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The study examined a project aimed at helping students develop professional interpersonal skills. Groups of university students in social work, teacher training, and a student mentoring program for children at-risk participated in seminars where they developed narratives derived from personal experience in interaction with others. The theoretical framework for the project was inspired by the idea of “stories to live by” developed by Clandinin and Connelly. Data for the study were collected from questionnaires, interviews, and focus groups. Results indicated that narrative-building activities, when implemented in a structured and consistent manner, can contribute to improving empathy and perspective-taking abilities, developing self-knowledge, and enhancing communication skills.

SUMMARY This study focusses on the curricula event of the Swedish preschool programme called circle time. The chief question addressed in the study was: “What actually happens during circle time, and what are the implications for the participants?” The present study can be defined as a process-analytic study of the social and educational content of circle time, where an attempt is made to integrate structural, group and individual perspectives. The main empirical data contains observations through video-taping of circle time in five groups in different day-care centres and so-called ‘stimulated-recall’ interviews with staff and children. The results indicate that circle time is both a ritual and meeting. To the staff circle time corresponds to a need for structuring activities and indicating obvious changes during the day. Circle time also makes it manifest that something is being done, involving a legitimation and also an opportunity to appear before others and be acknowledged. To the children, circles c...

e11584 Background: Brain metastases occur late in the course of metastatic breast cancer and the median survival from time of brain metastases has historically been ~4 months. Stereotactic radiosur...