Dissertations / Theses on the topic 'Collaborative intervention research'

In the past decade, increased attention has been paid to the changing role of counselling psychology in South Africa. The aim of this study is to contribute to the debates about the social responsiveness, scope and focus of the field. The following research question was formulated: What lessons about a social justice approach can a counselling psychologist learn from a youth unemployment community engagement activity? Through engagement with a group of unemployed young people about their status and exploring the role that a counselling psychologist might take, a collaborative action research approach was employed. Data were generated through collaborative action research cycles, semi-structured interviews, social media communications and the researcher’s reflective journal. Template analysis was used to make sense of the data and generate preliminary themes. Process findings illustrated the supportive and constraining role of the academic research process, the time frame and the characteristics of the target group. The content-related findings illustrated the impact of contextual and demographic factors on the participants’ unemployed status. The findings confirmed the negative effect of unemployment on psychological well-being despite support from family, friends and community members. Factors such as education and socioeconomic status influenced the job seeking behaviour of participants and although participants were aware that societal change is needed, there was evidence of internalised self-blame. Recommendations emphasise the inclusion of relevant social justice models for the context of South Africa in the training of counselling psychologists; and a pressing need to engage in micro-, meso- and macro-level advocacy to collaboratively debate the identity and scope of practice of the profession and the review of professional and ethical guidelines.

Tom Andersen (1995) utvecklade samtal där terapeut och klient tillsammans utvärderar samarbetet i terapin, samtal med reflekterande förhållningssätt som senare kom att kallas för samforskningssamtal. Samtal med ombytta roller, där terapeuten får lära av klienten. Studier har visat att samforskningssamtalen ger terapeutiska effekter med ökad känslan av samhörighet, fördjupad samskapande process och hjälper terapin framåt samt ger terapeuterna ökade kunskaper om sig själva som terapeut. Syftet med denna studie är att belysa om samforskningssamtal kan ge möjligheter och betydelse i pågående terapi och i så fall vilka. -Hur upplevdes samforskningssamtalet? -Vad fick terapeut respektive patient syn på i samforskningssamtalet? -Vilken betydelse kan samforskningssamtalet ha framöver i terapin? Två samforskningssamtal har hållits och därefter har en intervju hållits med var och en av deltagarna. Materialet har spelats in, analyserats och bearbetats samt sedan redovisats utifrån frågeställningarna. Undersökningsdeltagare har varit en terapeut, två patienter samt en gästande kollega. Jag själv har deltagit som observatör under samforskningssamtalen. Resultaten visar på att samforskningssamtalen gav möjligheter och betydelser i dessa pågående terapier, delande av tankar och känslor, benämning av relationer, klargöranden samt att synliggöra terapeutens sätt att vara. Både terapeut och patient upplevde samforskningssamtalet som positivt och givande. Det mest betydelsefulla som framkom var att terapeut och patient fick möjlighet att dela med sig av sina tankar och känslor. Detta ökade samhörigheten. Klargöranden gjordes om bland annat terapins innehåll och ramar. Särskilt betydelsefullt visade sig samforskningssamtalet vara för terapeuten, som en möjlighet till att få feedback. Terapeuten fick syn på sitt sätt att vara tillsammans med sin patient. Samforskningssamtal har också visat sig i tidigare studier ha en viktig betydelse att fylla för både terapeut och patient, bl a som en hjälpsam intervention i terapiarbetet samt att ge terapeuten feedback. Samtalsledarens, den gästande kollegans, känslighet i att ställa frågor har en viktig betydelse. En av frågorna som väcktes är hur terapeuten skulle kunna använda sig av samforskningssamtalets idé i det dagliga behandlingsarbetet, kanske i en modifierad form och som ett komplement till andra utvärderingsformer. Få kritiska åsikter har framkommit i denna uppsats liksom i tidigare studier, om samforskningssamtalet som form och metod. Dess positiva betydelse är klart överrepresenterat dokumenterat.<br>Tom Andersen (1995) developed the conversations in which therapist and client together evaluate collaboration in therapy, conversation with reflective position that later became known as co-research conversation, in Swedish called “samforskningsamtal”. Conversation with the roles reversed, where the therapist may teach the client. Studies have shown that co-research conversation provide therapeutic effects with an increased feeling of connectedness, in-depth co-creative process, helps the therapy forward and give therapists a better understanding of themselves as a therapist . The purpose of this study is to shed light on if co-research conversation can provide opportunities and importance of ongoing therapy, and if so, which. - How experienced co-research conversation? - What of importance did the therapist and patient get from the    samforskningssamtalet? - What significance can co-research conversation have into the therapy? Two co-research conversations have been held and then have an interview held with each of the participants. The material has been recorded, analyzed and processed, and then recognized based issues. The participants have been a therapist, two patients and a visiting colleague. I have participated as an observer during co-research conversations. The results show that co-research conversation gave possibilities and meanings in these ongoing therapies, namely the sharing of thoughts and feelings, designation of relationships, clarifications and visibility in the therapist's way of being. Both therapist and patient experiences co-research conversation as positive. The most significant to emerge was that the therapist and the patient had the opportunity to share their thoughts and feelings. This increased affinity. Clarifications were made about including therapy's content and context. Particularly significant was found to co-research conversation be for the therapist, as an opportunity to get feedback. The therapist saw her way to be with his patient. Co-research conversation has also been shown in previous studies to have an important role to play for both therapist and patient, as a helpful intervention in therapy work, and to give the therapist feedback. The interviewer's, the visiting colleague, sensitivity in asking questions has an important significance. One of the questions raised is how the therapist could use co-research conversations idea of daily treatment work, perhaps in a modified form and as a complement to other forms of evaluation. Nearly none critical views have emerged in this essay, as in previous studies, about co-research conversation as form and method. Its positive significance is clearly overrepresented documented.

Esta dissertação trata da criação e do desenvolvimento de uma rede de leitura, com crianças da quarta série, de uma escola estadual, na cidade de São Paulo. O autor do trabalho, professor da turma em questão, desenvolveu sua proposta durante um ano letivo e reflete sobre os resultados obtidos. Descreve as etapas percorridas, bem como as situações envolvendo atos de leitura e a relação das crianças com diferentes tipos de textos e produtos culturais. Ao longo da dissertação são discutidas concepções de leitura, além de conceitos chaves do trabalho, como protagonismo cultural e apropriação cultural. A utilização de metodologia colaborativa permitiu a coleta de dados qualitativos relevantes, expostos sob forma narrativa. Diálogos são reconstituídos, assim como descritas minuciosamente diferentes situações cotidianas vividas por professor e alunos nos quadros da rede de leitura. Os resultados indicam a importância de se conceber o ato de ler como atividade sociocultural, inscrita em tramas complexas que envolvem diálogos diversos: entre as crianças, destas com os textos e os contextos familiares, o meio circundante, as instituições culturais, como bibliotecas, livrarias, centros culturais, museus, dentre outras. Como conclusão, também, aponta-se para a importância fundamental do diálogo como método e atitude da construção colaborativa, objetivado na rede de leitura. Aponta, ainda, o papel positivo desta como instância de superação do isolamento cultural a que estão expostas muitas crianças. A rede de leitura tal como desenvolvida e exposta neste trabalho, afigura-se, assim, como dispositivo educativo e cultural com forte capacidade de atuação positiva na formação de leitores, tomados como protagonistas culturais dos processos de apropriação que se acham investidos.<br>This dissertation discusses the creation and development of a reading network, with class 4 children of a state school in the city of São Paulo. The author of this work, also a teacher of this class, developed his proposal during a school year and reflects on the results obtained. He describes the steps followed as well as situations involving reading and the relationship of the children with different types of texts and cultural products. Throughout the dissertation, reading conceptions and the main concepts of this work, such as cultural protagonism and cultural appropriation are discussed. The employment of a collaborative methodology permitted the collection of relevant qualitative information, displayed in a narrative form. Dialogs are reconstructed and daily situations encountered by the teacher and students are meticulously described on the reading network notice boards. The results indicate the importance of recognizing reading as a sociocultural activity, inscribed into complex actions that involve a diversity of dialogs: between the children, with the texts and family contexts, the surrounding environment, the cultural institutions like libraries, book stores, cultural centers, museums, among others. In conclusion, the fundamental importance of dialog as a method and attitude towards constructive collaboration, an objective of the reading network, is discussed. Its positive role as a resort to the cultural isolation to which many children are exposed is also pointed out. The reading network, as developed and disclosed in this work, appears as an educative and cultural device with a strong capacity for a positive performance in the formation of readers, considered to be cultural protagonists of the appropriation processes that are invested.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>To build a transformative school, capable of promoting the insertion of its students within social literacy practices, according to Liberali et. al. (2006, p. 170), a joint action between university, school and community is required. In this context of action, the teacher is a central subject, despite the historical disempowerment that challenges them and turns them into a victim of their profession. Assuming that the profession is an important part in the definition of any individual identity, the objective of this study is to examine, through the lens of Critical Discourse Analysis (CDA) of Norman Fairclough (1989, 1992, 2003), the discourses that teachers participating in a collaborative intervention (MAGALHÃES, 1996; LIBERALI, 1999, for example) produce about themselves in order to identify how their identity practices are constituted. From a perspective of discourse as a social construct, through which participants build their social reality and themselves by discourse, the construction of identity is seen as a constant process and, thus, dependent on discursive realizations in particular circumstances: the meanings participants give themselves and others engaged in discourse. In this sense, identity is never complete, full, but it is always in process through discourse (MOITA LOPES, 2002, p. 34). To achieve the aim of this study, we provided a collaborative space for reflection between the The Lab for Research and Teaching of Reading and Writing (Labler/Federal University of Santa Maria) and a state high school, located in the state of Rio Grande do Sul. The investigated universe of analysis is the faculty segment of this public school. In this universe, the corpus for this study was generated through reflective sessions, provided by the practice of collaborative intervention and composed of discourses of eight teachers of different disciplines. For the analysis, the linguistic data of the participants was segmented into analyzable units associated with the Appraisal Theory (MARTIN; WHITE, 2005) and interpreted discursively using a theoretical framework centered on ACD. The analysis of the discourses of these participants provided textual evidence that their career path, the current work in the school, the teaching profession in their view and in the society s view construct their identities. However, the practice of collaborative intervention proposed caused significant positive effects, generating shifts in the professional identity of these teachers, such as a discourse of resistance to victimization within the teaching profession.<br>Para a construção de uma escola transformadora, capaz de favorecer a inserção de seu aluno em práticas sociais letradas, segundo Liberali et. al. (2006, p. 170), é necessário uma ação conjunta entre universidade, escola e comunidade. Nesse contexto de ação, o professor é um sujeito central, apesar do desempoderamento histórico que o interpela e o torna vítima de sua profissão. Partindo do pressuposto de que a profissão é parte importante na definição da identidade de qualquer indivíduo, o objetivo geral deste estudo é analisar, à luz da Análise Crítica do Discurso (ACD) de Norman Fairclough (1989, 1992, 2003), os discursos que docentes participantes de uma prática de intervenção colaborativa (MAGALHÃES, 1996; LIBERALI, 1999, por exemplo) produzem sobre si mesmos, a fim de identificar como suas práticas identitárias são constituídas. Sob a perspectiva de discurso como construção social, por meio da qual os participantes constroem a realidade social e a si mesmos pelo discurso, a construção de identidade é vista como estando sempre em processo, pois é dependente da realização discursiva em circunstâncias particulares: os significados que os participantes dão a si mesmos e aos outros engajados no discurso. Nesse sentido, a identidade nunca está concluída, completa, mas sempre em processo por meio do discurso (MOITA LOPES, 2002, p.34). Para atingir o objetivo, proporcionamos um espaço de reflexão colaborativa entre o Laboratório de Pesquisa e Ensino de Leitura e Redação (Labler/Universidade Federal de Santa Maria) e uma escola pública estadual de Ensino Médio, situada no interior do Rio Grande do Sul. Assim, o universo de análise investigado é o segmento de professores dessa escola pública. Nesse universo, foi delimitado o corpus para este estudo, gerado por meio de sessões reflexivas, proporcionadas pela prática de intervenção colaborativa e composto pelos discursos de oito professores, responsáveis por diferentes disciplinas. Para a análise, foi realizada uma interpretação discursiva, considerando o referencial teórico da ACD, a partir do parcelamento dos dados linguísticos usados pelos participantes em unidades analisáveis, associadas ao Sistema de Avaliatividade (MARTIN; WHITE, 2005). A análise dos discursos desses participantes apontou evidências textuais que nos mostram que a sua trajetória profissional, o trabalho atual na escola, a profissão docente na sua perspectiva e na da sociedade constroem suas identidades, entretanto os deslocamentos gerados nessa comunidade, como efeito da prática de intervenção colaborativa proposta, causaram efeitos positivos importantes na identidade profissional desses professores, tais como um discurso de resistência àquele de vitimização da profissão docente.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.

Background: Difficulties with anxiety among children and young people are common and can impact upon their developmental trajectory leading to adverse outcomes in later life. There is, therefore, a need to increase access to early intervention services. Existing research has indicated that school-based cognitive behavioural interventions are effective for children and young people experiencing difficulties with anxiety, yet there remains a proportion of the population for whom they are not effective. In addition, there is a lack of research on how these may be implemented in real world settings as opposed to a research trial. The present research focuses on the provision of cognitive behavioural school-based interventions in two parts: a systematic review of psychological, interpersonal and social variables as predictors, mediators and moderators of mental health outcomes following a school-based intervention and an empirical mixed methods evaluation of the facilitators and barriers to the implementation of a school-based intervention. Method: A systematic search of electronic databases for studies examining interpersonal, psychological and social predictors, moderators and mediators of mental health outcome following school-based cognitive behavioural interventions was conducted. Effect sizes for these analyses were calculated and the quality of eligible studies was assessed using a standardised rating tool. Within the empirical project, the implementation of a school-based cognitive behavioural intervention was evaluated through a mixed methods approach. Semi-structured interviews with stakeholders in the intervention were analysed using grounded theory integrated with framework analysis. Quantitative data on the reach of the intervention, practitioner evaluation of training and coaching as well as routine outcome measures from children and young people receiving the intervention was collected. Results: Within the systematic review, twenty-two studies (N=22) met the predefined eligibility criteria. There was heterogeneity in the variables explored, effect size of these on treatment outcome and the quality of the literature within the included studies. Cognitive style was found to mediate treatment outcome, but there was limited evidence for other predictors, mediators and moderators of treatment outcome within the review. Quantitative results of the empirical project indicated that the model of the intervention was acceptable to both practitioners and children and young people, and preliminary data indicated a significant improvement in mental health outcomes. Facilitators that emerged from qualitative data included an enabling context, therapeutic engagement, motivation and congruence, self-efficacy and containment and encouragement. The exclusivity of the intervention, a lack of systemic understanding and transparency as well as demands and pressure on resources were barriers to implementation. Conclusions: Although preliminary evidence for potential predictors, mediators and moderators is presented, further research with improvements in the design and reporting of explanatory variables on treatment outcome is required prior to informing clinical decision-making. The successful implementation of school-based interventions requires multi-agency integration and collaboration as well as on-going support in managing systemic pressures and skill development.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Research in the area of pre and inservice teacher education have focused on the development of a meta-awareness on English teachers learning process and how this knowledge affects their social and discursive practices and their social relations in the teaching contexts in which they work (see MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; for instance). As a result of these investigations, this knowledge can be appropriated by language teacher programs (JOHNSON, 1996, p. 47) in the configuration of a critical and empowered second language teacher education (FREIRE, 2003b). Following this perspective, this work tries to evaluate how a collaborative practice of intervention can contribute to qualify pre and inservice language teacher education linguistically and pedagogically. To do that, we initially investigate the profile of preservice teachers and the concepts of language, teaching and learning built along their language teacher program. Then a focus group (two pre and one inservice teacher) was established in order to develop a collaborative practice of intervention which could ultimately generate reflection on concepts of learning, teaching practice and identities built along the preservice training practice in a State school. The reflective actions and the analysis of the discourses produced during these actions are theoretically supported by collaborative research of intervention (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), Critical Discourse Analysis (FAIRCLOUGH, 2003, 1989) and socio-cultural theory of learning (VYGOTSKY, 2001, 1995). The discourse analysis shows that, through the practice of intervention, participants could develop a meta-awareness on behaviorist concepts of learning which underly their discourse and teaching practices at the beginning of the reflective process. The practice of intervention also helped them give their first steps on building a sociocultural learning perspective (concepts and teaching practice). This reconfiguration had an impact not only on the way they act in the classroom, but also in the constitution of their identities as teachers of English, as they gradually personify social roles which demand a critical and socially-situated attitude from themselves and from their students. By the end of the intervention practice, they point out the importance of teacher s engagement in reflective ongoing processes, taking responsibility for their role in the configuration of these processes.<br>Pesquisas na área de formação pré e em serviço têm priorizado o desenvolvimento de uma metaconsciência acerca do processo de aprendizagem de professores de inglês e de que maneira esse conhecimento afeta suas práticas sociais e discursivas e suas relações sociais nos contextos de ensino em que atuam (ver MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; por exemplo). Como resultado dessas investigações, esse conhecimento pode ser apropriado pelos currículos de licenciatura (JOHNSON, 1996, p. 47) na configuração de uma formação crítica e democrática (FREIRE, 2003b). Dentro dessa perspectiva, este trabalho procura avaliar em que medida uma prática de interferência colaborativa pode contribuir para qualificar o processo formativo lingüístico-pedagógico do professor de inglês pré e em serviço. Para tanto, procuramos inicialmente investigar o perfil do aluno de Letras e as concepções de linguagem, ensino e aprendizagem que constrói em diferentes pontos de sua trajetória universitária. Em seguida, um grupo focal (duas professoras em pré e uma em serviço) foi estabelecido no sentido de desenvolvermos uma prática de interferência colaborativa que, em última instância, pudesse gerar a reflexão acerca das concepções de aprendizagem, da prática pedagógica e das identidades construídas ao longo do programa de estágio curricular supervisionado, vivenciado pelo grupo, em uma escola pública. As ações reflexivas e a análise dos discursos produzidos no decorrer delas são ancoradas teoricamente pela pesquisa de interferência colaborativa (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), pela Análise Crítica do Discurso (FAIRCLOUGH, 2003, 1989) e pela perspectiva sociocultural de aprendizagem (VYGOTSKY, 2001, 1995). A análise do discurso das participantes mostrou que, por meio da prática de interferência colaborativa, puderam desenvolver uma metaconsciência acerca da concepção behaviorista que subsidiou seu discurso e sua prática pedagógica no início do processo reflexivo, bem como dar os primeiros passos na configuração de uma perspectiva de aprendizagem sociocultural (conceitos e prática pedagógica). Essa reconfiguração teve impacto não somente no modo como vivenciaram suas ações em sala de aula, mas igualmente na constituição de suas identidades como professoras de inglês, uma vez que gradualmente personificam, em sala de aula, papéis sociais que demandam uma postura crítica e socialmente situada em relação a si mesmas e a seus alunos. Ao final do processo de investigação, apontam a importância de o professor estar inserido em um processo reflexivo crítico e continuado, assumindo sua parcela de responsabilidade na configuração desse processo.

Introduction : En dépit des nombreuses recommandations visant la promotion des soins palliatifs dans tous les milieux de soins, de nombreux obstacles conceptuels, culturels et organisationnels limitent encore aujourd’hui l’intégration de cette approche dans les unités de soins intensifs (USI). Or, notre équipe a récemment démontré que trois conditions facilitent l’intégration des soins palliatifs à l’USI, soit le partage d'une vision commune, un processus de décision concertée et un environnement propice (Guay, Michaud, & Mathieu, 2013). But : La présente étude cherchait à construire, implanter et évaluer, en collaboration avec une équipe de soins intensifs, une intervention visant à intégrer ces conditions. Méthode : Un devis qualitatif de recherche-action a été choisi (Stringer, 2007). Ce devis collaboratif offre un cadre organisationnel structuré valorisant la prise de décision consensuelle. Résultats : La première phase a conduit à la coconstruction d’une intervention à deux composantes comprenant une pratique harmonisée par l’entremise d’un atelier de formation interactif et une communication rehaussée par la mise en place d’une structure régulière de rencontres interdisciplinaires. Suivant un processus itératif et éclairé par des données probantes, la phase d’implantation et de validation continue a favorisé l’appropriation du changement par l’équipe et conduit à l’émergence d’une nouvelle pratique, laquelle a été évaluée positivement par l’équipe et appréciée par la famille. Conclusion : Cette étude illustre concrètement comment la recherche-action favorise le processus d’apprentissage et d’innovation en transformant le milieu clinique en un lieu de croissance et de production de savoirs. Les conditions facilitantes préalablement identifiées ont su éclairer cette étude et bien que nos résultats soient indissociables du milieu à l’étude dans lequel ils ont été générés, le processus de recherche proposé par cette étude pourrait inspirer d’autres milieux cliniques.<br>Abstract: Introduction: Despite numerous recommendations promoting the integration of palliative approach to all clinical settings, many conceptual, cultural and organizational barriers still limit the integration of this approach in the intensive care unit (ICU). However, our team has recently demonstrated that three conditions promote the integration of palliative care in the ICU. Namely, a common vision, a collaborative decision-making process and a proper environment (Guay et al., 2013). Aim: In the light of these results, we have developed, implemented and evaluated in collaboration with an ICU team, an intervention aiming to integrate these previously identified conditions. Method: A qualitative action research design was chosen for this study. This collaborative method, values consensual decision-making process and provides an organizational structure allowing success and sustainability (Stringer, 2007). Results: The development phase led to the co-construction of a two components intervention, the first one is an educational component through an interactive training workshop and a communication component by implementing a regular structure of interdisciplinary enhancing by establishing a regular structure of interdisciplinary meeting. Following an iterative process and informed by evidence, the implementation and continuous validation phase has promoted ownership of the change by the team and led to a new practice, which was positively evaluated by the team and appreciated by the family. Conclusion: This study illustrates how action research promotes the process of learning and innovation in transforming the clinical environment in a place of growth and knowledge production. The previously identified facilitating conditions were able to enlighten this study. Although our results are inextricably linked to the environment in which they were generated, the research method proposed by this study could inspire other clinical settings.

Is it feasible to stimulate informal collaboration among non-urban firms and local public- and other private-sector actors, whereby they jointly strengthen the competitiveness of these firms? To answer this question, firms’ collaboration with local partner’s actors were examined. Most of the studied firms in this thesis are embedded in a regional “ecosystem” of a country (Sweden), with the usual set of public- and third-sector (not-for-profit) actors. Firms that “exploit” all their local external actors do create additional resources for themselves. This thesis argues that such fuller use is feasible and perhaps necessary in a non-urban Swedish context. The Resource-Based Theory (RBT) considers mainly internal firm resources to achieve superior performance. In order to extend this theory in the context of a non-urban area, collaborative excellence is advocated through informal public-private collaboration that can help firms to flourish economically. The collaboration between the public and the private sectors can also enhance a common spirit or identity of a place. Action Design Research (ADR) Methodology is invoked in this thesis, together with other supporting methods, such as interviews and observations as well as archival data analysis. The intervention was held as a set of workshops and has been used as a key research method at the same time. The results capture, amongst others, views from municipal management, private companies, and community (not-for-profit) associations. The essential aim of this research was to enhance the quality of the interactions among the key individuals from these organizations in their efforts to strengthen productive cooperation between the public and the private sectors. Informal public-private collaboration is important. Thus, more understanding of how such collaboration can be used effectively is paramount. This thesis shows that it is feasible to develop collaboration in a specific Swedish non-urban context when successful private firms and a municipality work well together with relevant, not-for-profit organizations that are also located in, and concerned with, the same region. Therefore, when addressing the competitive potential of a location, the quality of the informal public-private collaboration, should be considered. The abductive research approach of this study aims to offer an understanding of how informal collaboration between firms and local, non-commercial partners may take place, aiming for firms to flourish<br><p>Nederländernas examen är endast doctor</p>

La gestion publique des problèmes sociaux complexes est associée au pluralisme social et s’inscrit dans un contexte décentralisé qui entrave leur compréhension et leur traitement collectifs. Cette recherche doctorale propose ainsi d’investiguer les voies d’amélioration au pilotage de l’action sociale locale et défend une approche exploratoire chemin faisant, au plus proche des problématiques de terrain : celles de trois Centres Communaux et Intercommunaux d’Action Sociale et d’un Conseil Départemental. Dans un mode de raisonnement abductif faisant dialoguer en permanence théorie et pratique, trois recherches-interventions et une observation participante sont progressivement mobilisées. Dans un premier temps, la modélisation de l’Analyse des Besoins Sociaux comme projet territorial participatif de connaissances et de problématisation collective, montre un paradoxe : la volonté des parties prenantes de voir la transversalité inter-organisationnelle pénétrer les pratiques professionnelles quotidiennes versus les habitudes managériales culturellement incompatibles avec ces formes de délibération démocratiques, ignorant les résultats de l’activité collective ou illégitimant son processus de fabrication. Face à de nouvelles opportunités pratiques révélées dans l’action, et mobilisant le concept fédérateur de communauté d’enquête, une deuxième phase de recherche vient préciser les conditions d’émergence et d’animation de l’action conjointe durable : l’activité dialogique médiatisée par l’intérêt des publics de l’action sociale ; l’existence d’espaces physiques dédiés à sa pratique ; une temporalité respectant les altérités professionnelles ; la présence d’un leader-médiateur… La thèse montre que la recherche de cette forme fragile de coopération, par sa capacité à bouleverser les habitudes dans l’action, est porteuse de réelles innovations pour la pratique quotidienne et représente une voie prometteuse d’un pilotage renouvelé des politiques de solidarité<br>Public management of complex social problems is associated with social pluralism and takes place in a decentralized context disrupting their collective understanding and treatment. This doctoral research – through an exploratory approach along the way and based on three different French local Social Action Centers and one Departmental Council – investigates possible ways of improving the definition and management of local social action. Using an abductive methodology that brings theory and practice into constant dialogue, three research-interventions and one participant observation are gradually mobilized. First, the formalization of the Social Needs Analysis (Analyse des Besoins Sociaux) through a participatory project (collective problematization and knowledge creation) shows a paradox: the desire of stakeholders to see inter-organizational transversality penetrate daily professional practices versus managerial habits which are quite incompatible with these forms of democratic deliberation, ignoring the results of collective activity or illegitimating its construction process. Secondly, in the face of new practical opportunities revealed in action, and using the concept of community of inquiry, the doctoral research clarifies the conditions for the emergence and animation of sustainable collective action, in particular the dialogical activity mediated by the interest of the publics of social action; the existence of physical spaces dedicated to its practice; taking the time respecting professional alterities and the presence of a leader-mediator. The thesis enlightens that the search for this fragile form of cooperation, by its capacity to disrupt habits in action, represents a promising way of innovative management applied to social public policies

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo<br>s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo<br>s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo<br>information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo<br>prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions:  Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes?  What are the existing Information Literacy competencies of the incoming students in the Faculty of Business?  How should Information Literacy programmes be delivered?  Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process.<br>Magister Bibliothecologiae - MBibl

Dans leurs processus d’innovation, les grandes entreprises subissent un manque de ressources entre Recherche et Développement appelé vallée de la mort. Le groupe Safran s’est doté d’une direction de l’innovation afin de le compenser. Son fonctionnement est fondé sur une logique d'échange avec les sociétés du groupe. Mais dans les phases amont, lorsque les échanges comportent des inconnus, ils s’interrompent brutalement. En particulier des fiches idées issues de DKCP ne sont pas explorées. Cette recherche-intervention ambitionne donc d’établir un modèle d’action collective pour échanger dans l’inconnu. Elle défend la thèse que dans l’inconnu, vendeurs et acheteurs de technologies innovantes s’engagent dans la conception de la frontière entre des technologies et des environnements.Face aux limites des modèles d’échange marchand, de décision, d’intéressement et de créativité, cette thèse adopte un modèle d’échange intégrant l’inconnu et un cadre analytique issu des théories de la conception innovante. Elle propose le modèle de l’engagement conceptif de ressources. Elle explicite les limites de l'outil conventionnel d'échange de technologies dit Technology Readiness Levels adopté chez Safran. Elle propose alors de modéliser les échanges entre vendeurs et acheteurs de technologies comme l’exploration de la frontière Technologie-Environnement en suivant le formalisme C-K T / C-K E construit. Finalement la méthode Pilotage de l'Exploration Par les Invariants Technologie-Environnement (PEPITE) est élaborée avec la direction de l'innovation Safran sur la base de deux cas d’exploration ayant effectivement passé la vallée de la mort durant l’intervention des chercheurs<br>Innovation processes of large companies experience a lack of resources between Research and Development, i.e. the valley of death. Safran created its Innovation Department to counterbalance. It is based on exchanges with the subsidiaries. However such exchanges cannot be processed in most early stages, when they include unknowns. For instance, ideas generated through the DKCP method remain unexplored. This intervention-research aims at establishing a model of collective action to exchange in the unknown. It defends the thesis that, in the unknown, sellers and buyers of innovative technologies engage in the design of the boundary between technologies and environments.Facing the limits of classic models of exchanges of economy, decision, intéressement and creativity, this thesis adopts a design-theories framework. It proposes the model of design engagement of resources. It explains the limits of a common tool for exchanging technologies, i.e. Technology Readiness Levels. It proposes to model exchanges between seller and buyer as the exploration of the Technology-Environment boundary. To do so it constructs the C-K T / C-K E formalism. Finally, the method Steering Exploration Through Technology and Environment Invariants ("Pilotage de l'Exploration Par les Invariants Technologie-Environnement" (PEPITE) in French) is constructed in collaboration with Safran Innovation Department. It is based on two cases of explorations which passed the valley of death within the researchers intervention

Abstract Coping at work and job retention have been on the list of priorities of European countries for some decades. Vocational rehabilitation is a key measure for preventing work disability, but its possibilities have remained unused in many respects. Moreover, rehabilitation tasks are defined differently depending on the perspective taken. The purpose of this thesis is to determine the possibilities that arise from defining work-related rehabilitation tasks in a way that combines different perspectives and interests. The research questions are: 1) What were the impacts on working career and psychosocial factors of an intervention for long-term unemployed people with disabilities? 2) What kind of processes and mechanisms promoted the working careers and other outcomes of the employed people during the interventions? 3) What forms of collaboration took place between the rehabilitees and different stakeholders, and to what extent did the rehabilitees have opportunities to choose and act during the process? The empirical data for the study were collected from two vocational rehabilitation research projects. The research design was a multiple case study from multiple perspectives combined with mixed methods. The materials were collected through surveys, individual and group interviews, documents, and register follow-up. We found the contextual mechanism through which the outcomes of the work-related rehabilitation emerged. The process was promoted or hindered by actions taken by all stakeholders. The promoting or hindering mechanisms were born through the actions taken by the supervisor in particular, the occupational health service and rehabilitation service provider, and the individual’s life situation factors. Similar factors promoted and hindered the re-employment and staying or returning to work outcomes. Enhancing the rehabilitees’ own agency is also important, regardless of how weak it is at the beginning. I also present a new way of assigning rehabilitation tasks, which structures the complexity of the field of work-related rehabilitation and helps manage it. Work-related rehabilitation is a combination of societal and individual actions. The results of this study will help all actors involved in rehabilitation to improve the outcomes of work-related rehabilitation by developing opportunities for the rehabilitees’ own agency and collaboration<br>Tiivistelmä Työurien jatkaminen on keskeinen eurooppalaisten yhteiskuntien selviämisen haaste. Kuntoutus on riittämättömästi hyödynnetty resurssi työurien pidentämiseksi. Lisäksi kuntoutuksen tehtävät määrittyvät eri näkökulmista eri tavalla. Tutkimuksen tavoitteena on tarkastella, miten työikäisten kuntoutuksen tehtävää voitaisiin määritellä eri toimijoiden intressejä ja päämääriä yhdistäen. Tutkimuskysymyksiä oli kolme: 1) Mitkä olivat monimuotoisen ammatillisen kuntoutuksen vaikutukset pitkäaikaistyöttömien työuraan ja muihin psykososiaalisiin tekijöihin? 2) Millaiset prosessit ja mekanismit edistivät työuria työllisten monimuotoisen ammatillisen kuntoutuksen interventiossa? 3) Minkälaisia yhteistyömuotoja työhön kytkeytyvässä kuntoutuksessa kuntoutujan ja eri toimijoiden välillä toteutui, ja missä määrin kuntoutujat pystyivät vaikuttamaan omiin valinta- ja toimintamahdollisuuksiinsa prosessin aikana? Aineisto koostui kahden ammatillisen kuntoutuksen kehittämishankkeen arviointitutkimusaineistoista. Tutkimusasetelma oli monitapaustutkimus, joka oli toteutettu moninäkökulmaisena mixed method –tutkimuksena. Aineistot oli koottu kyselyiden, yksilö- ja ryhmähaastatteluiden, dokumenttien ja rekisteriseurannan avulla. Aineistojen analyysejä oli tehty aineistokokonaisuuksittain analysoiden kvantitatiiviset ja kvalitatiiviset aineistot erikseen sekä yhdistämällä aineistoja tapaustutkimuksen keinoin. Tutkimuksessa löytyi mekanismi, jonka kautta kuntoutuksen tulokset syntyivät tai jäivät syntymättä. Edistävät ja estävät mekanismit liittyivät erityisesti esimiehen, työterveyshuollon ja kuntoutuksen palvelutuottajan toimintaan ja kuntoutujan elämäntilanteeseen. Samanlaiset tekijät edistivät ja estivät työttömillä ja työllisillä kuntoutumista. Lisäksi työhön kytkeytyvässä kuntoutuksessa kuntoutujan oman toimijuuden tukeminen on tärkeää, vaikka se alkuvaiheessa olisi vähäinen. Tutkimuksessa kuvataan työikäisten kuntoutuksen tehtävät uuden mallin avulla. Tämä jäsentää ammatillisen kuntoutuksen kentän kompleksisuutta ja auttaa hallitsemaan sitä. Työhön kytkeytyvä kuntoutus muodostuu yhteiskuntaan ja yksilöön kohdistuvista toimista, joilla mahdollistetaan työelämään paluu ja osallistuminen. Tulosten avulla kuntoutuksen toteuttajat, tutkijat ja viranomaiset voivat parantaa kuntoutuksen työuravaikutuksia kehittämällä kuntoutujan osallistumismahdollisuuksia ja yhteistoimintaa

Social intervention directed towards vulnerable low-income families currently tend to assume a collaborative approach in order to ensure their effectiveness in improving these families’ well-being. To incorporate collaborative practices, facilitating tools are required. Photovoice is a participatory action research method that combines photography and group work to enable participants to communicate their needs, thoughts and desires to professionals and services. This study describes the design, pilot implementation and evaluation of PoupArte, a collaborative programme inspired by the Photovoice methodology. The aim of the programme is to support vulnerable low-income families to recognise and activate their competences and resources, to overcome their usual lack of confidence and forge a more positive identity and to stimulate their ability to seek solutions to their own problems. The programme comprised 10 sessions and involved five families. PoupArte was evaluated in terms of its impact among participants, its structural and functional aspects (including the use of the Photovoice methodology) and the approach adopted by facilitators throughout the programme. The findings suggest that families were deeply involved in the programme, introducing a degree of innovation in the employment of the Photovoice tool while increasing their own capacities to solve their needs. Through Photovoice, participants provided rich descriptions of vulnerable families’ daily experiences of living with scarce economic resources, including the multiple crises (ups and downs) they faced, their purchasing priorities to meet their children’s needs and the labyrinthine route to social support. The main impacts of families’ participation were focused at a social, emotional and informative level: access to different experiences and learning, the establishment of new social contacts and friendships, the provision of emotional support and the improvements they saw in coping, interpersonal and communication skills. PoupArte seems to be a flexible and collaborative programme that supports vulnerable families in developing and/or acknowledging their competences, providing them with the strength to undertake action. In general, the research developed in this thesis can facilitate the generation of guidelines for the implementation of collaborative programmes for vulnerable families.<br>A intervenção social com famílias vulneráveis e pobres tem vindo a assumir uma abordagem colaborativa de modo a tornar-se mais efectiva na promoção do bem estar destas famílias. Para incorporar práticas colaborativas, são necessários instrumentos e metodologias facilitadoras. O Photovoice é um método de investigação-ação participativa que combina a fotografia e a intervenção grupal para permitir que os participantes comuniquem as suas necessidades, pensamentos e desejos a profissionais e serviços. Este estudo descreve o desenho, a implementação piloto e a avaliação do PoupArte, um programa colaborativo inspirado na metodologia Photovoice. O objetivo deste programa é apoiar as famílias vulneráveis e pobres a reconhecer e a ativar as suas competências e recursos, de modo a superar a sua falta de confiança habitual, a criar uma identidade mais positiva, e estimular a sua capacidade para procurar soluções para os seus desafios. O programa compreendeu 10 sessões e envolveu cinco famílias. O PoupArte foi avaliado junto dos participantes nos aspectos estruturais e funcionais (incluindo o uso da metodologia Photovoice) e na abordagem adotada pelos facilitadores ao longo do programa. Os principais resultados sugerem que as famílias se envolveram profundamente no programa, introduzindo inovação na utilização da metodologia Photovoice e, ao mesmo tempo, amplificando as suas competências para procurar respostas para as suas necessidades.Através do Photovoice, os participantes forneceram descrições detalhadas sobre as experiências quotidianas das famílias que vivem com escassos recursos económicos, incluindo a vivência de múltiplas crises (com altos e baixos), a prioridade em comprar alimentação (ao invés de poupar de dinheiro) para garantir resposta às necessidades dos seus filhos e o caminho labiríntico na procura de ajuda junto do sistema formal de apoio. Os principais impactos da participação das famílias foram identificados ao nível social, emocional e informativo: aceder a diferentes experiências e aprendizagens, estabelecer novos contactos e amizades, ter apoio emocional e as melhorias ao nivel da sua capacitação, relacionamento interpessoal e capacidade de comunicação. O PoupArte emerge como um programa flexível e colaborativo que apoia as famílias em situaçao de elevada vulnerabilidade económica no desenvolvimento e/ou reconhecimento das suas competências, proporcionando-lhes a força para se colocarem em ação na procura de respostas para as suas necessidades. A pesquisa desenvolvida nesta tese facilita a criação de diretrizes para a implementação de programas colaborativos junto de famílias muito vulneráveis.<br>Programa Doutoral em Psicologia

An intoxicated police employee can never keep the community safe and secure, as mandated by law enforcement prescripts. However, limited attention is given to harmful or hazardous substance abuse or the binge drinking habits of police employees. Substance abuse being a ‘culture’ in law enforcement agencies and the maintenance of the blue wall of silence as a protective measure necessitates scientific research to explore how a collaborative working relationship between the occupational social worker and especially First Line Managers (FLMs) can contribute to addressing this phenomenon in a timeous manner. The researcher applied a quantitative research approach and utilised a switching replication quasi-experimental design to determine whether the collaborative working relationship between South African Police Service (SAPS) FLMs and Police Social Workers (PSWs) can be strengthened to the extent that they effectively and efficiently deal with the harmful or hazardous substance abuse or binge drinking habits of SAPS employees by exposing the FLMs to a social work intervention, namely the Sober Workplace Programme for Managers. The pre-, mid-, and posttest measurements are based on knowledge, attitude, and behaviour constructs to determine if the two hypotheses formulated were supported. The study, however, did not indicate that the Sober Workplace Programme for Managers strengthens the collaborative working relationship between the FLMs and PSWs to address the harmful or hazardous substance abuse or binge drinking habits of employees in the workplace. Alternative research and occupational social work strategies are recommended to establish if and how the Sober Workplace Programme for Managers can be implemented to strengthen the collaborative working relationship between the FLMs and PSWs to address the harmful or hazardous substance abuse or binge drinking habits of employees.<br>Social Work<br>Ph. D. (Social Work)

La vie de famille avec un adolescent comporte son lot de défis. Les émotions de l’adolescent qui se présentent parfois comme des montagnes russes peuvent rendre les relations tendues et difficiles au sein de la cellule familiale, voire même au-delà de celle-ci. Par son caractère inattendu, l’avènement d’un traumatisme craniocérébral (TCC) chez l’adolescent vient fragiliser encore davantage la dynamique familiale. En outre, la myriade d’impacts engendrés par le TCC contraint la famille à modifier son projet de vie en s’investissant ensemble pour le reconstruire. La résilience devant une situation de traumatisme ne se manifeste pas de la même façon pour toutes les familles qui y sont confrontées. Certaines d’entre elles réussissent à se transformer positivement, tandis que d’autres n’y parviennent pas ou manifestent plus de difficultés. Il convient alors d’actualiser des approches de soins interdisciplinaires centrées sur la famille qui favoriseraient la reconnaissance des éléments pouvant soutenir son processus de résilience à travers cette épreuve et, enfin, aider à transformer son projet de vie. Avec comme perspective disciplinaire le modèle humaniste des soins infirmiers (Cara, 2012; Cara & Girard, 2013; Girard & Cara, 2011), cette étude qualitative et inductive (LoBiondo-Wood, Haber, Cameron, & Singh, 2009), soutenue par une approche collaborative de recherche (Desgagné, 1997), a permis la coconstruction des composantes d’un programme d’intervention en soutien à la résilience familiale, avec des familles dont un adolescent est atteint d’un TCC modéré ou sévère et des professionnels de la réadaptation. Le modèle de développement et de validation d’interventions complexes (Van Meijel, Gamel, Van Swieten-Duijfjes, & Grypdonck, 2004) a structuré la collecte des données en trois volets. Le premier volet consistait à identifier les composantes du programme d’intervention selon les familles (n=6) et les professionnels de la réadaptation (n=5). La priorisation et la validation des composantes du programme d’intervention, soit respectivement le deuxième et troisième volets, se sont réalisées auprès de ces mêmes familles (n=6 au volet 2 et n=4 au volet 3) et professionnels de la réadaptation (n=5 aux volets 2 et 3). Le processus d’analyse des données (Miles & Huberman, 2003) a repéré cinq thèmes intégrateurs, considérés comme les composantes du programme d’intervention en soutien à la résilience familiale à la suite du TCC modéré ou sévère d’un adolescent. Ce sont : 1) les caractéristiques de la famille et ses influences; 2) les stratégies familiales positives; 3) le soutien familial et social; 4) la prise en charge de l’aspect occupationnel et; 5) l’apport de la communauté et des professionnels de la santé. Les résultats issus de ce processus de coconstruction ont produit une matrice solide, suffisamment flexible pour pouvoir s’adapter aux différents contextes dans lesquels évoluent les familles et les professionnels de la réadaptation. Cette étude offre en outre des avenues intéressantes tant pour les praticiens que pour les gestionnaires et les chercheurs en sciences infirmières et dans d’autres disciplines quant à la mise en place de stratégies concrètes visant à soutenir le processus de résilience des familles dans des situations particulièrement difficiles de leur vie.<br>Family life with an adolescent has its share of challenges. The adolescent’s emotional rollercoasters can make relationships tense and difficult within the family unit, and even outside of it. By virtue of its unexpected character, the occurrence of traumatic brain injury (TBI) in an adolescent can undermine the family dynamics even further. Additionally, the myriad of impacts caused by a TBI forces the family to alter its plans for the future by committing themselves together to rebuild them. Resilience to trauma does not manifest itself in the same way for all families. Some manage to effect positive changes, while others are unable to do so, or experience more difficulties. In light of this, it appears relevant to develop family-centred care approaches fostering the recognition of elements that can support the family’s resilience process through hardships and, ultimately, help reconstruct its plans for the future. Using the humanist model of nursing care (Cara, 2012; Cara & Girard, 2013; Girard & Cara, 2011) as a disciplinary perspective, this qualitative and inductive study (LoBiondo-Wood, Haber, Cameron, & Singh, 2009), supported by a collaborative research approach (Desgagné, 1997), led to the co-construction of the building blocks for an intervention program to support family resilience in conjunction with families with an adolescent suffering from moderate or severe TBI and rehabilitation professionals. The complex intervention design and validation model (Van Meijel, Gamel, Van Swieten-Duijfjes, & Grypdonck, 2004) inspired a three-stage data collection process. The first stage consisted in identifying the building blocks of the intervention program in the eyes of families (n=6) and rehabilitation professionals (n=5). The prioritization and validation of these building blocks, respectively the second and third stages, were conducted with the same families (n=6 for stage 2 and n=4 for stage 3) and rehabilitation professionals (n=5 for stages 2 and 3). The data analysis process (Miles & Huberman, 2003) identified five encompassing themes, considered to be the building blocks of an intervention program to support family resilience following moderate to severe TBI in adolescents. They are: 1) family characteristics and its influences; 2) positive family strategies; 3) family and social support; 4) management of occupational aspects; 5) contribution of the community and health professionals. The results of this co-construction process established a strong matrix that is flexible enough to adapt to the various contexts in which families and rehabilitation professionals live and work. This study also offers promising avenues for practitioners, administrators and researchers in nursing and other fields with respect to the implementation of concrete strategies to support the resilience process of families facing particularly difficult times in their lives.

There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted older poor readers at the junior level. Less is known about their reading deficits, relative to younger struggling readers. Therefore, the first of three principal objectives aimed to extend understanding of the processes whereby older poor readers interact with expository text by providing a qualitative finer-grained assessment of their particular difficulties than presently exists. The second objective was focused on developing and implementing a cohesive program of research-based interventions that targeted critical requirements of successful interactions with expository text, including the ability to summarize, locate information, and attend to text structure. The third objective involved establishing and describing a collaborative, intensive research partnership with two classroom teachers at the junior level to implement and evaluate research-grounded interventions for their students with reading difficulties, working within the context of the regular classroom. The dual researcher role, as collaborator with the teachers and instigator of the intervention program, shaped a reconfigured model of special education, responsive to a diverse range of student needs and abilities, and situated within a content-rich, challenging curriculum. Parallel lessons afforded the opportunity to tier instruction with increasing intensity for the children with the highest needs. Results showed the critical importance of aggressively promoting self-efficacy, self-regulation, and metacognitve awareness for older struggling readers. As these children’s strategic repertoire increased, so, too, did their comprehension and comprehension-monitoring. Differentiated instruction that was tiered, flexible, and responsive supported social inclusion and social collaboration. Social context and authentic content became interwoven and instrumental in engaging the children, maintaining their motivation and sustaining their commitment to read to learn.<br>Thesis (Ph.D, Education) -- Queen's University, 2010-01-27 15:10:03.202