| 1. |
- Hultman, Lill, et al.
(författare)
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"Believe me, only I know how I feel." : An autoethnographic account of experiences of epistemic injustice in mental health care
- 2023
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Ingår i: Frontiers in Psychiatry. - : Frontiers Media S.A.. - 1664-0640. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, support and service for people with disabilities is provided under the Swedish disability legislation, which has a clear focus on the individual’s right to a life like that of any other citizen and on promoting equality and participation in society. Nevertheless, having a physical impairment makes it clear that equal mental health care is not provided in practice. This becomes particularly salient when there is a need for mental health in-patient care. In this article, the aim is to explore our own experiences of epistemic injustice in relation to mental health care provision in a situation where one of us has a mobility impairment that require the presence of personal assistants in everyday life.Critical personal narrative is applied to highlight the different, but intertwined experiences of a young female mental health user with a physical disability and her mother. Diary entrances, shared discussions and extracts from health care records are used to illustrate how epistemic injustice may occur in health care practices. In the analysis, we use Fricker’s concepts that relate to different aspects of epistemic injustice, to show how power is exerted.Healthcare professionals’ inability to value and integrate patients experience-based knowledge into practice where the lack of a holistic perspective visualizes what happens when people do not fit into predefined categories. Instead of strengthening patients’ rights, health care professionals discredit patients’ and family members knowledge, and thereby giving themselves epistemic privilege. People with the combined experience of both disabilities and mental health issues are vulnerable to epistemic injustice and epistemic harm since they are commonly denied both epistemic credibility and authority.Our results highlight the importance of counteracting resilient structures of social privilege and power and identifying and, in as far as possible, removing the mechanisms that exclude the epistemic resources of people with disabilities and their family members from being part of shared epistemic resources.
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| 2. |
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| 3. |
- Asaba, Eric, et al.
(författare)
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Photovoice : Potentiality of dialogue
- 2023
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Konferensbidrag (populärvet., debatt m.m.)abstract
- The aim of this presentation is to explore how dialogue can be methodologically understood in photovoice research – particularly in the context of disability research. This can be relevant because photovoice has gained visibility as a relevant approach to engage community members as partners in disability research. However, as methods associated with photovoice have developed and evolved over time, concerns have also been raised about how this impacts the theoretical and methodological underpinnings on which photovoice rests.Drawing on two empirical studies, the authors reflect on the function and meaning of dialogue, and how this can take different forms within the context of disability research. Examples will include: 1) everyday life experiences of migration and disability from an intersectional perspective drawing on issues such as gender, class, and ethnicity, and 2) everyday life experiences of adults living with spina bifida. It will be argued that the potentiality of dialogue warrants certain reflection to support conditions for participation in disability research. Unpacking the concept of dialogue using potentiality, provides an arena for discussion that has not previously been explicit in photovoice.
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| 4. |
- Bertilsdotter Rosqvist, Hanna, et al.
(författare)
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ADHD in higher education and academia
- 2023
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Ingår i: Canadian Journal on Disability Studies. - : Canadian Disability Studies Association. - 1929-9192. ; 12:3, s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we explore our own experiences of barriers to learning and academic knowledge production in academia and higher education. Our analyses are based on our collective autoethnographical accounts from our own experiences of ADHD and higher education, with a particular focus on post graduate education and our experiences of ADHD peer support in academic knowledge production. In our analysis, we have distinguished between three different dimensions of academia for ADHD graduate students and faculty: as a place of structural violence and vulnerability; as enabling or disabling, and as a place for neurodivergent community formation. There are few ADHD-centered traditions of learning within education. By ADHD-centered we refer to perspectives within education and support informed by an ADHD insider-perspective. We therefore stress the possibilities of ADHD learning informed by the emerging field of critical ADHD studies.
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| 5. |
- Bertilsdotter Rosqvist, Hanna, 1976-, et al.
(författare)
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Energy management Experiences of young autistic adults in work, leisure activities and relationships
- 2023
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Ingår i: Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap. - : Elsevier. - 1875-0672 .- 1875-0680. ; 17:3, s. 25-38
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young autistic adults' energy management in relation to work, leisure activities and social relationships. Energy management strategies serve as different ways for the young autistic adults to sustain their energy balance by trying to understand what increases or reduces their energy levels. In this way, energy can be understood as modes of autistic functionality where the informants' individual energy levels, the contexts in which they find themselves and the strategies they use to influence and form central parts of their everyday lives.
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| 6. |
- Bertilsdotter Rosqvist, Hanna, 1976-, et al.
(författare)
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Etiska dilemman i deltagarnära forskning
- 2021
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Ingår i: Aktionsforskning. - Lund : Studentlitteratur AB. - 9789144142906 ; , s. 33-60
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Utifrån egna erfarenheter av deltagarnära forskning resonerar vi i kapitlet om forskningsetik och forskaretik baserat på olika etiska dilemman och överväganden vi mött, olika betydelser av god forskningsetik och god forskning. Vi reflekterar över hur vi som forskare kan utveckla ett särskilt etiskt förhållningssätt som präglas av närhet och samarbete i en strävan att skapa kunskap som är praktiknära och samhällsrelevant. Vi har valt att utgå från tre forskningsprojekt. Två av projekten kretsar kring barn och unga. Det tredje fokuserar på hyresgästers upplevelser av bostadsförnyelse och hur boende organiserar sig i frågor som rör hemmet och boendet. Mot slutet av kapitlet resonerar vi om hur forskare ständigt bör reflektera över etik, i förhållande till sin roll som forskare och sina forskningspraktiker. Här diskuterar vi även fördelar med deltagarnära forskning som förespråka rhandling, teori, reflektion och praktik i forskningen.
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| 7. |
- Bertilsdotter Rosqvist, Hanna, 1976-, et al.
(författare)
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Intensity and Variable Attention : Counter Narrating ADHD, from ADHD Deficits to ADHD Difference
- 2023
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Ingår i: British Journal of Social Work. - : Oxford University Press. - 0045-3102 .- 1468-263X. ; 53:8, s. 3647-3664
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Tidskriftsartikel (refereegranskat)abstract
- Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers’ experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.
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| 8. |
- Bertilsdotter Rosqvist, Hanna, 1976-, et al.
(författare)
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Knowing and accepting oneself : Exploring possibilities of self-awareness among working autistic young adults
- 2023
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Ingår i: Autism. - : Sage Publications. - 1362-3613 .- 1461-7005. ; 27:5, s. 1417-1425
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Tidskriftsartikel (refereegranskat)abstract
- Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.
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| 9. |
- Bertilsdotter Rosqvist, Hanna, 1976-, et al.
(författare)
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Managing Vocational Work, Achieving and Sustaining Work Performance : Support and Self-management amongst Young Autistic Adults in the Context of Vocational Support Interventions in Sweden
- 2022
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Ingår i: British Journal of Social Work. - : Oxford University Press (OUP). - 0045-3102 .- 1468-263X.
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore experiences of support and self-management amongst young autistic adults in the context of vocational support interventions in Sweden. We analyse how young autistic men use different strategies to manage their vocational work and the support they need to maintain, achieve and sustain their work performance. Data consist of eleven interviews with 4 autistic young adult men in different work environments where vocational support interventions are implemented to different degrees. One finding concludes that the interviewees are affected by and try to adapt to neurotypical norms and expectations about working life and adulthood. Although individualised coping strategies can be helpful, it is important for employers and formal support persons to understand and acknowledge that individual emotional and problem-solving coping strategies are demanding and need to be combined with adaptations in the working environment. Another finding concludes how work managers act as gatekeeper in the vocational support system the young autistic men aspire to access and in which they need to manage their work performance. Thus, social workers must provide structured and well-coordinated formal work support by both involving the autistic clients’ employers, work managers and informal networks.
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| 10. |
- Bertilsdotter Rosqvist, Hanna, 1976-, et al.
(författare)
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Naming ourselves, becoming neurodivergent scholars
- 2023
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Ingår i: Disability & Society. - : Routledge. - 0968-7599 .- 1360-0508.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we seek to restory what has been storied as "the problem of ADHD". Informed by calls for a critical ADHD studies, we explore the possibilities of ADHD collective autoethnographic storytelling. Together we (en)counter narratives of ADHD. Within our collective writing space, from our ADHD/AuDHD bodyminds, we seek to re-story our ADHD/AuDHD. We map a field of critical ADHD research within social sciences and point out problems of outsider perspectives, stressing a need for insider perspectives. Our data consist of collective authoethnographic writings about ADHD. From the data we have explored our experiences of (En)Countering ADHD narratives, and a transition process which we refer to as from "broken NT-scholars" to neurodivergent scholars, stressing the importance of ADHD:ers as independent as well as collective agents, and ADHD as epistemological standpoint within research. Attention Deficit Hyperactivity Disorder (ADHD) is commonly talked about by people without ADHD.People with ADHD (ADHDers) are important in knowledge production about ADHD.This research is based on writings about ADHD by researchers with their own experiences of ADHD.We talk about ADHD together and try to find new ways of talking about ADHD which is more matched with our own experiences of ADHD.We talk about experiences of ADHD stigma and possibilities of knowledge production about ADHD by ADHDers and groups of ADHDers.
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