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- Backman, Ylva, 1985-, et al.
(författare)
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Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries
- 2020
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Ingår i: International Journal of Disability, Development and Education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:1, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.
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- Backman, Ylva, 1985-, et al.
(författare)
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Research Methods in the Swedish project Education for Participation : Philosophizing back a ‘New’ Life After Acquired Brain Injury
- 2018
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Ingår i: Parecidos de familia. - Madrid : Anaya. ; , s. 482-490
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Bokkapitel (refereegranskat)abstract
- Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described.
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