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

Background Considering ~9 million Canadians have one or more chronic health conditions, and >3.3 million report some level of disability, the burden of care is substantive for individuals and health system. With such conditions, self-care is essential but may pose challenges to both individuals and providers of care. As a concept, self-care is poorly understood. Further, evidence for effective self-care support is diffuse and typically studied relative to specific conditions. Objectives To investigate the concept of self-care three objectives were undertaken: 1) explore and describe the construct of self-care as understood by individuals/families, health care professionals, researchers, policy-makers; and industry; 2) produce new knowledge for health care professionals about interventions for self-care across a range of population groups; 3) develop a provisional framework to inform practice and research. Method A multi-phase enquiry was undertaken. Phase 1 Concept clarification including: 1) synthesis of qualitative evidence on the experience of self-care reported by individuals/families; 2) content analysis and definitional study of the meaning of self-care; 3) concept analysis of self-care; 4) creation of a conceptual schema encompassing these perspectives. Phase 2 Self-care Interventions: Integrative study of systematic reviews, synthesizing evidence for self-care interventions from multiple disease/impairment groupings. Results Three modes of self-care were revealed : ‘Care of self’ self-care performed on one’s own behalf; ‘care by other’ acknowledging individuals with disabilities who guide and direct care provided by another person; and ‘care of other’- care of families and others at a community level. Analysis of 30 self-care interventions across 16 conditions demonstrated that educational sessions and self-care management plans are emerging as effective strategies to support and guide self-care. Conclusion Self-care is a complex care concept that is becoming an expected element in today’s health care environment. A full understanding of how it is viewed, including the individual’s perspective, is vital for enactment and beneficial support. This comprehensive understanding of the concept along with evidence for effective interventions drawn from multiple groups will assist health care professionals to improve their assessments and provide them with strategies to support self-care needs –ultimately, contributing to enabling individuals to maintain their highest level of functioning. / Thesis (Ph.D, Rehabilitation Science) -- Queen's University, 2010-09-24 09:33:03.17