| 1. |
- Ekberg, O., et al.
(författare)
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Effect of Barium Sulfate Contrast Medium on Rheology and Sensory Texture Attributes in a Model Food
- 2009
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Ingår i: Acta Radiologica. - : SAGE Publications. - 0284-1851 .- 1600-0455. ; 50:2, s. 131-138
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Tidskriftsartikel (refereegranskat)abstract
- Background: The swallowing process can be visualized using videoradiography, by mixing food with contrast medium, e.g., barium sulfate (BaSO4), making it radiopaque. The sensory properties of foods may be affected by adding this medium. Purpose: To evaluate if and to what extent sensory and rheological characteristics of mango puree were altered by adding barium sulfate to the food. Material and Methods: This study evaluated four food samples based on mango puree, with no or added barium sulfate contrast medium (0%, 12.5%, 25.0%, and 37.5%), by a radiographic method, and measured sensory texture properties and rheological characteristics. The sensory evaluation was performed by an external trained panel using quantitative descriptive analysis. The ease of swallowing the foods was also evaluated. Results: The sensory texture properties of mango puree were significantly affected by the added barium in all evaluated attributes, as was the perception of particles. Moreover, ease of swallowing was significantly higher in the sample without added contrast medium. All samples decreased in extensional viscosity with increasing extension rate, i.e., all samples were tension thinning. Shear viscosity was not as dependent on the concentration of BaSO4 as extensional viscosity. Conclusion: Addition of barium sulfate to a model food of mango puree has a major impact on perceived sensory texture attributes as well as on rheological parameters.
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| 2. |
- Alm, Maria, 1956-, et al.
(författare)
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Kompletterande yrkesgrupper i skolan : Socialpedagogens roll och uppdrag
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten syftar till att ge en översiktlig bild av socialpedagogers uppdrag och roll i skolan. Detta görs mot bakgrund av den aktuella diskussionen om behovet av att avlasta lärare arbetsuppgifter så att de kan fokusera på kärnuppdraget, dvs undervisning. Rapporten bygger på två empiriska delar: delstudie I är en textanalys av annonser för lediga tjänster som socialpedagog respektive lärarassistent och i delstudie II har fyra fokusgruppsintervjuer genomförts med socialpedagoger som arbetar i skolan. Resultatet av delstudie I visar att skolor i större utsträckning söker efter lärarassistenter än socialpedagoger. I studien gjordes en fördjupad analys av annonserna som socialpedagog. Denna visade att socialpedagogernas arbetsuppgifter kunde kategoriseras under sju områden: specialistkompetens, samordning och samarbete, individinriktat arbete, förebyggande arbete, trygghet och tillgänglighet samt kartläggning och administration. Sammantaget beskrevs arbetsuppgifterna som att de i huvudsak handlade om arbete med den sociala situationen kring elever i skolan.I delstudie II intervjuades 11 socialpedagoger som arbetar i skolan och som har tagit en examen från utbildningsprogrammet Socialpedagogik med inriktning mot ungdoms- och missbruksvård vid Linnéuniversitetet i Växjö. De intervjuade socialpedagogerna hade olika yrkestitlar, och beroende på anställning delvis olika arbetsuppgifter. Flera av dem hade själva varit med och utformat sin befattningsbeskrivning, medan andra saknade en sådan. Det är bara en av intervjupersonerna som har en yrkestitel som socialpedagog. Vidare visade analysen att socialpedagoger i skolan har ett komplext och otydligt uppdrag och att det finns gränsdragningsproblematik i relation till andra yrkeskategorier i skolan. De intervjuade personerna ser som sitt huvuduppdrag att skapa relationer med eleverna och få dem att må bra så att de i förlängningen kan klara av skolan. Socialpedagogerna uttrycker vidare att de vill vara tillgängliga för alla elever och skapa trygghet i skolan samt arbeta förebyggande. De drar en skarp gräns mot att undervisa i skolämnen men flera av dem arbetar i klasserna med områden som de uppfattar ligger nära deras kompetens, som t.ex. värdegrundsarbete eller olika gruppaktiviteter.En annan viktig del av socialpedagogernas arbetsuppgifter innebär samarbete med olika personer och instanser, både i skolan och utanför. De anser att de med sin utbildningsbakgrund har en lämplig kompetens för att arbeta i skolan, men flera uppger att de önskat mer kunskap om skolans uppdrag och kontext i utbildningen. En slutsats som kan dras är att när nya yrkeskategorier införs i skolan krävs ett engagemang och en tydlighet från skolledningen. Det är viktigt att det finns tydliga befattningsbeskrivningar om tjänsternas innehåll och att detta är kommunicerat med övrig personal. Mot bakgrund av lärares ökande arbetsbelastning och behovet av att stödja elever som har social problematik eller andra svårigheter i skolan tycks det finnas ett behov av kompletterande yrkesgrupper i skolan. En sådan kompletterande yrkesgrupp kan vara högskoleutbildade socialpedagoger, vilket är mer förekommande i andra europeiska länder i jämförelse med Sverige.
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| 3. |
- Andersson, Mikael, 1979-
(författare)
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Assessing Physical Activity and Physical Capacity in Subjects with Chronic Obstructive Pulmonary Disease
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to assess measurement properties of methods suitable for screening or monitoring of physical capacity and physical activity in subjects with chronic obstructive pulmonary disease (COPD), and to explore factors associated with physical activity levels.Methods: Four observational studies were conducted. Participants in studies I-III (sample sizes) (n=49, n=15, n=73) were recruited from specialist clinics, and in study IV from a population-based cohort (COPD n=470 and Non-COPD n=659). Psychometric properties of methods assessing physical capacity (study I) and physical activity (study II) were investigated in laboratory settings. Daily physical activity and clinical characteristics were assessed with objective methods (study III) and with subjective methods (study IV).Results: Physical capacity as measured by walking speed during a 30-metre walk test displayed high test-retest correlations (ICC>0.87) and small measurement error. The accuracy for step count and body positions differed between activity monitors and direct observations. In study III 92% of subjects had an activity level below what is recommended in guidelines. Forty five percent of subjects’ activity could be accounted for by clinical characteristics with lung function (22.5%), walking speed (10.1%), quadriceps strength (7.0%) and fat-free mass index (3.0%) being significant predictors. In study IV, low physical activity was significantly more prevalent in COPD subjects from GOLD grade ≥II than among Non-COPD subjects (22.4 vs. 14.6%, p = 0.016). The strongest factors associated with low activity in COPD subjects were a history of heart disease, OR (CI 95%) 2.11 (1.10-4.08) and fatigue, OR 2.33 (1.31-4.13) while obesity was the only significant factor in Non-COPD subjects, OR 2.26 (1.17-4.35).Conclusion: The 30 meter walk test and activity monitors are useful when assessing physical capacity and physical activity, respectively in patients with COPD. Impaired physical activity in severe COPD is related to low lung function, low walking speed, low muscle strength and altered body composition, whereas comorbidities and fatigue are linked to insufficient physical activity in patients with moderately severe COPD.
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| 4. |
- Backlund, Åsa, et al.
(författare)
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Skolsocialt arbete - en angelägenhet för alla?
- 2012
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Ingår i: Socionomen Facktidsskriften för kvalificerat socialt arbete. - Stockholm : Akademikerförbundet SSR. - 0283-1929. ; :2, s. 26-31
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Basic, Goran, 1972-, et al.
(författare)
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School as a protection factor : An analysis of achievements, obstacles, collaboration, and identities in senior high school work with students who use alcohol and drugs
- 2017
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Ingår i: Book of Abstracts. - Zagreb : Faculty of Education and Rehabilitation Sciences, University of Zagreb. ; , s. 107-108
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Konferensbidrag (refereegranskat)abstract
- Ethnography is a research method in which the researcher (1) engages in a social environment for a long period of time, (2) conducts regular observations of how the participants in this environment behave, (3) listens to and participates in the conversation, (4) interviews informants about phenomena that cannot be observed directly and about which the ethnographer is unclear, (5) collects documentary sources related to this group, (6) develops an understanding of the group’s culture and of human behaviour in the context of this culture, and (7) formulates a detailed account of this environment (Bryman 2016). This study is inspired by ethnographic methodology, where researchers reside within the environments, situations, and interactions they want to learn about. By observing what happens, listening to what is said, asking questions and collecting documents in the practice, the researcher can come to an understanding of the participantsʼ experiences. Adolescence is a unique period in which there is a high potential to influence and change both issues at school and drug abuse problems. However, it may require productive collaboration between professional in the social services and treatment centres and school staff. The environment at school can help create stability in a drug-abusing youths’ life, and the combination of education and treatment is a key factor necessary for these students to build independence. Much remains unknown about improving schooling for students with alcohol and drug problems and the factors involved should therefore be investigated. This study aims to identify and analyse (1) factors in practical and organizational work at senior high schools that are obstructive and promotive to students with alcohol and drug problems; (2) the circumstances teachers and other professional actors in the Swedish school system need to promote the success of students with alcohol and drug problems; (3) implications of school attendance for inclusion, learning, and change in these youths; and (4) implications for the identity construction of these young people related to school situations. By examining the details of the work done by professionals, the results from this study will provide missing knowledge about how to improve schooling for young people with alcohol and drug problems and how this contributes to their inclusion and participation in society. Our hope is that the study will identify conditions and opportunities needed to support young people with alcohol and drug problems in senior high school. Additionally, the information obtained will be used to develop a model for improved collaboration between schools, social services, and various treatment services to improve graduation rates for young people in the target group. In this specific target group, studies are lacking that identify factors that promote or obstruct such cooperation.
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| 6. |
- Basic, Goran, 1972-, et al.
(författare)
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Unaccompanied young refugees with experiences of war in institutional care in Sweden : A social pedagogical analysis of the narratives of young persons and institution personnel
- 2018
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Ingår i: Social Pedagogy and Social Education : Bridging Traditions and Innovations. International Conference, Puebla, Mexico, February 22-24, 2018. - Phoenix : Social Pedagogy Association. ; , s. 12-23
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Konferensbidrag (refereegranskat)abstract
- The purpose of the study is: 1) to analyse the narratives of young people who have experienced a war, fled to Sweden and been taken care of and placed in institutions, 2) to analyse the narratives of institution personnel about the day-to-day work of taking care of young people who have experienced war. The material used in the study has been gathered by means of interviews with young people in care with experiences of war, and interviews with personnel at HVB homes who work with these young people.The previous research shows that the social pedagogic perspective is one of the perspectives in social sciences that stresses the importance of including the individual in the community. The individual is given confirmation of his or her identity by participating in the community, and successful interaction between individuals is a fundamental prerequisite for the successful integration of unaccompanied children and young people in Sweden. The researchers highlight the importance of interaction between those already established in the community and the individual who is on its margin. One of the most important dimensions from a social pedagogical perspective is to analytically investigate relationships between individuals needing help and the professional participants tasked with helping these individuals as part of their professional role.A social pedagogue works in a variety of social contexts in which individuals need professional help with integration and success in those contexts. This can involve students in school; inmates at youth institutions and prisons; children, young people and adults who are the subjects of intervention by social services; patients undergoing psychiatric treatment; and other individual categories where people find themselves in critical life situations and need professional help to overcome them.The writings of for example Lisbeth Eriksson, Juha Hämäläinen and Xavier Ucar provide insights into some expectations that come into play in the various social contexts of the role of a “social pedagogue.” A social pedagogue is portrayed as an expert who works with a specific and defined goal. The goal is to help/guide the client to overcome obstacles that hamper integration and success in the context. In order to do this, social pedagogues are expected to possess specific professional qualifications in order to support and motivate their clients in overcoming obstacles and meeting their goals. A social pedagogue works in a socially oriented way and plays an educational fostering role. It is anticipated that this will help the client develop an understanding of how to act in accordance with desired expectations, norms and values and to resist peer pressure and involvement in anti-social activities. A social pedagogue is also expected to supervise other professional categories in the context of the various issues related to the client’s living conditions. In addition, the social pedagogue is expected to act as a link between different professions with the goal of facilitating collaboration that supports the client’s social and educational development (when the client is a child or young person, the social pedagogue is expected to also collaborate with parents). The social pedagogue sometimes has a limited scope for action; the role has low status and standing in relation to other professional categories involved. The role of the social pedagogue is portrayed as diffuse, unspoken and full of contradictions in relation to other professional categories in the organizational hierarchy. The role of social pedagogue tends to assume a controlling and repressive function as support for other professional categories in the context.In conclusion, there are major variations in what is expected of a social pedagogue. A common denominator is that the mission of a social pedagogue and the context in which the social pedagogue operates appears to be sufficiently flexible to enable an individual to play the role in a wide variety of ways. It is only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture that he or she has a chance to be of importance to other professional categories and for the client. This means in practice that it is only when the individual social pedagogue transcends the expectations of the role presented above that he or she has a chance to be appreciated by other collaborators.Lisbeth Eriksson and Juha Hämäläinen illustrate four important dimensions of the social pedagogical perspective. The first of these focusses on goals in the context to be achieved by means of social pedagogy. In this dimension, the importance of the participants’ socialisation is brought to the fore in the context by, among other things, integration and mobilisation of all forces in the community with the aim of helping the individual who is on the margin of the community. The second dimension focusses on the correct social pedagogic approach, especially in the relationship between the professional participants and the individual in need of help. The professional participants working in accordance with the social pedagogic perspective are empathic towards the individual requiring help, while also being aware of the specific expectations of the professional role. The third dimension focusses on appropriate social pedagogic methods in the work with the individual who is in need of help. Methods considered to be appropriate are the dynamic methods based on the individual as part of the group and part of a wider social context (such as environmental therapy). The fourth dimension focusses on social pedagogy as a resource for professional work with the individual who is on the margin of the community and in need of help. In this dimension, there is emphasis on the importance of the correct approach by the professional participants, with the goal of creating progress in the relationship with the individual in need of help by means of well thought-out dialogue and action.If we borrow analytical glasses from Hämäläinen and Eriksson, we can read the following from this study: 1) social pedagogic target groups - as represented by a) young people in care who have experiences of war and who were subsequently placed in HVB homes in Sweden, b) personnel at HVB homes who work with these young people; 2) social pedagogical arenas - as represented by various contexts that are brought to the fore in the study’s empirical material (war context, migration context while fleeing to Sweden, migration context during integration into Sweden, institution context, school context etc.; 3) social pedagogical roles - as represented by various roles that are brought to the fore in the study’s empirical material (victim of war, student, homosexual, empathic personnel, competent personnel, incompetent personnel etc.). Analysis of the study’s empirical material shows that the lives of young people in Sweden are characterised by uncertainty; they do not know if they will be allowed to stay in Sweden, whether they will have the opportunity to keep attending school or whether they will ever get to see their parents again. The material provides a picture of a waiting period that involves a considerable adjustment for these young people, regardless of whether or not they are given leave to remain in Sweden.The time after first arriving in Sweden can seem like a prelude to starting a new life, a prelude which is sometimes characterised by a continuing flight. The war goes on and is present in stories. Interviews with personnel at HVB homes and young people in this study are sometimes extremely emotionally charged. There may be painful stories about, for example, someone’s entire family and everyone living in the village fleeing from a Taliban attack, about how their best friend was killed in a suicide attack, about how Russian and government forces in Syria harass women (“sisters”). The stories are also about friends and relatives who are taken away and never return, a father who was executed, a difficult journey to Sweden, as well as about personnel at HVB homes who are empathic, who understand and try to help young people, but also about others who belittle and abuse young people and even contribute to the risk of worse mental health in young people.Analysis of empirical material has crystallised out the following themes in interviews with young people: a) war as a permanent social condition; b) school in the home country becomes demonstration, demonstration becomes school; c) learning war (war as pedagogical practice); d) normalising/ neutralising the condition of war (“playing football”, “as normal”); e) flight from war is also war – or part of the war (deprivation of liberty/abduction, slave labour); f) the future in Sweden (struggle for social recognition/recognition of identity – for example as student, employee, person, breadwinner and homosexual).In interviews with institution personnel, the following themes have crystallised out: a) previous chaos in reception centres in Sweden, now more orderly; b) young people singled out and stigmatised by society; c) importance of empathic attitudes and humanity; d) no treatment is offered or given in the institution; e) main task: to help young people to integrate in society; f) there is collaboration with other professional categories, but it is limited (no more than what is essential); g) young people’s age as a problem; h) young people are described as greedy (reason for coming to Sweden); i) maltreatment in institutions; j) (in)competence of personnel.
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| 7. |
- Bülow, Margareta, et al.
(författare)
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Do dysphagic patients with an absent pharyngeal swallow have a shorter survival than dysphagic patients with pharyngeal swallow? Prognostic importance of a therapeutic videoradiographic swallowing study (TVSS).
- 2005
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Ingår i: Acta Radiologica. - : SAGE Publications. - 1600-0455 .- 0284-1851. ; 46:2, s. 126-131
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Tidskriftsartikel (refereegranskat)abstract
- Purpose:To study survival in two groups of dysphagic patients - one group unable to elicit the pharyngeal stage of swallow (APS) and another group with pharyngeal swallow (WPS) - and to compare recommendations regarding nutrition and therapeutic strategies based on the therapeutic swallowing study. Material and Methods: In this retrospective study, the records of dysphagic patients who have undergone a therapeutic videoradiographic swallowing study (TVSS) were reviewed. Forty patients without pharyngeal swallow were matched for age and gender with 40 patients with pharyngeal swallow; altogether 80 patients were included in the study. Survival was registered at 3, 12, and 72 months after the TVSS. Results: In this study, the APS group had a significantly shorter survival time (P = 0.0030) compared to the WPS group when followed-up at 12 months. In the APS group, most patients (37.5% (15/40)) died within the 3 months after TVSS. At 72 months, 62.5% (25/40) of the patients in the APS group had died. In the WPS group, 5% (2/40) had died within 3 months and 47.4% (19/40) after 12 months. At 72 months, 52.5% (21/40) of the patients in the WPS group had died. Regarding nutritional and therapeutic recommendations based on TVSS, 34/40 in the APS group were recommended no oral intake. Eighteen naso-gastric tubes were placed directly after TVSS. The therapeutic strategies recommended were head-positioning, thermal tactile stimulation, and tongue exercises (in 8 patients). In the WPS group, all patients were recommended oral intake. Diet modification was recommended in 29 patients. The therapeutic strategies recommended were head-positioning, thermal tactile stimulation, tongue exercises, supraglottic swallow, and effortful swallow (in 24 patients). Conclusion: Patients unable to elicit the pharyngeal stage of swallow had a shorter survival time than patients with pharyngeal swallow, probably due to a more severe underlying disease. Tube feeding was more frequent in the APS group. Fewer therapeutic strategies were recommended compared to the WPS group. In the WPS group, diet modification was frequent. Several patients had different therapeutic strategies. At the end of the study, 8/40 patients (20%) in the APS group had recovered and regained the ability to elicit the pharyngeal stage of swallow. All eight had achieved active swallowing rehabilitation.
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| 8. |
- Bülow, Margareta, et al.
(författare)
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Neuromuscular Electrical Stimulation (NMES) in Stroke Patients with Oral and Pharyngeal Dysfunction.
- 2008
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Ingår i: Dysphagia. - : Springer Science and Business Media LLC. - 1432-0460 .- 0179-051X. ; 23, s. 302-309
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Tidskriftsartikel (refereegranskat)abstract
- Neuromuscular electrical stimulation (NMES) technique is a dual-channel electrotherapy system designed specifically for the treatment of pharyngeal dysfunction. The purpose of this study was to evaluate and compare the outcome of NMES versus traditional swallowing therapy (TT) in stroke patients. Three European swallowing centers participated in this randomized trial. Twenty-five patients (16 men and 9 women) were included. Twelve patients were randomized for NMES and 13 for TT. Mean age was 70 years for the NMES group and 71 years for the TT group. Inclusion criteria were (1) patients 50-80 years old with cerebrovascular disease (stroke) for more than 3 months before the study, (2) only patients with hemispheric stroke, (3) no brainstem involvement, (4) ability to swallow, and (5) ability to communicate. Pre- and post-trial measurements were videoradiographic swallowing evaluation, nutritional status, oral motor function test, and a visual analog scale (VAS) for self-evaluation of complaints. All subjects received 15 therapy sessions. Statistically significant positive therapy effects for both NMES and TT combined were found, but there was no statistically significant difference in therapy effect between the groups. The correlations between measurements were low. The patient's subjective experience of improvement had low correlation with the outcome from the objective evaluation.
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| 9. |
- Bülow, Margareta, et al.
(författare)
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Supraglottic swallow, effortful swallow, and chin tuck did not alter hypopharyngeal intrabolus pressure in patients with pharyngeal dysfunction.
- 2002
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Ingår i: Dysphagia. - : Springer Science and Business Media LLC. - 1432-0460 .- 0179-051X. ; 17:3, s. 197-201
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Tidskriftsartikel (refereegranskat)abstract
- Simultaneous videoradiography and solid-state manometry (videomanometry) were performed in 8 patients (4 women, 4 men; age range = 46-81 years, mean age = 70 years) with pharyngeal dysfunction in order to disclose any changes in intrabolus pressure during swallowing maneuvers. Five of the patients had severe pharyngeal dysfunction with frequent misdirected swallows. Three of the patients had moderate pharyngeal dysfunction with delayed initiation of pharyngeal swallow. Three different swallowing techniques were applied: supraglottic swallow, effortful swallow, and chin tuck. Pharyngeal intrabolus pressure was analyzed at the level of the inferior pharyngeal constrictor. Supraglottic swallow, effortful swallow, and chin tuck did not alter peak amplitude or duration of the intrabolus pressure.
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| 10. |
- Bülow, Margareta, et al.
(författare)
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The therapeutic swallowing study
- 2003
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Ingår i: Radiology of the pharynx and the esophagus. - 9783540415091 ; , s. 99-99
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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