Die Studie evaluiert die Arbeit des Ambulanten Hospiz- und Palliativ-Beratungsdienstes (AHPB) am Hospiz Villa Auguste in Leipzig. Der AHPB betreut Palliativpatienten in der Häuslichkeit. Er versteht sich als Hilfe zur Pflegeüberleitung an Schnittstellen der Versorgung (z.B.: Krankenhaus - Entlassung nach Hause). Ziel der Studie war eine wissenschaftliche Begleitung der Arbeit des AHPB. Seine Struktur-, Prozess und Ergebnisqualität wurden evaluiert. Als ein Schwerpunkt der Studie wurde besonders die Rolle der Angehörigen in der häuslichen Versorgung betrachtet. Es wurde auch untersucht, welche Unterstützung sie von der Brückenschwester erfuhren. Im Rahmen der Interviews wurden sie zur Zufriedenheit mit dem Dienst befragt.

Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students’ academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal’s Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools’ goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Thesis advisor: Diana Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on the fourth of Hitt and Tucker’s (2016) key leadership domains or practices: creating a supportive organization for learning. Creating a supportive organization for learning is important because just as teachers need to establish a sense of well-being and trust for students to learn in their classroom, administrators must establish the same sense of trust and comfort to create an environment where teachers can teach to their highest capacity. This study explored whether the key leadership practices of creating a supportive organization for learning were present in a school and whether the school leaders believed that presence of the attributes contributed to the effectiveness of the school. This study found that the five attributes of creating a supportive organization for learning were present at the school in that the principal built capacity in her building, the school resources targeted student achievement and there was a belief that all students can learn. Importantly, the superintendent also highlighted the principal’s ability to push her staff to continuous results without pushing so hard that they lost trust in her and love for the students they serve. There were, however, opportunities for improvement including creating a clear set of district supports for schools and improving cultural proficiency at the school level. We also found that administrators in the district believe that school leaders have made the school successful by setting high expectations for the students, no matter their situation, and created a culture of productive collaboration that was focused on continuously improving student achievement, key components of creating a supportive organization for learning. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Negative life stress and maternal inhibitory control are both critical ingredients involved in the shaping and maintaining of the quality of parenting behaviors. This study explored both how the experience of stressful life events and inhibitory control relate to two particular types of parenting behaviors: harsh/controlling and autonomy-supportive. Given that these two types of parenting have broad implications for children’s developmental trajectories, it is important to further enhance our understanding of the etiological factors that both shape and maintain parenting practices. Utilizing a high-risk sample (i.e. low SES, high presence of documented child maltreatment) of mothers with pre-school aged children, this study did not support the relationship between the experience of stressful life events, maternal inhibitory control and quality of parenting. However, post hoc analyses of life stress using a measure of objective SES did yield a significant link between stress and the presence of autonomy-supportive parenting. This study expands the current understanding of how stress and inhibitory control relate to parenting behaviors. Implications of this study for practice and research are discussed.

This thesis responds to the lack of psychiatric and infrastructural support during the transition from inpatient to outpatient care, and proposes a supportive housing model for patient recovery. It establishes an architecture to support a new model for mental health care using the bio-psycho-social perspective outlined in the psychological research section. Research into different methods of treatment, perception, and current patient infrastructure reveal that the existing framework does not suit the needs of patients caught between the secure levels of care in forensic institutions and those recovered enough to sustain themselves. The psychiatric program is based on the bio-psycho-social perspective outlined in the psychology chapter of the thesis, which will be used to treat patients with schizophrenia, mood disorders and anxiety disorders. The architecture is designed to support this perspective, and is based on the research into perception and the architectural strategies needed in the design of a healing environment: community, security and privacy, patient control including spatial intelligibility, haptic and basic orientation, light, sound and positive distraction. The design is proposed for the Moss Park area in Toronto: where the actual site itself stretches from Dalhousie Street and Queen Street East to Mutual Street and Shuter Street. Its history and current amenities make it an ideal location for a design proposal, though multiple locations are envisioned across the GTA. The design presented in this thesis is envisaged as part of a network of varying care levels: follow-up care, supportive care and comprehensive care. The program for the site will consist of the supportive care programming, which is the middle level of care.

This thesis responds to the lack of psychiatric and infrastructural support during the transition from inpatient to outpatient care, and proposes a supportive housing model for patient recovery. It establishes an architecture to support a new model for mental health care using the bio-psycho-social perspective outlined in the psychological research section. Research into different methods of treatment, perception, and current patient infrastructure reveal that the existing framework does not suit the needs of patients caught between the secure levels of care in forensic institutions and those recovered enough to sustain themselves. The psychiatric program is based on the bio-psycho-social perspective outlined in the psychology chapter of the thesis, which will be used to treat patients with schizophrenia, mood disorders and anxiety disorders. The architecture is designed to support this perspective, and is based on the research into perception and the architectural strategies needed in the design of a healing environment: community, security and privacy, patient control including spatial intelligibility, haptic and basic orientation, light, sound and positive distraction. The design is proposed for the Moss Park area in Toronto: where the actual site itself stretches from Dalhousie Street and Queen Street East to Mutual Street and Shuter Street. Its history and current amenities make it an ideal location for a design proposal, though multiple locations are envisioned across the GTA. The design presented in this thesis is envisaged as part of a network of varying care levels: follow-up care, supportive care and comprehensive care. The program for the site will consist of the supportive care programming, which is the middle level of care.

Aim: The aims of this essay were first to see if there were any factors that could have an inpact on participating in supportive care groups and activities after a prostatic cancer diagnosis. The second aim was to examine what kind of support the patients would chose.   Methods: Data was collected with a survey handed out to the prostate cancer patients visiting the urologist reception at the hospital in Uppsala, during two weeks in the fall of 2011.   Main Results: Men show very little interest in participating in supportive care groups and activities. When asked to chose which kind of support they could consider, individual sessions and group sessions were the most common choice.   Conclusion: Men diagnosed with prostate cancer chose not to participate in supportive care. Further studies are required to determine what may be the reason to that. / Syfte: Syftet med detta arbete var att se om olika faktorer kunde påverka deltagande i stödverksamhet efter att patienten fått diagnosen prostatacancer, samt vilken form av psykosocialt stöd patienterna föredrar.    Metod: Metoden som använts var en enkätstudie med både kvantitativ ansats, som delades ut under hösten 2011 till prostatacancerpatienter på urologmottagningen, Akademiska sjukhuset.   Huvudresultat: Män anger att de inte är intresserade av att delta i stödverksamhet efter diagnos och eventuell behandling. Vid behov ansåg de att enskilda eller gruppsamtal var mest relevanta som stödverksamheter. Informanterna ansåg att rehabilitering med samtal och yoga hade minst relevans.   Slutsats: Män som drabbats av prostatacancer väljer att inte delta i stödverksamhet. Behov finns därför av att utföra mer studier för att klargöra orsakerna till detta.

The definition of child sexual abuse is problematic as it encompasses various meanings within different cultures. This in turn leads to difficulty in measuring the exact incidence and prevalence of child sexual abuse within a country. Many researchers, however, agree that the incidence and prevalence of child sexual abuse within South Africa is significantly high and poses a large threat to many children. As a result, the government has implemented legislation and various policies to protect children from sexual abuse, as well as to provide the victims of such abuse with the necessary assistance. As child sexual abuse may have considerable short- and long-term effects on the child, it is essential that the child be adequately supported. Through various welfare programmes, the government aims to provide support and treatment to children who have been sexually abused. Professionals working with sexually abused children work in a highly stressful environment and often show symptoms of vicarious traumatisation, secondary trauma, burnout and compassion fatigue as a result. South Africa in particular faces further problems, in that the welfare programmes are often underfunded and lack the support needed to effectively help sexually abused children. This has led to a need for community members to volunteer in order to help alleviate some of the stress on professionals working within the field of child sexual abuse. Community members can volunteer in various ways within many different spheres of the community. Their motivations to volunteer vary and range from wanting to give back to the community, to wanting to further their education. Volunteers in South Africa that work within the field of child sexual abuse may also, however, experience many of the same symptoms as the professionals with whom they work. This often leads to a high dropout and turnover rate in volunteer programmes. That said, if volunteers feel a sense of satisfaction and support within their work environment, the organisation’s retention rate will be higher. Literature has shown that South Africa’s mental health services rely on volunteers to help alleviate the workload, particularly in the area of sexual abuse. While much research has been done on the supportive needs of professionals working with sexually abused children, little research has been conducted on the secondary trauma experienced by volunteers working within this field. This qualitative study is therefore important because it explores the supportive needs of volunteers working at an organisation for sexually abused children in a small community in Somerset West. Ethical approval for the study was obtained from the North-West University and the participants gave their informed consent before taking part in the study. Data were gathered through discussion groups and individual interviews with six volunteers. Through the process of crystallisation and the four standards of trustworthiness, the reliability of the findings was ensured. Using thematic analysis, various themes and subthemes were identified. From the data obtained in the group discussions and individual interviews, it was revealed that the volunteers had similar supportive needs to those of psychologists, social workers and counsellors working in the field of child sexual abuse. These included a need for supervision and debriefing; a need for appreciation, acknowledgement, value and worth; a need for more contact and support from the organisation; a need for emotional support from the organisation and supportive others; as well as a need for assistance in coping with anger, all of which is consistent with previous research. As volunteer retention is essential to the continuity of organisations such as the one in this study, it is imperative that the volunteers’ supportive needs are understood and fulfilled. These findings have contributed to an understanding of the volunteers’ supportive needs and what organisations and significant others can do to fulfil these needs, in order for the volunteers to render effective services to the sexually abused children with whom they work / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The definition of child sexual abuse is problematic as it encompasses various meanings within different cultures. This in turn leads to difficulty in measuring the exact incidence and prevalence of child sexual abuse within a country. Many researchers, however, agree that the incidence and prevalence of child sexual abuse within South Africa is significantly high and poses a large threat to many children. As a result, the government has implemented legislation and various policies to protect children from sexual abuse, as well as to provide the victims of such abuse with the necessary assistance. As child sexual abuse may have considerable short- and long-term effects on the child, it is essential that the child be adequately supported. Through various welfare programmes, the government aims to provide support and treatment to children who have been sexually abused. Professionals working with sexually abused children work in a highly stressful environment and often show symptoms of vicarious traumatisation, secondary trauma, burnout and compassion fatigue as a result. South Africa in particular faces further problems, in that the welfare programmes are often underfunded and lack the support needed to effectively help sexually abused children. This has led to a need for community members to volunteer in order to help alleviate some of the stress on professionals working within the field of child sexual abuse. Community members can volunteer in various ways within many different spheres of the community. Their motivations to volunteer vary and range from wanting to give back to the community, to wanting to further their education. Volunteers in South Africa that work within the field of child sexual abuse may also, however, experience many of the same symptoms as the professionals with whom they work. This often leads to a high dropout and turnover rate in volunteer programmes. That said, if volunteers feel a sense of satisfaction and support within their work environment, the organisation’s retention rate will be higher. Literature has shown that South Africa’s mental health services rely on volunteers to help alleviate the workload, particularly in the area of sexual abuse. While much research has been done on the supportive needs of professionals working with sexually abused children, little research has been conducted on the secondary trauma experienced by volunteers working within this field. This qualitative study is therefore important because it explores the supportive needs of volunteers working at an organisation for sexually abused children in a small community in Somerset West. Ethical approval for the study was obtained from the North-West University and the participants gave their informed consent before taking part in the study. Data were gathered through discussion groups and individual interviews with six volunteers. Through the process of crystallisation and the four standards of trustworthiness, the reliability of the findings was ensured. Using thematic analysis, various themes and subthemes were identified. From the data obtained in the group discussions and individual interviews, it was revealed that the volunteers had similar supportive needs to those of psychologists, social workers and counsellors working in the field of child sexual abuse. These included a need for supervision and debriefing; a need for appreciation, acknowledgement, value and worth; a need for more contact and support from the organisation; a need for emotional support from the organisation and supportive others; as well as a need for assistance in coping with anger, all of which is consistent with previous research. As volunteer retention is essential to the continuity of organisations such as the one in this study, it is imperative that the volunteers’ supportive needs are understood and fulfilled. These findings have contributed to an understanding of the volunteers’ supportive needs and what organisations and significant others can do to fulfil these needs, in order for the volunteers to render effective services to the sexually abused children with whom they work / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted