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Object. Ethical sensitivity is terminologically close to “social intelligence”, which is the new represented form of intelligence. Ethical sensitivity in practice means for example that how well an individual is able to cope with other people and legitimate one’s actions to others. In internet societies it’s a relevant factor when individuals form a new social rules among each other. The goal of the study was to describe the way ethical sensitivity manifests in a one of these societies, which has formed around a game-streaming channel in a streaming service. The subject interested me specially because the channel and streaming environment general involves lot of young people and different kind of information technology takes more and more of our time including youngsters. This study analyzes the streamers actions based on one thematic interview. It also introduces a new work ethic called “hacker ethics” and considers its possibilities among the workers in 21th century in new kinds of environments, which information technology makes possible. Method. The research method was a qualitative case study with a thematic interview. I interviewed one person who streams professionally. In addition, I participated to the channels activity to form a better understanding about the research environment. Conclusions. The streamer has on her/his channel unquestionable power as well as the responsibility of handling the channel. Since the ownership of the channel streamer gives guidelines about the approved behaviour in the channel. The streamer is able to show with her/his own choices one way of coping with different kind of conflict situations despite of biases people might have. Studies have shown that showing an example of approved behaviour might be helpful to decrease bullying via internet.

Children and adolescents have a high rate of participation in organized sports and physical activities. Participation in contact sports has been shown to be related to an elevated risk of suffering a concussion, which makes the management of concussions in child and adolescent athletes an important public health concern. Most of the research on concussion has been conducted on adults and the management protocols of concussions in both adult and youth athletes is based on this research. In this thesis I aim to provide an overview of the common symptoms and consequences of sports-related concussions, the effect of recurring concussions, and the special concerns relating to sports-related concussions in child and adolescent athletes. Research suggests that despite significant overlap, clinical and neuropsychological symptoms of a concussion may resolve at a different rate. In addition, neurophysiological functions appear to be altered for a far longer period than either clinical or neuropsychological symptoms. This is a cause for concern, as return-to-play (RTP) policy of concussed athletes is often based on clinical symptoms alone. A conservative RTP policy should be considered especially in concussed child and adolescent athletes, as they seem to recover slower than adults. Supervision is essential in concussion management, as youth athletes are often unaware of previously sustained concussions, premature RTP may expose the athlete to an elevated risk of suffering a second injury, and recurring concussions have been shown to have accumulating effects on neurocognitive functions.

According to the Finnish curriculum, Perusopetuksen opetussuunnitelman perusteet 2014, the teaching should be permeated by a comprehensive assessment. The comprehensive assessment includes self- and peer assessment. Based on my experiences from the actuality of school, self- and peer assessments are not used in the classrooms. Therefore, I want to clarify which effects a formative self- and peer assessment have on the students learning, motivation and self-efficacy through my bachelor thesis. The goal is to clarify the effects of self- and peer assessment to the people working in schools to increase the use, and knowledge of these assessment methods. This study was conducted as a systematic literature review, where the chosen studies were reviewed through a content analysis. The content analysis generated in following categories: Effects of self- and peer assessment on student’s learning, effects of self- and peer assessment on student’s motivation and effects of self- and peer assessment on student’s self-efficacy. The results indicate that the formative self- and peer assessment improves the student’s achievements and capabilities to see strengths, and weaknesses in their own achievements. Self- and peer assessments gives the students increased motivation, self- confidence, reduced anxiety and partly enhanced self-efficacy. By that means, self- and peer assessments have a positive effect on students learning, motivation and self-efficacy.

Objective. Transdiagnostic models of psychopathology assume that the commonalities across disorders may outweigh their differences. While these models acknowledge that disorder-specific symptoms and features undoubtedly exist, the same underlying factors are perceived to cause and maintain various disorders. In recent years, this approach has received growing attention and several new forms of therapy have been developed based on it. These may be well-suited for the treatment of mixed-diagnosis groups or individuals with comorbid disorders, and as such, they hold the promise of being very cost-effective. One of the most established transdiagnostic treatments is the Unified Protocol (UP), designed to help patients suffering from depression and the full range of anxiety disorders. The purpose of the present study is to review the evidence regarding the efficacy and effectiveness of the UP for the transdiagnostic treatment of adult anxiety and depression. Methods. For this review, systematic literature searches were performed using the PsychInfo and PubMed online databases in October 2018. The search term used was “Unified Protocol”. The search yielded 114 results in PsychInfo and 138 in PubMed. Ten of these matched the following study selection criteria and were included in the current review: a) the study measured either the efficacy or effectiveness of the cognitive-behavioral UP therapy developed by Barlow (2011), b) treatment was delivered face-to-face in either individual or group setting, c) treatment followed the UP therapist guide without major modifications, d) participants suffered from an anxiety disorder or depression, e) participants were over 18 years of age, d) the study was published in 2015 or later, and f) the study was published in English in a peer-reviewed journal. Results and conclusions. The UP appeared both efficacious and efficient in reducing the severity of adult anxiety and depression as well as the number of comorbid diagnoses; however, there were some conflicting findings regarding recovery rates and effect sizes. The results achieved were comparable to those achieved using diagnosis-specific cognitive-behavioral therapy. The UP treatment had a positive impact on the patients’ functioning and quality of life and the amount of positive and negative affect they experienced. Treatment retention was generally high, particularly when treatment was delivered individually, and the UP received high ratings from those who participated in the studies. All in all, the current empiric evidence regarding the UP appears fairly promising. However, these results must be interpreted with caution, as the research concerning the UP is still in its infancy and a large part of it has been conducted by researchers affiliated with the treatment.

Det här är en studie där jag har haft som avsikt att klargöra hurdan psykosocialt stöd som står till förfogande för unga inom eftervården. Vidare har jag velat se huruvida detta stöd motsvara det behov de unga haft i fråga om psykosocialt stöd. Mina forskningsfrågor var: hurdant psykosocialt stöd har de unga fått i eftervården? samt vilken roll har det psykosociala stödet haft för ungdomarna och har det motsvarat deras behov? Min teoretiska utgångspunkt har legat i ungdomsforskning och ungdomar som aktörer i socialservice. Materialet består av tre kvalitativa forskningsintervjuer som jag transkriberats och sedan analyserats med kvalitativ innehållsanalys. Jag har närmat mig materialet ut ett fenomenologisk perspektiv. Mina teoretiska utgångspunkter har varit psykosocialt arbetet och ungdomar som aktörer. Alla tre informanter hade mycket olika historier och livsberättelser. Det framgick klart att ungdomarna reflektera kring sin situation genom tidigare livshändelser . De unga hade instabila anknytningar till föräldrar, fosterföräldrar och andra viktiga personer. Mångas föräldrar hade avlidit, en del hade föräldrar som stundvis är aktiva, men också tidvis frånvarande. Alla tre hade något slags professionellt närverk kring sig, men det garanterade inte att ungdomarnas behov av psykosocialt stöd skulle vara uppfyllt. Tidiga interventioner och skillnad på placeringsform var faktorer som påverkar huruvida väl eftervårdsbehovet blir tillgodosett. Mina intervjuer ger ändå vid handen att ungdomarna upplevde att det är svårt att få tag på socialarbetarna. De upplevde också att träffarna med socialarbetarna var alltför få .Dessutom kände de sällan att socialarbetare verkligen kände dem eller förstod deras behov. Eftervårdsplanen verkade ha en obetydlig roll för de unga. I eftervårdssituationen hade ungdomarna ett behov av en rådgivande stödfunktion, både avseende rent praktiska hjälpåtgärder och avseende emotionella stödåtgärder. Utifrån det här materialet så tillgodoser eftervården endast delvis ungdomarnas behov, skillnaderna varierar stort på individnivå. Skillnaderna verkar i stor utsträckning vara avhängiga av ungdomens egen förmåga att igenkänna sina behov. Den som inte kan identifiera sitt behov förmår inte heller använda sig av den hjälp som finns tillgänglig eller erbjuds. Härvidlag anser jag att eftervårdsplanen fyller en viktig funktion för att synliggöra möjligheter och stödåtgärder för ungdomen. Och initiera en tankeprocess hos ungdomen om sina egna behov av stöd och hjälp i processen mot självständighet och stabilt vuxenliv.