| 1. |
- Kvist Lindholm, Sofia
(författare)
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The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.
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| 2. |
- Malmquist, Anna
(författare)
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Pride and Prejudice : Lesbian Families in Contemporary Sweden
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Options and possibilities for lesbian parents have changed fundamentally since the turn of the millennium. A legal change in 2003 enabled a same-sex couple to share legal parenthood of the same child. An additional legal change, in 2005, gave lesbian couples access to fertility treatment within public healthcare in Sweden. The present thesis focuses on families where two women share legal parenthood of their children. It aims to provide knowledge about lesbian parenting couples and their children, and to focus on the interplay between family members within lesbian families, and between family members and their surroundings. Furthermore, the thesis aims to visualize and analyse notions of heteronormativity and homonormativity in contemporary Sweden. The thesis draws on interviews with 118 parents in 61 families, and 12 children in 11 families. The participants’ stories, descriptions, reflections and discourses have been analysed using discursive psychology and thematic analysis.The thesis includes five empirical papers. Paper I focuses on encounters with healthcare professionals prior to and during pregnancy, at childbirth and during the early stages of parenthood. Paper II deals with the participants’ experiences of second-parent adoption processes. Paper III focuses on equality in parenting relations. Paper IV focuses on encounters with fertility clinics within public healthcare. Paper V highlights the children’s reflections and shows how the children talk about fathers and donors.
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| 3. |
- Eskner Skoger, Ulrika, 1968-
(författare)
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Mellan könsspecifika förväntningar och ett neutralt kunskapsideal : att förhålla sig till betydelser av kön som barnpsykolog i Sverige
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Detta avhandlingsarbete undersöker hur psykologer förhåller sig till de olika betydelser av kön som finns i de sammanhang de befinner sig i när de utövar sitt yrke. Genom att utforska de betydelser som barn- och ungdomspsykologer ger skillnader mellan flickor och pojkar har jag identifierat svårigheter och möjligheter när det gäller att inkludera sociala och kulturella aspekter i beskrivningar av barns och ungas psykologiska utveckling inom psykologiprofessionen i Sverige. Ett inkluderande av sociala och kulturella aspekter skulle bidra till en förståelse för hur barns psykologiska fungerande hänger ihop med de samhälleliga sammanhang de befinner sig i, och kunna användas för att ge barnen ett bättre stöd i behandlingsarbete. Metod Elva intervjuer med svenska barn- och ungdomspsykologer, samt tre svenska läroböcker i utvecklingspsykologi analyserades. Analyserna utgick från socialkonstruktionistiska och diskurspsykologiska perspektiv. Resultat Analyserna visade att psykologerna gav kön, genus och jämställdhet flera olika betydelser och att dessa olika betydelser ofta var motstridiga. Ett glapp identifieras mellan övergripande beskrivningar av barn och ungas utveckling där ambitionen att beskriva psykologisk utveckling som en interaktion mellan biologiska och kulturella faktorer tydligt kom till uttryck, och de mer konkreta beskrivningarna av psykologisk utveckling där ett biologiskt och/eller individinriktat synsätt gavs företräde. Detta glapp kom framförallt till uttryck i läroböckerna. I barn- och ungdomspsykologernas tal om sitt arbete blev ett annat glapp synligt. När de talade mer övergripande om vad ett professionellt förhållningssätt till kön innebar baserade sig talet på strävan efter neutralitet och en syn på kön som ovidkommande för psykologisk behandling. När talet handlade om det konkreta behandlingsarbetet konstruerades kön som skillnader. Barn- och ungdomspsykologerna tycktes sitta fast i ett dilemma mellan en könsneutral retorik och ett bemötande och en behandling som utgick från könsskillnader som ”naturliga”. Det snäva individfokus som kom till uttryck i psykologernas berättelser lyfts fram som en förklaring till att psykologerna inte själva tycktes uppmärksamma detta glapp under sitt berättande. En fråga där psykologerna ställde kritiska frågor kring jämställdhet och lika fördelning av resurser handlade om att så få flickor i yngre åldrar besöker barn- och ungdomspsykiatrin. Vid dessa tillfällen kom en vilja att omfatta flickors och pojkars olika livsvillkor som förklaring till könsskillnader till uttryck. Då det i deras tal inte fanns några kopplingar mellan den olika fördelningen av resurser och över- och underordning mellan kvinnor och män på en samhällsnivå, verkade psykologerna dock sakna tillgång till analytiska redskap att fullfölja tankarna om olika livsvillkor. Försöken att kontextualisera flickornas ”osynlighet” tycktes då landa i en anpassning efter könsstereotyper för ”deras eget bästa”. Jag identifierade några undantag från detta mönster. Några få psykologer uttryckte explicit ett jämställdhetsintresse och en önskan att arbeta på ett jämställt sätt i sitt behandlingsarbete. Analyserna av deras berättelser visar att professionella ideal när det gäller kunskapssyn hade stor betydelse för om, och hur, de kunde motarbeta ett könsstereotypt förhållningssätt i sitt arbete. En strategi att arbeta för jämställdhet utifrån ett neutralt kunskapsideal tycktes leda till ett fokus på ”likabehandling” och osynliggöra skillnader i värdering och handlingsutrymme mellan flickor och pojkar. En strategi att arbeta för jämställdhet som baserar sig i idealet ”rättvist resultat” tycktes öppna upp för möjligheter att upprätthålla uppmärksamheten på orättvisor och maktprocesser mellan könen. Slutsats Möjligheterna att inkludera kulturella och sociala betydelser av kön i psykologiskt behandlingsarbete med barn och unga verkar hänga nära samman med psykologers professionella ideal för vad som är legitim kunskap. I vilken utsträckning psykologerna hade tillgång till analytiska redskap att reflektera över kopplingar mellan problemen hos de flickor och pojkar de träffade och över- och underordning mellan kvinnor och män på en samhällsnivå var också viktigt. Sådana tankemässiga redskap, som utgår från feministiska teorier och genusvetenskap, saknades till stor del i de intervjuer och de läroböcker som granskades.
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| 4. |
- Josefsson, Jonathan
(författare)
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Children at the Borders
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the wake of a steady flow of child migrants attempting to cross borders and states’ efforts to restrict immigration, various public controversies have arisen about the rights of asylum-seeking children. The ‘moral gap’ between the outcome of democratically enacted laws and the aim of controlling immigration, on the one hand, and public calls to protect the universal rights of asylum seeking children, on the other, have created a political challenge for Western democracies. This thesis sets out to examine two particular settings in which norms about the rights of asylum-seeking children and immigration control have been established and contested over the years: the Swedish Migration Court of Appeal and Sweden’s largest morning paper, Dagens Nyheter. It combines empirically oriented analysis with theoretical enquiry, and it brings the issue of the rights of asylumseeking children into dialogue with the contemporary political-philosophical debate about membership, rights and borders.
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| 5. |
- Skagius, Peter, 1986-
(författare)
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Den offentliga ohälsan : En historisk studie av barnpsykologi och -psykiatri i svensk media 1968-2008
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Svenska barns och ungas psykiska ohälsa har blivit en omdiskuterad fråga i den svenska offentligheten med rapporter och studier som visat på en tilltagande ohälsa. Samtidigt har kritiska röster i media menat att den uppfattade ökningen bland annat berott på förändrade diagnostiska kriterier och normer gällande hälsa och ohälsa. Media har därmed utgjort en viktig arena för påståenden om, förklaringar av och argumentationer kring barns och ungas psykiska ohälsa.I den här avhandlingen granskas diskussionerna i svensk media om barns och ungas psykiska ohälsa ur ett historiskt perspektiv genom att belysa hur barnpsy-experter och -professionella såsom psykologer, psykiatrer och terapeuter har diskuterat, definierat och förklarat barns och ungas psykiska ohälsa. Materialet som undersöks är utgåvor publicerade under olika delar av tidsperioden 1968–2008 av svensk dagspress samt den svenska föräldratidningen Vi Föräldrar. Avhandlingens teoretiska och analytiska ramverk har utformats utifrån Aktör-nätverksteori.Analysen visar att mediediskussionerna om barns och ungas psykiska ohälsa inbegripit flera former av barnpsy-expertis, med skilda definitioner, förklaringar och uppfattningar gällande psykisk ohälsa, och som därtill skiftat över tid och mellan medieformat. Dessa har omfattat allt från en alarmistisk inramning av barns och ungas psykiska ohälsa till en hållning där nästan alla uppfattade problem framställdes som normala och övergående inslag i barns utveckling.Snarare än att se psykisk ohälsa bland barn och unga som ett över olika kontexter enhetligt och sammanhängande fenomen illustrerar avhandlingens resultat nödvändigheten att förstå mediediskussionerna om, och oron över, barns och ungas psykiska ohälsa mot bakgrund av specifika, och historiskt skiftande, former av barnpsy-expertis. Inte minst eftersom olika former av barnpsy-expertis kan ha viktiga konsekvenser för hur såväl föräldrar som barn och unga själva begripliggör psykisk ohälsa.
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| 6. |
- Viklund, Erika
(författare)
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Therapy talk and talk about therapy : Client-identified important events in psychotherapy
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Capturing and studying the moments in psychotherapy that clients find most important can help us understand more about how psychotherapy works, what the curative ingredients are, and by what processes they are mediated. Qualitative research in this area has, so far, mainly focused on describing, and categorizing clients’ experiences of important factors and events. The methods employed to analyse the data have been rather limited in variation and are usually based on a realist epistemology, according to which data are basically treated as reflections of the clients’ actual experiences. This entails a risk of overlooking and obscuring other aspects of therapy and the therapy process that are equally important to explore, for example the microprocesses of interaction within important events, or how clients’ accounts of their experiences are shaped and limited by the context in which they are produced. The overall aim of this licentiate thesis was to explore client-identified important events in psychotherapy with a focus on studying therapy talk and talk about therapy from a social constructionist point of view, which would allow a closer exploration of the understudied areas mentioned above.In Study I, Conversation Analysis was used to explore the interaction taking place between seven client-therapist dyads in 16 client-identified important events collected from their third sessions. The analysis identified that 12 of the events contained clients’ expressions of disagreement. Three different ways that the therapists handled the disagreement were discerned: The first, and most common, way was to orient to the client’s cues of disagreement by inviting the client to elaborate on his or her point of view and to establish a shared understanding acceptable to both participants. The second way was to orient to the client’s disagreement cues but define the therapist’s own point view as more relevant than the client’s, and the third way was a single case in which the therapist did not in any way orient to the client’s disagreement cues.In Study II, two qualitative methods based on different epistemologies were used to analyse the same set of eight clients’ accounts of 18 important events. The aim was to first identify what types of events clients describe as important, and then explore how their accounts of these events were contextually shaped and organized, and the consequences of this. The first analysis, a content analysis, yielded descriptions of five different types of events, which were similar to the ones found in previous research on important events. The second analysis, a discourse analysis, demonstrated how clients’ accounts were not only influenced by the participants’ ability to accurately remember and report their experience, but also by what was sayable within the context of the research interview. In conclusion, the two studies demonstrate how qualitative methods based on a socialconstructive perspective can contribute to our understanding of clientidentified important events by highlighting and describing participants’ use of language in interaction, and its forms and functions within therapy sessions and in research interviews. The findings point out the need to broaden the range of qualitative methods used in psychotherapy research in general and indicate the potential value of methods like CA and DA to psychotherapy process research and research on important events in particular.
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| 7. |
- Guntram, Lisa
(författare)
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Ambivalent Ambiguity? : A study of how women with 'atypical' sex development make sense of female embodiment
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Against a backdrop of feminist and social scientific research on sex, female embodiment, and normality this thesis aims to discern how young women, who in adolescence have learned that their bodies are developing in ways considered ‘atypical’ for the female sex, make sense of their bodies and their situation. In focus are the ways in which the women make sense of and negotiate female embodiment; how they, particularly in stories about their interactions with others, position their embodied selves; and how norms and beliefs about sexed embodiment, heterosexual practice, and in/fertility are strengthened and challenged in the interviewees’ sense-making. The data comprise 23 in-depth interviews with women who in adolescence have learned that they do not have a uterus and a vagina, or who have learned that they do not have two X chromosomes and have no, or non-functioning, ovaries. Through narrative and thematic analysis the thesis shows how the women’s sense-making can be obstructed by norms about female embodiment, heterosexual practice, and in/fertility, expressed through medical terminology and practice and in interaction with family, friends, and peers, as described by the interviewees. Concomitantly, as the thesis demonstrates, medical terminology can be experienced and function as a resource in the women’s sense-making. Diagnostic categories enable them to put the specificities of sex development into words and raise awareness about bodily variation. Furthermore, in their stories about others’ reactions to their bodies and about their experience and management of certain medical treatments, the women question norms about female embodiment, heterosexual practice, and in/fertility that were previously taken for granted. The complexity of the women’s sense-making is demonstrated through the ways in which the interviewees, on the one hand, align with norms about female embodiment, heterosexual practice, and in/fertility, and in which they, on the other hand, succeed in challenging the same. In this ‘juggling’ of reinforcement and resistance, the thesis argues, the women are found to expand rather than dismiss beliefs about female embodiment. Thus, the thesis contributes with deepened knowledge about what it can be like to live with these specific conditions and with problematizations of how norms about female embodiment can be enacted and questioned.
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| 8. |
- Larsson, Hans, 1951-
(författare)
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"Dom är så oroliga" : en studie om skolpersonalens tal om elever i relationssvårigheter
- 2008
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate’s dissertation is about how school staff talk about pupils having difficulties in relating to teachers and other pupils. It’s specific focus is on pupils which are described as “disturbing”, “troublesome”,”unruly”, “unconcentrated” or characterised by similar concepts. The main aim is to elucidate and discuss how school staff explain pupils’ difficulties, what measures they state that they undertake and what measures they consider necessary. The study is based on a social constructive approach. This means that the way we understand the world we live in is seen as shaped by social and cultural processes mediated through language. A consequence of this is that the way the staff talk about pupils in difficulties will influence how they relate to those children and how they work at solving the problems. The empirical material consists of interviews with six principals, six Special Educational Needs Co-ordinators and six class teachers from six different schools. 15 of the people interviewed work with 11–13 year olds and three of them with 7–9 year olds. The material from the interviews is categorised into themes and further analysed in order to present a systematic overview of the ways in which the staff talk about children in difficulties. The result shows that the problems are understood as complex and full of nuances. Explanations of the problems from medical/psychological perspectives have no distinguished status. It is more common that the problems are related to social conditions, family situation and school environment. The study also shows that different professional groups usually place the responsibility for solving the problems with other professional groups. The way the concerned principal looks upon the problem seems be important for the way the problem is dealt with. The way the staff studied talk about the school activities indicates that schools differ concerning issues like organisation, the role of the Special Needs Co-ordinator, co-operation between different professional groups etc. As a consequence pupils having difficulties in relating to other people will be subjected to different conditions depending on what school they attend. The school as an arena of identity creation and citizenship education will offer hence different opportunities to different children in difficulties.
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| 9. |
- Löfberg, Cecilia, 1963-
(författare)
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Möjligheternas arena? : Barns och ungas samtal om tjejer, killar, känslor och sexualitet på en virtuell arena
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Computer mediated communication (CMC) has created new arenas for social interaction in contemporary society, also for children and young people. This raises questions about how these arenas are used by children and young people. Drawing on the sociology of childhood, this thesis addresses children’s social interaction on a website designed for young people, where issues of masculinity, femininity, emotions and sexuality are discussed. The general aim is to explore the construction of meaning in relation to these issues; more specifically patterns of online interaction and the ways children express and share ideas and values in the “now” of the interpretive communities on the website, and at the same time deal with ideas, norms and values mediated through society at large. In three discussion groups on the website, 143 discussions initiated by virtual children aged 12 to 15 followed by discussions with several virtual persons at the same age and older were collected and analysed. Three patterns of interaction were identified according to the degrees of ‘horizontal’ versus ‘vertical’ communication: ‘Playful interaction’ is characterised by a horizontal communication where curiosity and experiences are shared between virtual children in the same age ‘Corrective interaction’ is characterised by vertical interaction and more explicit advise and instructions from participants in different ages, drawing on arguments from the ‘adult world’. In ‘Orienting interaction’ there are aspects of both horizontal and vertical interaction as older or adult virtual participants express their points of view and experiences as it were to strive for a shared understanding. These patterns of interaction, and the ways they are related to the different topics in the discussion groups, are discussed in terms of the on-going positioning of children as a ‘social group’ and the construction of gender, generation and cultural notions of children as innocent or knowing.
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| 10. |
- Åkerlund, Eva-Marie
(författare)
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Liv i kollektiv : Vardagsliv bland ensamkommande ungdomar på institution
- 2016
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Den här studien handlar om en grupp barn som inte har några föräldrar i Sverige, och som därför bor på institution. På senare tid har man tillskrivit dem kategoriseringen ensamkommande. Bakom det begreppet finns barn i olika åldrar som har lämnat sin familj och sitt hemland för ett nytt liv på en plats i världen med större framtidsmöjligheter. Många av dessa barn, som flyr till västvärlden på egen hand, delar erfarenheter av att placeras på institution. Mer precist är det en sådan tillvaro denna studie kommer att kretsa kring.
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