The present study aims to contribute to knowledge about the psychosocial health inworking life after growing up with a parent with a mental illness. The study also wants toinvestigate what impact from society is needed in order to support a positive developmentfor this group of children. Theoretical perspectives used were the Socio-ecological modeland Attachment theory. A qualitative method with semi structured interviews was used.Six informants from a purposive sampling group participated in the study. The collectedmaterial was transcribed, and thematic analysis was carried out. The results mainlyshowed that security seeking, low self-esteem, insecurity, pronounced sense ofresponsibility, a great need for adaption and control, and a striving for acceptance fromthe environment was important. The results also show the importance of support and helpfrom the environment. Growing up with a mentally ill parent does not necessarily have anegative effect on a person’s occupational health, but several experiences in working lifewere reported, that could be related to childhood conditions in a family with mentalillness

The ami of the study is to contribute with knowledge about how young adults with intellectual disability experience the trasition from upper secondary school to working life. The following research questions have been formulated based on the aim: How do ten young adults with intellectual disability describe the transition from school to work or daily activities? What factors affect the young adults' chances of getting a job or daily activity after finishing school? Which parts of their education has facilitated or created barriers for the young adults' transition from school to work or daily activity? The study is based on a qualitative method. Semi-structured interviews were conducted with ten youn adults with intellectual disabilitities who have completed upper secondary school. The analysis and interpretation work of the study's empirical data material is based on Bronfenbrenner's (1979) ecological systems theory. These systems include the microsystem, mesosystem, exosystem, and macrosystem. The study's resluts indicate that workplace-based learning is a central factor in promoting young adults with intellectual disability's establishment in the labour market. The results also show that the informants in the study do not remember and have difficulties explaining the transition from school to work or daily activities. The young adults want to work, but it is challenging for this group to get a job in the open labour market. They have skills that are fit for the labour market, but need support to cope with working life. Collaborations between different actors and social support are required for this to work.

Die Arbeitszufriedenheit, das Wohlbefinden und das Stresslevel der Mitarbeitenden haben großen Einfluss auf die Atmosphäre auf den Stationen. Dennoch wird bei der Planung und dem Bau von Kliniken und psychiatrischen Einrichtungen der Fokus meist auf das Wohlbefinden und die Sicherheit der Patient:innen gelegt. Die Bedürfnisse der Mitarbeitenden werden dabei nur selten beachtet. Auf Grund dessen beschäftigt sich diese Arbeit mit der Frage, wie die Grundrisstypologien der Stationen aussehen müssen, um den Arbeitsalltag der Mitarbeitenden positiv zu beeinflussen. Hierbei liegt der Fokus speziell auf der forensischen Psychiatrie nach § 64 StGB. Um eine Antwort auf diese Frage zu finden, wurde eine Umfrage durchgeführt, bei der die Mitarbeitenden der Klinik für forensische Psychiatrie im städtischen Klinikum St. Georg Leipzig ihre Sichtweisen darlegen und Wünsche äußern konnten. Die Ergebnisse der Umfrage zeigen, dass vor allem eine gute Einsehbarkeit der Station den Arbeitsalltag der Mitarbeitenden deutlich verbessert und ihr Stresslevel verringert. Auch kurze Laufwege und die Möglichkeit an einem ruhigen Rückzugsort ungestört die Pause verbringen zu können, wirken sich positiv auf das Wohlbefinden der Mitarbeitenden aus. Auf Grundlage dieser Ergebnisse wurden schematische Raumstrukturen für eine Station in einer forensischen Psychiatrie entworfen. [...aus dem Text]

No description available.

The aim of the study is to contribute with knowledge about how young adults with intellectual disability experience the transition from upper secondary school to working life. The following research questions have been formulated based on the aim: How do ten young adults with intellectual disability describe the transition from school to work or daily activities? What factors affect the young adults`chances of getting a job or daily activity after finishing school? Which parts of their education has facilitated or created barriers for the young adults`transition from school to work or daily activities?  The study is based on a qualitative method. Semi-structured interviews were conducted with ten young adults with intellectual disabilities who have completed the upper secondary school. The analysis and interpretation work of the study´s empirical data material is based on Bronfenbrenner´s (1979) ecological systems theory. These systems include the microsystem, mesosystem, exosystem and macrosystem. The study´s results indicate that workplace-based learning is a central factor in promoting young adults with intellectual disability´s establishment in the labour market. The results also show that the informants in the study do not remember and have difficulties explaining the transition process from school to work or daily activities. The young adults want to work, but it is challenging for this group to get a job in the open labour market. They have skills that are fit for the labour market, but need support to cope with working life. Collaborations between different actors and social support are required for this to work. / Syftet med studien är att bidra med kunskap om hur unga vuxna upplever övergången från anpassad gymnasieskola till arbetsliv. Följande frågeställningar har formulerats utifrån syftet: Hur beskriver tio unga vuxna som tidigare har läst nationellt program vid anpassad gymnasieskola, sin väg från skola till arbete eller daglig sysselsättning? Vilka faktorer påverkar de unga vuxnas chanser att få ett arbete eller daglig sysselsättning efter avslutad skolgång? Vad i skolgången underlättar, respektive skapar barriärer för de unga vuxnas väg från skola till arbete eller daglig sysselsättning?  Studien grundar sig på en kvalitativ metod och bygger på semistrukturerade intervjuer med tio unga vuxna som har avslutat nationellt program i anpassad gymnasieskola. Analys- och tolkningsarbetet av studiens empiriska datamaterial utgår ifrån Bronfenbrenners (1979) utvecklingsekologiska teori, som innehåller de fyra nivåerna; mikrosystem, mesosystem, exosystem och makrosystem. Studiens resultat tyder på att arbetsplatsförlagt lärande utgör en central faktor för att främja unga vuxna med intellektuell funktionsnedsättnings etablering på arbetsmarknaden. Resultatet visar även att informanterna i studien inte kommer ihåg och har svårt att redogöra för övergångsprocessen från anpassad gymnasieskola till arbete eller daglig sysselsättning. De unga vuxna vill ha ett arbete men det är en utmaning för denna målgrupp att få en anställning på den öppna arbetsmarknaden. De har färdigheter som är användbara på arbetsmarknaden, men behöver anpassningar och stöd för att klara av arbetslivet. För att detta ska fungera krävs samarbeten mellan olika aktörer och socialt stöd.

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This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.

Prevailing low fertility rates in several European states, such as Germany, have been studied widely in recent years. Findings include discrepancies between fertility preference and actual family size as well as between fertility intentions and fertility behavior; an ‘unmet need’ for children found on the individual and the societal level. Fertility preference is specified as the individual ideal number of children, and fertility intentions as the long- or short-term plans to have a child. Apart from investigating the rates of realization, these measures have been understudied. The objective of this study is to illuminate a new angle of low fertility rates in Germany by reviewing fertility measures previously considered to be stable predictors of fertility behavior. The aim is to investigate the stability of fertility preferences and of positive short-term fertility intentions of Germans in their reproductive age. According to the Theory of Planned Behavior and the life-course perspective, attitudes and experiences can influence fertility preferences and short-term fertility intentions. In this study, the suspected connection between unstable preferences and intentions and certain attitudes towards and experiences with the career, working life, and childcare situation is examined. These processes are expected to differ between men and women, and between childless individuals, parents with one child and parents with more than one child. Using data from seven survey waves of the German family panel pairfam, fixed-effects and random-effects regression models are run separately for women and men and for those of different parities. The results suggest that those with high career importance and those who expect or perceive a negative effect of children on the career are more likely to have unstable positive intentions. Although fertility preferences are shown to be somewhat unstable, no relevant relationships can be found. The differences between the findings on men and women regarding relevant determinants and direction of the relationships are unexpectedly small. Childless individuals are as likely to hold unstable preferences and intentions as parents.

Made available in DSpace on 2016-08-02T21:42:42Z (GMT). No. of bitstreams: 1 Edilene de Oliveira Pereira.pdf: 441079 bytes, checksum: f4f0ddb2ba4944e778f1d7cec3cb183f (MD5) Previous issue date: 2007-03-19 / The subject of this research is the Quality of Working Life (QWL) of public officers of the Health Department of Barra Mansa local government. It is a case study of quanti-qualitative, exploratory and descriptive nature that has as objectives to understand what QWL is for these public officers, to verify what are the perceptions they have concerning their own QWL and, to understand if in the public sphere it is possible to construct new senses for QWL which approach it to a commitment with collectiveness and life. Walton s QWL model, the analysis of instruments used in eleven other researches carried through several Brazilian education institutions and the collection of seven depositions of public officers, concerning their professional histories and general impressions on QWL have guided the elaboration of the instrument used in this research. 205 valid questionnaires have been collected, which were considered enough for the use of the factorial analysis as statistical method by software SPSS. Moreover, two depositions were collected, through opened interviews, which added to the seven already gotten, were used in the qualitative analysis of the results. The main joined results point that QWL of the searched public officers is reasonable or good, and that they associate it to a series of objective and subjective aspects of life at work. Many of them are within Walton s model, however some that had emerged the model does not enclose. It is exactly inside this gap that seems to be possible to construct new senses for QWL that approach it to a commitment with collectiveness and life, in a different logic of that individualist and instrumentalist that mark its origin in the private sector. From this point on, it is possible to think in participative public policies. / O tema desta pesquisa é a Qualidade de Vida no Trabalho dos funcionários públicos da Secretaria de Saúde de Barra Mansa/RJ. Trata-se de um estudo de caso de natureza quanti-qualitativa, exploratória e descritiva que tem como objetivos compreender o que é a QVT na ótica do funcionário público, verificar que percepções ele possui acerca de sua própria QVT e, a partir daí, compreender se na esfera pública é possível construir um novo sentido para a QVT que se aproxime de um compromisso com a coletividade e com a vida. O modelo de QVT de Walton, a análise dos instrumentos de onze outras pesquisas realizadas em diversas instituições brasileiras e a coleta de sete depoimentos dos sujeitos pesquisados, acerca de suas histórias profissionais, suas impressões gerais sobre a QVT, orientaram a elaboração do instrumento utilizado nesta pesquisa. Coletaram-se 205 questionários válidos quantidade suficiente para a utilização da análise fatorial como método estatístico, por meio do software SPSS , além de mais dois depoimentos, em entrevistas abertas, os quais, somados aos sete já obtidos por ocasião da preparação do instrumento de pesquisa, foram utilizados na análise qualitativa que também se fez. Os principais resultados encontrados apontam que a QVT dos funcionários públicos pesquisados é de razoável a boa e que eles associam QVT a uma série de aspectos objetivos e subjetivos da vida no trabalho. Muitos deles estão presentes no modelo de Walton, porém emergiram alguns que vão além do que o modelo abrange. É exatamente nesta lacuna que parece ser possível construir novos sentidos para a QVT que a aproximam de um compromisso com a coletividade e com a vida, numa lógica diferente daquela individualista e instrumental que marcam sua origem no setor privado. A partir daí se abre a possibilidade de se pensar em políticas públicas participativas.

Abstract The main purpose of this study has been to examine the working life correspondence of education both theoretically and empirically. In this study, three different conceptual interpretations have been used to define working life correspondence: interpretation emphasizing the know-how needs of the working life, interpretation emphasizing the educational expectations of the working life and the interpretation emphasizing the career development of the individual. This phenomenon has been studied from the point of view of computer science education in particular. The interpretations emphasizing know-how needs and educational expectations are examined using gap analysis. The correspondence between the know-how capacities and the educational expectations is significantly different from that between the know-how capacities and the know-how needs. The gaps between the individual’s know-how capacities and the educational expectations are clearly more positive, less dependent upon external factors closely related to the respondent and there was considerably less variation among them than between the know-how capacities and the know-how needs. The results showed that the know-how needs of working life are very heterogeneous and strongly dependent on the external factors relating closely to the individual. The educational expectations were shown to be very homogeneous. Therefore it seems natural that the development of the contents of instructions and the structure of the education – particularly in the case of the compulsory core contents – should be based on the very homogeneous and independent educational expectations of the working life. In the light of the results, the educational expectations point of view brings a completely new and significant perspective to the examination of the working life correspondence and the effectiveness of the education, as well as the development of the contents of instruction. In terms of explaining and anticipating student satisfaction, the results turned out to be interesting. The results showed that learning results, the age of the respondent and the satisfaction in studying are significantly interconnected. The most significant external factor anticipating satisfaction in the field of computer science was the career development of an individual, which refers to the long-term effects of the education. In terms of method, this study was conducted as field research with the help of a questionnaire. The target group were students who had graduated from the department of Information Processing Science of the University of Oulu from 1976 through 2006. The questionnaire was sent to a total of 680 persons, 210 of whom replied. This was 31.3 % of the entire target group. / Tiivistelmä Tämän tutkimuksen pääasiallisena tarkoituksena on ollut tutkia sekä teoreettisesti että empiirisesti ilmiötä ”koulutuksen työelämävastaavuus”. Tutkimuksessa koulutuksen työelämävastaavuudelle on määritelty kolme erilaista käsitteellistä tulkintaa: työelämän osaamistarpeita korostava tulkinta, työelämän koulutusodotuksia korostava tulkinta sekä yksilön urakehitystä korostava tulkinta. Ilmiötä on tarkasteltu erityisesti tietojenkäsittelytieteiden koulutuksen näkökulmasta. Osaamistarpeita korostavassa tulkinnassa työelämävastaavuutta voidaan tarkastella osaamistarpeiden ja koulutuksen tuottamien osaamisvalmiuksien vastaavuutena. Koulutusodotuksia korostavassa tulkinnassa työelämävastaavuutta voidaan vastaavasti tarkastella koulutusodotusten ja koulutuksen tuottamien osaamisvalmiuksien vastaavuutena. Urakehitystä korostava tulkinta tarkoittaa sitä, kuinka hyvin koulutuksen tuottamat osaamisvalmiudet tukevat yksilön urakehitystä. Osaamistarpeita ja koulutusodotuksia korostavia työelämävastaavuuden tulkintoja on tarkastelu kuiluanalyysin avulla. Osaamisvalmiuksien ja koulutusodotusten keskinäinen vastaavuus poikkeaa merkittävästi osaamisvalmiuksien ja osaamistarpeiden vastaavuudesta. Osaamisvalmiuksien ja koulutusodotusten väliset kuilut ovat selvästi positiivisempia, riippumattomia vastaajaan kiinteästi liittyvistä ulkoisista tekijöistä ja niiden vaihtelu huomattavasti vähäisempää kuin osaamisvalmiuksien ja osaamistarpeiden välisten kuilujen tapauksessa. Koulutuksen vaikutuksia yksilön urakehitykseen ei ollut mahdollisuuksia tutkia, joskin ammattiryhmäkohtaiset kuiluanalyysien tulokset osoittivat, että muodollinen koulutus ei kykene tuottamaan yksilön urakehityksen myötä laajenevia ja kasvavia osaamistarpeita. Tutkimuksen tulokset osoittivat, että työelämän osaamistarpeet ovat hyvin heterogeenisia ja ne ovat vahvasti riippuvaisia yksilöön kiinteästi liittyvistä ulkoisista tekijöistä. Tämä osaamistarpeiden heterogeenisuus muodostuu ongelmaksi tarvelähtöisen koulutuksen työelämävastaavuuden kehittämisessä. Sen sijaan koulutusodotukset osoittautuivat hyvin homogeenisiksi. Todella merkittävä havainto on nimenomaan se, että koulutusodotukset eivät ole yksilön osaamistarpeiden johdannaisia eivätkä lainkaan riippuvaisia vastaajien taustatekijöistä, vaan ne perustuvat mitä ilmeisimmin vastaajien näkemyksiin tietojenkäsittelytieteiden ydinalueista ja sisällöistä. Siksi tuntuu luonnolliselta, että opetussisältöjen ja rakenteen kehittäminen – etenkin pakollisten ydinsisältöjen osalta – tulisi perustua työelämän hyvin homogeenisiin ja riippumattomiin koulutusodotuksiin. Tulosten valossa koulutusodotusnäkökulma tuo täysin uuden ja merkittävän näkökulman koulutuksen työelämävastaavuuden ja vaikuttavuuden tarkasteluun sekä opintosisältöjen kehittämiseen. Opiskelijatyytyväisyyden selittämisen ja ennustamisen osalta tulokset osoittautuivat mielenkiintoisiksi. Tutkimuksessa opiskelijatyytyväisyys jakaantui kahteen osaan: opiskelutyytyväisyyteen ja koulutusalatyytyväisyyteen. Tulokset osoittivat, että oppimistuloksilla, vastaajan iällä ja opiskelutyytyväisyydellä on merkittävä keskinäinen yhteys. Ulkoisista tekijöistä merkittävimmäksi koulutusalatyytyväisyyttä ennustavaksi tekijäksi nousi yksilön urakehitys, joka viittaa koulutuksen pitkäaikaisiin vaikutuksiin. Menetelmällisesti tutkimus oli kyselymetodiin perustuva kenttätutkimus, jossa kohdejoukon muodostivat Oulun yliopiston tietojenkäsittelytieteiden laitokselta vuosina 1973–2006 valmistuneet opiskelijat. Kyselyt lähetettiin 680 henkilölle ja niihin vastasi 210 henkilöä, mikä on 31,3 % koko kohdejoukosta.