| 1. |
- Bolin, Anette, 1962-, et al.
(författare)
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Barn och unga i försörjningsstödsärenden : en studie med fokus på myndigheternas dokumentation samt barn och ungas vardag, strategier och syn på försörjningsstöd
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Ett flertal studier har beskrivit de omedelbara och långsiktiga effekter som ekonomisk utsatthet har på barns och ungas livssituation och möjligheter att utvecklas.Betydligt färre studier har fokus på barn och unga vars föräldrar erhåller någon form av ekonomiskt bistånd, såsom försörjningsstöd, och vilken plats barn och unga har i denna situation. Den aktuella forskningsstudien ger med sina tre delar en breddad och fördjupad bild av vilken plats barn och unga ges i försörjningsstödsärenden samt vilken syn och vilka strategier de själva ger uttryck för. En utgångspunkt för samtliga delar i studien är att barn och unga är aktiva aktörer, med egna behov och resurser, som bör beaktas vid handläggning av försörjningsstödsärenden.Del 1 har som syfte att beskriva hur barns och ungas situation dokumenteras i sambandmed försörjningsstödsärenden, dels generellt, dels beroende på om ärendepersonenär född i Sverige eller utomlands. Dokumentationsakter för en mindre kommuns samtliga biståndsärenden gällande familjer med minst ett barn i åldern0–21 år (N=147 ärenden; 368 barn) har granskats med avseende på den dokumentation som rör barn och unga.Del 2 har som syfte att undersöka barns och ungas syn på försörjningsstöd. Intervjuer har genomförts med 36 barn och unga i åldern 9–20 år vars föräldrar erhåller försörjningsstöd.Samtliga deltagare är födda i Syrien och kom som nyanlända till Sverige under 2014–2016.Del 3 har som syfte att undersöka barns och ungas vardag och strategier i relation till att familjen erhåller långvarigt försörjningsstöd. Intervjuer har genomförts med tolv barn och unga i åldern 10–21 år vars föräldrar erhållit försörjningsstöd under en längre tid. Deltagarna är antingen födda i Sverige eller har levt här under lång tid.Resultaten pekar på att barn och unga i familjer som erhåller försörjningsstöd tar ett stort eget ansvar samt utformar sina strategier utifrån det. Det kan finnas konflikter och svårigheter i familjerelationerna, men också förståelse och empati. Hur barns meningsskapande ser ut påverkas av familjens ekonomiska och relationella resurser. Barn utvecklaren ekonomisk kompetens med medvetenhet och kunskap om pengars värde.Vardagen formas genom de strategier som både barnen och föräldrarna använder sig av. Att bli sedd som avvikande kan leda till utanförskap och barn i familjer som erhåller ekonomiskt bistånd löper större risk att inte känna delaktighet.Synen på att erhålla försörjningsstöd skiljer sig åt mellan de två grupper av barn som vi har intervjuat, även om strategierna för att hantera situationen delvis överlappar. Bland barnen i nyanlända familjer ger många uttryck för att pengarna de erhåller är tillräckligtför att tillgodose familjens behov samt att försörjningsstödet ger dem och deras familj möjlighet att bygga nya liv. Även dokumentationen av barns och ungas situation i samband med försörjningsstödsärenden skiljer sig åt, eventuellt på grund av att anledningarna bakom föräldrarnas behov av försörjningsstöd är olika. Forskningen har genomförts i samarbete med Campus Västervik.
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| 2. |
- Bowen, Erica, et al.
(författare)
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"It’s like you're actually playing as yourself" : Development and preliminary evaluation of 'Green Acres High'€™, a serious game-based primary intervention to combat adolescent dating violence
- 2014
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Ingår i: Psychosocial Intervention. - : Colegio Oficial de Psicologos de Madrid. - 1132-0559 .- 2173-4712. ; 23:1, s. 43-55
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Tidskriftsartikel (refereegranskat)abstract
- This paper provides an overview of the development of 'Green Acres High', a serious game-based primary intervention to raise awareness of and change attitudes towards dating violence in adolescents, and an analysis of how adolescents described their experience of playing this game. Transcripts from focus group data were analysed using thematic analysis. The global theme that was developed, Assessment of the game, was represented by two organising themes, Positive assessment: Pedagogical Underpinnings andNegative Assessment: Functionality Limitations and Frustrations. These represented the fact that overall the learning experience was positive based on the pedagogical principles and content that could be embedded in this digital game but that technical issues with the game needed to be addressed as these could impinge on the learning experience of the adolescents. It was seen that using a serious game was a valid and meaningful way for adolescents to learn about dating violence and that this is a viable alternative or adjunct to traditional teaching methods.
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| 3. |
- Bowen, Erica, et al.
(författare)
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Northern European Adolescent Attitudes Toward Dating Violence
- 2013
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Ingår i: Violence and Victims. - 0886-6708 .- 1945-7073. ; 28:4, s. 619-634
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Tidskriftsartikel (refereegranskat)abstract
- A focus group methodology was used to examine attitudes toward dating violence among 86 adolescents (aged 12-17) from four northern European countries (England, Sweden, Germany, and Belgium). Four superordinate themes were identified from thematic analyses: gender identities, television as the educator, perceived acceptability of dating violence, and the decision to seek help/tell someone. Although violence in relationships was generally not condoned, when violence was used by females, was unintended (despite its consequences), or was in retaliation for infidelity, violence was perceived as acceptable. Adolescents indicated that their views were stereotypical and based solely on stereotypical television portrayals of violence in relationships. Stereotypical beliefs and portrayals generate barriers for victimized males to seek help because of fear of embarrassment.
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| 4. |
- Leen, Eline, et al.
(författare)
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Prevalence, dynamic risk factors and the efficacy of primary interventions for adolescent dating violence : An international review
- 2013
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Ingår i: Aggression and Violent Behavior. - : Elsevier BV. - 1359-1789 .- 1873-6335. ; 18:1, s. 159-174
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Tidskriftsartikel (refereegranskat)abstract
- Adolescent dating violence is a pressing international issue: yet, there have been few attempts to collate the international evidence regarding this phenomenon. This article reviews contemporary evidence from Europe and North America on prevalence, dynamic risk factors, and the efficacy of intervention programs for adolescent dating violence. Prevalence findings suggest that victimization rates are comparable across Europe and North America. Although individual studies report differing prevalences, the overall hierarchy of violence types - in which psychological/emotional violence is most and sexual violence least prevalent - is consistent across almost all investigations. Four dynamic risk factors for perpetration are identified: peer influence, substance use, psychological adjustment and competencies, and attitudes towards violence. Peer influences and attitudes towards violence appear to be the most extensively evidenced factors in the literature. Nine existing intervention programs are identified, all located within North America. Intervention results are mixed, with some evaluations reporting significant long-term benefits while others report positive intervention effects dissipate throughout follow-up. Tentative analysis suggests that programs focused on behavioral change may elicit sustainable effects more readily. However, this is difficult to ascertain with no data on program repetitions and variations across intervention pedagogy and sample. Concerns with existing research and interventions and possible future directions are discussed. © 2012 Elsevier Ltd.
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| 5. |
- Löthman, Charlotte, 1976-
(författare)
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Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Preschool is seen as an important integration arena for newly arrived families with young children. The reception of newly arrived families has for a long time been unevenly distributed in the country with a strong concentration on metropolitan areas and larger cities. Consequently, previous research on integration of newly arrived families in Swedish preschools has been conducted in multicultural urban areas. However, since 2015, the number of newly arrived children in rural municipalities has increased. For that reason, it is relevant to also pay attention to how integration is achieved (or challenged) in a rural context. In this study, I examine how preschool practitioners at three rural preschools experienced receiving newly arrived families in 2015/2016. For many of these practitioners, working with linguistic and cultural diversity was at the time a new experience. Therefore, I have been able to study practitioners' narratives about the first steps towards integration and inclusion. Data was generated through focus-group interviews. With integration (Penninx 2019) and inclusion (Petriwskyj 2014) as theoretical starting points, the narratives were analyzed through Bakhtin's theory of dialogism. The findings are presented in two research papers: one that explores integration processes in relation to the migrant parents, and one that focus on the children's inclusion in preschool. The results show that the practitioners describe a change in terms of moving from a monologic to a dialogic stance in relation to the parents and the children. As regards the parents, the dialogic stance meant that the practitioners acknowledged the importance of meeting and discussing differences in experiences and perspectives with the parents. The dialogic encounters, in turn, led to enhanced confidence among the practitioners in facing "otherness", at the same time as they resulted in cultural reflexivity regarding the practitioner’s own practices and values. As regards the children, the dialogic stance resulted in a critical examination of existing practices, and led the practitioners to reformulate their sense of preschool "normality". This, in turn, enhanced their flexibility in adjusting preschool’s daily routines and practices in accordance with the needs of the children. In sum, the study demonstrates that a dialogical approach is a prerequisite for integration.
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| 6. |
- Al-Hassan, Suha M., et al.
(författare)
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Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries
- 2024
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; , s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.
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| 7. |
- Alampay, Liane Pena, et al.
(författare)
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Severity and justness do not moderate the relation between corporal punishment and negative child outcomes : A multicultural and longitudinal study
- 2017
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Ingår i: International Journal of Behavioral Development. - : SAGE Publications. - 0165-0254 .- 1464-0651. ; 41:4, s. 491-502
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Tidskriftsartikel (refereegranskat)abstract
- There is strong evidence of a positive association between corporal punishment and negative child outcomes, but previous studies have suggested that the manner in which parents implement corporal punishment moderates the effects of its use. This study investigated whether severity and justness in the use of corporal punishment moderate the associations between frequency of corporal punishment and child externalizing and internalizing behaviors. This question was examined using a multicultural sample from eight countries and two waves of data collected one year apart. Interviews were conducted with 998 children aged 7–10 years, and their mothers and fathers, from China, Colombia, Italy, Jordan, Kenya, Philippines, Thailand, and the United States. Mothers and fathers responded to questions on the frequency, severity, and justness of their use of corporal punishment; they also reported on the externalizing and internalizing behavior of their child. Children reported on their aggression. Multigroup path models revealed that across cultural groups, and as reported by mothers and fathers, there is a positive relation between the frequency of corporal punishment and externalizing child behaviors. Mother-reported severity and father-reported justness were associated with child-reported aggression. Neither severity nor justness moderated the relation between frequency of corporal punishment and child problem behavior. The null result suggests that more use of corporal punishment is harmful to children regardless of how it is implemented, but requires further substantiation as the study is unable to definitively conclude that there is no true interaction effect.
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| 8. |
- Andersson, Åsa, et al.
(författare)
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Adolescents' self-defining internet experiences
- 2015
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Ingår i: Technology and youth. - : Emerald Group Publishing Limited. - 9781784413057 - 9781785602641 ; , s. 105-131
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Bokkapitel (refereegranskat)abstract
- AbstractPurposeThe purpose of this study was to investigate how young women and men perceive the Internet as a phenomenon and what role and meaning they ascribe to the Internet as an arena for defining themselves and for shaping their identity.Methodology/approachThe empirical data consist of narratives written by Swedish adolescents. Using content analysis the analysis was carried out in three steps: (1) finding categories and themes, (2) calculation of statistical differences in category frequencies, (3) a theoretically informed interpretation of central themes, using Bourdieu's concept of different forms of capital, and Giddens' concept of "pure relations."FindingsThe narratives exemplify how computer literacy and technological competence can be converted into social, cultural, and symbolic capital. Gender differences occur both in statistical differences between category frequencies in girls' and boys' narratives and in the interpretation of central themes. But there are also several examples that show more complex and contradictory tendencies, exceeding or transformative of gender differences and hierarchy.Originality/valueThis study considers adolescents' own perspectives on an arena of great importance. The analyses have been performed both qualitatively and quantitatively, which gives a nuanced picture of young people's self-defining experiences on the Internet.
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| 9. |
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Att förstå ungdomars identitetsskapande : en inspirations- och metodbok
- 2014. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Bokens kapitel tar avstamp i en rad olika kontexter där ungdomars identitetsskapande sker och bygger på forskning utförd inom olika discipliner som belyser ungdomars lärande, utveckling och livsvillkor. I boken finns en rad exempel på ungdomars syn på skapandet av en identitet, liksom aktiverande övningar, forskarreportage och förslag på fördjupande läsning efter varje kapitel.Denna inspirations- och metodbok är användbar inom alla de utbildningsområden som behandlar frågor om ungdomar och identitet, t.ex. lärarutbildning, speciallärar- och specialpedagogprogram, socionom- och socialpedagogprogram samt kurser inom barn- och ungdomsvetenskap, psykologi och sociologi och olika metod- och examensarbeteskurser inom lärarprogrammen.
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| 10. |
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