Bakgrund: Individer med neuropsykiatriska funktionsnedsättningar är en relativt ny målgrupp, vilket gör det angeläget att undersöka hur de bäst får stöd. Gruppboende och boendestöd är två vanliga stödformer för denna målgrupp. I de lagstiftningar vilka stödformerna befinner sig, kan delaktighet skönjas som ett betydelsefullt begrepp. Att påbörja någon form av stöd kan innebära en stor förändring, det är därför viktigt att uppmärksamma hur detta kan göras på ett bra sätt. Syfte: Studiens syfte har varit att med utgångspunkt hos personal, undersöka och analysera hur insatsen planeras och genomförs i praktiken när en individ med neuropsykiatrisk funktionsnedsättning flyttar till gruppboende eller påbörjar boendestöd. Vidare att undersöka och analysera personals medvetenhet om att skapa förutsättningar för dessa individers delaktighet i insatsens inledande skede, samt vilka utmaningar som finns i det arbetet. Metod: Studien har haft en kvalitativ ansats. Datainsamlingen har skett genom fokusgruppsintervjuer, med tre personalgrupper som arbetar med boendestöd eller på gruppboende. Materialet har analyserats dels genom en empirikopplad analys. Dels genom en teorikopplad analys, där en teori om begreppet delaktighet har använts. Resultat: Resultatet visar att processen när målgruppen flyttar till gruppboende eller påbörjar boendestöd i de flesta fall utgår ifrån en planering. Där den relation som byggs upp mellan individen och personalen är avgörande för hur stödet ska bli. Resultatet visar också att begreppet delaktighet är en betydande del i personalgruppernas arbete med målgruppen. Delaktighet framträder genom analysen på flera olika sätt, men främst genom att individernas självbestämmande betonas. Det är av stor vikt att starten och planeringen av insatsen utgår ifrån vad individen själv vill. Vidare syns också att personalen genom sitt agerande kan ge olika förutsättningar för delaktighet. Utmaningar i det delaktighetsfrämjande arbetet i insatsernas inledande skede kan skönjas främst genom hinder omgivningen skapar för delaktighet men också genom hinder i organisationen.

The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will demonstrate greater achievement in knowledge of Christian Church history as compared to Kenyan Bible college students who receive instruction using a traditional (minimally structured) non-mastery learning model. The subjects were 17 second-year Kenyan Bible college students enrolled in a course on Christian Church history, and they were randomly assigned to the two treatment conditions. The researcher served as instructor for both groups. The experimental group used a textbook, detailed syllabus, 200 page study guide (featuring an advance organizer to provide an ideational scaffolding), and a lesson-development feature (providing an enabling objective, congruent questions, and informative feedback for each lesson segment). The control group used a textbook and a less-detailed syllabus. Both groups shared the same classroom lectures, class discussions, required assignments, examinations, and review of examination items. Five tests of Christian church history were administered, including a pretest, three unit tests, and a comprehensive course examination. Test data were analyzed using a 2 x 5 (treatment x testing occasion) repeated measures analysis of variance (RM ANOVA). The percentage of students performing at mastery level (80% correct) on each test was also calculated. Results indicated that, from the second unit test to the comprehensive examination, the modified mastery learning group achieved slightly but consistently higher mean percentage correct scores than the traditional group, but there was no significant main effect for treatment. In contrast, the main effect for testing occasion did reach statistical significance. Across the five test occasions, 8% to 51% more students in the modified mastery learning group attained mastery level as compared to the traditional learning group.

This study aimed to investigate the relationship between psychological capital and the work-related attitudes of job satisfaction and organisational commitment recognising the hierarchical nature of the data. This relationship was examined in light of a supportive organisational climate as defined by supervisor support which played the role of a moderator in this relationship. Data was gathered using a number of structured questionnaires which were distributed to employees via an online link. The Psychological Capital Questionnaire (Luthans, Youssef & Avolio, 2007), Organisational Commitment Questionnaire (Mowday, Steers & Porter, 1982), Warr, Cook and Wall’s (1979) measure of job satisfaction and Eisenberger’s (1986) adapted measure of supervisor support were administered. A total of 14 departments participated in the study and 50 employees completed the questionnaires. A Hierarchical Linear Model analysis (HLM) was used to analyse the data along with Pearson product moment correlations and a two-way ANOVA. Results indicated that psychological capital was related moderately and positively to job satisfaction but was not related to organisational commitment. Supervisor support was related to both job satisfaction and organisational commitment. Finally supervisor support moderated the relationship between psychological capital and job satisfaction but no interaction was found for the relationship between psychological capital and organisational commitment as moderated by supervisor support. This paper concludes with a discussion of the results, implications of the findings, limitations and directions for future research.

Made available in DSpace on 2015-03-05T18:57:21Z (GMT). No. of bitstreams: 0 Previous issue date: 23 / Nenhuma / Este estudo objetivou analisar os aspectos de formação e de gestão de seis Empreendimentos Econômicos Solidários (EES) incubados pelo Projeto Tecnologias Sociais para Empreendimentos Solidários (Tecnosociais) da Universidade do Vale do Rio dos Sinos (UNISINOS). Partiu-se de suas histórias de formação e analisou-se o apoio da UNISINOS para verificar seus processos de gestão do negócio, fundamentalmente: tomada de decisões, verificação de oportunidades de ampliação e prestação de contas interna quanto aos resultados. A metodologia da pesquisa incluiu visitas aos EES e entrevistas com seus participantes através de aplicação de questionário aberto. Esta investigação foi orientada por indagações acerca da viabilidade econômica desses EES e da sua caracterização enquanto empreendimento solidário. Os resultados da pesquisa apontaram afirmativamente para ambas as questões. / This I study planned to analyze the aspects of formation and of management of six Supportive Economic Undertakings (EES) incubated by the Project Social Technologies for Supportive Undertakings (Tecnosociais) of the University of the Order of Rio of the Bells (UNISINOS). It left of his histories of formation and analyzed itself the support of the UNISINOS for verify his trials of management of the business, fundamentally: decision-making, enlargement opportunities verification and installment of you count internal as regards the results. The methodology of the research included visits to the EES and interviews with his participants through application of open questionnaire. This inquiry was oriented by inquiries about the economic feasibility of those EES and of his supportive undertaking while characterization. The results of the research aimed affirmatively for both the questions.

The principal’s roles as manager and instructional leader are complementary terms for explaining what s/he does daily in the school to direct the mission towards its fulfilment. However, these roles are often in tension, especially in the context of school self-management. This scenario has led to an overemphasis on routine (administrative) tasks by school managers, leaving them over-worked and with little time to devote their efforts to the core technology of schooling, the most critical and essential responsibility of school management namely, instructional leadership. Employing a qualitative case study approach, this report explored the day-to-day instructional tasks of leaders in two primary schools in the Johannesburg East District in the Gauteng Province. It is argued, in the study, that it is necessary for school principals to distribute, collaborate and involve other SMT members in executing their instructional leadership responsibilities to enhance quality delivery of C2005. The deputy principal and school level HoDs, it is argued, should be the immediate arbiters of the tension between the principal’s functions as manager and instructional leader. They should be enabled and encouraged to create a balance between meeting the school’s educative goals and sharing in the instructional duties of principals. The lack of time and commitment to instructional improvement on the part of principals seriously hampers and compromises their effectiveness, teaching and learning, and student achievement. Consistent with the Department of Education’s policy framework on instructional leadership practices in schools (DoE, 2000), the findings in this study reveal that the effective implementation and reaping the benefits of Curriculum 2005 (C2005) requires collaborative practices among the SMT members (the principal, deputy principal and the heads of departments). This study also found that instructional improvement should be regarded as core to everybody’s job and not as a specialised function for an individual, the principal. This is consistent with Alvarado (in Elmore & Burney, 1997), who asserts that anyone with staff responsibility has the duty to support others directly involved in staff development. The deputy principal, the heads of department and subject heads in primary schools as formal leaders, all have an instructional responsibility to assist the principal in meeting the school’s instructional goals.

This study investigated whether the presence of a supportive adult in the life of a youth transitioning out of foster care impacts the likelihood that the youth experiences homelessness, teenage pregnancy, drug or alcohol addiction, or incarceration in San Bernardino County. Understanding the impact of a supportive adult, or mentor, on youth transitioning from foster care to independence would allow the social workers to more strategically plan for a successful exit from state care. This study will use public data collected from the federally mandated survey for the National Youth in Transition Database (NYTD). Data was analyzed to determine if a correlation exists between having a supportive adult and the four aforementioned negative outcomes. The results showed that the four negative consequences examined occurred less frequently with individuals who identified as having a supportive adult in their lives. However, the differences demonstrated by the data were not statistically significant. Further research needs to examine the effect of mentoring on youth transitioning out of foster care.

From 1948 to 2015, there was a dramatic increase of mothers in the workforce. The literature demonstrates that mothers tend to work outside of the home while also maintaining most of the domestic roles. However, the literature does not address how these women are able to balance their roles. There is a gap in the literature concerning the relationship between locus of control, perceived supportive factors, income size, and work-life balance for working mothers. The purpose of this cross-sectional quantitative study was to fill that gap as measured by Rotter's Internal- External Control Scale, Satisfaction with Work and Family Balance Scale, Multidimensional Scale of Perceived Social Support (MSPSS), income size, and demographic information. The work and family border theory and the social learning theory were used as the theoretical frameworks. This online study used Facebook to recruit 164 working mothers between the ages of 18-50 with children under the age of 18. Correlations, t tests, and linear regressions were used to analyze the data. The results showed no significant relationship between loci of control on work-life balance. However, perceived support was associated with work-life balance and predicting work-life balance. This study is intended for employers, program developers, and mental health professionals in their efforts to support working mothers in gaining work-life balance. The social change implications of this study are to increase understanding of work-life balance, reduce mental health risks associated with imbalance, decrease job dissatisfaction, absenteeism, isolation, and increase universality and normalcy of the working mother experience.

Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students' motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students' intrinsic motivation to participate in physical education class and physical education teachers' use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th-8th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.

Schizophrenia has been a public mental health barometer for many decades, and health professionals and government agencies continue to look for treatment options that produce the best outcomes. The purpose of this study was to determine the effectiveness of assertive community treatment (ACT) and supportive case management (SCM) outpatient treatment interventions as an alternative to inpatient psychiatric hospital care. Social cognitive learning theory and choice theory provided the framework for the study. Archival data from inpatient psychiatric hospitalizations for 153 adult men and women with a primary diagnosis of schizophrenia who received ACT or SCM services were analyzed using regression analysis and a correlation. Predictor variables were gender, age cohort, and treatment model, and criterion variables were the number and duration of inpatient psychiatric hospitalizations for patients with schizophrenic diagnoses. Results showed some correlation between the number of admissions and length of stay for both ACT and SCM interventions. The first admission accounted for the longest length of stay, with a significant decline by the second admission, indicating that many participants received the appropriate and necessary treatment to address any changes or increase in symptoms during the first admission. Findings demonstrated the value of outpatient treatment interventions such as ACT and SCM for men and women in reducing the number and length of inpatient psychiatric hospitalizations. This translates into cost reductions for federal and state mental health care spending.

Obesity is a serious public health issue within the U.S. and minimal long-term success is found with standard behavioral weight-loss treatments. Typical weight-loss interventions do not acknowledge psychological factors, such as weight-related stigma, which may play a role in the development and maintenance of poor coping behaviors, such as unhealthy eating patterns. Individuals who are obese may often experience weight-related stigma present in society and are ultimately at risk for weight self-stigma, which is related to poor health behaviors and increased psychological distress. Acceptance and commitment therapy (ACT), can be effective for treating numerous mental health presentations, might also be effective in decreasing weight self-stigma and improving health behaviors. Guided self-help may be particularly attractive to individuals struggling with weight self-stigma because it allows for greater flexibility and personal choice. There have been no previous randomized controlled trials evaluating guided self-help for weight self-stigma and health behavior change in obese populations. This study reports the results of a randomized controlled trial of ACT guided self-help for weight self-stigma comparing two versions of guided self-help with varying levels of support versus waitlist control. Each active condition provided unique levels of guided self-help to evaluate whether phone coaching enhanced the program. Results showed both active conditions were highly acceptable, although greater satisfaction with support and greater follow-through with book reading was found for those who received phone coaching. There were significant improvements at post in binge eating, physical activity, psychological distress, weight self-stigma, and weight-related psychological flexibility for both active conditions versus waitlist. Mediational analyses showed significant treatment effects, such that weight self-stigma and weight-related psychological flexibility fully and separately accounted for the relation between ACT guided self-help and binge eating behavior. The findings from this study provide the first randomized controlled trial data of an effective intervention for weight self-stigma. Clinical implications, limitations, and future directions are discussed.