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Reklam har genom tiderna utvecklats från att vara övervägande argumenterande text till att påsenare år ha en mer berättande ansats, särskilt med framväxten av videoreklam. Socialamedier har lockat många företag att flytta sin reklam från traditionella medier till socialamedier på grund av den ökande användningen. Samtidigt som företag söker sig till socialamedier gör även allmänheten det, där ibland barn. Att urskilja reklam från annat innehåll pådessa plattformar har visat sig vara särskilt utmanande för barn. Mot denna bakgrund syftardenna studie till att undersöka skillnader och likheter i Kevin Bangs TikTok-videor med fokuspå deras berättarstrukturer. Studien analyserade tio videor, fem samarbetsvideor och fem av Kevin Bangs egna videor.Detta gjorde vi med hjälp av aktantmodellen, Hey You See So och plott. Studiens resultatindikerar att videorna följer liknande berättarstrukturer med några få distinkta skillnader. Detär även tydligt att hans samarbetsvideor inte går att separera från hans egna videor, främst pågrund av att det inte finns tydliga säljarargument., Advertising has evolved over time, transitioning from predominantly persuasive text to adopting a more narrative approach in recent years, especially with the rise of video advertising. Social media has enticed many companies to shift their advertising from traditional media to social platforms due to the increasing user engagement. Simultaneously, as businesses migrate to social media, so does the public, including children. Distinguishing advertisements from other content on these platforms has proven to be particularly challenging for children. Against this backdrop, this study aims to examine differences and similarities in Kevin Bang's TikTok videos, focusing on their narrative structures. The study analyzed ten videos, comprising five collaboration videos and five of Kevin Bang's own videos. This analysis was conducted using the actantial model, Hey You See So, and plot. The results of the study indicate that the videos follow similar narrative structures with only a few distinct differences. It is also evident that his collaboration videos cannot be easily distinguished from his own videos, primarily due to the absence of a clear selling point.

Objective: Access to effective treatments for adolescents with depression needs to improve. Few studies have evaluated behavioural activation (BA) for adolescent depression, and none remotely delivered BA. This study explored the feasibility and acceptability of therapist-guided and self-guided internet-delivered BA (I-BA) in preparation for a future randomised controlled trial (RCT). Design: A single-blinded randomised controlled feasibility trial. Setting: A specialist outpatient clinic in Sweden. Participants: Thirty-two adolescents with mild-to-moderate major depression, aged 13-17 years. Interventions: Ten weeks of therapist-guided I-BA or self-guided I-BA, or treatment as usual (TAU). Both versions of I-BA included parental support. TAU included referral to usual care within child and youth psychiatry or primary care. Outcomes: Feasibility measures included study take-up, participant retention, acceptability, safety and satisfaction. The primary outcome measure was the blinded assessor-rated Children's Depression Rating Scale, Revised. The primary endpoint was the 3-month follow-up. Results: 154 adolescents were screened and 32 were randomised to therapist-guided I-BA (n=11), self-guided I-BA (n=10) or TAU (n=11). Participant retention was acceptable, with two drop-outs in TAU. Most participants in TAU had been offered interventions by the primary endpoint. The mean number of completed chapters (total of 8) for adolescents was 7.5 in therapist-guided I-BA and 5.4 in self-guided I-BA. No serious adverse events were recorded. Satisfaction was acceptable in both I-BA groups. Following an intent-to-treat approach, the linear mixed-effects model revealed that both therapist-guided and self-guided I-BA (Cohen's d=2.43 and 2.23, respectively), but not TAU (Cohen's d=0.95), showed statistically significant changes on the primary outcome measure with large within-group effect sizes. Conclusions: Both therapist-guided and self-guided I-BA are acceptable and potentially

QC 20160608