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- Anderberg, Mats, 1961-, et al.
(författare)
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Strukturerade intervjuer inom missbruksvården : - som en grund för kunskapsutveckling
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Anderberg, Mats & Dahlberg, Mikael (2009). Strukturerade intervjuer inom missbruksvården – som en grund för kunskapsutveckling (Structured interviews in substance abuse treatment - as a foundation for the development of knowledge). In the discussion on knowledge development in social work, structured interviews have attracted an increasing amount of attention. The aim of this thesis is to examine and analyze how structured interviews can serve as a basis in the compilation and development of knowledge for practice and research in addiction treatment. More precisely, it means a problematization of the methodological issues that are of central importance in studying treatment outcomes, in which structured interviews form the basis. The methodological aspects in focus here are scientific concepts such as reliability, validity and specific factors in the evaluation of treatment interventions. A further objective is to outline a model for analysis when compiling and evaluating treatment outcome. The five empirical studies have been conducted in their natural context, in organisations in which structured interviews with clients are carried out as an everyday routine and used for e.g. treatment planning. The structured interview DOK (a Swedish abbreviation for Documentation of clients) is used as a basis and an example for the empirical studies in this thesis. The validation studies show that the DOK interview generally attains a good level of reliability and validity, but also contains a small number of variables that do not live up to the requirements which may be imposed. Deficiencies in operationalization and question construction seem to have a large impact. Another conclusion is that it is possible to carry out validation studies, where each variable is examined separately and evaluated with the aid of both sound methodological starting points and relevant statistical theory. Another of the central questions, the thesis addresses, is how structured interviews can be used as a basis for evaluation of treatment. The two studies which highlight this issue show that it is obvious that structured interviews are suitable for such a purpose, through its standardized form and multi-dimensional nature. Validation of structured interviews or evaluation of social interventions should not be reduced to single numbers or values. The multidimensional nature of the structured interview shall also be reflected in the results and analysis. The thesis presents an analysis model for evaluating treatment outcome in relation to two empirical examples and foregoing theoretical starting points. Our view is that structured interviews can provide a link between practice and research and thus contribute to the development of knowledge in social work and substance abuse treatment.
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| 2. |
- Frithiof, Elisabet, 1949-
(författare)
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Mening, makt och utbildning : Delaktighetens villkor för personer med utvecklingsstörning
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctoral thesis discusses issues concerning participation for children and young people, educated in special schools for pupils with learning disability, LD. The overall purpose of this doctoral thesis is to elucidate the preconditions of participation for persons with LD, in past and present times. A further purpose is to look into how ideas belonging to persons with LD relate to the social categorisation of LD, especially in the sphere of education. How has this category been established up to our time? Nowadays, which ontological and epistemological conceptualisation and which stance on society do persons with LD express in a first-person perspective? What can persons with LD expect of other persons, knowledge and society?Two young people with LD, called Elin and Blomman, told their life-stories with focus on those years they spent in special school. To this effect, thirteen tape-recorded interviews were conducted, constituting the empirical data. A Foucaultian model was applied in the analysis of their life-stories, which were then interpreted in a hermeneutic way of understanding. The first-person perspective of what it means to live with LD appears to be complicated and full of contradictions. Time spent in school included, after all, meaningful education in terms of challenges, traditional knowledge of subject matter, socialising and moments of happiness. However, Blomman also demands existential knowledge. He wants to arrive at an understanding of his difficult life."Good-enough-for-disabled-persons”-thinking by others is obvious. The results also demonstrate that participation in social networks gives support and serves as a sounding board. Elin and Blomman relate with a blend of both closeness and distance to others in special school, which is attended by both ”the disabled” and ”those who sit in a wheelchair”. Blomman agrees with the fact, that ”fully grown-ups” decide upon certain things. He has not yet taken upon himself the role of being grown up. Yet, he has a good grasp of his own shortcomings. Elin looks upon herself as a competent and successful relationship-builder. Persons with LD try to understand what it means to be disabled. They seek to understand themselves and they themselves in social relations to others, exactly as everybody else. According to Blomman, there is nothing wrong with his personality. By uttering these words he offers teachers and providers of education and many others, an exciting train of thought.
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| 3. |
- Lundgren, Marianne, 1951
(författare)
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Från barn till elev i riskzon : En analys av skolan som kategoriseringsarena
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this doctoral thesis is to describe and analyse how school children are constructed into being pupils at risk. The research questions focus on what governing practices and techniques are used for and how power relations are expressed in a pedagogical practice.An ethnographic case study was conducted. Empirical data was collected during one year’s time comprising documents (pupils’ written material, teachers’ logbooks), classroom observations, and interviews with teachers as well as interviews with pupils and their mothers.For analytical purposes the material was divided into three main fields: What is said – speech, What is written – text and What is done – action. This was analysed by applying some central terms derived from Michel Foucault: governmentality, genealogy, pastoral power, regulation and examination processes. How pupils’ deviate behaviour is currently interpreted and dealt with in a pedagogical practice was of particular interest here.The outcome of this study suggests that teachers are part of a normalisation process, steering each other on the basis of conceptions and ideas rooted in the power and knowledge generally applied to the ”good school” of today. In Foucaultian terms this could be described as a process in which teachers constitute themselves as moral subjects. The teachers’ own conviction of governing ”the good school” can, however, be contrasted by their deeply rooted conceptions of pupils. Pupils are compared and categorised on the basis of judgments of what normality is. These normalising judgments can be understood in the light of the schools’ task and function in society. This task and schools’ function are not quite visible in the pedagogical practice and conceptions of deviance become more comprehensible. The predominant conception is that pupils should be responsible subjects equipped with internalised self-regulatory techniques. Whenever this does not appear to be the case, a need for various kinds of expert knowledge is created with the intention of directing pupils and parents towards what is conceived as normality. While schools’ and teachers’ failure is temporary, judgements of pupils’ deviance prevail throughout their school years. Pupils’ own strategies are not of relevance for the pedagogical practice. An ensuing effect of this is the construction of risk zones by the very pedagogical practice that considers children irresponsible objects. This doctoral thesis results in a suggestion as to how we could benefit from the challenging power constituted by pupils.
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