| 1. |
- Backlander, Gisela, et al.
(författare)
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Development and Validation of a Multi-Dimensional Measure of Activity-Based Working Behaviors
- 2021
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- Most work on activity-based working centers on the physical environment and digital technologies enabling flexible working. While important, we believe the key components for implementing activity-based working are employee and manager behaviors. To measure the degree of enactment of activity-based work, based on workshops with experienced practitioners as well as previous literature, we have developed and validated a behavior-focused measure of activity-based working behaviors. In our initial sample (Sample 1, N = 234), three subscales were identified: task - environment crafting, workday planning, and social needs prioritization. In the replication sample (Sample 2, N = 434), this model also showed adequate fit. Moreover, task - environment crafting was related to general health and lower stress in sample 1 (multi-organization sample), but not in the single-organization sample (sample 2). Workday planning was associated with higher concentration in both samples and in the second sample with general health and work engagement; the latter was also related to social needs prioritization.
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| 2. |
- Eib, Constanze, et al.
(författare)
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Don't Let It Get to You! A Moderated Mediated Approach to the (In)Justice-Health Relationship
- 2015
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Ingår i: Journal of Occupational Health Psychology. - : American Psychological Association (APA). - 1076-8998 .- 1939-1307. ; 20:4, s. 434-445
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates the consequences of overall justice perceptions on employees' mental health and work-family conflict. While many studies have found that perceiving injustice at work is harmful, little is known about the underlying processes. Based on the allostatic load model, it is hypothesized that mental preoccupation with work, defined as a cognitive state, is a mediator linking overall justice perceptions to employee health. Moreover, we argue that locus of control is a moderator for the mediated relationship. We tested our hypotheses with panel data consisting of 412 Swedish office workers. Results support that mental preoccupation with work mediates the relationship between overall justice and mental health, and overall justice and work-family conflict. Results also reveal that mental preoccupation with work plays a greater mediating role for individuals with an external locus of control. Implications and suggestions for future studies on the emerging relationship between organizational justice and health are discussed.
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| 3. |
- Gustavsson, Catharina, et al.
(författare)
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What is required to facilitate implementation of Swedish physical activity on prescription? - interview study with primary healthcare staff and management
- 2018
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Ingår i: BMC Health Services Research. - : Springer Science and Business Media LLC. - 1472-6963. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The method, Swedish Physical Activity on Prescription (SPAP), has been launched in Swedish healthcare to promote physical activity for prevention and treatment of lifestyle related health disorders. Despite scientific support for the method, and education campaigns, it is used to a limited extent by health professionals. The aim of the study was to describe the views of health professionals on perceived facilitators, barriers and requirements for successful implementation of SPAP in primary healthcare.METHODS: Eighteen semi-structured interviews with stakeholders in SPAP, i.e. ten people working in local or central management and eight primary healthcare professionals in two regional healthcare organisations, were analysed using qualitative content analysis.RESULTS: We identified an overarching theme regarding requirements for successful implementation of SPAP: Need for knowledge and organisational support, comprising four main categories: Need for increased knowledge and affirmative attitude among health professionals; Need for clear and supportive management; Need for central supporting structures; Need for local supporting structures. Knowledge of the SPAP method content and core components was limited. Confidence in the method varied among health professionals. There was a discrepancy between the central organisation policy documents declaring that disease preventive methods were prioritised and a mandatory assignment, while the health professionals asked for increased interest, support and resources from management, primarily time and supporting structures. There were somewhat conflicting views between primary healthcare professionals and managers concerning perceived barriers and requirements. In contrast to some of the management's beliefs, all primary healthcare professionals undisputedly acknowledged the importance of promoting physical activity, but they lacked time, written routines and in some cases competence for SPAP counselling.CONCLUSION: The study provides knowledge regarding requirements to facilitate the implementation of SPAP in healthcare. There was limited knowledge among health professionals regarding core components of SPAP and how to practise the method, which speaks for in-depth training in the SPAP method. The findings highlight the importance of forming policies and guidelines and establishing organisational supporting structures, and ensuring that these are well known and approved in all parts of the healthcare organisation.
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| 4. |
- Hägglund, Karin, et al.
(författare)
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Assistant nurses working in care of older people : associations with sustainable work ability
- 2011
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Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 25:2, s. 325-332
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Tidskriftsartikel (refereegranskat)abstract
- Indicators of health have shown improvements in the Swedish working population during the past decades, but with the exception of low-skilled women. Earlier research has shown that assistant nurses belong to an occupational group, which has the lowest share of individuals with long-term health in the total Swedish workforce. Sick leave research has mostly focused on determining risk factors for the development of diseases and dysfunctions. In the process of acquiring knowledge about mechanisms for sick leave, it has become obvious that there is also a need to focus on what contributes to work ability. The aim in this study was to explore what promotes sustainable work ability in female assistant nurses working in care of older people. Associations between factors related to work, health, lifestyle and sustainable work ability were investigated in a cross-sectional nested case-control study in a cohort of 366 female assistant nurses. Data were collected in self-reports in a questionnaire. Odds ratios were calculated, and a multiple logistic regression analysis was performed with sustainable work ability as the dependent variable. Sustainable work ability was associated with good self-rated health, a BMI < 30, ability to sleep well, recuperation, low stress level, support from family and friends, being over 25 years of age at birth of the first child, and control over one's own life in the >= 50 age group. In the logistic regression analysis, the significant associations were good self-rated health, being over 25 years of age at the birth of the first child and recuperation. In conclusion, the study showed that self-rated health and factors in private life are important for assistant nurse's sustainable work ability over time. The results from this study could be applied in health promotion work for employees in the care sector to strengthen and enhance sustainable work ability.
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| 5. |
- Isaksson, Johan, et al.
(författare)
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Physical activity in early adolescence predicts depressive symptoms 3 years later : A community-based study
- 2020
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Ingår i: Journal of Affective Disorders. - : Elsevier. - 0165-0327 .- 1573-2517. ; 277, s. 825-830
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Tidskriftsartikel (refereegranskat)abstract
- Highlights •Physical activity (PA) is associated with a wide range of health benefits.•PA during adolescence predicted lower levels of depressive symptoms 3 years later.•The association remained after adjustment for the baseline occurrence of mental health problems.•Low physical activity as a predictor of depressive symptoms were only significant among boys.•PA did not predict externalizing problems or anxiety 3 years later in the adjusted model.
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| 6. |
- Kilger, Magnus, 1974-, et al.
(författare)
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Governing Talent Selection through the Brain : Constructing Cognitive Executive Function as a Way of Predicting Sporting Success
- 2020
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Ingår i: Sport, Ethics and Philosophy. - London: UK : Routledge. - 1751-1321 .- 1751-133X. ; 14:2, s. 206-225
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Tidskriftsartikel (refereegranskat)abstract
- An increasingly central part of the scientific debate in sports has come to focus on how neuroscience can help to explain sports performance and development of expertise. In particular, the process of identifying young talents has been increasingly influenced by neuroscientific tests to identify future potential. It has been argued that instead of relying on coaches’ subjective assessments the process of selection should be based on general metrics of the brain through standardized testing. One key neurological function highlighted in the search for talent is cognitive executive functions. In the contemporary debate, studies of brain activity have suggested that children should undergo neuroscientific testing to determine the appropriate cognitive executive functions (CEF) for elite sports.This paper builds on previous work on the implications of a neuroscientific ontology in sports and Bruno Latour’s work on the construction of scientific facts. Departing from discourse analysis, this paper studies the production and popularization of CEF as scientific facts. The findings illustrate how representations of brain activity are visualized and legitimized and how the out-of-context tests are translated into facts about brain functions. The CEF test results are produced as inscriptions of undisputable facts, claiming that the results show prerequisites for sporting success. We argue that the mind-brain-behaviour relationship cannot be reduced to CEF tests and instead calls for a critical gaze on neuroscientific truth-claims and taken-for-granted facts in the area of sport.
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| 7. |
- Larsson, L. E., et al.
(författare)
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Association of Sarcopenia and Its Defining Components with the Degree of Cognitive Impairment in a Memory Clinic Population
- 2023
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Ingår i: Journal of Alzheimer's Disease. - : IOS Press BV. - 1387-2877 .- 1875-8908. ; 96:2, s. 777-788
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Tidskriftsartikel (refereegranskat)abstract
- Background: Sarcopenia and cognitive impairment are two leading causes of disabilities. Objective: The objective was to examine the prevalence of sarcopenia and investigate the association between sarcopenia diagnostic components (muscle strength, muscle mass, and physical performance) and cognitive impairment in memory clinic patients. Methods: 368 patients were included (age 59.0±7.25 years, women: 58.7%), displaying three clinical phenotypes of cognitive impairments, i.e., subjective cognitive impairment (SCI, 57%), mild cognitive impairment (MCI, 26%), and Alzheimer's disease (AD, 17%). Sarcopenia was defined according to diagnostic algorithm recommended by the European Working Group on Sarcopenia in Older People. Components of sarcopenia were grip strength, bioelectrical impedance analysis, and gait speed. They were further aggregated into a score (0-3 points) by counting the numbers of limited components. Multi-nominal logistic regression was applied. Results: Probable sarcopenia (i.e., reduced grip strength) was observed in 9.6% of the patients, and 3.5% were diagnosed with sarcopenia. Patients with faster gait speed showed less likelihood of MCI (odds ratio [OR]: 0.24, 95% confidence interval [CI]: 0.06-0.90) and AD (OR: 0.12, 95% CI: 0.03-0.60). One or more limited sarcopenia components was associated with worse cognitive function. After adjusting for potential confounders, the association remained significant only for AD (OR 4.29, 95% CI 1.45-11.92). Conclusion: The results indicate a connection between the sarcopenia components and cognitive impairments. Limitations in the sarcopenia measures, especially slow walking speed, were related to poorer cognitive outcomes. More investigationsare required to further verify the causal relationship between sarcopenia and cognitive outcomes.
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| 8. |
- Sund, Louise, 1970-, et al.
(författare)
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The Embodied Social Studies Classroom
- 2016
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Konferensbidrag (refereegranskat)abstract
- In recent years scholars interested in teaching and learning in social studies in schools have showed how learning in social studies classrooms can be understood through instruction, dialogue, cognition, reflection, concepts, thinking, writing, reading and awareness (cf. Bickmore & Parker, 2014; Brooks, 2011; Hess; 2002; Journell, Walker Beeson & Ayers, 2015; King, 2009; Nokes, 2014; Savenije, van Boxtel & Grever, 2014). Despite these important contributions, learning risks being limited to explorations of cognitive, verbal and/or written aspects of the educational situation. Learning is, however, very much also embodied, including the embodied interactions with the environment (cf. Shilling, 2000, Zembylas 2007), and research also reveals that secondary social studies is facing a crisis since a majority of students still are made to memorize and reproduce socioscientific knowledge instead of being prepared to use knowledge meaningfully and participating in public discussions (Sandahl 2015; Ljunggren et al. 2015; King 2009). Social studies have accordingly, as many other school subjects, often been handled as dis-embodied (Almqvist & Quennerstedt, 2015; Evans, Davies & Rich 2009), and this gives us a quite limited view of the learning going on in classrooms. The consequences of this gap in research as well as practice are that we miss out on important aspects of what Armour et al. (2015) argues to be “the dazzling complexity of the learning process” (p. 11).In this presentation we aim to ‘transgress’ the separation of mind and body and explore embodied aspects of learning in the social studies classroom. With a point of departure in John Dewey’s transactional view of learning and Sharon Todd’s discussion on the liminality of pedagogical relationships, the ambition with the papers is not to explore ‘The Learning’ going on, or what every student learn in the explored situations. Instead, we argue that students always enter pedagogical encounters as some-body, and that it correspondingly is fruitful to explore students’ embodied engagements as an important but often overlooked aspect of the social studies classroom. The risk that remains is otherwise that social studies is treated as dis-embodied and that we as a consequence do not fully understand or embrace the potential of social studies.Hence, the purpose of the study is to explore embodied engagements in a social sciences classroom. The focus in the study is on expected and potential pedagogical encounters and how students’ actions obtain a certain function in the classroom. As a conclusion we will discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Our intent in this study is not to resolve tensions produced by theontological divide between representational and non-representational approachesor the epistemological separation of mind and body. Instead, by turning topragmatism and Dewey’s transactional perspective, we intend to approach socialstudies as embodied rather than dis-embodied. MethodBy focusing on embodiment in a transactional perspective the attention is turned from bodies as a pre-determined metaphysical entity separated from the mind to what bodies do and become in and through transactions with the environment (Biesta & Tedder 2006; Garrison 2015). Taking a transactional approach, the study puts into focus the ‘lived’, embodied engagements with others (teachers, student peers) and the environment (classroom practice, classroom materiality) they engage in. The analysis is conducted in three steps; (i) distinguishing pedagogical encounters, (ii) identifying embodied engagements, and (iii) categorising embodied engagements by the function of actions-in-context. In this study we focus on situations where the body is foregrounded and the action is connected to subject matter. Accordingly, we are interested in both the pedagogical relation between teacher and students and the didactic relation between subject matter, instructional activities and teachers and students involved. This is described by Hudson (2015) as the didactic triadic that recognises the complex set of relations between teacher, student and content (Cf. Klette 2007). The study has no generalizing ambition since the data comes from a small sample, however, we hope that the insights that can be drawn from this case can be helpful in re-understanding social studies as embodied rather than dis-embodied. The empirical material consists of video recorded lessons from two different subject areas (Criminology and Sociology) in an upper secondary school in Sweden. The content of the lessons is small group activities, whole class lectures and student presentations. The class consisted of 31 students in their final year of the Business Management and Economics Programme. In exploring embodied engagements in a social sciences classroom several challenges arise. As Estola and Elbaz-Luwisch (2003) state “attention to the body is a challenge to both the researchers and the methods used” (p. 715). These challenges can be summarised as the difficulty in exploring the dazzling complexity of any educational situation involving verbal and non-verbal actions and communication, teachers and students, teaching aids, the materiality of the classroom as well as the context as a whole (Cf. Quennerstedt, Öhman & Öhman 2011). In order to handle this complexity the question that guided us in our analysis of our video recorded data was how aspects of embodied engagements manifest themselves in the social studies classroom. As a conclusion we will also discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Expected OutcomesIn the analysis we have identified three embodied engagements in the social studies classroom: (i) disengaged encounters, (ii) screened encounters, (iii) collective inquiry. These embodied engagements describe functions that different actions-in-context have in transaction in the classroom. Each category describes different functional roles that teachers, students, classroom settings, tasks, etc. have in embodied engagements and the direction this takes in the pedagogical encounter. The categories are not mutually exclusive, but instead intertwined with each other in real situations.Disengaged encounters is about how students are made disengaged in transaction with others and the environment in terms of teacher led lessons, peer presentations or disengaging tasks.Screened encounters refer to embodied engagements being both focused towards screens (computers, smart-boards etc) and screened off in terms of how student interaction occurs.Collective inquiry is events when students actively (as some-body) engage in a collective, communicative process guided by conditions of uncertainty and change.These results will be clarified and discussed further in terms of the liminality of embodied engagements in classroom practice with reference to Todd (2014). Todd uses the metaphor of liminality, or the threshold, as a way of discussing that pedagogical relationships in education are “played out materially, between bodies in the present, unpredictably against a future that is always unknown” (p. 243) thus these pedagogical encounters have the potential to be transformative. The paper aims to contribute to earlier research on embodied aspects of learning in Sweden and Europe and to extend the methodological approaches currently in use within the field of subject didactics.ReferencesAlmqvist, J. & Quennerstedt, M. (2015). Is there (any)body in science education? Interchange. A Quarterly review of Education, 46(4), pp 439-453.Armour, K. Quennerstedt, M. Chambers, F & Makopoulou, K. (2015). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, DOI:10.1080/13573322.2015.1083000.Biesta, G.J.J. & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5, Exeter: The Learning Lives project.Estola, E. & Elbaz-Luwisch, F. (2003). Teaching bodies at work. Journal of Curriculum Stuides, 35(6), pp. 697–719.Evans, J., Davies, B. & Rich, E. (2009). The body made flesh: embodied learning and the corporeal device. British Journal of Sociology of Education, 30(4), 391-406.Garrison, Jim (2015). Dewey’s Aesthetics of Body-Mind Functioning. Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy. Alfonsina Scarinzi (ed.), Dordrecht: Springer.Hess, D. E. (2002). Discussing Controversial Public Issues in Secondary Social Studies Classrooms: Learning from Skilled Teachers. Theory & Research in Social Education, 30(1), 10-41.Hudson, B. (2015). The epistemology and methodology of curriculum: didactics. In The SAGE handbook of curriculum, pedagogy and assessment, edited by Wyse, Dominic, Hayward, Louise and Pandya, Jessica (eds.) Sage. Journell, W, Walker Beeson, M. & Ayers, C. A. (2015). Learning to Think Politically: Toward More Complete Disciplinary Knowledge in Civics and Government Courses. Theory & Research in Social Education, 43(1), pp. 28-67.King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland, Theory & Research in Social Education, 37(2), pp. 215-246.Klette, K. (2007). Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies. European Educational Research Journal (online), 6(2), pp. 147-161.Quennerstedt, M., Öhman, J. & Öhman, M. (2011) Investigating learning in physical education – a transactional approach. Sport, Education and Society, 16:2, 159-177.Savenije, G. M., van Boxtel C. & Grever, M. (2014). Learning about Sensitive History: “Heritage” of Slavery as a Resource. Theory & Research in Social Education, 42(4), pp. 516-547.Schilling, C. (2000). The Body. In G. Browning, A. Halcli, & F. Webster (Eds.), Un
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| 9. |
- Taljedal, Torun, et al.
(författare)
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Patterns of mental health problems and well-being in children with disabilities in Sweden : A cross-sectional survey and cluster analysis
- 2023
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Ingår i: PLOS ONE. - : NLM (Medline). - 1932-6203. ; 18:7
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Children with disabilities have an increased risk of mental health problems. Patterns of mental health problems and well-being may vary. AIMS: To identify patterns of mental health problems and well-being in children with disabilities in Sweden, and investigate the influence of parental background (migration, education), and child cognitive level. METHOD: In this cross-sectional study, cluster analysis was used to analyse parents' ratings of conduct problems, emotional symptoms, and prosocial behaviour on the Strengths and Difficulties Questionnaire (SDQ) in children with disabilities (n = 136). The influence of parental background (migration, education) and child cognitive level on cluster membership was explored through multinomial logistic regression. RESULTS: Five clusters of mental health patterns emerged. Three clusters had mean ratings near or past clinical cut-off for one each of the SDQ-subscales. One cluster had difficulties on all three subscales. Greater child cognitive difficulties increased the likelihood of low prosocial behaviour (OR 2.501, p < .001) and of difficulties on all three subscales (OR 2.155, p = .006). Parental background did not influence cluster membership. CONCLUSION: Children with disabilities display varying mental health patterns. Awareness of the complexity of mental health patterns among children with disabilities is important. Screening and support for emotional symptoms and prosocial behaviour deficits should be considered for children with conduct problems.
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| 10. |
- Wallén, Eva Flygare, et al.
(författare)
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High prevalence of cardio-metabolic risk factors among adolescents with intellectual disability.
- 2009
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Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 98:5, s. 853-859
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Adults with intellectual disabilities (IDs) have poor lifestyle-related health compared with the general population. Our aim was to study whether such differences are present already in adolescents. AIM: To compare the prevalence and severity of cardio-metabolic risk factors and cardio-vascular fitness in adolescents with and without IDs. METHODS: Intellectual disability (ID) students (n = 66) and non-intellectual disability (non-ID) students from practical (non-ID-p) (n = 34) and theoretical (non-ID-t) (n = 56) programmes were recruited from three upper secondary schools. Anthropometric data, blood pressure, body composition, fasting-insulin, fasting-glucose, fasting-lipids and cardio-vascular fitness were measured. RESULTS: Participants with and without ID differed significantly in the prevalence of cardio-metabolic risk factors with participants with ID having a higher percentage of total fat mass, wider waist circumferences (WCs), lower levels of fat-free mass (FFM), lower bone mineral density (BMD) and higher insulin and homeostasis model assessment of insulin resistance (HOMA) levels and poorer cardio-vascular fitness. The healthiest levels were found in the non-ID-t group compared to the group with ID and the group with non-ID-p in between. CONCLUSION: The prevalence of cardio-metabolic risk factors and poor cardio-vascular fitness was found to be high in this young population with intellectual disabilities. Measures should be taken to improve the health messages directed towards children and adolescents with intellectual disabilities.
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