Syftet med studien var att undersöka hur äldre erfar att livssituationen förändrats när de inte har haft stöd från hemtjänst till att beviljas insatser från hemtjänst. För att undersöka detta genomfördes halvstrukturerade intervjuer på en dagverksamhet med fem äldre personer som har hemtjänst. För att analysera materialet användes innehållsanalys, och teman användes för att kategorisera insamlade data. Dessa teman var livet innan hemtjänst, hälsa, livet efter hemtjänst och känslor kring livsförändring. För att tolka resultatet användes begreppen status passage, divestment passage och coping. Resultatet visar att förändringen av livssituationen börjar med att den fysiska förmågan försämras, antingen med ökande ålder eller genom sjukdom och skador. I och med försämrad fysisk förmåga blir de äldre beroende av stöd från hemtjänst i vardagen, och vardagslivet blir då styrt av hemtjänstens tider och rutiner. Denna förändring som vi har analyserat med hjälp av passage begreppen upplevs av några som negativ, medan den även i ett fall beskrivs som en i övergående positiv erfarenhet. Den sistnämnda erfarenheten föreslår vi ska benämnas som investment passage. För att hantera dessa förändringar av livssituationen används olika strategier, framförallt känslomässiga sådana. / The purpose of this study was to investigate how the elderly experience life changes when they have not received support from formal home care to receive home care services. To investigate this, half-structured interviews were conducted on a day-care facility, with five elderly people who receive formal home care service. In order to analyze the material, content analysis was used, and themes were used to categorize the collected data. These themes were life before home care, health, life after home care and feelings about life change. To interpret the result, the terms status passage, divestment passage and coping was used. The result shows that the change of life situation begins with the physical ability deteriorating, either with increasing age or through illness and injury. With the deterioration of physical ability, the elderly are dependent on home care services in their daily lives, and life is then controlled by the times and routines of the home care service. This change that we have analyzed using passage terms, some experience in a negative way while in one case it is described as a positive experience. We suggest that this positive experience should be called investment passage. To handle these changes of life situation different strategies are used, especially emotional ones.

<p>Using semi-structured interviews, this research brings to light the lived experiences of thirteen people participating in adult literacy programs. Despite the popularization of situated approaches to literacy in pedagogical models and practice in the field of adult basic education, few studies have emphasized the role of identity in shaping the educational experience and its effects. Symbolic interactionism offers a theoretical map from which to examine the varied experiences of adult literacy learners.</p> <p>Gaining insight into learners’ negotiation of a literate identity yields a nuanced appreciation for how the experience takes shape as part of the broader processes that adults undertake as they seek access to the literate world. Three distinct pathways were identified in learners’ reasons for signing up for, and participating in, the literacy programs: the role fulfillment pathway, the personal betterment pathway and the instrumental pathway. Acquiring a literate identity had differing effects for learners on each pathway either by allowing them to fulfill socially desirable roles through status passage, by acquiring a more positive self-concept, or by acquiring the knowledge and skill to independently accomplish specific tasks.</p> <p>Introducing identity change to the literature on the effect of adult education offers a twofold benefit. First, identity change can motivate adults’ investments in education and, more so than earnings as instrumental models predict, reflects the actual experience of adult learners. Second, identity change may be a mechanism through which education has its diverse effects on a variety outcomes.</p> <p>Though one might assume that those with higher educational and employment goals benefit the most from literacy programs, it appears to be the opposite: those who seem the least likely to pursue education derive the greatest benefit – a finding akin to studies of broader educational effects. Implications for future research of the mechanisms by which these effects manifest themselves as well as considerations for policy development in adult literacy are discussed.</p> / Master of Arts (MA)

Die Arbeit analysiert den sozioökonomischen Wandel auf dem Lande in Ostdeutschland und seine Folgen für die Sozialisation und die Statuspassagen der Jugendlichen, besonders auf dem Hintergrund der sozialökonomischen Lage ihrer Familien. Gegenstand der Untersuchung ist der Übersetzungsprozess der grundlegenden Transformation der Arbeits- und Lebensverhältnisse auf dem Lande in die familialen und weiteren Sozialisationskontexte von Jugendlichen sowie dessen Niederschlag in ihren Handlungsmustern, Wertorientierungen, Lebensentwürfen und Statuspassagen. Untersucht wurden auf der Basis repräsentativer schriftlicher Befragungen sowie einer Auswahl mündlicher Interviews Jugendliche, die sich am Ende ihrer Normalschulzeit befinden, und deren Eltern. Ihren besonderen Reiz erfährt die Untersuchung durch einen Vergleich zu einer Untersuchung, die Ende der 70er Jahre zu Lebensbedingungen und zur Lebensweise von Schuljugendlichen auf dem Lande in der DDR durchgeführt wurde. / This habilitation is examined the radical socioeconomic change in agrarian districts of East Germany and the impact of this modernisation process on the working and living conditions of families, and especially the young people. The study scrutinises the status passage of the young generation (16 to 18 year old school leavers) on the backround of the socioeconomic situation of their families. It takes into account the familial and life world context of the socialisation process and looks at the status passage from school to work as a process of translating the changing social conditions into patterns of value orientation, life course planning, and biography construction. Representative questionings and interviews of the young people and their parents are the empirical basis for this study. The special charm of this research project is the historical comparison with studies on life conditions and ways of life of young people in the GDR during the 70s.