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Sökning: db:Swepub > Örebro universitet > Mälardalens högskola > (2010)

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1.
  • Blomberg, Helena (författare)
  • Mobbning, intriger, offerskap
  • 2010
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis is a study of bullying narratives, mainly co-produced in a process of ongoing interaction. The focus is on how narrators rhetorically organize their storytelling and identity work by using discursive resources. The empirical material consists of 12 interviews with, and 12 written stories by people who have been exposed to workplace bullying plus information from three websites about bullying, and previous research. The overarching aim of the study is to identify how a bullying discourse is produced, reproduced, challenged and negotiated in bullied persons’ narratives. Specific aims are to determine how bullying is portrayed publicly, how narrators with experience of being bullied build their stories, how the narratives stand in relation to victimization, what makes it possible to talk about vulnerability and what are its limits, and finally to develop a narrative approach.Theoretically and methodologically, the study has its basis in narrative analysis, discursive psychology, conversation analysis, and metaphor analysis. The study shows how the narrators categorize themselves as active, competent, and consensus seeking. They resist being victimized, but by their use of the interpretative repertoire and a standard story of bullying, they nevertheless become indirectly victimized. What’s at stake, in the narratives, is the question of guilt, which they rhetorically evade by the use of different metaphors. These metaphors depict bullying as a mystery, a lifelong source of suffering, a transformation, a learning experience, a battle, a contagious virus, and a trap. The narrators are constrained by the narrative conditions, the interpretative repertoire, standard story, and narrative form and content – a story of good and evil when creating their own story. The narrative conditions at the same time set the limit for expressing oneself in the identity work. This also means we are part of the production and reproduction of the bullying discourse when I, as a researcher, and the narrators use the repertoire and the standard story in mutual understanding.
2.
  • Johansson, Ann-Christin, et al. (författare)
  • A prospective study of cognitive behavioural factors as predictors of pain, disability and quality of life one year after lumbar disc surgery
  • 2010
  • Ingår i: Disability and Rehabilitation. - 0963-8288. ; 32:7, s. 521-529
  • Tidskriftsartikel (refereegranskat)abstract
    • PurposeThe primary aim of this study was to analyse the predictive value of cognitive and behavioural factors, in relation to pain, disability and quality of life (QoL) one year after lumbar disc surgery.MethodThe study design was prospective. Fifty-nine patients scheduled for first time lumbar disc surgery were included. Pain, disability, QoL, coping, fear avoidance beliefs, expected outcome and sick leave were assessed preoperatively and 12 months after surgery. Multiple backward stepwise logistic regression analyses were performed to study the contribution of the preoperatively measured independent behavioural/cognitive factors (coping, fear avoidance beliefs and assessed chance to return to work within 3 months) to the dependent variables pain, disability and quality of life at 12 months after surgery.ResultsLow expectations on work return within 3 months after surgery was significantly predictive for residual leg pain, odds ratio (OR) = 8.2, back pain, OR = 9.7, disability, OR = 13.8 and sick leave, OR = 19.5. Low QoL, was best predicted by preoperatively high scores on fear avoidance beliefs OR = 6.6 and being a woman OR = 6.0. The regression model explained 26-40% of the variance in pain, disability, QoL and sick leave.ConclusionsEliciting patients' expectations on work return after surgery could contribute to early identification of those who run the risk of developing long-term disability and sick-leave.
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4.
  • Lillvist, Anne (författare)
  • Observations of social competence of children in need of special support based on traditional disability categories versus a functional approach
  • 2010
  • Ingår i: Early Child Development and Care. - 0300-4430. ; 180:9, s. 1129-1142
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Traditional disability categories may reveal little of the functional characteristics and social competence of a child. Objective: To compare the social competence of typically developing children, children with established disabilities and undiagnosed children identified by a functional approach to be in need of special support. Methods: Observations were conducted during free play using the Child Observation in Preschools, COP. Results: The variables positive emotion, social emotional warmth, teacher rated engagement and verbal to other children significantly discriminated the three groups. In a discriminant analysis based on group membership only 68% of all cases were correctly classified. Conclusions: Difficulties in classifying undiagnosed children in need of special support and children with established disabilities leads to the question of the fruitfulness of using traditional categories when assessing social competence. Instead a functional approach sensitive to the individual profile of each child is recommended.
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5.
  • Lillvist, Anne, et al. (författare)
  • Preschool children in need of special support : prevalence of traditional disability categories and functional difficulties
  • 2010
  • Ingår i: Acta Paediatrica. - 0803-5253. ; 99:1, s. 131-134
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1-6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context. Method: Survey distributed to (N = 1138) preschools in two Swedish counties. Results: The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers. Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.
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6.
  • Sandberg, Anette, et al. (författare)
  • "Special Support" in preschools in Sweden : preschool staff's definition of the construct
  • 2010
  • Ingår i: International journal of disability, development and education. - 1034-912X. ; 57:1, s. 43-57
  • Tidskriftsartikel (refereegranskat)abstract
    • This study investigates the definitions of the construct oyoung children in need of special supporto given by preschool staff in Sweden in 540 preschool units. The study has a mixed-methods design based on qualitative analysis of an open-ended question and quantitative analysis of questionnaire responses. The results reveal two general perspectives in definitions of the construct, a child perspective and an organisational perspective. Units with a child perspective had a higher proportion of children in need of special support, especially girls. The study highlights that the term ochildren in need of special supporto is partially socially constructed and is partially based on perceived child characteristics. The perceptions of what is considered to be a child in need of special support held by staff in a unit may impact on the services provided to children in need of special support.
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