaviors included the following: having someone acknowledge the severity of their distress; talking about self-harm with someone who is nonjudgmental and lets them verbalize their feelings; and knowing someone is available.

INTRODUCTION. Assessing the participation experiences of young people with significant intellectual and developmental disabilities (SIDD) in recreational activities is imperative to ensure these activities provide youth with optimal opportunities to develop skills needed for adulthood. Currently, no instrument accessible to youth with SIDD is available to asses these experiences. The Participatory Experience Survey (PES) and the Setting Affordances Survey (SAS) were developed to meet this need. METHOD. The PES was developed with input from a panel of youth with SIDD while they were participating in a summer program. A draft was then presented to three groups of stakeholders: parents of youth with SIDD, service providers, and experts in intellectual disability and/or program planning. After making revisions based on stakeholder feedback, cognitive interviewing was conducted with eight youth ages 14 – 22 with SIDD. Next, to examine feasibility of the PES, the survey was given to 10 youth with SIDD. After finalizing a draft of the PES based on youth feedback, questions for the SAS were written to align with topics on the PES. Finally, a program evaluation was conducted that provided an additional feasibility evaluation of the PES and SAS. RESULTS. Of the 24 initial questions on the PES, stakeholder groups identified 15 questions needing revision and suggested 7 additional questions. Youth feedback during cognitive interviewing identified 13 questions needing revisions and 4 needing removal. Changes were made to address three issues: word choice, understanding of concept, and questions relating to others. Administering the PES directly following an activity was found to be feasible, however, the length was shortened from 31 to 15 questions to provide an appropriate administration time (<5 minutes). CONCLUSION. The PES and the SAS proved to be relevant, accessible and feasible ways to assess the individual experiences of youth with SIDD in recreational settings and the affordances, measured objectively, of those settings. Use of these two measures may help programs to include young people with SIDD during program evaluations, resulting in better-structured, more supportive programs.