A violência interpessoal/bullying (VIP-B) pode ser comum no ensino superior e afetar o ajustamento e adaptação de estudantes à Universidade e a sua saúde mental. O objetivo deste estudo foi desenvolver e validar o conteúdo de uma escala sobre violência interpessoal (\"bullying\") no contexto da graduação. Um estudo exploratório anterior identificou diferentes categorias, incluindo violência na relação veteranocalouro, na relação professor-aluno, devido à orientação sexual e gênero; devido a características pessoais, origem étnica e classe social. Essas categorias deram origem à construção de uma versão inicial, com 83 afirmativas em uma Escala Likert de 5 pontos. Dez juízes especialistas com experiência profissional em violência e construção de escalas avaliaram esta versão e a concordância entre eles (valor do índice de validade do conteúdo: > 0,80) foi utilizada para manutenção dos itens da escala. A avaliação dos juízes levou à exclusão de 27 afirmativas e à adoção de uma escala Likert de quatro pontos para as respostas. Os juízes concordaram que os itens restantes eram pertinentes, significativos e estavam apresentados na ordem correta, com clareza, coerência e abrangência suficientes. Linguagem, layout e instruções para preenchimento e resposta também foram considerados apropriados. A versão final foi aplicada a estudantes (N=20) que concordaram que a escala era totalmente compreensível (18/20) ou quase compreensível (2/20), com todos os itens fáceis de responder. Com base no julgamento dos juízes e na opinião dos estudantes que participaram da aplicação piloto, a versão final de 56 itens da escala VIP-B foi composta e está pronta para ser submetida a outros procedimentos para validação completa (homogeneidade, fidedgnidade, consistência interna). Este estudo seguiu as etapas recomendadas na literatura para a construção e validação de conteúdo de instrumentos estruturados. O trabalho adicional com maior número de alunos permitirá completar a validação psicométrica da escala. A medição de VIP-B usando um instrumento válido e confiável é importante, pois essas situações podem afetar o ajustamento do estudante à Universidade e influenciar negativamente a aprendizagem e permanência estudantil. / Interpersonal violence/bullying (IPV-B) may be common in higher education and may affect the adjustment and adaptation of students to the university and their mental health. This study aimed at developing and validating the content of a scale on interpersonal violence (\"bullying\") in the context of undergraduate courses in health sciences. An earlier exploratory study identified different categories, including violence: in the veteran-freshman relationship, in the teacher-student relationship, against the woman, motivated by sexual orientation, personal characteristics, ethnic origin and social class. These categories gave rise to the construction of an initial 83- item version in a 5-point Likert Scale. Ten expert referees with professional experience in violence and scale construction evaluated this version and the agreement between them (value of content validity index: > 0.80) was used to maintain or exclude items from the scale. Referee evaluation led indeed to the exclusion of 27 items and the adoption of a 4-point Likert Scale. Referees did agree that the remaining items were relevant, meaningful and presented in the correct order, with sufficient clarity, coherence and comprehensiveness. Language, layout and instructions for completion and response were also considered appropriate. The final version was applied to undergraduate students (N = 20) who agreed that the scale was fully understandable (18/20) or almost comprehensible (2/20), with all items considered easy to answer. Based on referee judgment and students opinion, a final 56-item version of the IPV-B scale was composed and is ready for procedures aiming at completing validation (homogeneity, reliability, internal consistency). This study followed the steps recommended in the literature for the construction and content validation of structured instruments. Additional work with larger number of students will allow the psychometric validation of the scale to be completed. The measurement of IPV-B using a valid and reliable instrument is important, since these situations may affect student adjustment to the University and negatively influence learning and permanence.

Ao longo da formação em psicologia, o estudante realiza atendimentos clínicos com o objetivo de construir sua identidade de terapeuta e utilizar, na prática, as teorias e técnicas que aprendeu. Na literatura brasileira são poucos os estudos que abordam essa etapa da formação quando se refere ao atendimento familiar. Através da análise e interpretação de material clínico oriundo de quatro casos atendidos por estudantes em um serviço-escola, esta pesquisa, de natureza clínico-qualitativa, teve como objetivo investigar, sob o referencial teórico da psicanálise familiar, as várias dimensões desse processo terapêutico na interface com a formação clínica do aluno. Os estudantes apresentaram dificuldades em identificar e manejar a transferência e contratransferência, atuando em papéis diversos que não o que lhes cabia enquanto terapeutas. Sensações corporais e sentimentos negativos como raiva e desapontamento foram registrados por parte dos terapeuta-estagiários ao longo dos atendimentos. O manejo adequado e a possibilidade de fazer interpretações e apontamentos mais precisos, favoreceu, em alguns casos, a transição de uma queixa depositada em um membro (paciente identificado) para uma demanda que envolvia o grupo. A supervisão, o procedimento de registro de sessão e materiais artísticoexpressivos auxiliaram os alunos na construção da identidade de terapeuta. A análise do material coletado permitiu constatar que, ao longo do(s) processo(s) psicoterápico(s) muitos deles foram se posicionando de forma mais segura, podendo fazer apontamentos ao mesmo tempo em que já não atuavam tanto em sessão, assegurando-se de suas funções. O atendimento familiar, por um lado, mobilizou alguns terapeutas no sentido de dificultar a construção e assunção desse papel. Por outro lado, foi notável o crescimento e desenvolvimento de diversas habilidades importantes no processo terapêutico. Outros aspectos além dos aqui estudados também são fundamentais para o processo de formação do terapeuta familiar tais como a terapia do próprio estudante e a aprendizagem da teoria psicanalítica familiar / During the training in psychology, the undergraduate student performs clinical care in order to build his therapist identity and use in practice the theories and techniques he learned. In Brazilian literature there are few studies that address this stage of training when it comes to family treatment. Through the analysis and interpretation of clinical material from four cases attended by undergraduate students in a clinic-school, this research, clinical and qualitative nature, aimed to investigate under the theoretical framework of family psychoanalysis, the various dimensions of this therapeutic process in interface with the clinical training of the undergraduate student. The undergraduate students presented difficulties in identifying and handling the transference and countertransference, acting in different roles than it was up to them as therapists. Bodily sensations and negative feelings such as anger and disappointment were recorded by the therapist interns over the calls. Proper management and the ability to make more precise interpretations and notes, favored in some cases, the transition to a complaint filed in a member (identified patient) to a demand that enveloped the group. Supervision, the session registration procedure and artistic and expressive materials helped undergraduate students in building therapist identity. The analysis of the collected material it was established that, over method psychotherapy many of them were positioning themselves more safely and can make interventions at the same time that they no longer act out in session, assuring their role as therapist. The family treatment, on the one hand, mobilized some therapists in order to hinder the construction and assumption of that role. On the other hand, was remarkable growth and development of several important skills in the therapeutic process. Other aspects than those studied here are also central to the family therapist formation process such as the student\'s own therapy and learning of family psychoanalytic theory

College students constitute a particular social group that carries hopes and expectations from both parents and society. However, in recent years there have been  reports about increasing problems in many universities in China: students suspension from school, skipping classes, or even committing suicide,. As social isolation, anxiety, fragility etc are possible reasons, the importance of university student’s mental health has been taken seriously more and more. University students’ socialization refers to the process in which college students grow up into independent and mature individuals by learning social and culture knowledge. From social perspective, on one hand, they still need to learn professional knowledge, on the other hand, they have to construct a good philosophy for themselves, a correct world outlook and value conception. This study mainly explores undergraduate students’ mental health in relation to socialization tactics and motives to study. That means that the focus of this survey is not on the degree of socialization, but on the tactic the students have chosen to get into the university society. In this study totally 120 students were examined via two questionnaires, the University Personality Inventory(UPI) introduced from Japan, and the combined Motives to Study and Socialization Tactics questionnaire from Israel. Both of them  passed homogeneity testing. The 120 students were from four universities, two  located in Hangzhou city and two in Beijing. Statistical analysis including correlation analysis, multiple regression and t-test, showed that motives to study had little to do with students’ mental health, while scholastic and collegiate socialization tactics were associated with good mental health of the students. There was no big difference in study motives and socialization tactics between the male and the female students in this study.

Magister Psychologiae - MPsych / This research study employs a strengths perspective. This means that, instead of the traditional deficits or pathology-based approach of focusing on weaknesses, the focus is on positive outcomes. Fortitude, more specifically, is the strength gained from appraising oneself, one’s family, and one’s social support,in a positive manner. This strength equips people to cope successfully in stressful situations. Fortitude as a construct in the strengths perspective promises to give insight into student success because it takes more than one level of analysis into account. The current research study investigates whether there is a link between fortitude and academic achievement in first year students at the University of the Western Cape / South Africa

Magister Bibliothecologiae - MBibl / The purpose of this study was to investigate plagiarism among undergraduate students at a higher education institution in South Africa. There is evidence from previous studies that plagiarism is increasing world wide among higher education students. The emergence of the Internet has made plagiarizing worse as students can easily copy and paste information from the World Wide Web. This study investigated the occurrence, causes and trends of plagiarism among students in the Faculty of Applied Science at a higher education institution. It also examines student awareness of institutional policies and guidelines regarding plagiarism. / South Africa

Magister Scientiae (Physiotherapy) - MSc(Physio) / Background: Musculoskeletal disorders (MSD’s) and sports injuries are commonly sustained throughout the world daily. They are dominant in many countries, with considerable cost involvement and impact on quality of life. For this reason they need to be recognised as a necessary part of general practice. MSD’s refer to a wide variety of diseases and disorders of the musculoskeletal system, such as degenerative and inflammatory conditions (arthritis), spinal and soft tissue disorders, osteoporosis and musculoskeletal injury. Managing these musculoskeletal conditions are a challenge and using the best available evidence should be the first the choice. All health professionals should have the ability to determine the best available evidence and thus strive to give their patients the best health care known to them. Evidence-based practice (EBP) is an important key in making this happen as it uses the best current evidence in the decision-making process regarding the care of patients. Literature highlights that health care professionals are expected to implement evidence-based practice (EBP); this means that newly graduated students and health care professionals alike are required to be confident in exercising this skill of EBP. When expecting EBP from students, educators need to realize that students have limited clinical experience. Therefore, they need the skills to acquire the best research evidence when applying the best treatment for patients. In introducing evidence-based practice, various research is aimed at evaluating the health professional’s attitude and behaviour towards evidence-based practice (EBP). There is limited research regarding the actual implementation of EBP in everyday practice. Aim: Therefore, the aim of the study was to determine if undergraduate physiotherapy students implement evidence-based practice in the management of musculoskeletal disorders and sports injuries. Objectives: The study had four objectives: i) To determine the most common treatment techniques used by students in the management of the conditions treated at the UWC clinic through data extraction of patient records in the clinic using a self-designed data extraction sheet, ii) To determine the knowledge and beliefs about EBP among undergraduate physiotherapy students through a survey, iii) To determine an evidence-based intervention strategy of one of the most common conditions seen through a systematic review and iv) To map the links between current practice, student beliefs and evidence-based information. vii Methodology: The study used a predominantly quantitative approach with a few open ended questions and took place at a student training Physiotherapy clinic. The first phase was a retrospective document analysis study which consisted of data extraction of patient records for the period January 2009 to December 2011. The second phase used a mixed methods approached and consisted of a questionnaire with both closed and open-ended questions. It was completed by the 2012 registered fourth year students regarding attitudes and knowledge of EBP. The third phase consisted of a systematic review to identify the evidence for interventions used to manage one of the most common conditions identified. In the final phase and discussion of this thesis triangulation of the data was used by the researcher in order to formulate a picture of whether students apply evidence-based practice by using the data extracted from the patient folders in combination with the questionnaire survey of the participants and the systematic review. Data analysis for phases one and two was done using SPSS Statistical package software to determine frequencies and descriptive statistics. Phase two also had two open ended questions and this was analysed thematically and data was coded, themes allocated and responses counted. The systematic review focused on systematic reviews of treatments for low back pain and this was narratively described. The research project received ethical clearance from the University of the Western Cape Research Grants and Study Leave Committee (project registration number: 12/3/12), and permission to conduct the survey was obtained from the Head of Department. Informed consent was obtained from all participants, they were informed of the research process at the outset of the project, and kept up-to-date at every major stage. Questionnaires for surveys were accompanied by an information sheet explaining the background and reason for conducting the survey, and students gave written, informed consent following an opportunity to clarify the study details. Results: The results showed that males were predominantly seen at the physiotherapy clinic, and that the most common complaint was pain in the neck, shoulder and lower back area. The students most common treatment choice was soft tissue mobilisation and the use of heat for all three these areas of pain. The questionnaire responses were also captured using SPSS and frequencies and descriptive statistics employed. These results showed that although students knew what EBP was it was not clear that they knew how to implement it. The systematic review assessed and established the most common treatments used in literature for the treatment of lower back pain; and pain, function and disability were viii the only outcomes considered. The only intervention that had a positive effect on the included outcomes was the use of manual therapy (spinal manipulation and mobilisation). In triangulating the data, it was shown that the students do not seem to use the same treatment choices as the literature indicates. Conclusion: The results show that there is very little link between the students choices of treatment for one of the common conditions highlighted and the current literature. It is therefore possible that although students understand the term EBP they do not show that they know how to use or implement the concept. Implications for practice: Institutions may need to be more vigilant about making provision for EBP in the curriculum as well as how it is implemented so that students can be comfortable with this practice. More randomised controlled trials and systematic reviews are necessary on physiotherapy interventions so that practice can be better informed. Finally, EBP is perhaps one way to promote a culture of life-long learning within the physiotherapy profession.

The purpose of this study is to contribute to an increased understanding of the importance of user education in relation to undergraduates´ bachelor thesis. The secondary purpose of the study was to investigate how institutional impact is reflected in student text production. The starting point of the study is an observation of user education at Södertörn University Library, where students in the process of writing their bachelor thesis in tourism participated. This student group became the focus of the study.         Through a survey, feedback was collected concerning what the students think the user education might have contributed to in relation to their thesis writing. Whether the importance of user education reflected in the papers has been investigated based on a comparative reference analysis that included bachelor theses in tourism science published between 2015 and 2017. The students' questionnaire answered in general in the support of the user education, where an increased focus on searching in databases and after scientific articles was emphasized. The comparative reference analysis also did not dispute what was expressed in the questionnaire survey although the difference was marginal to those who participated and those that did not. Based on Norman Fairclough's critical discourse analysis, it was investigated how institutional impact was reflected in selected papers. By analysing the user education and guidelines, it was possible to see how a certain type of academic discourse was reproduced in the theses. This study describes the importance of library education in several ways. The discourse analysis showed that library education has a role as a genre of governance where academic and disciplinary discourse is reproduced. The survey also showed that library education constitutes a cognitive authority towards the students, which correlated with the reference analysis.

Ao longo da formação em psicologia, o estudante realiza atendimentos clínicos com o objetivo de construir sua identidade de terapeuta e utilizar, na prática, as teorias e técnicas que aprendeu. Na literatura brasileira são poucos os estudos que abordam essa etapa da formação quando se refere ao atendimento familiar. Através da análise e interpretação de material clínico oriundo de quatro casos atendidos por estudantes em um serviço-escola, esta pesquisa, de natureza clínico-qualitativa, teve como objetivo investigar, sob o referencial teórico da psicanálise familiar, as várias dimensões desse processo terapêutico na interface com a formação clínica do aluno. Os estudantes apresentaram dificuldades em identificar e manejar a transferência e contratransferência, atuando em papéis diversos que não o que lhes cabia enquanto terapeutas. Sensações corporais e sentimentos negativos como raiva e desapontamento foram registrados por parte dos terapeuta-estagiários ao longo dos atendimentos. O manejo adequado e a possibilidade de fazer interpretações e apontamentos mais precisos, favoreceu, em alguns casos, a transição de uma queixa depositada em um membro (paciente identificado) para uma demanda que envolvia o grupo. A supervisão, o procedimento de registro de sessão e materiais artísticoexpressivos auxiliaram os alunos na construção da identidade de terapeuta. A análise do material coletado permitiu constatar que, ao longo do(s) processo(s) psicoterápico(s) muitos deles foram se posicionando de forma mais segura, podendo fazer apontamentos ao mesmo tempo em que já não atuavam tanto em sessão, assegurando-se de suas funções. O atendimento familiar, por um lado, mobilizou alguns terapeutas no sentido de dificultar a construção e assunção desse papel. Por outro lado, foi notável o crescimento e desenvolvimento de diversas habilidades importantes no processo terapêutico. Outros aspectos além dos aqui estudados também são fundamentais para o processo de formação do terapeuta familiar tais como a terapia do próprio estudante e a aprendizagem da teoria psicanalítica familiar / During the training in psychology, the undergraduate student performs clinical care in order to build his therapist identity and use in practice the theories and techniques he learned. In Brazilian literature there are few studies that address this stage of training when it comes to family treatment. Through the analysis and interpretation of clinical material from four cases attended by undergraduate students in a clinic-school, this research, clinical and qualitative nature, aimed to investigate under the theoretical framework of family psychoanalysis, the various dimensions of this therapeutic process in interface with the clinical training of the undergraduate student. The undergraduate students presented difficulties in identifying and handling the transference and countertransference, acting in different roles than it was up to them as therapists. Bodily sensations and negative feelings such as anger and disappointment were recorded by the therapist interns over the calls. Proper management and the ability to make more precise interpretations and notes, favored in some cases, the transition to a complaint filed in a member (identified patient) to a demand that enveloped the group. Supervision, the session registration procedure and artistic and expressive materials helped undergraduate students in building therapist identity. The analysis of the collected material it was established that, over method psychotherapy many of them were positioning themselves more safely and can make interventions at the same time that they no longer act out in session, assuring their role as therapist. The family treatment, on the one hand, mobilized some therapists in order to hinder the construction and assumption of that role. On the other hand, was remarkable growth and development of several important skills in the therapeutic process. Other aspects than those studied here are also central to the family therapist formation process such as the student\'s own therapy and learning of family psychoanalytic theory

This text is a complete team-based and project-based learning course focused on the application of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) to unique groups of program clients and patients. It is designed to engage undergraduate students in exploration of the different facets of the ICF, in how the ICF differs from medical and social models because of these facets, and how each applies to, and ensures, an awareness of all of the ways in which health affects and is affected by peoples’ characteristics and environments. The text includes readings, digital links, readiness assurance elements, and guidelines for individual and team deliverables, but can also be used as a stand-alone text to provide a rich constructivist approach to understanding the structure of the ICF and how to use it for problem solving and decision-making with a patient/client population. It is the author’s intention that the text be used as suits the instructor, and modified to fit the pre-professional or paraprofessional healthcare students being taught, so while case study examples for rehabilitation are include, the text will lend itself to any patient or client group. / https://dc.etsu.edu/etsu-oer/1008/thumbnail.jpg

Although electronic books are becoming a common place globally, they are not necessarily as widely used as other e-resources due to non-familiarity by many users. Academic libraries are important research centres, supporting the research activities of all disciplines, and seeking to establish and cultivate initiatives which address research output challenges. Traditionally, libraries are the best agencies for collecting, organizing and preserving print information resources for effective use, and for the advancement of knowledge. However, the evolution of electronic information resources and electronic books, has forced librarians in developing countries to rethink collection development policies, and to assess accessibility and convenience. The period since 2005 has seen growth in print and electronic resources, and the development of new clientele relationships, which has changed user information needs as a result of the development of an advanced modern electronic networked environment, that supports the distribution of information content and facilitates its use. The purpose of this research was to conduct a case study research in the University of the Witwatersrand, to explore the use of e-books among undergraduate students in its Faculty of Engineering, to assess levels of e-book use; attitude and perception, check user viewpoints on favourable and unfavourable characteristics of e-books; whether there are any preferences for print versus e-books; the impact of e-books on studies; the purpose they choose to use or not use e-books and to assess any challenges. This study utilised questionnaire and interviews to collect data. The findings indicate that Wits engineering students have preference for print; however, e-books are essential as complementary resources for research. The slow uptake can be attributed to various challenges such as lack of awareness among students; inadequate technology infrastructure; intermittent power outages; different platforms requiring passwords; eye fatigue while reading on the screen; lack of subject specific e-books, and publisher restrictions. The study concludes that it is essential to involve the faculty and lecturers, to increase awareness and usage amongst specific target population. / Mini Dissertation (MIT)--University of Pretoria, 2015. / Information Science / MIT / Unrestricted