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- Bartholdsson, Åsa, 1963-
(författare)
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Med facit i hand : Normalitet, elevskap och vänlig maktutövning i två svenska skolor
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about the socialisation of schoolchildren and how normality is learned and managed in two Swedish school classes. The Swedish school is, according to the "Curriculum for the compulsory school system, the pre-school class and the leisure-time centre", the Lpo94, based on democratic values and respect for the individual. In accordance with these values socialisation of the pupil is, as the thesis argues, accomplished through “benevolent government” by the teachers. To enable this governmentality, the pupil needs to learn how to be him or her “self” according to norms about how the “self” is to be expressed. The pupil also needs to learn how to balance multiple relations in school and the different aspects that constitutes the social person. Benevolent government is here used as a description of a certain kind of teacher-hood dependent on a certain kind of pupil. The pupil-subject that is constructed is a subordinated, self inspecting, positive, empathic person who will approve of being governed by the teachers through the governing of them selves.The study is based on fieldwork with one pre-school class and one fifth grade class in the Swedish compulsory school during the period from August 1999 to June 2002.
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| 2. |
- Kvist Lindholm, Sofia
(författare)
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The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.
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| 3. |
- Andrén, Mats, 1979-, et al.
(författare)
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Att lyssna på barn. Om lyssnandets teori och etik
- 2022
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Ingår i: Barn. - : Cappelen Damm Akademisk AS Nordic Open Access Scholarly Publishing. - 0800-1669 .- 2535-5449. ; 40:3, s. 101-118
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Tidskriftsartikel (refereegranskat)abstract
- I många samhälleliga sammanhang återkommer en uppmaning att lyssna på barn, inte sällan med hänvisning till FN:s barnkonvention och kanske särskilt artikel 12 om rätten att bli hörd. Men vad innebär det att lyssna på barn? Mängder av böcker om lyssnande till barn som riktar sig till yrkespraktiker och andra som möter barn i sitt vardagsliv publiceras kontinuerligt. Vi saknar emellertid en kritisk diskussion som sätter frågor om lyssnande, lyssnande på barn och det goda lyssnandet i en större teoretisk kontext. Mot den bakgrunden har föreliggande artikel tillkommit. Lyssnandets problematik diskuteras här primärt i relation till monologiska och dialogiska perspektiv på kommunikation samt i relation till olika synsätt på barn (barnsyn) som lika eller olika vuxna. Avslutningsvis pekar vi på etiska implikationer som följer i kölvattnet av olika teoretiska perspektiv på lyssnande och lyssnande på barn.
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| 4. |
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| 5. |
- Areschoug, Judith, 1971-, et al.
(författare)
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Att skriva problembarnens historia
- 2004
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Ingår i: Scandia. - 0036-5483. ; 1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Bendelin, Nina, et al.
(författare)
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Experiences of guided Internet-based cognitive-behavioural treatment for depression : A qualitative study
- 2011
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Ingår i: BMC Psychiatry. - : BioMed Central. - 1471-244X. ; 11:107
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Tidskriftsartikel (refereegranskat)abstract
- Background: Internet-based self-help treatment with minimal therapist contact has been shown to have an effect in treating various conditions. The objective of this study was to explore participants’ views of Internet administrated guided self-help treatment for depression. Methods: In-depth interviews were conducted with 12 strategically selected participants and qualitative methods with components of both thematic analysis and grounded theory were used in the analyses. Results: Three distinct change processes relating to how participants worked with the treatment material emerged which were categorized as (a) Readers, (b) Strivers, and (c) Doers. These processes dealt with attitudes towards treatment, views on motivational aspects of the treatment, and perceptions of consequences of the treatment. Conclusions: We conclude that the findings correspond with existing theoretical models of face-to-face psychotherapy within qualitative process research. Persons who take responsibility for the treatment and also attribute success to themselves appear to benefit more. Motivation is a crucial aspect of guided self-help in the treatment of depression.
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| 7. |
- Bendelin, Nina, et al.
(författare)
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Patients' experiences of internet-based Acceptance and commitment therapy for chronic pain : a qualitative study
- 2020
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Ingår i: BMC Musculoskeletal Disorders. - : BMC. - 1471-2474. ; 21
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Tidskriftsartikel (refereegranskat)abstract
- Background: Chronic pain is a globally widespread condition with complex clusters of symptoms within a heterogeneous patient group. Internet-delivered Acceptance and Commitment Therapy (IACT) has shown promising results in the treatment of chronic pain. How IACT is experienced by patients is less well known. Qualitative studies of patients' experiences are needed to further understand factors behind both engagement and negative effects. The aim of this study was to explore how IACT was experienced by chronic pain patients who had participated in a controlled trial.Methods: Through an open and exploratory approach this study aimed to investigate how IACT was experienced when delivered as a guided self-help program to persons with chronic pain. Eleven participants were interviewed over telephone after completing IACT.Results: Qualitative analysis based on grounded theory resulted in 2 core categories and 8 subcategories. In treatment: Physical and cognitive restraints, Time and deadline, Therapist contact, and Self-confrontation. After treatment: Attitude to pain, Image of pain, Control or Command, and Acting with pain. Individual differences as well as specific conditions of the treatment may explain variations in how the treatment was approached, experienced and what consequences it led to. Therapist guidance and deadlines for homework play complex roles in relation to autonomy and change.Conclusions: Adjusting treatment content and format based on participants' characteristics, such as expectations, motivation and restraints, might positively affect engagement, autonomy and change. Further research on attrition and negative effects of treatment might clarify what enables chronic pain patients to benefit from IACT.
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| 8. |
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| 9. |
- Bergnéhr, Disa, 1974-, et al.
(författare)
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Where is the child? A discursive exploration of the positioning of children in research on mental-health-promoting interventions
- 2015
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Ingår i: Sociology of Health and Illness. - : Wiley-Blackwell. - 0141-9889 .- 1467-9566. ; 37:2, s. 184-197
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Tidskriftsartikel (refereegranskat)abstract
- The present study explores the discursive positioning of children in research articles on mental–health-promoting interventions. The questions under investigation are: are children positioned as active or passive agents, are children’s health and wellbeing contextualised, and if so how? How is the child perceived; that is, how are age, gender, socioeconomic status, family structure, dis/ability, and so on accounted for? We found that the positioning of the child as passive and formed by adults prevails; health is largely individualised and decontextualised in that it is depicted as being contingent on the person’s own capabilities. However, there are instances in which children are positioned as active subjects, their opinions are in focus, and their health and wellbeing are connected to social relations and context. We propose a more active discussion about how children and wellbeing are conceptualised in the outlining, implementation and research of public health interventions. Moreover, children – just like adults – should be increasingly regarded as service users who are entitled to have a say in matters that concern them.
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