Background: Innovation is widely recognized to be instrumental for the sustained competitiveness of businesses, including family businesses. However, many family firms are unable to achieve innovation on their own, necessitating the shift towards collaborative innovation. Yet, due to the overlap of family and business, innovation in family firms is characterized by the so-called“innovation paradox” where family firms usually possess a greater ability to innovate but lack the willingness to do so. Accordingly, considerable attention has been given to the factors that affect the willingness of family firms in an attempt to understand and possibly resolve the innovation paradox. Purpose: The purpose of the present study is to explore how the degree of family involvement in the top management team (TMT) influences the family firm’s willingness to engage in collaborative innovation and how that influences the preferred type of collaborative innovation. By exploring the link between the degree of family involvement in TMT and the willingness in the context of collaborative innovation, our study aims to contribute to a deeper understanding of the innovation paradox associated with family businesses, and thereby offer important insights to practitioners, both from the family and non-family perspective. Method: Our methods were based on qualitative research with an exploratory research design and multiple case-study methods of eleven family firms. Through semi-structured interviews with both family and non-family TMT members, we gained insights into the role of family influence on family firms. We also used a cross-case analysis to compare the cases and indicate similarities and differences in order to draw our conclusions. Conclusion: The results of the study show that the degree of family involvement in the top management teams influences the family firms’ willingness to engage in collaborative innovation. Depending on the degree of family involvement as represented by the respective configurations, five patterns of influence manifestations (IM) are identified.

Contexte. En France, les Troubles du Spectre de l'Autisme (TSA) sont encore rarement identifiés chez des enfants présentant une Trisomie 21 (T21), malgré la disponibilité d'outils de dépistage et de diagnostic. La T21 est une maladie génétique associée à une déficience intellectuelle ainsi qu'à des difficultés sociales, communicatives et comportementales qui rendent le diagnostic additionnel de TSA délicat à poser. Pourtant de nombreux enfants avec T21 présentent aussi un autisme. L'errance diagnostique prive les jeunes enfants d'une prise en charge comportementale et développementale précoce et adaptée. Objectif. Le but de l'étude est (1) de mieux comprendre les caractéristiques du développement cognitif et socio-émotionnel et du fonctionnement de la régulation des activités de ces enfants au double diagnostic et (2) d'en identifier les spécificités comparativement à des enfants atteints de trisomie 21 d'une part et des enfants avec autisme d'autre part. Cette recherche a aussi pour objectif finalisé de sensibiliser les professionnels et les institutions à la reconnaissance de cette psychopathologie du développement (double diagnostic) afin notamment d'encourager un meilleur repérage de l'autisme dès le plus jeune âge chez les enfants atteints de T21 et pour déterminer le plus tôt possible les prises en charge répondant à leurs besoins spécifiques, centrées sur le développement cognitif et socio-émotionnel et la régulation des activités. Méthode. Participants : Les participants sont des volontaires recrutés dans des institutions d'accueil et des associations de familles. Trois groupes d'enfants, appariés en âge de développement, sont comparés : (1) 18 enfants au double diagnostic T21 et TSA, (2) 25 enfants porteurs de T21 et (3) 21 enfants avec TSA. Leur niveau de développement se situe dans la période d'âge de 4 à 24 mois. Matériel : Le diagnostic d'autisme est réalisé à l'aide du Manuel Diagnostique et Statistique des troubles mentaux -5ème édition- (DSM-5, APA, 2013) et la Childhood Autism Rating Scale (CARS, Schopler, Reichler & Daly, 1980). Le développement cognitif et socio-émotionnel est évalué à l'aide de La Batterie d'Évaluation Cognitive et Socio-émotionnelle (BECS, Adrien, ECPA, 2007) et la régulation des activités cognitives et émotionnelles à l'aide de la Grille Régulation Adaptation Modulation (GRAM, Adrien,1996), de la Grille d'analyse des stratégies autorégulatrices et hétérorégulatrices en situation d'apprentissage ou de résolution de problème (Nader-Grosbois, 2000) et de Emotion Regulation Checklist (Shields & Cicchetti,1997). Procédure : Un formulaire d'information et de consentement a été proposé aux familles avant de participer à une évaluation unique du développement et du comportement de l'enfant. Résultats. On note l'existence de profils développementaux spécifiques chez les enfants atteints conjointement de trisomie 21 et d'autisme, et de grandes variabilités inter et intra-individuelles dans le développement et la régulation émotionnelle des enfants atteints de troubles du développement : trisomie 21 avec autisme / trisomie 21 sans autisme / autisme. Conclusion : La meilleure connaissance des caractéristiques du développement et du fonctionnement régulateur des enfants au double diagnostic de T21 et de TSA permet d'envisager des interventions personnalisées et une plus grande sensibilisation des professionnels et des institutions à l'importance de la reconnaissance précoce de ce double diagnostic. Diagnostiquer les TSA chez de jeunes enfants avec T21 et les considérer comme trouble primaire semble justifié, afin de leur proposer une intervention plus adaptée. / Context. In France, Autism Spectrum Disorder (ASD) is still rarely identified in children with Down's syndrome (DS). However, specific autism diagnostic instruments have shown good sensitivity for detecting ASD in this population. DS is a genetic disease associated with mental retardation and with social, communicative and behavioural impairment making difficult the dual diagnosis. However, a lot of children with DS also present TSA. The lack of diagnosis deprives young children of an early and appropriate behavioural and developmental support. Objective. This study aimed (1) to provide evidence of specific features in the cognitive and socio-emotional development and activity regulation functioning of young children with a dual diagnosis and (2) to identify specificities compared to children with DS and children with TSA. This research also aimed to sensitize professionals to the recognition of this developmental psychopathology (dual diagnosis). This included encourage better identification of autism at an early age in children with DS, and to determine an appropriate support to their specific needs, focusing on cognitive and social development and activity regulation. Method. Participants: They were volunteers recruited in institutions and family associations. Three groups of children, matched in their developmental age, were compared: (i) 18 children with a dual diagnosis, (ii) 25 children with DS and (iii) 21 children with ASD. Their developmental level is included in the 4 to 24 months' age period. Tools: To diagnose autism, we used Dianostic and Statiscal Manual of mental disorders -fifth edition- (DSM-5, APA, 2013) and Childhood Autism Rating Scale (CARS, Schopler, Reichler & Daly, 1980). Cognitive and socio-emotional development assessed by means of the Socio-emotional and Cognitive Evaluation Battery (SCEB). Cognitive and emotional activities regulation assessed by Regulation Disorders Evaluation Grid (RDEG, Adrien,1996), the Coding and scoring grid for other-regulation and self-regulation (Nader-Grosbois, 2000) and the Emotion Regulation Checklist (Shields & Cicchetti,1997). Procedure: Parents were signed informed consent forms before the developmental and behavioural assessment of children. Results. We revealed the existence of specific developmental profiles among children with dual diagnosis of DS and ASD, and large variability inter- and intra-individual in the development and emotional regulation of children with developmental disorders: DS with TSA / DS without TSA / TSA. Conclusion. A better knowledge of the developmental and regulation functioning characteristics of children with dual diagnosis of DS and ASD allows to propose personalized support and to increase awareness among professionals to to the importance of early recognition this dual diagnosis. It seems justified to diagnose ASD in young children with DS and consider it a primary disorder, in order to offer them a more adapted intervention.

Purpose: The objective of this master's thesis is to investigate the factors that trigger the accountants to assume the diverse roles in Swedish SMEs within various business contexts.  Theoretical perspective: To satisfy the aim of this thesis we relied on role theory, organizational demography and socioemotional wealth.   Methodology: This thesis employs a deductive approach along with a quantitative methodology. A survey was conducted to gather data, resulting in a sample of 82 respondents who met the predefined criteria for this research.  The collected data was subjected to several statistical tests, such as the Spearman correlation matrix, multiple linear regression analysis, and principal component analysis. Findings: This thesis’s findings challenge the assumptions that firm age, family/ non-family CEO and accountant, experience, level of family engagement and ownership are the primary triggers for the beancounter, advisory, decision-maker and protector roles of the accountants. Instead, the thesis reveals a more nuanced perspective, indicating that these roles may be clustered and encompassed within a larger mixed role, which is referred to as co-leading-power role. This new understanding suggests a need to reevaluate and expand the understanding of the accountant's responsibilities within the organizational context. By acknowledging the existence of the co-leading-power role, we can gain a more comprehensive understanding of the multifaceted nature of accountants' contributions and their impact on organizational outcomes.

Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a single-case experimental design, the effects of daily therapeutic morning meetings as a socio-emotional intervention involving three middle school students identified with emotional disturbance (ED) are analyzed. To assess the efficacy of the intervention, students, teachers, and parents completed the Social Skills Improvement System Rating Scale (SSIS) at the beginning and end of the study. In addition, the students completed a School Motivation and Learning Strategies Inventory (SMALSI) prior to and following the intervention. The independent variable, the therapeutic morning meetings, was delivered 47 minutes a day over a 19-week period, totaling 73 hours of intensive therapeutic intervention. A social and academic skill was either introduced or reinforced every week for the duration of the study. Results indicate students exhibited an increase in social and academic skills, improved school motivation, and higher overall academic achievement. Further analyses revealed a decrease in problem behaviors as indicated by a significant reduction in suspensions. A Socio-Emotional, Behavioral, and Academic Rating Scale (SEBARS) is proposed for middle school students whose behavioral and socio-emotional needs necessitate intensive therapeutic interventions. Implications for the implementation of therapeutic morning meetings for students with emotional disturbance, as well as study limitations and suggestions for further research, are discussed.

Background: Virtual reality (VR) offers potential for enhancing physical activity and engagement among older adults in long-term care (LTC) facilities. This addresses the need for health maintenance and independence. Yet, limited research exists on VR acceptance and its optimization for promoting physical activity. Older adults' VR gaming experiences and the social and contextual factors affecting acceptance are underexplored. This study aims to investigate these unique experiences to inform the design of inclusive VR technology in LTC, enhancing physical activity and well-being. Objectives: My dissertation has two objectives: (1) to examine the individual and social factors that impact the acceptance of VR games among older adults in LTC facilities and (2) to explore LTC residents’ experience with VR games and the meaning they associate with their gaming experience. Methods: To reach these objectives I conducted two studies: (1) a scoping review of 5 articles to identify evidence on older adults' acceptance of physical activity VR games in LTC facilities, describe research designs used, define key acceptance concepts, and identify knowledge gaps for future research and (2) a mixed-methods study, including a series of gaming sessions with 20 older adults residing in a healthcare center followed by a composite questionnaire and semi-structured interviews with 15 older adults and 4 staff members. Results: The scoping review identified a knowledge gap in VR acceptance among older adults in LTC. Varying acceptance levels and inconsistent concept definitions were found, emphasizing the need for an integrated approach combining qualitative and quantitative methods. Only one study used validated tools for assessing acceptance. The quantitative study involved VR gaming sessions with 20 participants aged 65 and older, revealing significant positive correlations between perceived ease of use and Selective Optimization with compensation (SOC) strategies. No significant relationship was found between Technology Acceptance Model (TAM) and Future Time Perspective (FTP). Prior gaming experience led to higher SOC and socioemotional Selectivity (SST) scores, higher game self-efficacy, and increased hedonic motivation. Age and gender had no impact. Participants viewed VR as user-friendly and useful, with positive attitudes toward aging and physically demanding activities. The qualitative revealed themes related to enjoyment, physical activity, social connection, and individual preferences. Staff perspectives addressed relevance, personalization, training, and organizational barriers. The study highlighted the potential benefits of VR gaming for LTC residents, offering insights for technology development. Conclusion: This study offered a comprehensive understanding of VR gaming acceptance among older adults in LTC settings, highlighting the significance of individual and social factors in technology acceptance. Personalized design, support, education, trust, and safety are crucial. Integrating social theories of aging is essential to understand older adults' needs and preferences. Implications for VR design include user-centered approaches, intuitive interfaces, customization, social interaction, and safety considerations. Addressing limitations and biases in future research can promote effective use of VR as a therapeutic tool for older adults in LTC.

No description available.

This study focuses on investigating the dynamics of language brokering as Korean immigrant families experience environmental challenges associated with immigration. This study was conducted with qualitative research design with purposive sampling of Korean immigrant families. Six parent-child dyads were recruited and participating children were between 12 to 16 years old. Semi-structured interviews were conducted separately with parents and children in either English or Korean. Thematic analysis was employed for analyzing the transcribed interviews. The Dedoose software program was applied to assist the coding process. 12 subthemes were revealed under four main themes, which were aligned to the study's research questions. The twelve subthemes included parents' dependence on children, vulnerability and resilience of Korean immigrant families, children's socioemotional development through language brokering, and the role of first-born daughter in the family. Parent and child responses indicated how language brokering affects can be a risk in relation to children's development (i.e., with responsibility of language brokering leading the child to experience stress or experience the responsibility of translation as a burden. Positively, respondents indicated that the parent and child experienced a greater sense of empathy for each other's roles. The results derived from this study were aligned with the results of previous research conducted in the field in that language brokering affects parent-child relationship and the socioemotional development of children. The study adds to the literature with the interviewing both parents and children, thereby hearing both perspectives and experiences of parents and children on language brokering and parent-child relationships could be obtained. This study targeted Korean immigrant families since there is a lack in literature that have studied this population in relation to language brokering.

Bakgrund: De enskilda privata skogsägarna är en heterogen grupp som har genomgått en förändring under de senaste åren. Olika karaktärsdrag och olika förhållanden till skogen leder till olika värden med ägandet. Studien undersöker skogsägarnas incitament och beslutsfattande genom att studera skogsägarnas socioemotionella värden med hjälp av SEW-teorin. Syfte: Studien förklarar (1) vilka förutsättningar hos skogsägare som leder till socioemotionellt välstånd och (2) hur det socioemotionella välståndet påverkar beslutsfattande.  Metod: Studien baseras på en kvantitativ tvärsnittsdesign för att undersöka studiens syfte. Hypoteserna har utvecklats utifrån SEW-teorin och forskning kring skogsägande. För att testa hypoteserna har en enkätundersökning genomförts i samarbete med Södra Skogsägarna. Slutsats: Studien bevisar att SEW-teorin är en applicerbar teori på skogsägare. Det visar att det socioemotionella välståndet påverkar skogsägarnas incitament och beslutsfattande. Studiens resultat visar även att deras socioemotionella och ekonomiska värden ökar tillsammans. Studien finner vissa indikatorer på faktorer som genererar SEW samt finner flera effekter av SEW på skogsverksamheten. / Background: The private forest owners are a heterogeneous group that has undergone a change under the past years. They have different characteristics and different relationships to their forest, that leads to their values with their ownership. The study examines the incentives and decision-making process through socioemotional values of forest owners using the SEW-theory. Purpose: The study explains (1) the conditions of forest owners that lead to socioemotional wealth and (2) how socioemotional wealth affects decision making. Method: The study is based on a quantitative cross-sectional design to investigate the purpose of the study. The hypotheses have been developed based on SEW-theory and research on forest ownership, a survey was conducted in collaboration with Södra Skogsägarna.   Conclusions: The study proves that SEW-theory is an applicable theory for forest owners. It shows that socioemotional wealth affects the incentive and decision making of forest owners. The results of the study also shows that their socioemotional and economic values increases together. The study find some indication of factors generating SEW and some initial evidence of effects on the forestry orchestrated by SEW.

The thesis deals with the divorce process, whose problem course has a negative influence on the development of children. The aim of the thesis is to clarify whether the divorce process influences the socioemotional development of children, to describe the issue of divorce in contemporary society, and persue source of undesirable phenomena that bring long-term conflicts between parents. Complicated cases of children who find themselves in the middle of relationship between parents are still increasing.

Diagnosis of Alzheimer’s disease is encouraged as a first step towards people planning for their future with the condition. Despite the proposed benefits of diagnosis, it is also widely recognised that Alzheimer’s disease can expose people to stigma. Therefore, this thesis explores the relationship between stigma and future outlook, from the perspective of people affected by early and late-onset Alzheimer’s disease. In order to recognise the physicality of the condition and how psychological and social factors influence experiences, a biopsychosocial perspective is employed throughout. People with Alzheimer’s disease (n=15 people with late-onset, 7 people with early-onset) and their supporters (n=22) completed questionnaires about perceived stigma. This was followed by 14 interviews with a subsample of participants, which explored stigma and future outlook in more depth. Perceived stigma reporting across participants was low in the questionnaires; whereas interviews revealed higher levels of stigma with people discussing mixed, unpredictable reactions from a range of sources. Participants expressed awareness of the unpredictable nature of their futures with the condition. The subsequent lack of control was managed through focusing on ‘one day at a time’ and avoiding looking too far ahead. Across reflections on stigma and future outlook there was a deliberate focus on positive experiences for people affected by early and late-onset Alzheimer’s disease. The similar management of experiences across participants minimised possible age-based differences. These findings are supported by socioemotional selectivity theory, which suggests people are motivated to maintain positive emotional states when facing ‘time-limiting’ conditions irrespective of age. The research suggests people’s experiences of stigma and future outlook interact, with stigma-driven assumptions about the future affecting how people manage their daily lives. The avoidance of looking ahead suggests that policy which encourages future planning should consider its utility and explore ways of helping people to manage both exposure to stigma, and planning for the future, whilst focusing on daily living.