| 1. |
|
|
| 2. |
|
|
| 3. |
- Adolfsson, Päivi
(författare)
-
Food Related Activities and Food Intake in Everyday Life among People with Intellectual Disabilities
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to study food, eating and meals in the everyday life of 32 women and men with intellectual disabilities (IDs) who require varying levels of supervision. They lived in supported living (rather independently) or group homes in community-based home-like settings. Observations during 3 days, assisted food records and anthropometric measurements were used to collect data. Dietary intake on the group level showed a varied diet and sufficient intake of all micronutrients, but a low dietary fibre intake. On the individual level, inadequate intake of micronutrients was observed, with many participants being obese, overweight or underweight. Everyday support with food, eating and meals was seen in four praxis: foodwork by oneself for oneself, foodwork in co-operation, foodwork disciplined by staff and foodwork by staff. These four practices resulted in large variations in dietary intake. The first praxis entailed more convenience food and less vitamins, the second and third, more fresh ingredients and high energy intake, and the fourth, low energy intake but rather high intake of vitamins. Sharing of meals was least common in supported living and more common in group homes and daily activity centres. The participants’ social eating spheres consisted mostly of other people with ID and staff members, and seldom other people. Whereas some preferred solitary eating, many participants considered eating together as important, but required staff support in establishing commensality. However, disturbing behaviour, as determined by the staff, could result in solitary eating. In conclusion, supporting the group rather than the individual sometimes created less favourable dietary, eating and meal outcomes. This problem needs to be addressed in order to establish food security at the individual level. In addition, actions should be taken to ensure that people with intellectual disabilities receive sufficient support to meet their individual needs and aspirations.
|
|
| 4. |
- Adolfsson, Päivi, 1956-, et al.
(författare)
-
Foodwork among people with intellectual disabilities and dietary implications depending on staff involvement
- 2012
-
Ingår i: Scandinavian Journal of Disability Research. - London : Taylor & Francis. - 1501-7419 .- 1745-3011. ; 14:1, s. 40-55
-
Tidskriftsartikel (refereegranskat)abstract
- The food provision for people with intellectual disability (ID) in Sweden is organized within their own households. The aim of this study was to describe how foodwork – planning for meals, shopping for food and cooking – is performed in different social contexts in community settings involving people with ID, staff or both. Dietary intake in the main meals in relation to foodwork practice was also studied. Four different foodwork practices could be distinguished. For some participants only one kind of foodwork practice was found, but for most of them two or more different practices. There was a tendency that food items and dishes chosen and used differed depending on what foodwork practice was performed, which, in turn, affected the nutrient intake. More attention needs to be directed to these everyday matters as a means to increase the quality of support in food for people with ID.
|
|
| 5. |
- Adolfsson, Päivi, et al.
(författare)
-
Observed dietary intake in adults with intellectual disability living in the community
- 2008
-
Ingår i: Food & Nutrition Research. - : Co-Action Publishing. - 1654-6628 .- 1654-661X. ; 52
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Knowledge is lacking about dietary habits among people with intellectual disability (ID) living in community residences under new living conditions.Objective: To describe the dietary habits of individuals with ID living in community residences, focusing on intake of food, energy and nutrients as well as meal patterns.Design: Assisted food records and physical activity records over a 3-day observation period for 32 subjects.Results: Great variation was observed in daily energy intake (4.9-14 MJ) dispersed across several meals, with on average 26% of the energy coming from in-between-meal consumption. Main energy sources were milk products, bread, meat products, buns and cakes. The daily intake of fruit and vegetables (320_221 g) as well as dietary fiber (21_99.6 g) was generally low. For four vitamins and two minerals, 19-34% of subjects showed an intake below average requirement (AR). The physical activity level (PAL) was low for all individuals (1.4_0.1).Conclusion: A regular meal pattern with a relatively high proportion of energy from in-between-meal eating occasions and a low intake of especially fruits were typical of this group of people with ID. However, the total intake of energy and other food items varied a great deal between individuals. Thus, every adult with ID has to be treated as an individual with specific needs. A need for more knowledge about food in general and particularly how fruit and vegetables could be included in cooking as well as encouraged to be eaten as inbetween-meals seems imperative in the new living conditions for adults with ID.
|
|
| 6. |
- Adolfsson, Päivi, et al.
(författare)
-
Social aspects of eating events among people with intellectual disability in community living
- 2010
-
Ingår i: Journal of Intellectual & Developmental Disability. - : Informa UK Limited. - 1366-8250 .- 1469-9532. ; 35:4, s. 259-267
-
Tidskriftsartikel (refereegranskat)abstract
- Background:In Sweden, a process involving the deinstitutionalisation of services and the establishment of community-based settings for people with intellectual disability has meant changes in meal arrangements. In the present study, we focus on the social arrangements of meals in community-based settings.Method:Participant observations were used to study the meals as social events for 32 participants, 9 of whom lived in supported living and 23 in group homes.Results:Breakfast and dinner were often eaten alone, while lunch at the daily activity centre and the food eaten between meals snacks were mostly shared with other people. Meals for participants in supported living were seldom social, and meals for participants in the group homes often hierarchical.Conclusion:The participants were often limited in choosing their company at meals, which typically consisted of other people with intellectual disability and staff. If they made such choices, they were dependent upon staff support to realise them.
|
|
| 7. |
- Berg, Gita, 1982-, et al.
(författare)
-
Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies
- 2019
-
Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 30-57
-
Tidskriftsartikel (refereegranskat)abstract
- In Swedish home and consumer studies (HCS), cooking forms apart of the core content, and students often experience the results in a sensuous way–by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.
|
|
| 8. |
- Berg, Gita, 1982-, et al.
(författare)
-
Aesthetic Values in Home and Consumer Studies : Investigating the Secret Ingredient in Food Education
- 2023
-
Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
-
Tidskriftsartikel (refereegranskat)abstract
- Food is a part of everyday life, and formal food education is included in compulsory education in many countries, for example through the subject Home and Consumer Studies (HCS). While food education is often underpinned by public health concerns such as preventing non-communicable diseases and promoting cooking skills, there has been little focus on aesthetic aspects of teaching and learning about food. This study therefore aims to gain understanding of aesthetic values as a part of HCS food educational practices. Aesthetic values are here regarded as socially and culturally shared, and related to notions of pleasure and taste. As this study uses a pragmatist approach, aesthetic values are seen as constituted in encounters, encompassing experiencing individual(s), artifacts, and context. By thematically analyzing empirical data from an exploratory case study, including classroom observations, student focus groups, and teacher interviews, we show how values are constituted as culinary, production, and bodily aesthetics. Culinary aesthetics involved cooking processes, cooking skills, and presentation of food and meals. Production aesthetics involved foods’ origin and degree of pre-processing, whereas bodily aesthetics related to bodily consequences of eating. Aesthetic values were vital features of the educational practices studied and played a key role in bringing the practices forward. They also indicated what counted as valid, or desired, outcomes and thereby steered events in certain directions. The study highlights the significance of aesthetic values and argues in favor of acknowledging aesthetics in planning, undertaking, and evaluating HCS food education.
|
|
| 9. |
- Berg, Gita, 1982-
(författare)
-
Beyond the plate : Food and health, aesthetics and meaning-making in Home and consumer studies
- 2024
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to cultivate understandings of how meanings regarding food and health are made within the school subject home and consumer studies (HCS). The thesis builds on empirical data generated through a comprehensive case study, where 12 students from one school class and their two teachers were followed in HCS over the course of a school year. The methods used were observations, interviews, focus groups, and document collection. This work comprises four papers, where Paper I covers students’ meaning-making during cooking with a focus on aesthetic judgments. The results of Paper I illustrate different ways in which the students used aesthetic judgments, and how aesthetics became integral to meaning-making. Paper II investigates food for health as educational content, using qualification, socialization, and subjectification as an analytical framework. The results exemplify how these three educational functions can be operationalized empirically, and how a given educational content opens up for meaning-making that goes beyond learning facts and skills. In Paper III, thematic analysis is used to gain an overview of which aesthetic values were constituted in the studied practices, and how. Thus, the central roles of aesthetics in HCS food education were further illustrated. Lastly, Paper IV investigates use of the plate model as a food educational tool, using three planes of analysis as a framework. The results demonstrate how the plate model can be useful in food and health education, but also that it needs to be used with caution, for example to avoid conveying a rigid message of “right” and “wrong” dishes. Taken together, the results of the four papers show how food was a central transactant in the studied practices, i.e., how the food itself became an important co-actor in the meaning-making processes. Second, the discrepancy between the students’ focus on immediate food experiences and the teachers’ instrumental orientation is highlighted. In summary, this thesis provides empirically grounded contributions to support food educational practices in general, and HCS subject didactics in particular. Additionally, it strengthens the position of HCS as a subject to be reckoned with in wider didactic contexts, as well as in the emerging field of disciplinary aesthetics.
|
|
| 10. |
- Berg, Gita, 1982-, et al.
(författare)
-
Literacy till lunch : Elevers meningsskapande under formaliserad matlagning i hem- och konsumentkunskap
- 2018
-
Ingår i: Nationell ämnesdidaktisk konferens.
-
Konferensbidrag (refereegranskat)abstract
- Presentationen baseras på en pågående fallstudie inom ämnet hem- och konsumentkunskap (HK), som genomförs i samverkan med två HK-lärare. Den del som presenteras här innefattar en praktisk epistemologisk analys (PEA) av filmade klassrumsobservationer där elever lagar mat i par. Under aktiviteten uppstår situationer som utgör hinder i matlagningsprocessen. Dessa blir särskilt synliga under moment som kräver en subjektiv bedömning baserad på sensoriska erfarenheter, exempelvis när eleverna ska bedöma om livsmedel är färdigtillagade. För att ta sig vidare i aktiviteten genomför eleverna repetitiva handlingar och söker bekräftelse från kamrater och lärare. Dessa processer synliggörs och ligger till grund för en vidare didaktisk diskussion kring lärares val av innehåll och metoder för undervisning i ämnet.
|
|
