| 1. |
- Norström, Albert, et al.
(författare)
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Principles for knowledge co-production in sustainability research
- 2020
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Ingår i: Nature Sustainability. - : Springer Science and Business Media LLC. - 2398-9629. ; 3:3, s. 182-190
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Tidskriftsartikel (refereegranskat)abstract
- Research practice, funding agencies and global science organizations suggest that research aimed at addressing sustainability challenges is most effective when 'co-produced' by academics and non-academics. Co-production promises to address the complex nature of contemporary sustainability challenges better than more traditional scientific approaches. But definitions of knowledge co-production are diverse and often contradictory. We propose a set of four general principles that underlie high-quality knowledge co-production for sustainability research. Using these principles, we offer practical guidance on how to engage in meaningful co-productive practices, and how to evaluate their quality and success. Research addressing sustainability issues is more effective if 'co-produced' by academics and non-academics, but definitions of co-production vary. This Perspective presents four knowledge co-production principles for sustainability research and guides on how to engage in co-productive practices.
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| 2. |
- Dennis B., Karcher, et al.
(författare)
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Lessons from bright-spots for advancing knowledge exchange at the interface of marine science and policy
- 2022
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Ingår i: Journal of Environmental Management. - : Elsevier BV. - 0301-4797 .- 1095-8630. ; 314
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Tidskriftsartikel (refereegranskat)abstract
- Evidence-informed decision-making is in increasing demand given growing pressures on marine environments. A way to facilitate this is by knowledge exchange among marine scientists and decision-makers. While many barriers are reported in the literature, there are also examples whereby research has successfully informed marine decision-making (i.e., ‘bright-spots’). Here, we identify and analyze 25 bright-spots from a wide range of marine fields, contexts, and locations to provide insights into how to improve knowledge exchange at the interface of marine science and policy. Through qualitative surveys we investigate what initiated the bright-spots, their goals, and approaches to knowledge exchange. We also seek to identify what outcomes/impacts have been achieved, the enablers of success, and what lessons can be learnt to guide future knowledge exchange efforts. Results show that a diversity of approaches were used for knowledge exchange, from consultative engagement to genuine knowledge co-production. We show that diverse successes at the interface of marine science and policy are achievable and include impacts on policy, people, and governance. Such successes were enabled by factors related to the actors, processes, support, context, and timing. For example, the importance of involving diverse actors and managing positive relationships is a key lesson for success. However, enabling routine success will require: 1) transforming the ways in which we train scientists to include a greater focus on interpersonal skills, 2) institutionalizing and supporting knowledge exchange activities in organizational agendas, 3) conceptualizing and implementing broader research impact metrics, and 4) transforming funding mechanisms to focus on need-based interventions, impact planning, and an acknowledgement of the required time and effort that underpin knowledge exchange activities.
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| 3. |
- Carlander, Anders, 1979, et al.
(författare)
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Validation and normative data on the Revised Child Anxiety and Depression Scale RCADS-25 in a Swedish national probability sample of children and adolescents aged 4–17 years
- 2024
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Ingår i: International Journal of Methods in Psychiatric Research. - : WILEY. - 1049-8931 .- 1557-0657. ; 33:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Mental health problems among children and adolescents are a growing public health concern. Self-report questionnaires are pivotal for screening and early detection of mental health issues. We evaluate the psychometric properties and provide norm data of the 25-item child and 25-item parent-report versions of the Revised Child Anxiety and Depression Scale (RCADS). Methods A random probability sample of 29,000 children and adolescents (ages 4–17) from the Swedish population registry was invited. Data collection occurred from September 2021 to January 2022, accompanied by one postal and four SMS reminders. Results Participants (N = 7045, 48.98% girls) demonstrate that the RCADS-25 possesses relatively sound psychometric properties, albeit that the child-report version assessed with children and adolescents aged 8 to 17 years rendered relatively better psychometric properties (e.g., ω = 0.87–0.92, CFI = 0.89) compared with the parent-report version and the children 4 to 7 years old (e.g., ω = 0.72–0.82, CFI = 0.84). Conclusion The RCADS-25 instruments may be used as an effective instrument for the initial assessment of anxiety and depression in children and adolescents in Sweden.
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| 4. |
- Cvitanovic, Chris, et al.
(författare)
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Building university-based boundary organisations that facilitate impacts on environmental policy and practice
- 2018
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 13:9
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Tidskriftsartikel (refereegranskat)abstract
- Responding to modern day environmental challenges for societal well-being and prosperity necessitates the integration of science into policy and practice. This has spurred the devel- opment of novel institutional structures among research organisations aimed at enhancing the impact of environmental science on policy and practice. However, such initiatives are seldom evaluated and even in cases where evaluations are undertaken, the results are rarely made publicly available. As such there is very little empirically grounded guidance available to inform other organisations in this regard. To help address this, the aim of this study is to evaluate the Baltic Eye Project at Stockholm University – a unique team consisting of researchers from different fields, science communicators, journalists and policy analysts – working collectively to support evidence-informed decision-making relating to the sustainable management of the Baltic Sea environment. Specifically, through qualitative interviews, we (1) identify the impacts achieved by the Baltic Eye Project; (2) understand the challenges and barriers experienced throughout the Baltic Eye Project; and (3) highlight the key features that are needed within research organisations to enhance the impact of science on policy and practice. Results show that despite only operating for three years, the Baltic Eye Project has achieved demonstrable impacts on a range of levels: impacts on policy and practice, impacts to individuals working within the organisation and impacts to the broader University. We also identify a range of barriers that have limited impacts to date, such as a lack of clear goals at the establishment of the Baltic Eye Project and existing metrics of aca- demic impact (e.g. number of publications). Finally, based on the experiences of employees at the Baltic Eye Project, we identify the key organisational, individual, financial, material, practical, political, and social features of university-based boundary organisations that have impact on policy and practice. In doing so this paper provides empirically-derived guidance to help other research organisations increase their capacity to achieve tangible impacts on environmental policy and practice.
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| 5. |
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| 6. |
- Ek, Anna, et al.
(författare)
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Physical Activity and Mobile Phone Apps in the Preschool Age: Perceptions of Teachers and Parents
- 2019
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Ingår i: JMIR mhealth and uhealth. - : JMIR Publications. - 2291-5222. ; 7:4
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND:Physical activity (PA) is already beneficial at the preschool age. In many countries, young children spend most of their days in the preschool setting, making it a common arena for PA interventions. Mobile health tools are becoming increasingly popular to promote PA in different populations; however, little is known about the interest for and how the preschool setting could incorporate such a tool.OBJECTIVE:This study aimed to examine how teachers and parents perceive PA in preschool-aged children in general and their perceptions of how a mobile phone app could be used to promote PA in the preschool setting.METHODS:Semistructured interviews were conducted with 15 teachers (93%, [14/15] women, mean age 43.5 years, 47%, [7/15] with a university degree and 10 parents [91%, 9/10] women, mean age 38.9 years, all with a university degree) recruited from 2 urban preschools in central Sweden. The interviews were recorded, fully transcribed, coded, and analyzed using thematic analysis by means of an inductive approach.RESULTS:The analysis revealed 4 themes: (1) children are physically active by nature, (2) the environment as a facilitator or a barrier, (3) prerequisites of the adult world, and (4) an app in the preschool setting-challenges and possibilities. Parents and teachers perceived preschoolers as being spontaneously physically active; however, high-intensity PA was perceived as low. The PA was specifically performed during the day in the preschool. Identified facilitators of PA were access to safe and engaging outdoor environments such as forests, spacious indoor areas, and adult involvement. Adult involvement was considered especially important for children preferring sedentary activities. Identified barriers for PA were restricted indoor and outdoor space, rules for indoor activities, and lack of adult involvement because of time constraints. The teachers perceived that they had limited skills and experiences using apps in general, although they also acknowledged the increasing role of technological tools in the curriculum. Thus, the teachers expressed an interest for an app designed as a support tool for them, especially for situations when PA was limited because of perceived barriers. They suggested the app to include accessible information regarding the health benefits of PA in children linked to a library of activities for different settings and seasons. Parents suggested interactive app features including problem-solving tasks and music and dance, but not video clips as they made children passive.CONCLUSIONS:Vigorous PA was perceived as low in preschool-aged children. Future tailoring of interventions in the preschool setting should work around barriers and support facilitators to PA, especially PA of high intensity. In such work, an app could serve as a source of inspiration for PA in different ages, settings, and seasons and thus reduce environmental and structural inequalities in the preschool setting.
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| 7. |
- Lindqvist, Anna-Karin, et al.
(författare)
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Active School Transportation in Winter Conditions: Biking Together Is Warmer
- 2019
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 16:2
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Tidskriftsartikel (refereegranskat)abstract
- There has been a decline in children’s use of active school transportation (AST) while there is also limited research concerning AST in winter conditions. This study aimed to explore the prerequisites and experiences of schoolchildren and parents participating in an empowerment- and gamification-inspired intervention to promote students’ AST in winter conditions. Methods: Thirty-five students, who were aged 12–13 years, and 34 parents from the north of Sweden participated in the study. Data were collected using photovoice and open questions in a questionnaire and analyzed using qualitative content analysis. Results: The results show that involvement and togetherness motivated the students to use AST. In addition, during the project, the parents changed to have more positive attitudes towards their children’s use of AST. The students reported that using AST during wintertime is strenuous but rewarding and imparts a sense of pride. Conclusion: Interventions for increasing students’ AST in winter conditions should focus on the motivational aspects for both children and parents. For overcoming parental hesitation with regards to AST during winter, addressing their concerns and empowering the students are key factors. To increase the use of AST all year around, targeting the challenges perceived during the winter is especially beneficial.
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