| 1. |
- Ferrer-Wreder, Laura, et al.
(författare)
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The Cultural Adaptation of Interventions to Promote Positive Development : The Preschool Edition of PATHS® in Sweden
- 2021
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Ingår i: Handbook of Positive Youth Development. - Cham : Springer. - 9783030702618 - 9783030702625 ; , s. 399-413
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Bokkapitel (refereegranskat)abstract
- This chapter is a commentary regarding advances in the intervention cultural adaptation research literature, particularly as it concerns positive development (PD) interventions. An overview of research on PD interventions is provided. Thereafter, the chapter focuses on the implementation of PD interventions cross-nationally, highlighting the importance of cultural adaptation in this process. The Planned Intervention Adaptation (PIA) protocol is used along with a case study, as an illustration of steps that can be taken in the cultural adaptation of interventions and to highlight issues that can be at stake when culturally adapting PD interventions. The case is an overview of the cultural adaptation of the preschool edition of PATHS®. PATHS® is an American (U.S.) developed, school-based teacher implemented intervention designed to support young children’s social emotional competence and to change schools’ climate in ways that foster social emotional learning. Social emotional competence is an important expression of PD. This chapter provides an overview of how specific aspects of culture and context were considered in a PATHS® effectiveness trial. This chapter concludes with a summary of lessons learned from this case and the need to culturally recast some concepts in the process of translation, as well as a consideration of promising approaches to advance the development, impact, and spread of adaptable culturally relevant PD interventions.
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| 2. |
- Fohlin, Lisa, 1987-, et al.
(författare)
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School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we tested a 3-factor model (capability, opportunity, motivation) corresponding to the Theoretical Domain Framework and the COM-B system. Measurement of motivation was suboptimal, but a 2-factor model exclusively retaining capability and opportunity had fair fit. The questionnaire showed overall fair internal structure evidence. Facilitators related primarily to motivation, whereas potential barriers related to capability, opportunity, and motivation. Teachers working in early school years perceived higher opportunity and capability than teachers working in later school years. School staff in the implementation team perceived higher opportunity than other school staff. The DIBQ-S could support school implementations by ensuring that the process feels coherent, manageable, and meaningful for frontline implementers.
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| 3. |
- Olsson, Tina M., et al.
(författare)
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Study protocol for a non-randomized controlled trial of the effects of internet-based parent training as a booster to the preschool edition of PATHS® : Universal edition of the Parent Web
- 2023
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:4, s. e0284926-e0284926
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Tidskriftsartikel (refereegranskat)abstract
- Well implemented, universal parental support is often effective in families with younger children, but research on their effects on families with adolescent children is scarce. In this study, a trial of the universal parent training intervention “Parent Web” in early adolescence is added to the social emotional learning intervention Promoting Alternative Thinking Strategies (PATHS®), completed in early childhood. The Parent Web is a universal online parenting intervention based on social learning theory. The intervention aims to promote positive parenting and family interaction through five weekly modules completed over 6–8 weeks.The main hypothesis is that participants in the intervention group will exhibit significant pre to post- intervention-related benefits relative participants in the comparison group.The aims of this study are: 1) provide Parent Web as a booster aimed at improving parenting support and practices at the transition into adolescence to a cohort of parents whose children have previously participated in preschool PATHS, and 2) examine the effects of the universal edition of Parent Web. The study has a quasi-experimental design with pre- and post-testing.The incremental effects of this internet-delivered parent training intervention are tested in parents of early adolescents (11–13 years) who participated in PATHS when 4–5 years old compared to a matched sample of adolescents with no prior experience of PATHS. The primary outcomes are parent reported child behavior and family relationships. Secondary outcomes include self-reported parent health and stress. The proposed study is one of the few trials to test the effects of universal parental support in families of early adolescents and will therefore contribute to the understanding of how mental health in children and young people can be promoted across developmental periods through a continuum of universal measures.Trial registration: Clinical trials.gov (NCT05172297), prospectively registered on December 29, 2021.
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| 4. |
- Sedem, Mina, 1966-, et al.
(författare)
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Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools
- 2022
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Ingår i: Assessment for Effective Intervention. - : Sage Publications. - 1534-5084 .- 1938-7458. ; 48:1, s. 52-61
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Tidskriftsartikel (refereegranskat)abstract
- Play and peer interactions are crucial for children’s socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing children. Reliable and valid assessment information of children’s social behavior is necessary to design programs that support the socioemotional development of young children with and without special needs. The Teacher Impression Scale (TIS) is a behavioral rating scale based on systematic observations of children’s social behaviors in play. The study aimed to examine the internal structure evidence and the reliability of the Swedish version of the TIS. A sample of 46 preschool teachers used the TIS to rate the social behavior of 92 children. Teachers observed children with special education needs (SEN) and typically developing children (TD) during a 2-week time to assess the children’s social interactions in different play situations. The results showed that the Swedish version of the TIS, hereafter called TIS-S is reliable and can help teachers to identify the need of support for children in play and social interaction in inclusive preschool environments. Furthermore, the instrument could also be useful for identifying special educational strategies aimed at strengthening the social interaction between children.
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| 5. |
- Sedem, Mina, 1966-
(författare)
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Rädsla för förlust av liv och heder
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to examine honor conflicts that arose between girls with Swedish-foreign origin and their parents, but also to explore an honor conflict that resulted in an extreme form of violent crime, namely the murder of a young girl. The participants were different family members with foreign origins. Data were collected from qualitative interviews with 16 female and 7 male participants and were analysed according to Grounded Theory. The families were described in terms of disharmonic relations and dysfunctional growing up conditions. Fear was found to be a core variable in all the participants’ experience of the situation and also an important underlying cause of the conflict with its final outcome. The results showed that the girls’ fear during the conflict process included both mental and physical experiences. Fear was also described as an underlying cause of turning points of the conflict and the girls’ decision making in whether to stay or abandon their families. The mothers’ fear was accentuated by their daughters´ bodily and behavioral changes during puberty and was reported to be due to their concern that the girl might acquire bad teenage habits. However, the main reason for fear reported by the mothers was that they feared that the girls would disgrace the family name by violating chastity norms. The fathers described their fear of having their reputation disgraced, which in turn would lead to social exclusion. Another finding in the study was time distance, which moderated the fear. The concept of fear was a major variable also in the retrospective case that included the murder of a young girl. The male family members of this specific family were afraid of losing their power and honor, combined with unresolved internal conflicts and external intervention, which all contributed to the murder. The results are discussed in terms of attachment theory, development theories, conflict theory, as well as acculturation theory.
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| 6. |
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| 7. |
- Sedem, Mina, 1966-, et al.
(författare)
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Violence against children and youths with disabilities in the Nordic countries- Asystematic literature review
- 2022
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Ingår i: Violence against children and youths with disabilities in the Nordic countries- Asystematic literature review.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Inclusive education is an ideological goal and governments all over the world areformulating policies to realize this goal. Inspired by a humanistic vision of educationand development based on human rights and dignity; social justice; inclusion;protection; cultural, linguistic and ethnic diversity; and shared responsibility andaccountability it reaffirms that education is a public good and a fundamental humanright (UNESCO, 2016). The question which arises is what do we mean with inclusionin Sweden?Sweden has a decentralized education system and all decisions concerning theimplementation of the Education Act and the curriculum are made within the local self-governing municipalities. There is therefore great variation among the municipalities.Even though the terminology inclusive education is missing in the Swedish legislationthe structural provisions are made so that no child is left behind. Despite the rights ofchildren and students with special educational needs are stated in the policydocuments it does not specify the measures taken to meet the needs of the child.The objective of this paper is to highlight some of the theoretical approaches on theconcept of inclusive education as comprehended in the Swedish context.We conducted a literature review to investigate how the concept is defined in Swedenand Nordic countries. To explore the theoretical approaches of the concept as well assimilarities and differences of inclusion which will deepen our knowledge about theboundaries that hinder the achievement of inclusive education. This is imperative topromote and realize inclusive education for all.
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