Denna kvalitativa studie syftade till att undersöka upplevelserna av att ha vuxit upp med en förälder som har bipolär sjukdom, med hjälp av intervjuer från sex deltagare. Med hjälp av Bronfenbrenners utvecklingsekologiska perspektiv har resultatet från intervjuerna analyserats tillsammans med begreppen ”risk- och skyddsfaktorer”. Det som framkom genom resultat och analys var att tiden som barn tillsammans med en förälder som har bipolär sjukdom präglades av ambivalenta känslor och instabilitet, samtidigt som det fanns trygghet i form av annan vårdnadshavare. Sällan eller aldrig fanns det stöd utöver den andra föräldern och inga insatser från samhället erbjöds dessa barn varken under tidig barndom eller tonår. Alla som deltog i studien uttryckte dock att de hade behövt fångas upp på ett eller annat sätt och att de som vuxna önskade att de fått någon typ av samtalsstöd för att kunna förstå och bearbeta sin förälders sjukdom, då detta påverkade deras barndom kraftigt. Upplevelserna var även att barndomen hade påverkat intervjupersonernas vuxenliv på olika sätt och ofta i negativ riktning. Under intervjuerna uttryckte dock intervjupersonerna att de i dagsläget befann sig på en plats i livet som kändes bra för dem, och att en del dessutom kände sig stärkta av sin barndom. / This qualitative study aimed to examine the experiences of what it is like to have grown up with a parent who has bipolar disorder, with help from interviews of six people. Together with Bronfenbrenners ecological systems theory the results have been analysed with the concept “risk- and protective factors”. What came out of the result and analysis was that being a child of a parent with bipolar disorder was featured by ambivalent emotions and instability, at the same time as there was safety in the shape of another guardian. Rarely or never were there any support beyond the other parent and no help from society was offered these children during either their childhood or youth. Everyone who participated in the study expressed that they felt the need to have been seen somehow and that as adults they wished that they had gotten some sort of counselling to be able to understand and process their parent´s disorder, since this affected their childhood vigorously. The experiences were also that the childhood had affected the participants adulthood in different ways and often in a negative direction. During the interviews though, the participants expressed that they were now in a place in life where they wanted to be and that some of them even felt strengthened by their childhood.

Submitted by Isabel Santos (prof.isabelcristina@hotmail.com) on 2014-08-01T11:18:49Z No. of bitstreams: 1 PDF FINAL.pdf: 684507 bytes, checksum: a75b3430eb44a9f8ad943121ffa6cf04 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-08-01T14:13:46Z (GMT) No. of bitstreams: 1 PDF FINAL.pdf: 684507 bytes, checksum: a75b3430eb44a9f8ad943121ffa6cf04 (MD5) / Made available in DSpace on 2014-08-01T14:13:46Z (GMT). No. of bitstreams: 1 PDF FINAL.pdf: 684507 bytes, checksum: a75b3430eb44a9f8ad943121ffa6cf04 (MD5) / Na esteira das mudanças provocadas pela inserção massiva das Tecnologias da Informação e Comunicação (TIC) na sociedade, o Direito à Comunicação estabeleceu-se como elemento significativo para a efetivação, promoção e proteção dos direitos humanos fundamentais e do diálogo social. Isso ocorre, atualmente, concomitantemente à luta do homem do campo em diversas frentes de batalha, entre elas a luta por uma Educação do Campo que possibilite o exercício da cidadania em seu próprio espaço de vivência. O tema central deste trabalho é o uso das TIC como possibilidade de superação da “cultura do silêncio” na Educação do Campo, a partir da positivação e efetivação do direito à comunicação como direito humano. Nesta pesquisa, a problemática que motivou os estudos nasceu da necessidade de identificar, compreender e refletir sobre as concepções e materialidade das políticas públicas para efetivação do direito à comunicação no contexto da Educação do Campo e sobre a existência de uma “cultura do silêncio” no campo, ao longo da história e na atualidade, de forma a perceber se as TIC aplicadas à Educação do Campo contribuem para a sua superação. Esta pesquisa caracteriza-se pela abordagem qualitativa, e buscou adentrar na temática a partir da bibliografia, da análise documental dos programas e da legislação oficial sobre o que propõem as TIC na Educação do Campo. Houve ainda entrevistas semiestruturadas com propositores, formuladores, aplicadores de políticas públicas para a Educação do Campo e representantes dos movimentos sociais, com o objetivo de levantar dados sobre a problemática em estudo e fundamentar sua posterior análise. Verificamos que as políticas públicas para inserção das TIC na Educação do Campo se materializam em forma de programas como o Gesac e Proinfo no Território do Médio Sudoeste de Itapetinga, lócus desta pesquisa. A concepção contida nos documentos centra-se no aspecto da provisão dos equipamentos sem a necessária integração com as comunidades para a implantação e gerenciamento dos espaços. Averiguamos que os dirigentes municipais de educação concordam que há uma cultura do silêncio no campo, porém os movimentos sociais e os conselhos escolares são mecanismos para sua superação. Constatamos que direito à comunicação ainda é termo em construção e que há intersecção bastante visível com a educação do campo no âmbito dos direitos humanos. Concluímos que para haver inserção do campo na cultura digital são necessárias políticas públicas que agreguem ações que promovam a interação entre as comunidades do campo, com o mundo e seus pares, participação e envolvimento de todos na luta por uma educação do campo de qualidade e uma escola do campo como promotora dessas ações. / ABSTRACT This paper is about the use of Information and Communication Technologies as a possibility of overcoming the "Culture of Silence" at the Educational Field through execution and positive assertions of the right to communication as a human right. It originates from the need to identify, understand, and reflect about the concepts and materiality of public policies to the performance of the right to communication in the context of Educational Field, as well as the existence of the "Culture of Silence" in the field throughout history up to our times. so that one can realize if Information and Communication Technologies applied to the Educational Field can contribute to its overcome. The qualitative approach is the characteristic of this paper; it was through bibliography, program analysis, and official legislation that we furthered our studies on the Information and Communication Technologies. We also conducted interviews with Educational Field public policies formulators, proposers, and applicators and social group agents in order to raise data about our study and build further analysis. We find that public policies for integration of Information and Communication Technologies in Education Field arematerialized in programsas PROINFO and GESAC in the Território do Médio Sudoeste da Bahia, locus of this research. The conception contained in the documents is focused on the aspect of the provision of equipment without the necessary integration with the communities for the implementation and management of spaces. We check that the municipal education officials agree that there is a culture of silence in the field, but that social movements and school boards are mechanisms to overcome them. We find that also right to communication is a term still under construction and that its intersection with field education takes place in the context of human rights due to the fact that in rural areas there is a severe violation of human rights. We conclude that there is an insertion of the field in digital culture public policies are necessary interministerial character, that agregatte to the school's field these actions to promote their interaction with other communities in the field, with the world and with their peers, as well as participation and involvement of all in the fight for human rights in the field.

Syftet med denna studie var att undersöka socialsekreterares erfarenheter och upplevelser av klientutövat hot och våld i arbetet med barn och unga. Det har gjorts en kvalitativ studie med en semistrukturerad intervjumetod och det har genomförts sex intervjuer. Empirin har tolkats utifrån en tematisk analys och en hermeneutisk meningstolkning. Materialet har analyserats utifrån tidigare forskning och socialkonstruktionismen som vetenskaplig grund samt coping och rollteorin som teoretiskt perspektiv. Studien visar att socialsekreterarna beskriver klientutövat hot och våld som tvetydigt eftersom de har delade meningar om vad hot och våld är samt att allvarlighetsgraden är en påverkande faktor i det. Tröskeln kopplat till hotet och våldets omfattning inom organisationen och medarbetarna har visat sig vara hög vilket medfört att socialsekreteraren i många fall reducerar händelser av hotfull- och våldsam karaktär. Det kan handla om att tillämpa strategier i sitt vardagliga arbete för att lättare kunna hantera riskfyllda situationer och nyttja organisatoriska säkerhetsåtgärder i ett förbyggande syfte. Vidare framkom det att det egna ansvaret är centralt i hot- och våldssituationer vilket har resulterat i underrapporteringar och mindre anmälningar. Resultatet visar också att tillgängligheten av socialsekreterares personuppgifter är ett orosmoment för socialsekreterare och används som innehåll i hot som framförs. / The purpose of this study was to examine social workers experiences of client-perpetrated threats and violence in their work with children and youths. A qualitative study has been made with a semi-structured interview method and have conducted six interviews. The material has been interpreted through a thematic analysis and hermeneutic interpretation of meaning. The material has been analyzed based on previous research and social constructionism as a scientific basis and coping and role theory as a theoretical perspective. The study shows that the social workers describe client-perpetrated threats and violence as ambiguous, because they have divided opinions about what threat and violence is and that the degree of seriousness is an influencing factor. The bar for the threat and violence extent within the organization and the employees has proven to be high which has resulted in that social workers in many cases reduces incidents of threatening and violent nature. It can be about applying strategies in your everyday work to be able to handle riskful situations more easily and to use organizational security measures in a preventive purpose. Furthermore it appears that your own responsibility is central in threat and violence situations which has resulted in under-reportings and less reports. The results also show that the availability of social workers personal data is a point of concern for social workers and is being used as content in threats that are made.

This sociological study explores the past and current higher education (HE) experience of educationalists at Gaza’s universities and how this experience may be evolving in the shifting socio-political context in the Arab World. The thesis is motivated by three questions: 1. What are the perspectives of academic staff in the Faculties of Education at Gaza’s universities on their own past HE experiences? 2. What are the perspectives of students and their lecturers (academic staff) in the Faculties of Education at Gaza’s universities on students’ current HE experiences? 3. How do educationalists in the Faculties of Education at Gaza’s universities perceive the shifting socio-political context in the Arab World, and what current or future impact do they think it will have on the education context at Gaza’s universities? To examine these questions, I conducted an inductive qualitative study. Using 36 in-depth, semi- structured interviews which lasted between (90-300 min), I collected data from educationalists (15 academic staff; 21 students) at two of Gaza’s universities. Due to difficulties of access to the Gaza Strip, the participants were interviewed via Skype from Cambridge. Informed by the literature review, and triangulated with other research activities, such as reviewing participants’ CVs, browsing universities websites, and keeping a reflective journal, a thematic analysis was conducted on the interview data. Theoretically, although this study has benefited from conceptual insights, such as those found in Paulo Freire’s Pedagogy of the Oppressed and in Pierre Bourdieu’s work on symbolic violence, it is a micro-level study, which is mainly data driven. The findings of this research show that in the past, educationalists were relatively more passive in terms of shaping their HE experiences, despite efforts to become resilient. In the present, students and their lecturers continue to face challenges that impact negatively on their participation and everyday life at Gaza’s universities. However, how the HE experience will evolve out of this context in the future is uncertain. The Arab Spring revolutions have had an influence on Gaza HE institutions’ campuses as they have triggered more awareness of students’ grievances and discontent. Because of some political and educational barriers, however, students’ voices are a cacophony; they remain split between “compliance” and resistance (Bourdieu, 1984, p. 471; Swartz, 2013, p. 39). Previously, Sara Roy (1995) rightly indicated a structure of “de-development” in the Gaza Strip (p.110). The findings from this research show that the impact of occupation and of the changes in the Arab World on the educational context in Gaza are more complex than previously thought. There is a simultaneous process of construction and destruction that is both external and internal to educationalists and which undermines academic work at Gaza’s universities. Based on this, the study concludes by explaining six implications of this complex structure for academic practice at Gaza’s universities, offering nine policy recommendations for HE reform, and highlighting six areas for future research.