Abstract The aim of this study is to contribute knowledge of guardian´s experience of having a child in compulsory- and upper secondary school for learning disabilities. Research questions: How do guardians describe their lived experience of the phenomenon of having a child placed in the compulsory- and upper secondary school for learning disabilities? How do guardians describe the relationship between home and school? Research indicates a multifaceted complexity characterized by high level of stress among guardians of children diagnosed with intellectual disabilities (ID). Attitudes from the society in whole towards people with ID have a major impact. My study has a phenomenologically inspired approach, that aims to access and understand the phenomenon by addressing the source, the guardians. I have interviewed three guardians and learned stories from their existential worlds. They show faith in school, but also anxiety from complex situations that they are faced with. It is important that teachers in schools for pupils with ID are aware of these feelings when meeting the guardians, since they are important to build good cooperative relationships between school and home. Successfulness is based on good relationships and for this to occur, an understanding of the situations of the guardians is required. Keywords cumpulsory school for learning disabilities, upper secondary school for learning disabilities, guardians, phenomenology, lived experience, relationship between home and school, intellectual disability, ID. / Sammanfattning Syftet med detta examensarbete är att bidra med kunskap om vårdnadshavares levda erfarenhet av att ha ett barn i grundsärskolan och gymnasiesärskolan. Forskningsfrågor: Hur beskriver vårdnadshavare sin levda erfarenhet av fenomenet att ha sitt barn placerat i grundsärskolan och gymnasiesärskolan? Hur beskriver vårdnadshavare relationen mellan hem och skola? Forskning visar på en mångfasetterad komplexitet som kännetecknas av en hög stressnivå hos vårdnadshavare till barn med intellektuell funktionsnedsättning (IF). Omgivningens inställning till personer med IF har stor påverkan. Min studie har en fenomenologiskt inspirerad ansats vilket syftar till att förstå fenomenet genom att gå till källan, vårdnadshavarna. Jag har intervjuat tre vårdnadshavare och tagit del av berättelser från deras livsvärldar. I deras berättelser visar sig en tillit till skolan men också starka känslor i form av oro, frustration och komplexa situationer att förhålla sig till. Detta tolkar jag som en form av stress. Dessa känslor och erfarenheter behöver speciallärare i grundsärskolan och gymnasiesärskolan vara medvetna om i mötet med vårdnadshavare. Dessa möten är en viktig komponent som bygger samarbetet mellan hem och skola. Ett bra samarbete grundar sig i goda relationer och för att dessa ska uppstå krävs en förståelse för vårdnadshavarens situation. Nyckelord Grundsärskola, gymnasiesärskola, vårdnadshavare, fenomenologi, levda erfarenheter, relation mellan hem och skola, intellektuell funktionsnedsättning, IF.

Depuis 2007, la réglementation sur le cadre du dépistage en France évolue et se montre favorable à la création d’expérimentations de dépistage communautaire. Cette recherche propose une analyse psychosociale des expériences de dépistage dans le cadre de deux protocoles expérimentaux: ANRS Com’Test et ANRS DragTest. Les objectifs principaux des protocoles sont (1) l’étude de la faisabilité d’un dépistage rapide du VIH effectué par des acteurs communautaires non médicaux (association de lutte contre le sida Aides), auprès des hommes ayant des rapports sexuels avec des hommes, en utilisant les tests rapides d’orientation diagnostique et le counselling motivationnel (ANRS Com’Test), et (2) l’évaluation de la non infériorité de cette proposition en comparaison avec une offre classique (ANRS DragTest).L’objectif de cette étude est de comprendre les significations attribuées aux expériences vécues à partir d’une lecture ternaire (sujet-objet-contexte) et d’une articulation entre vécu et représentations sociales. La recherche s’appuie sur une méthodologie qualitative incluant d’une part une analyse longitudinale de l’expérience des acteurs associatifs, et d’autre part une analyse transversale du vécu des personnes dépistées. La triangulation des matériaux de recueil et des méthodes d’analyse apporte un double regard sur les données. En effet, les résultats montrent à la fois la mobilisation des univers de références communs, et l’implication de l’expérience vécue dans la construction et la communication de l’expérience. / Since 2007, regulation on the part of the screening in France evolves and is favourable to the creation of community screening experiments. From a psychosocial perspective, this study analyzes screening experiences in two experimental protocols’ context: ANRS Com’Test and ANRS DragTest. The main objectives of the protocols are (1) to study the feasibility of a rapid HIV testing performed by non-medical community actors (association against Aids AIDES) among men who have sex with men, using rapid testing policy diagnostic and motivational counselling (ANRS Com'Test), and (2) to evaluate the non-inferiority of the proposal in comparison with a conventional supply (ANRS DragTest).The purpose of this study is to understand the lived experience’s meaning from a ternary reading (subject-object-context) and a link between experience and social representations. Research is based on a qualitative methodology, both including a longitudinal analysis of community actors involved, and also a cross-sectional analysis of those screened’ lived experiences. Triangulation of material collection and analytical methods brings a dual perspective on the data. Analyzes are showing both the mobilization of common references universes, and the involvement of lived experience in the construction and communication of experience.

The 21st century is characterised by globalisation, turbulent change, an information explosion and an electronic revolution. The result is organisations with decentralised structures, increased employee empowerment and growth alliances. This changing landscape calls for a more holistic, collaborative outlook on leadership, placing the emphasis on relationships, context and transformation where leadership occurs at multiple levels in organisations. While organisations work towards future sustainability in response to the demands of this landscape, leaders are faced with their own personal transition within their roles. Leadership is a socially constructed process that is co-created amidst pressure from self-expectations, follower expectations and organisational requirements. Leadership as a boundary-keeping role that functions on the periphery between the organisation and the external environment, evokes anxiety. The researcher sought to explore, describe and analyse the lived leadership role experience of 21st century leaders as it plays out above and below the surface of consciousness. At the conscious level, the normative role refers to job description and content. At the unconscious level, the existential role deals with the role in the mind of the individual, while the phenomenal role relates to what others perceive and project onto the individual fulfilling the role. The level of congruence between these three roles and its consequent impact on the individual leadership experience were explored. Hermeneutic phenomenology, using the systems psychodynamic perspective as a theoretical framework, enabled the researcher to apply in-depth description and interpretation. A case study research approach was adopted where individual cases were analysed and then consolidated into a cross-case analysis of findings. The study revealed the underlying mental activity and irrational behaviour relating to anxiety, conflict and defences that manifest for 21st century leaders. By integrating the findings with both systems psychodynamic literature and leadership literature, nine themes emerged, namely anxiety, leadership identity, boundaries, authority, role, task, containment, valence and perceived performance. These themes culminated in a research hypothesis about the constant evolution of the leadership role in the context of the current business landscape. / Psychology / Ph. D. (Consulting Psychology)

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.

This comparative essay discusses feminist and post-feminist concepts in the novels Fear of Flying by Erica Jong (1973) and Trip Reports by Tone Schunnesson (2016) from a generational perspective. The term feminism embraces both second-wave and third-wave feminism, while the term post-feminism represents the contradictions between and within the two. The analysis centers on the first-person narrators, Isadora Wing, in Fear of Flying, and the anonymous narrator, in Trip Reports. A phenomenological close-reading was employed to uncover generational differences, contradictions, and similarities in the texts, which were then analyzed through the lens of feminism and post-feminism. Examination of the texts was facilitated through the use of three categories: love, the body, and artistry. The primary theory utilized in the analysis is Toril Moi’s feminist theory developed out of Simon de Beauvoir’s reflections on “the body as situation,” where it is argued that a person’s lived experience, one’s whole subjectivity, is dependent upon and reflected through one’s body. The body forms the relationship to ourselves and our experience of the world, as well as how others view us. Thus, the female lived experience and each woman’s individual project is in this regard connected to having a female body. The results define differences in the narrators’ lived experiences and how the two women view themselves and others, in relation to societal norms and each narrator’s specific generation. Furthermore, the narrators’ are both ambivalent in their thoughts and actions. The identified similarities center around male dependency, various degrees – or lack of - female identification and traditional gender norms, independent of generation. The results of the analysis could offer a cultural and generational contribution to the current feminist literary discussion. / <p>Godkännande datum 2019-06-03</p>

Au Canada, on estime que 16 000 personnes vivent avec une maladie d’Alzheimer ou une maladie apparentée à apparition précoce (MAAP) soit lorsque ce diagnostic frappe avant l’âge de 65 ans (Société Alzheimer Canada, 2016). Plusieurs études ont décrit que le diagnostic de la MAAP entraîne plusieurs changements au sein du couple et notamment auprès du conjoint-aidant qui doit faire face à de nombreux défis, en plus de devoir composer avec de nouveaux rôles. Pourtant, peu d’écrits se sont intéressés aux transitions vécues par ces aidants au-delà de la période qui entoure le diagnostic. Cette étude qualitative descriptive avait pour but d’explorer les perceptions des transitions vécues par les conjoints-aidants de personnes atteintes de la MAAP dont le diagnostic est établi depuis plus de deux ans. Plus précisément, elle visait à décrire les types de transitions vécues par les conjoints-aidants, les conditions qui facilitent et celles qui inhibent la « réussite » des transitions ainsi que les patrons de réponses identifiés par les conjoints-aidants. La théorie des transitions de Meleis et al. (2000) a été utilisée comme cadre de référence à cette étude. Des entrevues semi-dirigées ont été menés auprès de trois conjoints-aidants. Une analyse thématique selon Paillé et Mucchielli (2016) a fait ressortir les trois thèmes suivants : 1) un long parcours de proche aidance jalonné de multiples transitions; 2) des conditions personnelles et communautaires qui influencent le succès des multiples transitions et 3) une variété de stratégies pour composer avec le rôle de conjoint-aidant. Les résultats de l’étude permettent de mieux comprendre la réalité vécue par les conjoints-aidants et pourront guider les infirmières dans l’évaluation des besoins propres aux conjoints-aidants, ainsi qu’au développement des interventions et des services visant à faciliter les différentes transitions. D’autres études s’avéreront toutefois nécessaires pour comprendre le phénomène complexe de la proche aidance des conjoints de personnes vivant avec la MAAP. Des pistes pour la recherche, la pratique et la formation des infirmières sont présentées. / In Canada, 16,000 persons are living with early-onset dementia (EOD) (Alzheimer Society Canada, 2016). Several studies have described that the diagnosis of EOD lead to difficulties for the couple and in particular for spouse caregiver who must face many challenges and deal with new roles. Yet, little is known about the transitions experienced by these caregivers beyond the diagnosis period. The purpose of this descriptive qualitative study was to explore the perceptions of the transitions experienced by the spouse caregiver of people with EOD whose diagnosis has been established for more than two years. More specifically, it aims to describe the types of transitions experienced by the spouse caregivers, the conditions that facilitate and inhibit the “success” of the transitions as well as the response patterns identified by the spouse caregivers. The theory of transitions of Meleis et al. (2000) was used as framework. Semi-structured interviews were conducted with three caregivers. A thematic analysis according to Paillé and Mucchielli (2016) brought out three themes: 1) a long journey of caregiving marked out by multiple transitions; 2) personal and community conditions that influence the success of multiple transitions and 3) a variety of strategies for coping with the caregiver role. The results of this study help better understand the lived experience by spouse caregivers and could guide nurses in assessing the specific needs of caregivers, as well as the development of interventions and services that can facilitate various transitions. Further studies will be needed to understand the caregiving experience of spouse living with a partner diagnosis with EOD. Directions for research, practice and nursing education are presented.

Cette recherche s’intéresse à comprendre le vécu expérientiel d’intervenant.es de la protection de la jeunesse ayant travaillé auprès d’un groupe sectaire. Le premier objectif est de décrire leur vécu ainsi que les effets perçus de l’intervention aux plans personnel et professionnel. Ensuite, les facteurs ayant influencé leur vécu sont explorés. En dernier, des pistes afin d’améliorer le vécu des intervenant.es sont dégagées en prévision d’intervention dans des contextes similaires. Les contenus d’entrevues individuelles réalisées auprès de douze intervenant.es des équipes de l’évaluation et de l’application des mesures ayant travaillé dans la situation ciblée ont été soumis à une analyse thématique. Les résultats soulèvent plusieurs facteurs influençant la façon dont l’expérience est vécue par les intervenant.es, particulièrement selon l’étape du processus de la protection de la jeunesse. Les deux équipes décrivent une expérience différente. D’un côté, l’équipe de l’évaluation rapporte un vécu lourd et intense. D’un autre côté, les intervenant.es de l’application des mesures décrivent une expérience décevante et frustrante. De plus, selon les répondant.es, l’intervention a eu des effets dans les sphères personnelles (ex. affective) et professionnelles (ex.satisfaction au travail). Les participant.es de l’étude proposent des pistes d’amélioration en lien avec l’organisation et les conditions de travail ainsi qu’avec le soutien psychologique. Le mandat d’intervention différent des deux équipes ainsi que la présence de facteurs de risque associés au développement de difficultés émotionnelles semblent expliquer la distinction entre les vécus. En somme, l’intervention auprès d’un groupe s’apparentant à un mouvement sectaire constitue un contexte de travail exceptionnel et exigeant. Des mesures précoces pour assurer le bien-être ainsi que le soutien psychologique et clinique sont importantes afin d’améliorer le vécu expérientiel. / This research project sought to understand the lived experiences of child protective services caseworkers who intervened with a sect. The primary objective was to describe the CPS caseworkers’ experiences and their perception of the effects of the intervention on their personal and professional lives. Second, the factors that influenced their lived experiences were explored. Last, ways to improve CPS caseworkers’ lived experiences were identified, with a view to future interventions in similar settings. Thematic analysis was performed on the content of the individual interviews conducted with 12 CPS members of the assessment and service provision teams who had worked in the setting in question. The results point to a number of factors that influenced their lived experiences, in particular in relation to specific stages of the child protection process. The two teams described quite different experiences. On the one hand, the assessment team reported an intense, stressful experience. In contrast, the service provision team spoke of a disappointing, frustrating experience. Furthermore, the respondents said that the intervention impacted the personal (e.g., emotional) and professional (e.g., job satisfaction) spheres of their lives. Study participants suggested ways to improve their lived experiences in terms of organization and working conditions, as well as through psychological support. The differences between the lived experiences of the two teams would appear to stem from their different intervention mandates and the presence of risk factors associated with the development of emotional issues. To sum up, CPS intervention with members of a sect-like movement is an exceptional, very demanding work environment. It is essential to take early measures to ensure CPS caseworker well-being and provide psychological support and clinical supervision in order to improve their lived experiences.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / Diabetes is a significant health problem in the United States which disproportionately affects Native Americans. Despite many new prevention and intervention programs, there has been a prolific increase in the incidence of diabetes among Native Americans. The purpose of this qualitative study was to explore the experience of Coeur d’Alene tribal members living with type 2 diabetes using a Heideggerian hermeneutic framework. Participants were recruited through the local diabetes educator at the tribal clinic using purposive and snowball sampling. Individual interviews were conducted with ten Coeur d’Alene tribal members whom had type 2 diabetes and were willing to share their stories of about living with diabetes. Participants ranged in age from 26-86. Interviews lasted from 25-90 minutes and focused on gathering stories about their daily life with their diabetes, and barriers and supports to their diabetes self-management. These became the data for hermeneutic interpretations. Individual transcripts were read and reread for initial themes. Next, comparisons between and across transcripts were done through interpretive emersion into the texts. Emerging themes and patterns were brought before a group of qualitative nurse researchers and doctoral students as a means of cross-checking and validating interpretations. Perseverance was the overarching pattern in the stories of living with diabetes in the world of Schitsu’umsh. The four themes that emerged under the umbrella of perseverance were valuing tribal traditions, being inattentively caring, struggling with disease burdens, and experiencing tensions in patient-provider relations. Living with diabetes in the world of the Schitsu’umsh was always a tenuous balancing act. There was an ever present dialectic tension between strengths and barriers underlying their daily struggles for balance. By increasing our understanding of Native American experiences of living with diabetes, collaborative partnerships can be developed with the tribes to address these barriers to diabetes self-management and to develop culturally relevant diabetes education programs. There is also a need to address cultural competence by the health care community and to work at eliminating biases and prejudice in our healthcare system. This work brings new cultural understandings of what it means to live with diabetes in one Native American group.