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Основи психологічного консультування
No full textМетодичні рекомендації містять зміст та основні питання щодо засвоєння дисципліни «Основи психологічного консультування» для здобувачів першого (бакалаврського) рівня вищої освіти за спеціальністю 053 Психологія та призначені надати методичну допомогу студентам в організації навчально-дослідницької та практичної професіональної діяльності
Use of history in the classroom : An Inquiry Learning Intervention in a Swedish High School
No full textThe purpose of this dissertation is to examine teaching about, and students’ understanding of, the use of history. Through a teaching intervention in which a vocational high school class worked with the Black Lives Matter protests and the demolition of Columbus statues in the summer of 2020, the study examines how inquiry-based learning about the use of history can be implemented in practice. The empirical data consists of classroom observations, student group discussions, interviews with students and teachers, as well as classroom materials and exam assignments collected during the fall of 2021. The theoretical framework draws on the concepts of historical consciousness, historical culture, and the use of history, alongside Brousseau’s theory of didactic situations, didactic contract, and adidactic situations. The results show that teaching the use of history through inquiry-based learning holds considerable potential for challenging and developing students’ historical consciousness. At the same time, both teachers and students must be provided with the necessary conditions—and a didactic contract—that enable and sustain such approach. The intervention introduced changes to the pace of instruction and to the way, history was approached, which in turned helped strengthen students’ narrative competence and their ability to reason about the use of history. The study also demonstrates that teaching about contemporary issues related to the use of history must account the relationship among content, students’ backgrounds, values and conceptions of the past and present. Overall, the thesis highlights the central role of historical culture for teaching and learning about the use of history. Historieundervisning har en viktig roll för att förstå dåtiden och nutiden men också hur och varför historia brukas utanför och inne i klassrummet. Denna avhandling följer en klass som hösten 2021 enligt en frågedriven modell arbetar med Black Lives Matter-protester och rivningen av Columbusstatyer i USA. Den undersöker hur elever förstår och resonerar kring historiebruk när de möter ett samtida, globalt och medierat historiebruksfall samt deras lärandeprocesser och hur undervisningen påverkas av den samtida historiekulturella kontexten. Avhandlingen visar att historiebruksundervisning inte bara är meningsfull utan även nödvändig om historieundervisningen ska kunna utveckla och utmana elevernas historiemedvetande kring samtidsfrågor. Undervisningen bör sträva efter att finna en balans mellan att främja elevernas självständighet och kritiska tänkande i situationer där de brottas med olika källor och perspektiv på historien, och beakta elevernas skilda förutsättningar, värderingar och föreställningar om det förflutna och samtiden.El propósito de esta tesis es examinar la enseñanza y la comprensión estudiantil del uso de la historia. A través de una intervención didáctica en la que una clase de formación profesional trabajó con las protestas de Black Lives Matter y la demolición de estatuas de Colón durante el verano de 2020, el estudio analiza cómo puede implementarse en la práctica una enseñanza por indagación sobre el uso de la historia. Los datos empíricos consisten en observaciones de aula, discusiones en grupos de estudiantes, entrevistas con estudiantes y docentes, así como materiales de clase y tareas de evaluación recopilados durante el otoño de 2021. El marco teórico se basa en los conceptos de conciencia histórica, cultura histórica y uso de la historia, junto con la teoría de las situaciones didácticas de Brousseau, el contrato didáctico y las situaciones adidácticas. Los resultados muestran que la enseñanza del uso de la historia mediante el aprendizaje basado en la indagación posee un potencial considerable para desafiar y desarrollar la conciencia histórica de los estudiantes. Al mismo tiempo, tanto docentes como estudiantes deben contar con las condiciones necesarias —y con un contrato didáctico— que posibiliten y sostengan dicho enfoque. La intervención introdujo cambios en el ritmo de la enseñanza y en la manera de abordar la historia, lo que a su vez contribuyó a fortalecer la competencia narrativa de los estudiantes y su capacidad para razonar sobre el uso de la historia. El estudio también demuestra que la enseñanza relativa a cuestiones contemporáneas de uso público de la historia debe considerar la interacción entre el contenido, las diversas condiciones, valores y concepciones que el alumnado posee sobre el pasado y el presente. En conjunto, la tesis subraya el papel central de la cultura histórica en la enseñanza y el aprendizaje sobre el uso de la historia. En uppdaterad version av undervisningsmaterialet som nämns i avhandlingen finns på SO- didaktik i centrum: https://www.so-didaktik.se/historia</p
Varför fungerar samverkan ibland och ibland inte? : Förskollärares och socionomers uppfattningar av samverkan dem emellan
No full textThe study aims to examine variations in how preschool teachers and social workers perceive collaboration between them. Despite the fact that collaboration is mandated by law and clearly regulated in governing documents, the results show that in practice it is shaped by local organizational conditions, relationships, and professionals' previous experiences. During field placement and previous work experience, we have encountered both examples of well-functioning collaboration between and situations in which unclear structures and insufficient coordination have complicated collaboration. This prompted the need to deepen the understanding of these variations. The study adopted a qualitative approach and is based on semi-structured interviews with six preschool teachers and two social workers, recruited through strategic sampling with elements of the snowball method. The collected data were analyzed using a phenomenographic analysis model in order to highlight different ways of experiencing and describing collaboration. The results show that trust and confidence emerge as central prerequisites for effective collaboration. However, these relational qualities cannot be established solely through formal guidelines or organizational models, but develop over time through continuous interaction, clarity of roles, and mutual understanding of each other's professional responsibilities. The results can be used as a basis for developing clearer structures, strengthening relational work, and creating more sustainable collaboration processes, which in the long term may contribute to children receiving early and coordinated support interventions. Studien syftar till att undersöka variationen i hur förskollärare och socionomer uppfattar samverkan mellan dem. Trots att samverkan är lagstadgad och tydligt reglerad i styrdokument visar resultaten att den i praktiken formas av lokala organisatoriska förutsättningar, relationer och yrkesprofessionellas tidigare erfarenheter. Under verksamhetsförlagd utbildning och tidigare yrkeserfarenhet har vi mött både exempel på välfungerande samverkan samt situationer där otydliga strukturer och bristande samordning har försvårat samverkan. Något som väckte behovet av att fördjupa förståelsen för dessa variationer. Studien har en kvalitativ ansats och bygger på semistrukturerade intervjuer med sex förskollärare och två socionomer, rekryterade genom ett strategiskt urval med inslag av snöbollsmetoden. Det insamlade materialet analyserades med hjälp av en fenomenografisk analysmodell för att synliggöra olika sätt att erfara och beskriva samverkan. Resultaten visar att tillit och förtroende framstår som centrala förutsättningar för en fungerande samverkan. Dessa relationella kvaliteter kan dock inte skapas enbart genom formella riktlinjer eller organisatoriska modeller, utan utvecklas över tid genom kontinuerlig kontakt, tydlighet i roller och en ömsesidig förståelse för varandras uppdrag. Resultatet kan användas som underlag för att utveckla tydligare strukturer, stärka det relationella arbetet och skapa mer hållbara samverkansprocesser, vilket i förlängningen kan bidra till att barn får tidiga och samordnade stödinsatser.
”Emphasis on Analogue Learning Tools” – Preschool Teachers’ Interpretations of the Choice of Learning Tools After the Curriculum Revision : A Qualitative Interview Study
No full textFrom Hero to Zero : A qualitative framing analysis of Aftonbladet and Expressen´s coverage of Måns Zelmerlöw´s divorce
No full textThis essay aims to study how Swedish news media, in their reporting, frames Måns Zelmerlöw's divorce and if there are any tendencies of a mediastorm. The study is conducted by looking at two of the biggest tabloid newspapers in Sweden, Aftonbladet and Expressen. The aim is to examine how these two mediaoutlets, with their extensive coverage of the event, frame it and how it can be understood in terms of a media storm. The material on which the study is based on consists of the mediaoutlets' websites, focusing on the reporting of Måns Zelmerlöw from March 2025 to October 2025. This essay is based on a qualitative framing analysis in order to see which frames are dominant in the reporting. The analyzed material consists of 50% of each media’s articles during the period mentioned above. Based on the purpose of the study has the following three research questions been developed: How does Aftonbladet and Expressen frame the divorce? What differences and similarities are there between Aftonbladet and Expressen in their reporting? How can the reporting be understood in terms of a mediastorm? In order to answer the research questions, the study was based on three theoretical frameworks. These are media logic, the logic of a mediastorm and framing theory, because the purpose of the study is to look at how the media frames the story. The media logic gives the opportunity to create an understanding of why the media makes certain choices in their reporting and why some events become news stories. Furthermore, the logic of a mediastorm helps us to analyze the reporting based on terms of a mediastorm. This is important for the study because it can affect the way of the media's reporting and its framing. Finally, the framing theory helps us to look at what choices, conscious or unconscious, journalists make in their reporting. This is through the choices of words, angels and events. The theory is a central part of how we can understand and interpret how media reconstruct events in their reporting. The essay shows that both Aftonbladet and Expressen have frames that are both similar and different in their reporting. The similar frames that were found in both media were Fairytale gone bad and Måns Zelmerlöw as a villain. While only Aftonbladet highlight the event to a larger aspect by problematizing it as a social problem. Here, frames such as Power and gender and Explaining the gangwars emerge. Aftonbladet uses Måns Zelmerlöw’s and Ciara Janson’s divorce to symbolize what the news media mean is the step society has taken from feminism, as well as how Zelmerlöw’s abuse shows the problem of gangcrime. Furthermore, there are several aspects where the reporting can be seen as a mediastorm. Especially when the parties are portrayed as “villain” and “victim”, and that the reporting from both media resembles a dramaturgy
“80 times is a pathologically high number” : A Critical Discourse Analysis of the Construction of Christopher Wollter's Sex Addiction and Responsibility in Swedish Opinion Journalism
No full textA major media debate emerged following the publication of a book by Christopher Wollter and Julia Dufvenius, in which they describe how they salvaged their marriage after Wollter’s numerous extramarital affairs and his diagnosis of sex addiction. The media debate revealed divergent perspectives on how the diagnosis and the couple’s marriage should – or should not – be understood. This study aims to illuminate the discourses that were activated in the debate and to examine how responsibility for actions associated with sex addiction was attributed. To address these questions, a critical discourse analysis was conducted of six opinion journalism articles published in three of Sweden’s largest newspapers, analysing the texts across three analytical layers. The findings indicate that three dominant discourses – a moral discourse, a medical discourse, and a feminist discourse – interacted and were negotiated in different ways to construct the diagnosis as, among other things, either an illegitimate explanatory tool or a legitimate medical description. Analysis of subject positioning further showed that responsibility attribution varied depending on which discourse was activated in the construction of sex addiction. Overall, Wollter was predominantly attributed individual responsibility for his actions, while Dufvenius was most often positioned as a victim of those actions.En omfattande medial debatt uppstod i samband med utgivningen av Christopher Wollters och Julia Dufvenius bok, i vilken de beskriver hur de har räddat sitt äktenskap efter Wollters många otrohetsaffärer och hans diagnostiserade sexmissbruk. Mediedebatten synliggjorde skilda perspektiv på hur diagnosen och parets äktenskap bör – eller inte bör – förstås. Syftet med denna studie var att belysa de diskurser som aktualiserades i debatten samt att undersöka hur ansvar för handlingar som kopplas till sexmissbruk tillskrivs. För att besvara dessa frågor genomfördes en kritisk diskursanalys av sex opinionsjournalistiska texter publicerade i tre av Sveriges största dags- och kvällstidningar, där texterna analyserades utifrån tre analytiska lager. Resultatet visar att tre dominerande diskurser kunde identifieras: en moraldiskurs, en sjukdomsdiskurs och en feministisk diskurs. Dessa diskurser samverkade och förhandlades på olika sätt för att konstruera diagnosen som bland annat ett illegitimt verktyg och en legitim sjukdomsbeskrivning. Analysen av subjektspositioneringar visade vidare att ansvarstillskrivningen varierade beroende på vilken diskurs som aktualiserades i konstruktionen av sexmissbruk. Sammantaget tillskrevs Wollter i hög grad ett individuellt ansvar för sina handlingar, medan Dufvenius oftast positionerades som ett offer för dessa
Optimization and advanced exergy assessment of a propane-free dual mixed-refrigerant LNG liquefaction process
No full textLiquefied natural gas (LNG) production is an energy-intensive process, and mixed-refrigerant cycles dominate industrial applications. This study proposes and optimises a novel propane-free dual mixed refrigerant (DMR) configuration for LNG liquefaction using Aspen HYSYS v14 with the Peng-Robinson EOS. The system eliminates propane to enhance operational safety while maintaining high thermodynamic efficiency. Energy, exergy, and advanced exergy analyses reveal a specific energy consumption (SEC) of 0.29 kW/kg LNG and an exergy efficiency of 67.27 %. The advanced exergy assessment identifies that 68.40 % of total exergy destruction is avoidable, indicating significant potential for further efficiency gains. Comparative benchmarking confirms that the proposed configuration achieves one of the lowest reported SEC values among both propane-based and propane-free DMR cycles. This research provides a technically validated and safer pathway towards sustainable LNG production
Pain Management for People with Dementia : Towards a complex intervention in nursing homes
No full textAim: The overall aim of the research project was to develop an intervention to support healthcare personnel in systematic pain management for people with dementia residing in nursing homes, and to establish the foundation for integrating this intervention into practice. The intervention was to be grounded in palliative and person-centred care, built on a holistic understanding of pain, and focused on supporting and utilising the resources of people with dementia. Method: The project follows the MRC Framework for developing and implementing complex interventions and is structured as a sequential design comprising four studies (I-IV), each building on the findings of the previous one. The first three studies; (I) Scoping Review; (II) Focused ethnography; (III) Nominal Group Technique formed the basis for developing a prototype intervention. Dyadic interviews in study IV explored stakeholders’ perspectives on the intervention’s content, relevance, and implementation strategy. Results: Pain management is a continuous, multi-phase process in which people with dementia, with appropriate support, can utilise their resources and be active participants. The findings highlight the need for comprehensive models grounded in professional competence and structured approaches. This led to the development of a prototype intervention consisting of educational modules and a flowchart to structure clinical practice. The prototype was deemed relevant, and the results provide insight into participants’ perspectives on activities, potential moderators and outcomes of the intervention. Conclusion: This thesis provides knowledge to systematise pain management processes in nursing homes, enhance healthcare personnel competence, and improve pain management for residents. It presents an actionable approach to stakeholder collaboration in intervention development and highlights the need for nursing homes organised to prioritise care and high-quality nursing at their core.Pain management for people with dementia is widely recognised as both challenging and complex for healthcare personnel. People with dementia experience a high prevalence of pain and are at substantial risk of mismanagement. Given the subjective nature of pain, it is essential for healthcare personnel to integrate the remaining resources of people with dementia into pain management practice. This thesis explores pain management processes and presents the content of an intervention aimed at supporting healthcare personnel in the systematic management of pain for people with dementia residing in nursing homes. The intervention is grounded in palliative and person-centred care, built upon a holistic understanding of pain, and focuses on supporting and utilizing the resources of people with dementia in pain management. The intervention is developed through a sequential design consisting of four studies, where each builds on the findings of the previous one
The terrain of opportunities : Preschool teachers' perceptions of opportunities for planned teaching of gross motor skills in the outdoor terrain
No full textDen här studien genomfördes i Sverige i en tid då förskollärare nyligen fått stärkt ansvar för barns möjligheter att kunna utveckla sin grovmotorik. Studien syftade till att synliggöra förskollärares uppfattningar om vad i terrängen på förskolans utegård som möjliggör planerad undervisning av grovmotorik. Semistrukturerade intervjuer med åtta förskollärare från olika delar av Mellansverige användes som datainsamlingsmetod. Datamaterialet analyserades utifrån en fenomenografisk analysmetod, med syftet att identifiera varierade uppfattningar om vad i utegårdens terräng som möjliggör den planerade undervisningen av grovmotorik. Resultatet synliggjorde fyra kategorier av uppfattningar: variation, progression, föränderlighet och tillgänglighet. Inom kategorierna lyftes specifika delar av terrängen som ansågs möjliggörande, vilket var variared markyta, nivåskillnader, varierade svårighetsgrader och terräng som kan förändras av människor och väder. Slutsatsen drogs att en stor variation av olika underlag, nivåskillnader, utmanande terräng och anpassningsbar terräng uppfattades bilda en helhet som tillsammans bildar den terräng som möjliggör planerad undervisning av grovmotorik. This study was conducted in Sweden at a time when preschool teachers recently had been given increased responsibility for children's opportunities to develop their gross motor skills. The study aimed to shine a light on preschool teachers' perceptions of what parts of the terrain in the outdoor playground that can enable planned activities of gross motor skills. Semi-structured interviews with eight preschool teachers from different parts of central Sweden were used as method to collect the data. The data was analyzed using a phenomenographic analysis method. The aim of the analysis was to identify variations of perceptions of what in the terrain of the outdoor playground can enable teachers' planned activities of gross motor skills for children in preschool. The results highlight four categories: variation, progression, changeability and accessibility. Within the categories, specific parts of the terrain that were considered enabling for the teachers' planned activities of gross motor skills were: variations of the ground surface, differences in level, varied degrees of difficulty and terrain susceptible to change by humans and weather. The conclusion was drawn that a large variety of different surfaces, differences in level, challenging terrain and adaptable terrain, together form a terrain that enables teachers' planned activities of gross motor skills.
Between Governance and Interpretation: Islam in Swedish Curricula : A Qualitative Textbook Study of the Construction of Islam in Swedish Upper Secondary Religious Education
No full text This study examines how Islam is represented in Swedish upper secondary school textbooks in religious education from the period 1970 to 2025. The aim is to analyse how and in what ways representations of Islam have changed over time, and how these changes can be understood in relation to curriculum reforms and broader societal developments. The study is based on a qualitative content analysis of six textbooks published during different curriculum periods. Curriculum theory consitutes the main analytical framework, with textbook understood as interpretation of the formulated curriculum. Discursive perspectives are used as a complementary lens to analyse language use, emphases and normative assumption in the representations of Islam. The results show the earlier textbooks tend to present Islam through a more static, historical and comparative framework, often emphasising norms, rules and differences in relation to Christianity. Over time, representations increasingly incorporate perspectives on diversity, contemporary practises and internal variation within Islam. At the same time, the study indicates that textbooks only partially reflect the intentions of more recent curricula, particularly regarding religion, identity and religious pluralism.By building on and extending previous research on representations of Islam in educational materials, this study contributes to a more nuanced understanding of how curriculum reforms are translated into textbook content over time. The findings highlight the role of textbooks as a mediating link between curriculum intentions and societal conceptions of religion and demostrate both continuity and change in how islam is constructed in Swedish religious education.