| 21. |
- Beckley, Amber, et al.
(författare)
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Maturing Out of Victimization : Extending the Theory of Psychosocial Maturation to Victimization
- 2021
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Ingår i: Journal of Developmental and Life-Course Criminology. - : Springer. - 2199-4641 .- 2199-465X. ; 7:4, s. 543-571
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents are at a relatively high risk of victimization. Within criminology, victimization has been largely attributed to risky behaviors and low self-control. Yet, these factors explain only a modest amount of victimization, suggesting that other theoretical predictors may offer additional insight. One factor that may predict victimization, as well as decreasing victimization risk after adolescence, is psychosocial maturation. Using data from the longitudinal Pathways to Desistance study, this study tested the association between psychosocial maturation and victimization. The analytic sample for this study (1087 individuals; 5681 yearly observations) included participants under 18 years at study recruitment. On average, each participant contributed 6 years of data. The victimization measure captured different types of threats and assaults (including rape and gunshot). Results showed 978 (17.2%) observations during which participants reported victimization. On average, psychosocial maturation increased with age while victimization risk decreased. Crude and adjusted models of the between-individual effect showed that a one standard deviation increase in psychosocial maturation was associated with 39% and 20% lower odds of victimization, respectively. Crude and adjusted models of the within-individual effect showed that a one standard deviation increase in psychosocial maturation was associated with 22% and 17% lower odds of victimization, respectively. Psychosocial maturation appears to be a relevant predictor of victimization and aids in our understanding of victimization risk throughout adolescence and early adulthood.
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| 22. |
- Bengtsson, Bengt
(författare)
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Filmen i Gävleborgs län
- 2006
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Ingår i: Medierade offentligheter och identitet. - Gävle : Institutionen för humaniora och samhällsvetenskap, Högskolan i Gävle. - 9197624705 ; , s. 100-137
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 24. |
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| 25. |
- Björck, Caroline, et al.
(författare)
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Self-image and treatment drop-out in eating disorders
- 2008
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Ingår i: Psychology and Psychotherapy. - Leicester, UK : British Psychological Society. - 1476-0835 .- 2044-8341. ; 81:1, s. 95-104
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Drop-out from treatment is a serious problem in eating disorders which remains poorly understood. The present study investigated whether self-image and interpersonal theory could help to explain why eating disorder patients drop out of treatment. Method: Intake data on eating disorder patients who terminated treatment prematurely (N=54) were compared with patients who had completed treatment (N=54) and those who were still in treatment after 12 months (N=54). Self-image was assessed using the structural analysis of social behaviour (SASB), and comparisons were made on demographic and clinical variables. Results: Patients who dropped out had initially presented with less negative self-image and fewer psychological problems compared with remainers. Low levels of SASB self-blame discriminated drop-outs from completers and remainers and significantly predicted treatment drop-out. Discussion: Drop-out in eating disorders appears to be a complex phenomenon, not necessarily as pathological as often assumed. There may be important differences in the treatment goals of drop-outs and therapists; patients who drop out may be choosing to disengage at a time when symptom improvement creates space for closer examination of interpersonal issues.
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| 26. |
- Björk, Tabita, et al.
(författare)
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What happened to the ones who dropped out? Outcome in eating disorder patients who complete or prematurely terminate treatment
- 2009
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Ingår i: European eating disorders review. - New York : Wiley. - 1072-4133 .- 1099-0968. ; 17:2, s. 109-119
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: There is a lack of knowledge about the outcome of eating disorder patients who terminate treatment prematurely. The present study followed-up eating disorder patients who had previously dropped out of treatment and examined clinical status 36 months after intake. METHOD: Dropouts (n = 30) were compared with treatment completers (n = 52) on diagnostic status, clinical symptoms, psychosocial adjustment and treatment satisfaction at follow-up. Patterns of change from intake to follow-up within groups, as well as between groups, were explored. RESULTS: No significant differences were found between groups at follow-up, except for more treatment dissatisfaction reported among dropouts. When patterns of change were examined between groups, patients who completed treatment were found to have made significantly greater changes (less eating disorder symptoms, less psychological problems and more positive self-image) compared to dropouts. DISCUSSION: Although no significant differences in outcome were found between dropouts and completers, greater clinical improvement was found among those who completed treatment. The dropouts examined in this study did well despite premature termination of treatment. Clinical and research implications are discussed.
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| 27. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Att skapa mening är att lära : Datorer och yngre barns textanvändning
- 2012
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Ingår i: Resultatdialog 2012. - Stockholm : Vetenskapsrådet. - 9789173072137 ; , s. 48-57
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Yngre barn, i detta fall 7‐ och 8‐ åringar, använder datorer både i skolan och hemma. I så kallade ”en till en”‐projekt har varje barn en dator i skolan, och huvuddelen av undervisningen är knuten till denna dator. Projektet visar hur kopplingar mellan det som barnen gör med datorer hemma och i skolan, och mellan självvalda och lärarinitierade aktiviteter i klassrummet, kan ha underutnyttjad potential för lärande. Dessutom diskuteras principer för hur yngre barns texter där skrift, bild och grafik blandas kan bedömas. Ett barn barn kan till exempel skapa julkänsla i en text genom samspelet mellan färger och skrift, medan andra förlitar sig helt på skriften.
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| 28. |
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| 29. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Flerspråkighet och multimodalitet som lärandepotential
- 2010. - 1
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Ingår i: Flerspråkighet, identitet och lärande. - Lund : Studentlitteratur AB. - 9789144059860 ; , s. 193-214
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Dagens barn lever i ett mångfasetterat textlandskap och de flesta kommer tidigt i kontakt med olika sätt att hantera text. Barnen skriver med penna och papper eller via datorn och mobilen. De hanterar också text vid dataspelande och tevetittande. Texthanteringen sker i olika miljöer: i det egna hemmet, i kompisars hem, i skolan och för många barn på flera olika språk. Vi vet att dagens barn kommer att behöva använda och producera text på många olika sätt i framtiden. Vi vet också att flerspråkigheten är en resurs som såväl individen som samhället behöver ta vara på och utveckla. I kapitlet diskuteras hur flerspråkiga barns totala litteracitet kan utgöra en värdefull lärandepotential i skolan.
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| 30. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Young children’s exploration of semiotic resources during unofficial computer activities in the classroom
- 2010
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Ingår i: Journal of Early Childhood Literacy. - : Sage Publications. - 1468-7984 .- 1741-2919. ; 10:3, s. 271-293
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Tidskriftsartikel (refereegranskat)abstract
- The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.
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