Le diagnostic de cancer et les traitements associés vont entrainer un bouleversement de la vie du patient mais aussi de son entourage, et en particulier des proches-aidants. Ces derniers devenant « aidant » doivent assumer de nouvelles responsabilités qui peuvent entrainer des problèmes de santé, une altération de leur qualité de vie et ainsi de manière générale des difficultés d’ajustement face à la maladie (e.g., altération du fonctionnement émotionnel, physique, social et professionnel, symptômes somatiques, détresse émotionnelle). Les proches-aidants ont ainsi besoin du soutien des professionnels de santé pour faire face à leur rôle d’aidant mais ils rapportent souvent des besoins en soins de support insatisfaits. Ce travail de thèse, inscrit dans un programme de recherche plus global, vise ainsi à mieux appréhender les besoins en soins de support des proches-aidants de patients atteints d’un cancer et leurs déterminants, à travers notamment l’implication des processus émotionnels. La première étude de ce travail a consisté à valider en français une échelle évaluant les besoins en soins de support des proches-aidants de patients atteints d’un cancer. La deuxième étude visait à déterminer des profils de proches-aidants plus à risques d’avoir au moins un besoin en soins de support insatisfait moyen ou fort selon des facteurs intrapersonnels (i.e., symptômes anxieux-dépressifs) et sociodémographiques et médicales (e.g., âge des patients et des proches-aidants, cancer métastatique ou non). Enfin, la troisième étude visait à tester le modèle théorique, validé en amont auprès des patients, selon lequel les compétences émotionnelles des proches-aidants auraient un effet bénéfique sur leurs besoins en soins de support insatisfaits via moins de symptômes anxieux-dépressifs. Ces résultats montrent l’importance de dépister et prendre en charge les besoins en soins de support des proches-aidants, surtout liés à la prise en charge du patient, à l’information et au soutien psychologique et émotionnel. Certains profils de proches-aidants pourraient représenter une population particulièrement à risques de difficultés qui nécessiteraient une attention particulière des professionnels de santé. Enfin, tenir compte des processus émotionnels, notamment des compétences émotionnelles et des symptômes anxieux-dépressifs, parait important pour la prise en charge en soins de support des proches-aidants. / Cancers causes a disruption in the lives of patients and their caregivers. They must assume new responsibilities that can lead to health problems, altered quality of life, and adjustment difficulties (e.g., impaired emotional, physical, social, and professional functioning, somatic symptoms, emotional distress). Thus, caregivers need support from health professionals to cope with their role but they frequently report unmet supportive care needs. This thesis work is a part of a more global research program and aims to better understand the supportive care needs of caregivers of cancer patients and their determinants, in particular through emotional processes. The first study of this work validated the French version of a scale assessing the unmet supportive care needs of caregivers of cancer patients. The second study identified profiles of caregivers at higher risk of having at least one moderate or high unmet supportive care need from intrapersonal factors (i.e. emotional distress) and socio-demographic and medical variables (e.g., age of patients and caregivers, metastatic cancer). Finally, the third study tested the theoretical model of the thesis work, already validated for cancer patients, which considers that the emotional competence of caregivers can reduce their unmet supportive care needs by reducing their anxiety and depression symptoms. The results highlight the importance of identifying and addressing the unmet supportive care needs of caregivers, especially related to cancer care, information, and psychological and emotional support. Some profiles of caregivers may represent a population at higher risk of having difficulties and requiring more attention from professionals. Finally, taking into account emotional processes, including emotional competence and anxiety and depression symptoms, may be essential in the supportive care of caregivers.

The Master's thesis deals with the issue of cooperation between a teacher and a teaching assistant. In the introduction to the theoretical part, the thesis deals with the concept of integration, inclusion and inclusive education. Furthermore, it also includes the current legislation establishing the function of a teaching assistant, qualification and personality requirements of the teaching assistant and the resulting risks of the teaching assistant's function at primary schools. All this information related to the topic of teaching assistants at lower primary schools is the basis for the research part of the paper, which is done through a qualitative research. The research is carried out at one selected primary school in Prague. The empirical part of the thesis maps examples of good practice, forms of co-operation between the teacher and the teaching assistant, a system of support at the selected school using materials provided by the school, and also focuses on mapping out the difficulties resulting from the co-operation of the teaching assistant and the teacher. The source materials for the research part were processed by means of questionnaires with open questions, a semi-structured interview with the headmaster and also by common observation and observation directly in the lessons of specific...

The theoretical part of the diploma thesis deals with possible adjustments to the education of pupils with specific learning disabilities (SLD) throughout primary school of the main educational system. The theoretical part defines specific learning disabilities, their aetiology, and psychological impacts of SLD on the pupils, their school performance and family. Attention is paid to the counselling system, intervention services in schools, and the most frequently used approaches. The empirical part of the work combines the quantitative and qualitative research. It was determined, using a questionnaire survey, what forms and methods of teaching and intervention approaches are provided to pupils. The questionnaire was also concerned with the number of pupils with special educational needs in classes, and the representation of special counsellor and psychologists in school counselling. The piece of the research part is an example of good practice in primary school. The results of this work demonstrate the extent of interventional approaches, and adjustments of education, that can help students with SLD to meet their educational goals, as well as they demonstrate the representation of these experts in school counselling centres in more than in half of the schools surveyed. KEYWORDS specific learning...

Bakgrund: Inom psykiatrisk omvårdnad används stödjande samtal som en omvårdnadsåtgärd. Det har framkommit i forskning att patienter upplever god effekt av stödjande samtal. Däremot saknas det forskning kring vad ett stödjande samtal är, utifrån psykiatrisjuksköterskans perspektiv. Syfte: Syftet med studien var att belysa vad ett stödjande samtal är utifrån psykiatrisjuksköterskans perspektiv. Metod: Kvalitativ metod med induktiv ansats har använts. Datamaterialet har analyserats med kvalitativ innehållsanalys. Psykiatrisjuksköterskor inom vuxenpsykiatrisk öppenvård har intervjuats i två regioner i sydvästra Sverige. Tio stycken semistrukturerade intervjuer har genomförts. Resultat: I resultatet framkommer att psykiatrisjuksköterskor anser att det stödjande samtalet ska stärka och identifiera patientens egna resurser. Relationen mellan psykiatrisjuksköterskan och patienten är betydelsefull. Det stödjande samtalet beskrivs som otydligt, saknar struktur och syfte samt tenderar att ha en låg status då det ibland används i väntan på annan behandling. Samtidigt framkommer att det finns en stor frihet med det stödjande samtalet då det inte behöver anpassas till ramar som i en terapi. Konklusion: Det stödjande samtalet är en betydelsefull uppgift där psykiatrisjuksköterskan är bäst lämpad att utföra samtalet. Detta på grund av det omvårdnadsperspektiv psykiatrisjuksköterskan besitter. Det stödjande samtalet är en insats som bör prioriteras inom den vuxenpsykiatriska öppenvården. / Background: In psychiatric nursing, supportive conversations are used as a nursing measure. Research has shown that patients experience a good effect of supportive conversations. On the other hand, there is a lack of research on what a supportive conversation is from the psychiatric nurse's perspective. Aim: The aim of this study was to shed light on what a supportive conversation is from the psychiatric nurse's perspective. Method: Qualitative method with inductive approach has been used. The data material has been analyzed with qualitative content analysis. Psychiatric nurses in adult psychiatric outpatient care have been interviewed in two regions in southwest of Sweden. Ten semi-structured interviews were conducted. Result: The results show that psychiatric nurses believe that the supportive conversation should strengthen and identify the patient's own resources. The relationship between the psychiatric nurse and the patient is of great importance. The supportive conversation is described as unclear, lacks structure and purpose and tends to have a low status as it is sometimes used while the patient is waiting for other treatment. At the same time, it becomes clear that supportive conversation offers a great deal of freedom as it does not need to be adapted to the framework as in a therapy. Conclusion: The supportive conversation is an important task where the psychiatric nurse is best suited to carry out the conversation. This is due to the nursing perspective of the psychiatric nurse. The supportive conversation is an initiative that should be prioritized in adult psychiatric outpatient care.

Previous studies highlighted the importance of parental support for development of mastery of control and depressive symptoms. These studies tended to examine one time wave and outcomes related to that period, forwarding an assumption parenting behaviours do not change as children age. Using the National Longitudinal Survey of Youth 1979-Children and Young Adults, this study filled the gap by examining children's supportive environment at three time points and determining how levels of support across these points impacted children's depression and mastery at 18 years of age. Relative stability of mothers' supportive parenting (i.e., encouragement of social maturity, warmth and affection, and physical punishment) at early childhood, middle childhood, and early adolescence was examined by Kendall's tau correlations. Encouragement of social maturity showed relative stability between early and middle childhood and middle childhood and early adolescence; warmth and affection showed relative stability between early and middle childhood, and physical punishment showed relative stability across all time points. Absolute stability was examined using hierarchical linear modelling and Wilcoxon signed-rank test. No instances were found. Latent class growth analysis identified different trajectories of supportive environment among participants and three groups were identified. Multiple regressions conducted to examine how different trajectories affect late adolescents' depression and mastery found children of mothers from the least supportive group had statistically significant higher level of depression and lower level of mastery of control at 18 years of age; children of mothers from the progressively and continuously supportive group had similarly positive results of depression and mastery.

Interactive technology in the area of fitness and wellbeing has gained increasing interest in the HCI community with the emphasize to design technologies and tools in the aim to encourage people and make them more engaged in physical activity. However, there is little investigation in which precise factors that contribute to user motivation and self-efficacy.Physical activity outdoors together with tracking devices enables the users to view and interpret the results from their practice based on movements. The data can then be visualized on geographic maps, which are powerful tools for presentation. Online platforms on the web give users the opportunity to share their own results together with other practitioners’ results. This creates a shared network of practitioners in a world-wide online setting, based on geolocated information visualized on geographic maps. The study starts with the hypothesis that the space of interaction on a map-based social network platform can be further developed in the aim to increase practitioners’ motivation in physical activity. Two approaches are identified in the study: comparative and supportive. The study examines how they can be integrated in the space of a map-based social network platform in the aim to motivate practitioners. The study results in different kinds of features and investigate in practitioners’ experience of them.

In educational institutions, employee turnover decreases productivity, profitability, and sustainability. In 2015, organizations lost $60 million in assets as the result of employee turnover. High employee turnover rates have an adverse influence on productivity, which leads to unsustainable business practices. Some college leaders lack strategies to reduce employee turnover and maintain sustainability. Using the motivation-hygiene needs (2-factor theory), the purpose of this single case study was to explore strategies for-profit educational leaders used to reduce employee turnover and maintain sustainability in Florida. Participants were purposefully selected to ensure they had experience implementing effective employee turnover reduction strategies. The data collection was through face-to-face semistructured interviews with 5 managers and the review of organizational documents on employee turnover. Data were analyzed using inductive coding of phrases, word frequency searches, and theme interpretation. The 3 themes that emerged were: Effective communication reduced employee turnover, creating a supportive work environment reduced employee turnover, and job satisfaction and competitive compensation decreased turnover. Reducing employee turnover contributes to social change by providing college leaders with valuable insight that can lead to improved organizational growth, enhanced sustainability, and increased profitability. A reduction of employee turnover might help leaders provide new employment opportunities and promote prosperity for local families and the community.

Although many international and South African studies have investigated teenage parenting, they have rarely viewed the parenting support given to teenage mothers from a coparenting perspective. Coparenting is defined as the manner in which caregivers who are responsible for the upbringing of children, work together in their role as parents to negotiate the child rearing process. Consequently, much of the literature on teenage parenting remains inconclusive in terms of the beneficial nature of parenting support. In South Africa, very little is currently known about the availability of parenting support to teenage mothers from members of the extended family or from the child’s father and about the quality and processes that underlie these parenting relationships. A considerable body of evidence has found the quality of this relationship to be an important facilitator of parenting competence and a predictor of child development outcomes. Coparenting theory and constructs have largely been developed within nuclear, Western family structures that limit their generalizability and applicability to other family systems and contexts. Using a synergistic mixed methods research approach, this study examined the coparenting arrangements and relationship quality of 36 teenage mothers. Quantitative and qualitative data from the teenage mothers, their coparents and key community informants were used to understand coparenting within a particular low-income community where teenage parenting was found to be prevalent. The results revealed that the majority of teenage mothers could identify at least one coparent. A multi-person coparenting arrangement –typically coparenting with both the grandmother and the child’s father – was found to be more common than coparenting with only one other person. The newly developed, multi-domain measure of coparenting quality indicated that teenage mothers’ relationship with coparents was supportive, with minimal conflict and undermining by coparents. Qualitative differences in the roles of coparents revealed that coparenting fathers took on more traditional roles as providers and decision makers in comparison to grandmothers, who mainly performed mentoring roles to facilitate the teenage mothers’ maternal competence. The implications of these findings for coparenting theory as well as interventions and policies related to teenage parenting are discussed. / Thesis (PhD)--University of Pretoria, 2013. / Centre for Augmentative and Alternative Communication (CAAC) / Unrestricted

Long-term declines in birth rates pose a threat to the economic viability of higher education institutions (HEIs), and these institutions must strategically plan for these changes. Increasing the enrollment and retention of underrepresented Black and Latinx students is one potential strategy to offset declining numbers of high-school graduates. While educational attainment has increased overall during the last two decades, Black and Latinx students continue to have lower educational attainment levels than White students. This study uses quantitative data from the Integrated Postsecondary Education Data System (IPEDS) from 2000 to 2018 to estimate enrollment and retention levels of Black, Latinx, and White students in Higher Educational Institutions (HEIs) in the New England Region (NER). The study estimates correlations between Black, Latinx, and White enrollment and retention levels, revealing a negative impact on Black and Latinx enrollment and retention as White enrollment increases. This research likewise reveals a decrease in White enrollment as Black and Latinx enrollment increases. Additionally, this study uses a K-means cluster analysis to understand the association between enrollment and retention level performance of NER HEIs. Findings from two different cluster analyses show 1) a negative pattern of retention of Blacks and Latinx students as enrollment for these populations increases in HEIs and 2) a positive retention pattern for a subset of HEIs with higher retention levels with lower numbers of Black and Latinx enrollment totals. This proposal describes and interprets these findings and proposes new research examining institutional characteristics that may give rise to Blacks and Latinx students' retention levels. This study considers a wide range of institutional characteristics, including supportive programming and the types of financial aid packages specifically designed to retain students, while accounting for endowment and institutional size. This dissertation aims to provide NER HEI administrators with data that can inform short and long-term strategic planning. / Business Administration/Interdisciplinary

Syftet med denna studie var att bidra med kunskap om de strategier som elever i gymnasiet ansåg vara stödjande för att övervinna talrädsla och svensklärares användningsområde för dessa strategier i klassrummet. Metoderna som användes var enkät och fenomenografisk intervju. Informanterna bestod av sex gymnasieelever från samma gymnasieskola men olika årskurser. Den teoretiska referensramen som studien utgick ifrån var fenomenografi. Det var även den fenomenografiska analysmodellen som användes vid analys av empiri. Utfallsrummen i studien resulterade i nio kategorier som besvarade de tre forskningsfrågorna. Resultatet visade att de faktorer som bidrog med talrädsla hos gymnasieelever var publikens beteende, om de skrattade eller agerade ointresserade. Vidare elevens osäkerhet gällande att bli analyserad och råka göra misstag framför publiken. Den sista påverkande faktorn var bedömning, att läraren skulle bedöma framförandet och hur det skulle påverka elevens betyg. De strategier som eleverna uppfattade som stöttande för att överkomma sin talrädsla var att det inte bara behöver finnas en trygghet i klassrummet utan även i klassen. Vidare att avdramatisera situationen och inse att ett misstag inte förstör framförandet. Slutligen att öva på framförandet innan och även veta var eleven kan fästa blicken under framförandet ansågs stöttande. Det eleverna ansåg att svensklärare kunde göra i klassrummet för att stötta talrädda elever var att ge positiv återkoppling för att höja elevens självförtroende. Svenskläraren kunde behandla publik och talare lika genom att även tilldela publiken en uppgift under det muntliga framförandet. Avslutningsvis kunde svenskläraren göra medvetna val gällande, gruppstorlek, tydlighet i instruktioner och svårighetsgrad. Sammanfattningsvis efterfrågar talrädda elever stöttning och respekt från svensklärare för att känna sig tryggare i sin rädsla. / The purpose of this study was to contribute with more knowledge about strategies that upper secondary students find supportive when trying to overcome their fear of public speaking and how Swedish teachers can use these strategies in the classroom. The methods used were a questionnaire and phenomenographic interviews. The participants were six students from the same Swedish upper secondary school but from different years. The theoretical framework that was used on the study was phenomenography. The analyzed material resulted in nine categories which answer the three research questions. The findings from this study indicate that the factors contributing to the fear of public speaking are the audience and how they behave, the students’ self-esteem and lastly that the performance is being graded. The strategies that the students found supportive were a safe classroom environment and class, as well as dedramatizing the situation and practicing on the performance and eye contact in advance. To help the students with speaking anxiety the Swedish teachers could make smaller groups, clear instructions, and adjust the difficulty of the speaking tasks. To summarize the students, request support and respect from their teachers to feel more comfortable facing their fear of speaking. / Examensarbete i samverkan