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- Anttila, Sten, et al.
(författare)
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Program för att förebygga psykisk ohälsa hos barn : En systematisk litteraturöversikt
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Det är angeläget att finna metoder för att förebygga psykisk ohälsa hos barn. Det finns tecken på att psykisk ohälsa hos barn kan ha ökat under de senaste decennierna och strukturerade insatser för att komma till rätta med problemen blir allt vanligare såväl inom kommunal verksamhet som inom hälso- och sjukvård. Interventionen utgörs av så kallade program som är standardiserade och finns beskrivna i manual eller motsvarande. Här sammanfattas det vetenskapliga underlaget för två typer av program: dels de som främst syftar till att förebygga utagerande beteenden hos barn och ungdomar, dels de som i första hand syftar till att förebygga inåtvända problem som ångest, depression och självskadebeteende. Program som har en allmänt hälsobefrämjande effekt, t ex för att förebygga drogmissbruk och våldshandlingar ingår följaktligen inte. Programmen är avsedda att ha effekt, inte bara direkt efter att programmet har avslutats utan även i framtiden. Rapporten har tagits fram på förfrågan av Kungliga Vetenskapsakademien och UPP-centrum (Utvecklingscentrum för barns psykiska hälsa) vid Socialstyrelsen. Båda har efterfrågat en systematisk litteraturöversikt för att klarlägga nyttan med att använda program för att förebygga psykisk ohälsa hos barn. Slutsatser: - Av 33 bedömda standardiserade och strukturerade insatser (program) som syftar till att förebygga psykisk ohälsa hos barn har sju ett begränsat vetenskapligt stöd i den internationella litteraturen. Det är föräldrastödsprogrammen Incredible Years och Triple P, familjestödsprogrammet Family Check-Up samt skolprogrammen Good Behavior Game, Coping Power, Coping with Stress och FRIENDS. Effekterna är med få undantag små. Studierna är utförda i andra länder. Eftersom effekterna sannolikt varierar med sociala och kulturella sammanhang är det oklart i vilken utsträckning som programmen kan överföras till Sverige med bibehållen effekt. Programmen kan också behöva anpassas så att de överensstämmer med svenska värderingar och syn på barns rätt. - I Sverige används ett hundratal olika program för att förebygga psykisk ohälsa hos barn, i huvudsak av utagerande typ. Inget av dem har utvärderats i Sverige i randomiserade studier med minst sex månaders uppföljning. Programmen De otroliga åren (översatt från Incredible Years), Triple P och Family Check-Up har enligt internationella studier begränsat vetenskapligt stöd för förebyggande effekt. Programmen KOMET, COPE, SET, StegVis, Beardslees familjeintervention, Connect och DISA har undersökts i minst en kontrollerad studie vardera men har inte tillräckligt vetenskapligt stöd för förebyggande effekt. Övriga program som används i Sverige är inte vetenskapligt utprövade som preventionsprogram. - Program som bygger på att ungdomar med utagerande problem träffas i grupp kan öka risken för normbrytande beteenden. Andra negativa effekter för såväl program för utagerande som för inåtvända problem är tänkbara men ofullständigt belysta. - Det behövs randomiserade studier som undersöker om de program som används har förebyggande effekt i svenska populationer och inte medför risker. Det behövs också hälsoekonomiska studier som undersöker om programmen är kostnadseffektiva.
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| 2. |
- Berglund, Ingrid, 1954-
(författare)
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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity. E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.
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| 3. |
- Larsson, Eric, 1985-
(författare)
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Innerstadsgymnasierna : En studie av tre elitpräglade gymnasieskolor i Stockholm och deras positionering på utbildningsmarknaden
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- During the early 1990s Sweden underwent extensive educational reforms. Vouchers, freedom of choice, establishment of so-called “free-schools” together with far-reaching decentralization took the place of a highly centralized educational system, with few private schools and a very low degree of differentiation. A stated intention of these reforms was that freedom of choice as well as a greater number of educational options would level the playing field. It was believed that existing regulations hampered socially disadvantaged students and, by extension, opportunities for social and geographical mobility. Educational marketization has advanced and intensified since the 1990s, particularly in metropolitan areas and medium-sized cities. This is evident both in the increasing number of schools and in students commuting to inner city schools, and additionally in the continuous development of marketing strategies. Consequently, marketization has become an institutionalized part of Swedish education, and students and schools must equally adjust to the prevailing competitive conditions. Much of the research in the field has focused on the effects and extension of marketization and how free-schools and school choice affect socially vulnerable areas. However, instead of focusing on schools in socially vulnerable areas, I am interested in the schools at the top of the hierarchy and the elite segment of upper secondary schools in Stockholm. More precisely, the focus of this dissertation has been on how three sought-after and prestigious upper secondary schools position themselves in the educational market, but also how they are affected by and adjust to it. A further aim has been to analyse students’ educational strategies and the socialization processes that arise in their encounter with the schools as institutions. This thesis has been guided by a theoretically inspired ethnography. The ethnographical data were primarily collected during a single academic year and within three separate elite upper secondary schools. The data set consists of observations in classrooms and other school-related spaces (meeting rooms, corridors etc.), interviews and data from official statistics. It also contains a wide array of documents, web sites, school magazines, anniversary books and photographs. Using a Bourdieusian perspective, the analysis shows how both schools and students deploy strategies to cope with and adapt to the hierarchies and struggles of the contemporary educational market. The schools rely on accumulated institutionalized assets such as history, alumni, transfers to prestigious universities and their geographical locations. At the same time, they also need to provide an up-to-date educational setting to stay ahead, and moreover, to be able to collaborate and compete with the other elite schools. The analysis also illustrates why students choose these socially and academically selective schools and how they adjust to the school environment. It is illuminated that these schools are more than formal educational settings, they are places where students negotiate, debate, explore and develop soft skills. Nevertheless, they are also competitive school environments and while some students thrive, others struggle. This becomes apparent when they encounter and act in relation to the different social, symbolic and academic boundaries that exist in each school.
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| 5. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Locality and the Prevention of Early School Leaving : Supporting Youth Transitions to Upper Secondary School in a Highly Decentralised Education System
- 2020
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Ingår i: Nordic Journal of Transitions, Careers and Guidance. - Stockholm : Stockholm University. - 2003-8046. ; 1:1, s. 38-52
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Tidskriftsartikel (refereegranskat)abstract
- The introduction programme (IP) intends to facilitate transition to upper secondary education among Swedish youth with incomplete compulsory education. This article aims to explore and understand how local preconditions interact with schools’ support for the IP students. It looks at the local structural and institutional preconditions, and the strategies and work of head teachers, programme officers, teachers, and career counsellors, working in the IP in 90 municipalities of three categories: commuter municipalities close to big cities, rural municipalities, and small cities. The analysis builds on the responses from 139 school actors to a questionnaire, and on public statistics. On average, the commuter municipalities enjoy the most favourable structural and educational conditions, while the rural municipalities are the least resourceful, e.g. in terms of formal professional competence. Surprisingly however, the rural contexts on average perform better than the other municipalities regarding the level of graduation four years after starting the IP. There are few systematic local differences in the work with IP students. However, the IP in the rural municipalities on average enjoy higher support from school leaders, have a clearer division of responsibilities, and separate the students spatially to a lower degree compared to the commuter municipalities. Systematic handover between compulsory schools and the IP is less common in the commuter municipalities than in the other two groups. Whether these factors are relevant for explaining the higher success level in the rural schools and the lower success level in the schools in the commuter municipalities requires further investigation.
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| 9. |
- Sundelin, Åsa, 1965-, et al.
(författare)
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Managing critical transitions : Career support to young people risking ineligibility for upper secondary education
- 2023
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 22:4, s. 572-591
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the support given by schools to students who are likely to leave Swedish compulsory education without the grades required to enter upper secondary education (USE). The aim is to increase knowledge about career counselors’ and teachers’ strategies and work in lower secondary schools in order to facilitate this critical transition, and to examine factors influencing this support. It takes as its starting point theoretical frameworks stressing the agency of professionals in welfare organizations, and the importance of support during the educational transitions of young people at risk. The paper builds on interviews with 20 teachers and career counselors in six municipalities of varying character. Teachers’ and career counselors’ micro-choices have a major impact on the support provided to students. Their work consists of direct and indirect support, with the former referring to prescribed professional assignments. Indirect support, taking the form of advocacy, relational, and emotional work, is not officially recognized, but appears to be a necessary precondition for the direct support. The transition seems to be at risk of becoming overly fragile unless the support is characterized by sustained collaboration between school actors in compulsory school, and between compulsory and USE levels.
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| 10. |
- Sundelin, Åsa, 1965-, et al.
(författare)
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Moving on from the remedial or intermediate trajectory : Young people´s experiences of a critical educational transition
- 2022
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Ingår i: Education and Involvement in Precarious Times. - : School of Education, University of Iceland. - 9789935468222 ; , s. 100-101
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Konferensbidrag (refereegranskat)abstract
- The large numbers of young Europeans who do not complete an education at least at upper secondary level constitute a substantial problem, as this tends to be associated with poorer economic, social and health prospects than for other youths and young adults, and also means considerable societal costs (Brown et al. 2021, Noorani 2017). In 2020, 16% of all 20- to 24-year-old in the European Union (EU 27) had not completed upper secondary education (USE); in Sweden the proportion was slightly higher, 17% (Eurostat 2022). Consequently, a multitude of preventive, interventive and/or compensating measures have been implemented to raise the level of young people with completed USE (Oomen and Plant 2014). Thus, the number of young people following what Walther et al (2015) denote as a remedial or intermediate trajectory has increased. These students generally experience more difficult educational transitions and it is important to take part of their experiences to understand preconditions for a successful transition to and completion of USE (cf. Kalalahti et al. 2020). However, such a youth-oriented approach is rare in the research on students at risk of leaving school before finishing an upper secondary education (Schmitsek 2022). The aim of this paper is to increase the knowledge and understanding of preconditions for leaving a remedial or intermediate trajectory and entering a regular upper secondary route based on young people´s experiences from such a transition. Using Walther´s et al categorization, we focus on an established remedial/intermediate education in Sweden, the introduction program (IP). Positioned at upper secondary level, the overriding aim of IP is to support students getting eligibility for a 3-year national academic or vocational programme on upper secondary level or preparing them for other education or working life. Here we look at two (of four) IP tracks: the language introduction (LI), aimed at newly arrived migrant youths, and the individual alternative (IA), aimed at students who did not succeed to become eligible to USE from compulsory school due to inter alia learning difficulties, social and/or health problems.The presentation is based on two sets of interviews with 31 young people, conducted within the research project Moving on, Youth attending an introduction program and their career support in varying local contexts, funded by the Swedish Research Council. As our research interest in this paper to large extent concerns the young people´s experiences of proceeding from IP to a regular USE program, the follow-up interviews provide a major source of information.We use careership theory (Hodkinson and Sparkes 1997) and a learning career perspective on young people´s trajectories and career decisions (Bloomer & Hodkinson 2000, Hodkinson 2008) to analyze the young people´s descriptions and understandings of the transition from IP to a regular USE program or, in some cases, municipal adult education. The analysis is work in progress.
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