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Sökning: db:Swepub > Örebro universitet > Danermark Berth 1951 > Refereegranskat

  • Resultat 1-10 av 32
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  • Antonson, Sivert, et al. (författare)
  • Importance of social support for hard-of-hearing students in pursuing their "educational careers"
  • 2006
  • Ingår i: Scandinavian Journal of Disability Research. - 1501-7419. ; 8:4, s. 298-316
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim was to describe different processes in what is termed the “educational career” of hard-of-hearing students. The data comprises narratives from 30 hard-of-hearing former students representing four groups: students from a special school who continued to university education or to employment; students from ordinary schools who continued to university education or to employment. The results indicate that support within the educational experience is of great importance and the social support provided by parents is of crucial importance for a student's educational trajectory or career. This support, in combination with an adjusted school environment, seems to greatly diminish the importance of the hearing impairment. The conclusion is that hard-of-hearing students should not necessarily choose a special school just because of the impairment itself. When the needs of these students are met, there seem to be more accentuated mechanisms in ordinary educational settings than in special schools that promote post-secondary education.
  • Bhaskar, Roy, et al. (författare)
  • Metatheory, interdisciplinarity and disability research : a critical realist perspective
  • 2006
  • Ingår i: Scandinavian Journal of Disability Research. - 1501-7419. ; 8:4, s. 278-297
  • Tidskriftsartikel (refereegranskat)abstract
    • Different methodological tendencies within the field of disability research are described, and the reductionism implicit in the historically dominant models is critiqued. The advantages of critical realism over rival metatheoretical positions, including empiricism, social constructionism, neo-Kantianism and hermeneutics, is shown, demonstrating in particular what is called the “double-inclusiveness” of critical realism. A non-reductionist schema for explanation in disability research is established, and the article argues that the phenomenon of disability has the character of a “necessarily laminated system”. The fruitfulness of this approach is then illustrated with an example drawn from the field, and the case for critical realism as an ex ante explicit metatheory and methodology for disability research is further developed. The conclusion reconsiders the nature of metatheory and its role in research.
  • Boman, Tomas, et al. (författare)
  • Employment opportunities for persons with different types of disability
  • 2015
  • Ingår i: Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap. - 1875-0672. ; 9:2, s. 116-129
  • Tidskriftsartikel (refereegranskat)abstract
    • The employment status of groups with different disabilities wasanalysed as were potentially important moderating factors (workability, structural and individual factors). A secondary analy-sis was performed on 4359 respondents with disabilities fromStatistics Sweden's Labour Market Investigation. The respondentswere divided into six disability groups (communicative-hearing,communicative-speech-reading, communicative-vision, psycho-logical disability, medical disability, physical disability). Logisticregression analyses showed that the probability of being employedwas highest among respondents with hearing disabilities andrespondents with psychological disabilities were least likely tobe employed. Being a woman (very young or old) with onlyprimary education and with partially or very impaired workability, reduced employment opportunities. Higher education didnot increase employment opportunities for respondents withimpaired work ability. In summary, the type of disability is essentialfor employment opportunities, and differences between disabil-ity groups cannot be explained by differences in other variables. 
  • Carlsson, Per-Inge, et al. (författare)
  • Quality of life, psychosocial consequences, and audiological rehabilitation after sudden sensorineural hearing loss
  • 2011
  • Ingår i: INTERNATIONAL JOURNAL OF AUDIOLOGY. - Informa Healthcare. - 1499-2027. ; 50:2, s. 139-U84
  • Tidskriftsartikel (refereegranskat)abstract
    • Objective: Sudden sensorineural hearing loss (SSHL) is characterized by a rapid loss of hearing, most often of cochlear origin. Very little attention has been paid in the literature to quality of life (QoL), psychosocial consequences and audiological rehabilitation after SSHL. Design: We studied how level of hearing loss, hearing recovery, tinnitus and vertigo affect QoL after SSHL and the psychosocial consequences of SSHL in terms of sick leave. Furthermore, the audiological rehabilitation given to patients in connection with SSHL and the benefit of the rehabilitation were studied. Study Sample: Three hundred and sixty-nine (369) patients with SSHL were analysed in the present study. Results: Annoying tinnitus and remaining vertigo after SSHL were the strongest predictors of negative effects on QoL. Conclusions: The study indicates that patients with SSHL require extended audiological rehabilitation including a multi-disciplinary rehabilitation approach (medical, social and psychological) to cope with the complex issues that can arise after SSHL.
  • Coniavitis Gellerstedt, Lotta, et al. (författare)
  • Hearing impairment, working life conditions, and gender
  • 2004
  • Ingår i: Scandinavian Journal of Disability Research. - 1501-7419. ; 6:3, s. 225-245
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this article is to examine differences and similarities in working conditions and health status between men and women with hearing impairments. This article is based on a material collected with a comprehensive questionnaire, looking at psycho?social work environments and health status and answered by a total of 406 patients at two audiological clinics in Sweden. Examination of the data reveals a pattern of unfavourable conditions for hearing?impaired persons/employees when compared to a reference group without auditory impairments. Hearing?impaired women frequently find themselves in extremely trying situations. Health status is worse for those who are hearing impaired as compared to the reference group, especially for hearing impaired women The concept “double workload”; is discussed as a possible notion for further theoretical development of the issues discussed in this article.
  • Danermark, Berth, 1951-, et al. (författare)
  • Can people with disabilities gain from education? : Similarities and differences between occupational attainment among persons with and without disabilities
  • 2014
  • Ingår i: Work : A journal of Prevention, Assesment and rehabilitation. - 1051-9815. ; 49:2, s. 193-204
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: More knowledge is needed ofoccupational attainment of persons with disabilities, i.e. the relationship between their educational level and their profession, and factors of importance for this relationship.Objective: To compare occupational attainment among persons with and without a disability.Method: 3 396 informants with disabilities and 19 004 non-disabled informants participated (control group) in a survey study by Statistics Sweden.The informants with disabilities were divided into six groups.Results: Occupational attainment did not differ between the disability groups, neither between persons with and without a disability. Follow-up analysis showed that men with disabilities with primary or secondary school had an occupation above their educational level to a significantlylarger extent than women with disabilities. This pattern was even clearer in comparison with the control group. Persons without disabilities, with secondary or higher education, were more successful in the labor market than persons with disabilities. Occupational attainment increased with age in both groups.Conclusions: Young women with disabilities who only have primary or secondary education run a higher risk of having a job that is below their educational level than men at the same educational level. This indicates discriminating mechanisms in the society related to gender and ability.
  • Danermark, Berth D., 1951-, et al. (författare)
  • Deafblindness, ontological security, and social recognition
  • 2008
  • Ingår i: International Journal of Audiology. - 1499-2027. ; 47:s2, s. s119-s123
  • Tidskriftsartikel (refereegranskat)abstract
    • Trust, ontological security, and social recognition are discussed in relation to self-identity among people with acquired deafblindness. To date the phenomenon has not been elaborated in the context of deafblindness. When a person with deafblindness interacts with the social and material environment, the reliability, constancy, and predictability of his or her relations is crucial for maintaining or achieving ontological security or a general and fairly persistent feeling of well-being. When these relations fundamentally change, the impact on ontological security will be very negative. The construction of social recognition through the interaction between the self and others is embodied across three dimensions: at the individual level, at the legal systems level, and at the normative or value level. The relationship between trust and ontological security on the one hand and social recognition on the other hand is discussed. It is argued that these basic processes affecting personality development have to be identified and acknowledged in the interactions people with deafblindness experience. Some implications for the rehabilitation of people with acquired deafblindness are presented and illustrated.
  • Danermark, Berth, 1951- (författare)
  • Different approaches in the assessment of audiological rehabilitation : a meta-theoretical perspective
  • 2003
  • Ingår i: International Journal of Audiology. - 1499-2027. ; 42:Suppl 1, s. S112-S117
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this article is to highlight some elements (e.g. the view on truth, causality, context and methods) in three different meta-theoretical approaches to assessment and to discuss their implications: external realism, critical realism, and anti-realism. Although there are many differences between external realism and anti-realism, their main shortcoming is the failure to answer one of the basic questions in assessment research: 'What works for whom in what circumstances?' In order to answer this question, one needs a deep-structure ontology and a theory including mechanisms and contexts, which one finds in critical realism. An adequate approach to an evaluation process can be described as follows. The point of departure is a theory describing how mechanisms work in context and what the expected outcomes are. Hypotheses are formulated suggesting answers to the question 'What might work for whom in what circumstances? Data are collected in order to answer the question. Different methods are used which can shed light on the phenomenon. The outcome of the evaluation process is to find the conditions under which a specific outcome is produced.
  • Danermark, Berth, 1951-, et al. (författare)
  • French and Swedish teachers' social representations of social workers
  • 2014
  • Ingår i: European Journal of Social Work. - 1369-1457. ; 17:4, s. 491-507
  • Tidskriftsartikel (refereegranskat)abstract
    • Collaboration on children at risk is essential, but our knowledge about interprofessional collaboration between social workers and educators is limited.The aim of this study is twofold: (1) to describe French and Swedish teachers' social representation of social workers; and (2) to compare these social representations. The French sample group is composed of 77 secondary school teachers (of students from 11 to 18 years old), and the Swedish sample group is composed of 94. The method used was a 'free association task', commonly used to access the semantic content of social representation. Two different social representations of social workers were revealed, one for the French and one for the Swedish teachers. The French representation is characterised by highly positive aspects such as support, listening and competence. Swedish teachers' social representation of social workers is completely different: negative associations were common (44%), and among these, professional secrecy and law and regulations dominated. One plausible explanation is the difference of French and Swedish teachers' roles regarding collaboration with social workers.
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