Titel: Vi måste trolla med knäna- Socialsekreterares erfarenheter av eftervård till unga som lämnar dygnsvården Syfte: Syftet med studien var att undersöka vad socialsekreterare anser attsamhällsplacerade unga har för behov i övergången mot ett självständigt vuxenliv, samtderas erfarenheter av de stöd- och hjälpinsatser som erbjuds de unga eftersamhällsplaceringens avslut. Metod: För att besvara studiens syfte och frågeställningar genomfördes tvåfokusgruppsintervjuer på två olika avdelningar inom en Socialtjänst i Sverige. Resultat: Resultatet av studien visade att socialsekreterarna anser att de unga somlämnar dygnsvården har olika förutsättningar och är i stort behov av socialt stöd ochpraktiskt stöd. Resultatet visade även att de eftervårdsinsatser som erbjuds idag intetillgodoser de identifierade behoven. Socialsekreterarna måste således trolla med knänaoch hitta egna lösningar. Diskussion: Samhället har ett stort ansvar för de placerade barnen även efter avslutadplacering och därför behöver lagen kring eftervård bli tydligare. / Title: Leaving social care in Sweden- Social workers experiences of working with young care leavers Aim: The study aims at examining what social workers consider necessary for youngcare leavers during their transition to adulthood, together with social workers experiences of working with aftercare. Method: To achieve the aim of the study, two focus group interviews were conductedwith social workers from two different sections of social services in one municipality in Sweden. Results: The result showed that according to the social workers, the young care leaversare a vulnerable group and in need of social and practical support. The study alsoshowed that the existing aftercare policies and services offered to care leavers does notmeet the identified needs. The social workers cannot therefore provide for the needs ofthe care leavers thus being forced to make things work out of the impossible. Discussion: The social services within municipalities are solely responsible for care andaftercare of the out of home placed children and youth. Therefore, there is need fordistinct policies and guidelines on aftercare.

Diplomová práce: Životní situace vysokoškolských studentů z hlediska dospělosti (Life situation of university students in terms of adulthood) Zpracovala: Barbora Musilová Abstract Diploma thesis " Life situation of university students in terms of adulthood" aims to show how young people currently studying university perceive their life situation and how much they feel to be adults. The thesis seeks the answers in qualitative analysis of students of Prague universities. Theoretical background of empirical part is formed by theories of present time analysts which highlight the variability and instability of social conditions. The result of this instability is that there are shifts of the timing of life events in the life cycles and challenging the traditional definition of adulthood as defined for example, independent living and marriage. Trends in the life of young students, such as prolonged studies or leaving home parents in late time point to a new stage, which haven't been in the life paths of previous generations. Living situation of young university students is not only extending the transition to adulthood, but the independent stage, which also raises the need to redefine the earlier definition of valid adulthood.

Malgré les nombreux bienfaits des jeux vidéo, environ 10% des joueurs présenteraient un profil d’utilisation problématique associé à de graves répercussions sur le fonctionnement – profil néfaste qui toucherait particulièrement les jeunes adultes. Selon les modèles théoriques généraux de stress-coping (Folkman et Lazarus, 1984) et spécifiques à la dépendance aux nouveaux médias (Douglas et al., 2008), l’exposition à des stresseurs serait un des facteurs étiologiques les plus importants de l’utilisation problématique des jeux vidéo (UPJV), dont l’impact serait amplifié par certains états internes, notamment les traits dépressifs. Plusieurs études empiriques sur l’UPJV appuient ces prémisses, mais utilisent des mesures d’exposition aux stresseurs problématiques et excluent généralement les jeunes adultes ne fréquentant pas les institutions d’enseignement. Cette étude visait ainsi à examiner le lien entre l’UPJV et l’exposition à des stresseurs ponctuels et chroniques (évènements de vie et difficultés) telle que captée par des mesures fiables et valides, ainsi que le rôle modérateur des traits dépressifs auprès d’un échantillon constitué majoritairement de jeunes peu scolarisés (N = 386, 52,3% garçons) et suivi de l’adolescence au début de l’âge adulte (devis longitudinal ; environ de 16 à 20 ans). En contrôlant divers facteurs confondants potentiels, un lien direct avec l’UPJV a été observé pour les traits dépressifs, mais pas pour l’exposition aux stresseurs. Parmi un ensemble d’interactions testées à partir des différentes mesures d’exposition aux stresseurs, une seule s’est avérée significative ; la méthode de décomposition de la variance a révélé des patrons inverses à ceux attendus. Les possibles interprétations de ces résultats sont discutées, ainsi que leurs retombées pour la pratique et la recherche. / Despite the many benefits of video games, approximately 10% of gamers have a problematic use profile associated with severe repercussions on functioning - a negative profile that could particularly affect young adults. According to general theoretical models of stress-coping (Folkman et Lazarus, 1988) and specific to addiction to new media (Douglas et al., 2008), exposure to stressors is one of the most important etiological factors of problematic video games use (French acronym: UPJV), and its impact is likely to be amplified by certain internal states, in particular depressive traits. Several empirical studies of the UPJV support this premise but use weak measures of problematic stressors exposure and generally exclude young adults not attending educational institutions. This study thus aimed to examine the link between the UPJV and exposure to occasional and chronic stressors (life events and difficulties) as captured by reliable and valid measurements, as well as the moderating role of depressive traits in a sample made up mainly of young people with low levels of education (N = 386, 52.3% boys) and followed from adolescence to early adulthood (longitudinal design; around 16 to 20 years old). Controlling for various potential confounder factors, a direct association with UPJV was observed for depressive traits, but not for exposure to stressors. Among a set of interactions tested using different measures of exposure to stressors, only one was found to be significant; the variance decomposition method revealed reverse patterns to those expected. The possible interpretations of these results are discussed, as well as their implications for practice and research.

Avhandlingens syfte är att fördjupa kunskapen om skolsituationen för barn och ungdomar i samhällsvård samt att fördjupa kunskapen om de processer varigenom de unga finner vägar genom skolan och samhällsvården mot ett självständigt liv som unga vuxna. Studien har genomförts i fem svenska storstadskommuner. Materialet består huvudsakligen av upprepade intervjuer med unga som själva har erfarenhet av att vara placerade i samhällsvård. Som en bakgrund genomfördes en kartläggande aktstudie gällande alla de ungdomar från dessa kommuner, som under 2003 hade placerats i samhällsvård. Intervjudeltagarna valdes ut från denna kartläggning. I analysen av intervjuerna användes en narrativ livsberättelseansats. Fokus i analysen har riktats både mot att förstå de ungas erfarenheter av att leva i skola och samhällsvård och mot att förstå hur de unga, genom sina berättelser, tolkar dessa erfarenheter och på så sätt skapar en meningsfull berättelse om sig själva och sina liv. Resultatet visar att livet i samhällsvård för de unga är präglat av utsatthet på flera nivåer. Socialtjänstakterna pekar mot ett samband mellan svårigheter i hemmet och svårigheter i skolan för de ungdomar som placerades i samhällsvård. Livsberättelserna synliggör hur skolan, familjen och samhällsvården utgör en komplex helhet i de ungas vardag och hur utsatthet inom någon av dessa praktiker därmed tenderar att spridas vidare i en process av överförd utsatthet. I sin kamp för att undkomma denna utsatthet navigerar de unga mot arenor där de kan finna hemmatillhörighet, det vill säga en upplevelse av att förstå och ”höra hemma” i en socialt delad vardagsverklighet. Ett viktigt redskap i de ungas strävan efter hemmatillhörighet är deras förståelsearbete, det vill säga det kontinuerliga tolkningsarbete varigenom de – inom ramen för socialt delade hemmatillhörigheter – knyter ihop sina erfarenheter till en sammanhängande förståelse av sig själva och sina liv. / The aim of this thesis is to gain further knowledge about the school situation for children and youths in out-of-home care; about the processes by which these children and youths find their way through family life, school and care settings; and about their transitions from out-of-home care to an independent life as young adults. The study was conducted in five municipalities in Sweden. The main empirical data was generated through repeated interviews with young people who had the experience of staying in out-of-home care. As a background social services case files concerning all youths from the five municipalities, who during 2003 were placed in out-of-home care, were analysed. The interviewees were selected from this overview. In the analysis of the interviews a narrative life story perspective was used. Focus was directed both towards the understanding of the young people’s school and in-care experiences and at the understanding of how they, through their narratives, interpret these experiences and create a coherent story of meaning about themselves and their lives. The result indicates that life for young people placed in out-of-home care is characterized by vulnerability and exposure on several levels. The case files indicate that there is a connection between the degree of difficulties at home and in school for youths placed in out-of-home care. The life stories show that school, home and care settings, for the youths seem to represent a complex pattern of everyday practices in which their vulnerability tend to spread in a process of transferred exposure. In their struggle to avoid this exposure they strive to find spaces that provide them with a sense of belonging. An important tool in this struggle is their comprehension work, that is to say the continuous interpretive work by which they connect their experiences into a meaningful understanding of whom they are and which life they ought to live.

Cette thèse analyse les tensions vécues et les négociations menées, au quotidien, par des jeunes diplômés, en prenant en compte leurs parcours de formation et le recours au RSA. Partant d’entretiens et de récits, la recherche porte sur les processus socio-biographiques, avec leurs nombreuses transformations identitaires et relationnelles. Une typologie des modes de vie a d’abord été construite pour décrire les multiples usages du RSA pratiqués au quotidien. Une analyse des parcours dans le dispositif a permis ensuite de saisir les manières dont ces jeunes renégociaient les usages du RSA avec leur entourage proche et avec les professionnels chargés de l'accompagnement des allocataires. Enfin cette thèse montre que le recours au RSA représente une expérience sociale marquante pour des jeunes diplômés, sortis de l'enseignement supérieur et confrontés à la précarité professionnelle, notamment dans la manière dont ils vivent leurs transitions sociales vers la vie adulte. / This thesis analyzes the lived tensions and negotiations conducted on a daily basis by young graduates, taking into account their training program and the use of RSA. Starting with interviews and stories, research focuses on socio-biographical process, with their many identities and relational transformations. A typology of lifestyles was first constructed to describe the multiple uses of RSA practiced daily. An analysis of the course in the device was then used to grasp the ways in which these young renegotiating uses RSA with their entourage and the professionals responsible for the accompaniment of the beneficiaries. Finally, this thesis shows that the use of RSA represents a significant social experience for young graduates, out of higher education and faced with job insecurity, particularly in the way they live their social transitions to adulthood.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-10-11T19:40:32Z No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:20:17Z (GMT) No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:20:27Z (GMT) No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) / Made available in DSpace on 2016-10-21T12:20:34Z (GMT). No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) Previous issue date: 2016-02-25 / Não recebi financiamento / The higher education is increasingly a prerequisite for independence aiming for adulthood of young people today. Researchers have pointed out the importance of participation of young people with intellectual disability (ID) in this level of education so that they have better quality of life as adults. In this context, the general main purpose of this research is to analyze the effects of a Transitional Program for Adult Life in University Environment which aims to provide learning experiences for young people’s lives with ID. In order to make this study effective, it was implemented the Programa Próximos Passos (Next Steps Program), a transitional program for adult life in university environment at a University Center in the Metropolitan Region of Campinas (MRC), State of São Paulo. The study involved: four students with ID (two males and two females), aged between 18 and 26 years; nine teachers of special subjects and eighteen teachers of regular subjects from the University Center; and thirty-two tutors, higher education volunteer students, aged between 18 and 44 years. The study was characterized as experimental research, and, in order to make the aims effective, the following data collect tools were used: Support Intensity Scale (SIS); Field Diary Protocol; Activity Performance Registration Protocol for AB design and Mobile Criterion with Baseline and Interventions; and Social Validity questionnaire, which aimed to analyze the perceptions of teachers and tutors in the degree of satisfaction and importance of the program to increase the independence of the students with ID in higher education. Data were analyzed considering the performance of the participants in the Baseline Steps and Interventions of the experimental study. The results indicated that there was a gradual increase in the process of independence of the students with ID in higher education, with higher performance of activities relating to special subjects (learning throughout the life, employment, activities of daily living and social life) followed by academic subjects. The four students who participated in the program maintained the level of independence in the minimum average expected or above during the interventions performed on special subjects. In regular subjects, three of the four participating students remained at the minimum expected average or above, and only one student had difficulties in academic settings. These aspects were worked by teachers of special and regular subjects along with students with ID, with the help of tutors. Thus, this study showed possibilities for students with ID participate in programs in university environment. Because it is a very little-explored area on the national perspective, it is suggested further research in the area, as well as training programs for teachers and tutors aimed at promoting academic repertoire of students with ID in the university environment. / A educação de nível superior é cada vez mais um pré-requisito para a independência visando à vida adulta dos jovens na atualidade. Pesquisadores têm apontado a importância da participação de jovens com deficiência intelectual (DI) nesse nível de ensino para que eles tenham melhor qualidade de vida quando adultos. Nesse contexto, insere-se o objetivo geral desta pesquisa, que é analisar os efeitos de um Programa de Transição para a Vida Adulta no Ambiente Universitário que tem como finalidade propiciar experiências de aprendizagem para a vida dos jovens com DI. Para efetivação do estudo, foi implementado o Programa Próximos Passos em um centro universitário no interior do estado de São Paulo. Participaram da pesquisa: quatro estudantes com DI, sendo dois do gênero masculino e dois do feminino, com idade variando entre 18 a 26 anos; nove professores de professores de disciplinas regulares e dezoito professores de disciplinas regulares do Centro Universitário; e trinta e dois tutores, estudantes do Ensino Superior. O estudo foi caracterizado como pesquisa experimental e empregaram-se como instrumentos de coleta de dados: Escala Intensidade de Apoio (SIS), Protocolo de Diário de Campo, Protocolo de Registro de Desempenho de Atividades para o delineamento AB e Critério Móvel com Linha de Base e Intervenções, e Questionário de Validade Social. Os dados foram analisados considerando o desempenho dos participantes nas etapas de Linha de Base e Intervenções do estudo experimental. Os resultados indicaram que o desempenho dos participantes foi satisfatório em cada fase da pesquisa e nas aprendizagens em todo o processo de intervenção. Houve aumento gradual no nível de independência dos alunos com DI, com destaque nos professores de disciplinas regulares (aprendizagens ao longo da vida; emprego; atividades de vida diária; e vida social) seguidas das disciplinas acadêmicas. Os quatro estudantes que participaram do estudo mantiveram o nível de independência na média mínima prevista ou acima dela durante as intervenções realizadas pelos professores de disciplinas regulares. Nas disciplinas regulares, três, dos quatro estudantes participantes, alcançaram a média mínima prevista ou acima dela, e apenas um estudante apresentou dificuldades nas disciplinas regulares do curso. Observou-se que o Planejamento Centrado no Aluno associado às estratégias utilizadas pelos professores e apoio dos tutores na realização das atividades acadêmicas e sociais também contribuíram para o desenvolvimento e independência de cada participante. Dessa forma, o presente estudo apresentou possibilidades de alunos com DI participarem em programas no ambiente universitário com resultados satisfatórios. Por se tratar de uma área pouco explorada no panorama nacional, sugerem-se outras pesquisas na área, bem como programas de capacitação para professores e tutores visando à promoção do repertório acadêmico dos alunos com DI no ambiente universitário.

Cette recherche se concentre sur les inégalités de genre rencontrées par les jeunes femmes chrétiennes mariées au Liban lors de leur transition vers l'âge adulte. L'objectif de cette étude est de comprendre les mécanismes qui contribuent à l'imposition de limites professionnelles à ces femmes, malgré leur niveau d'éducation et leurs qualifications. Le premier volet de la recherche explore les transformations de la famille, les évolutions du marché de l'emploi et la place des femmes au Liban. Bien que le pays ait connu des avancées positives en termes d'égalité des sexes et d'autonomisation des femmes par rapport à d'autres pays arabes, certaines restrictions persistent en raison de facteurs tels que la religion, les conflits régionaux, le système économique et une structure légale fondée sur un système patriarcal et conservateur. Cette recherche met en évidence le caractère genré de la transition à l’âge adulte et son impact spécifique sur les femmes libanaises. La question de la transition vers l’âge adulte y est abordée à travers les travaux d’Olivier Galland. Les expériences vécues par les femmes, quant à elles, sont approfondies au moyen de perspectives féministes. Les parents continuent d'exercer une influence sur les choix de vie et les orientations professionnelles de leurs enfants, même après leur départ du foyer, ce qui peut limiter leur autonomie et entraîner des tensions familiales. La méthodologie adoptée repose sur une approche qualitative. Des entretiens semi-dirigés ont été réalisés avec des travailleuses libanaises qui sont mariées et mères, ayant des enfants, afin de recueillir des données pour l'analyse. Les résultats de ces entretiens mettent de l’avant les attentes contradictoires des parents. Ceux-ci ont tendance à inciter leurs filles à adopter un mode de vie traditionnel et, à la fois, à soutenir leurs ambitions professionnelles. Le rôle clé qu’adoptent les mères des participantes dans la possibilité qu’ont les femmes libanaises de concilier travail, responsabilités familiales et foyer est également mis en évidence. Malgré l'opposition de la société traditionnelle, les femmes libanaises manifestent toujours une volonté de travailler et les conjoints témoignent d'un soutien envers leurs épouses. / This research focuses on gender inequalities faced by young married women in Lebanon during their transition to adulthood. The objective of this study is to understand the mechanisms that contribute to the imposition of professional limitations on these women, despite their level of education and their qualifications. The first aspect of the research explores family transformations, changes in the job market, and the position of women in Lebanon. While the country has made positive advancements in terms of gender equality and women's empowerment compared to other Arab countries, certain restrictions persist due to factors such as religion, regional conflicts, the economic system, and a legal structure based on a patriarchal and conservative system. This research highlights the gendered nature of the transition to adulthood and its specific impact on Lebanese women. It relies on the one hand, on the work of Olivier Galland to analyze the transition and, on the other hand, it integrates feminist perspectives to deepen the understanding of the experiences lived by these women. Parents continue to exert influence over their children's lifestyle choices and career paths, even after they have left home, which can limit their autonomy and lead to family tensions. The adopted methodology relies on a qualitative approach. Semi-structured interviews were conducted with married Lebanese women who are also working and have children, in order to gather data for analysis. The results underscore the contradiction between parents' encouragement to adopt a traditional lifestyle and their support for married, working women. The pivotal role of the participants' mothers in enabling Lebanese women to balance work, family responsibilities, and the household is also highlighted. Despite societal opposition, Lebanese women continue to express a willingness to work, and modern spouses demonstrate support for their wives.

Les jeunes qui réalisent la transition à l’autonomie à partir d’un milieu de vie substitut rencontrent plusieurs difficultés au début de l’âge adulte. Afin d’encadrer et préparer ces jeunes en lien avec cette étape cruciale de leur vie, plusieurs pays ont développé des programmes de préparation à l’autonomie. Toutefois, l’efficacité de ces programmes demeure méconnue. Objectif : Afin de contribuer aux connaissances actuelles, la présente recherche a pour objectif de mesurer l’efficacité des programmes de préparation à l’autonomie pour les jeunes placés en milieu de vie substitut. Méthodologie : Des méta-analyses ont été réalisées afin de mesurer les tailles d’effet pondérées pour trois dimensions reliées au passage à la vie adulte soit l’emploi, le logement et le réseau social. Les tailles d’effet ont été calculées sous forme de différences de moyennes standardisées ou Hedge’s g. Le modèle à effet fixe a été utilisé dans les analyses. Résultats : La revue systématique a permis d’identifier k = 9 études totalisant n = 7127 participants avec des données suffisantes pour réaliser une méta-analyse. Les résultats indiquent que les programmes de préparation à l’autonomie ont un très faible effet favorisant le groupe traitement comparativement aux jeunes ayant reçu les services habituels pour les dimensions de l’emploi (k = 5, n = 5778) et du logement (k = 5, n = 2467). Ces résultats ont été constatés un an à quatre ans après le temps zéro. Aucun effet significatif n’a été observé pour la dimension du réseau social (k = 5, n = 1797). Discussion : Devant la complexité des trajectoires de vie et des besoins des jeunes qui transitent à l’autonomie à partir d’un milieu de vie substitut, il est impératif que les programmes actuels prennent davantage en considération la réalité actuelle du passage à la vie adulte ainsi que les besoins particuliers de ces jeunes. Il s’agit notamment d’offrir des services qui s’étendent jusqu’à 25 ans et de mettre de l’avant une vision interdépendante du passage à la vie adulte dans les interventions. / Youth in out-of-home care face an uncertain future and disproportionate difficulties when aging out of care and into independent life as an adult. The difficulties these youth face have prompted governments in several countries to develop programs in order to prepare these youth for this critical period in their life. However, the effectiveness of these programs remains unknown. Objective: The main objective of the present study is to fill this gap in knowledge by measuring the effectiveness of independent living programs to prepare young people aging out of care for adulthood. Methodology: A series of meta-analysis were performed in order to measure the weighed effect sizes on three outcomes related to adulthood: employment, housing, and social support. The effect sizes were calculated using standardized mean differences or Hedge’s g. A fixed effect size model was used to perform the analyses. Results: k = 9 studies including a total of n = 7127 participants met the inclusion criteria for the systematic review and had sufficient data to conduct a meta-analysis. The results of the meta-analysis for the employment outcome (k = 5, n = 5778) and for the housing outcome (k = 5, n = 2467) show a very small effect favoring the treatment group compared to services as usual for these two outcomes, 1 to 4 years post baseline. No significant effect was found for the social support outcome (k = 5, n = 1797). Discussion: Considering the complex trajectories and needs of youth in out-of-home care, it is imperative that independent living programs better reflect today’s socioeconomic realities to better prepare youth for adulthood, and take into consideration the particular needs of these youth. It is recommended to extend the services until 25 years old and to put forward an interdependent vision of autonomy in the interventions provided to these youth.