| 1. |
- Eriksson, Helena, 1978-, et al.
(författare)
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School social work practice with Newly Arrived Young Migrants - at the Interface Between Counseling and Therapy
- 2023
-
Konferensbidrag (refereegranskat)abstract
- Background: Young migrants can be described as a vulnerable group with trauma and exposure to violence as a frequently occurring part of their life story and migration process. The need for professional counselling in this group is extensive. A profession that many young migrants meet is school counselors. This study aims to gain a deeper understanding of school social work practice with newly arrived young migrants. The research question is how school counselors’ reason regarding their role and responsibility in relation to counselling young migrants.Method: The study is based on qualitative interviews with 15 school counselors who meet newly arrived young migrants daily. The interviews have been analyzed using a qualitative thematic analysis.Findings: The delimitation of what counselling lies within the school counselor's responsibility, is not clear. The fact that school counselors experience that other parts of the welfare system are not available for young migrants force them to go beyond what they describe as a part of their professional responsibility and carry out therapeutic counselling. The school counselors use different tools and methods in their counselling and mix them based on their own area of interest, education, and experience.Conclusion: The accessibility that newly arrived young migrants have to the school counselor creates a role as the “only” professional available to support with counselling. This means that the school counselors need to go outside their professional domain. The school counselor’s discretion in relation to the type of counselling and how it is conducted appears to be unlimited.
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| 2. |
- Helmersson, Sara, 1979-, et al.
(författare)
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Förebyggande insatser mot hedersrelaterat våld : Fokus på utövare och potentiella utövare
- 2024. - 1
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Ingår i: Hedersrelaterat våld och förtryck. - Stockholm : Liber. ; , s. 136-148
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Bokkapitel (refereegranskat)abstract
- I detta kapitel har vi, med hjälp av tidigare forskning, utvärderingsstudier och rapporter, sammanställt och diskuterat kunskapen om insatser i det våldspreventiva arbetet mot hedersrelaterat våld och förtryck med fokus på utövare och potentiella utövare av våldet. Det handlar om våldspreventiva insatser som riktar sig till unga i skolan och på fritiden och som ofta genomförs av civila aktörer, samt stöd- och behandlingsinsatser inom socialtjänst och Kriminalvården när våldet är ett faktum.
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| 3. |
- Högdin, Sara, 1972-, et al.
(författare)
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Skolkuratorers erfarenheter av hedersrelaterat våld och förtryck i skolmiljö
- 2024. - 1
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Ingår i: Hedersrelaterat våld och förtryck. - Stockholm : Liber. ; , s. 84-96
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Bokkapitel (refereegranskat)abstract
- För unga som växer upp med hedersrelaterat våld och förtryck, precis som för unga som utsätts för andra former av våld i hemmet, kan skolan stå för trygghet och vuxna i skolan kan vara avgörande för dem som behöver söka stöd för sin situation. Skolpersonalens möjligheter att identifiera elever som kan behöva stöd från samhällets sida är en del av det som ofta benämns för skolans sociala uppdrag. Skolkuratorn är den profession som har ett övergripande ansvar för det psykosociala stödet till elever, vilket innefattar såväl hälsofrämjande och förebyggande arbete som åtgärdande insatser. Skolkuratorn är således en nyckelperson när det kommer till att identifiera och stödja barn och unga som lever med hedersrelaterade normer och begränsningar. Syftet med det här kapitlet är att, utifrån skolkuratorers egna erfarenheter, beskriva och diskutera hur hedersrelaterat våld och förtryck kan komma till uttryck i grund- och gymnasieskolan samt skolkuratorernas handlingsutrymme när det kommer till att identifiera och stödja unga i en utsatt situation.
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| 4. |
- Högdin, Sara, 1972-, et al.
(författare)
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Young people in honour-based contexts : negotiations and reasoning on the obligation to report concern among school staff in Sweden
- 2023
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Ingår i: Nordic Social Work Research. - Philadelphia : Routledge. - 2156-857X .- 2156-8588.
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, school staff are legally responsible to report concern for a child’s welfare to social services. This obligation can be regarded as a cornerstone of social protection for children exposed to various forms of domestic violence, including honour-based violence (HBV). However, research indicates a tendency to underreport suspicion of child neglect by occupational groups in countries that apply mandatory reporting laws. This article examines the questions: How do school staff reason on their legal responsibilities in relation to reporting children and young people with a migrant background who are exposed to, or suspected victims of, HBV? What specific dilemmas can be identified in such situations? The study is based on qualitative interviews with school staff, particularly school counsellors, and a qualitative thematic analysis has been conducted. The results indicate that HBV is a complex field for professionals to handle and often becomes a subject of negotiation in relation to mandatory reporting. School staff commonly express a lack of trust in the social services’ knowledge or possibility to support children or young people in honour-based contexts. The respondents also reason around the notion that a report might lead to a worsened situation for the young person and increased control from the family. This all together shows an uncertainty or an internal moral conflict on the reporting obligation among school staff. © 2023 The Author(s).
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| 5. |
- Rydin, Ingegerd, 1946-, et al.
(författare)
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Evaluation of implementation of the "General recommendations for education of newly arrived pupils" issued by the Swedish Agency for Education
- 2011
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Rapport (refereegranskat)abstract
- This evaluation is a part of the project “Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices” (INTEGRACE). The main objective of the INTEGRACE project is to promote the educational integration of refugee and asylum-seeking children (RASC) in the EU by developing common standards and sharing best practices in policies and programmes development and evaluation, with a specific focus on the needs of vulnerable groups (e.g. children who have been victims of crime, unaccompanied children).The main purpose of this evaluation of best practices concerning refugee and asylum-seeking children (RASC) will be “[...] to analyze to what extent and under what conditions, these practices could be replicated in a different context.” The principle aim of this evaluation and of the SIA to be conducted in Slovenia and Bulgaria will be to assess the possibility of replication and the social impacts of the eventual implementation of a practice which has already been identified and evaluated as a good one in some of the old member states of EU.The aim of the conducted evaluation is to facilitate the transfer of knowledge from old to new EU member States, thereby allowing the latter to deal more effectively with the their new migration situation. Furthermore, the evaluation at hand will provide the grounds for developing a common EU framework to addressing the educational needs of RASC in the near future.In the Swedish country report a number of so-called best practices aimed for RASC were described. Based on responses and discussions with the partner in Slovenia, a case was chosen on the implementation of the “General recommendations for newly arrived pupils” in three schools in Bollnäs, a municipality, located in the middle of Sweden.This report, will therefore analyse in detail how these “General recommendations” are implemented into the Swedish school system in light of an evaluation conducted by the authority The Schools Inspectorate (SI), but also provide the reader with a short note on the reasons for the Swedish National Agency for Education to formulate these recommendations concerning education for newcomers.The concept “newly arrived” refers, according to the “General recommendations”, to compulsory, special, upper secondary or special upper secondary school children or youth who arrive in Sweden near the beginning of or during a specific school year. They are not native speakers of Swedish and are as a rule unable to speak or understand Swedish; finding themselves in Sweden on different terms and under different circumstances. Many have a permanent residence permit already upon arrival. Others have obtained a residence permit after a long wait in a refugee camp or lodging with acquaintances. Some are asylum seekers. Of the latter group, most have arrived with their parents, whereas others are unaccompanied and have no legal guardian. Some arrive based on their connections to refugees with a residence permit. Others have come after a parent has married a Swedish citizen. Still others are in hiding in the hope of revision of a previously denied asylum application. Finally, some are so-called paperless children – children or youth present in Sweden who have not applied for a residence permit and who are, thus, not registered with the Migration Board. A child or an adolescent coming to school may, thus, have arrived directly from another country or may have been present in Sweden for a shorter or longer period of time. Thus, being “newly arrived” may mean being new to the school but previously present in Sweden, in some cases having learned Swedish to some extent.4 In other words, behind the term “newly arrived” we find a vast range of children where refugee and asylumseeking children (RASC) are also included.
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| 6. |
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| 7. |
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| 8. |
- Andersson, Janicke, 1975-, et al.
(författare)
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Efter ett sekel
- 2021. - 1
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Ingår i: Socionomutbildningen - då, nu och i framtiden. - Lund : Studentlitteratur AB. - 9789144153070 ; , s. 313-340
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Bokkapitel (refereegranskat)
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| 9. |
- Backlund, Åsa, et al.
(författare)
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Avslutning
- 2024. - 2
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Ingår i: Skolsocialt arbete. - Malmö : Gleerups Utbildning AB. - 9789151110516 ; , s. 227-236
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Bokkapitel (refereegranskat)
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| 10. |
- Backlund, Åsa, 1970-, et al.
(författare)
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Skolan som arena för förebyggande socialt arbete
- 2023. - 1
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Ingår i: Prevention med barn och unga – teori och praktik för socialt och pedagogiskt arbete. - Lund : Studentlitteratur AB. - 9789144159720 ; , s. 341-358
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Bokkapitel (refereegranskat)
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| 11. |
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| 12. |
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| 13. |
- Backlund, Åsa, et al.
(författare)
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Skolsocialt arbete : en introduktion
- 2017
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Ingår i: Skolsocialt arbete. - Malmö : Gleerups Utbildning AB. - 9789140695789 ; , s. 15-20
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
- Backlund, Åsa, et al.
(författare)
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Skolsocialt arbete : – en introduktion
- 2024. - 2
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Ingår i: Skolsocialt arbete. - Malmö : Gleerups Utbildning AB. - 9789151110516 ; , s. 17-24
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Bokkapitel (refereegranskat)
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| 15. |
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| 16. |
- Eklund, Monica, 1956-, et al.
(författare)
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Educational Integration of Asylum-seeking and Refugee Children in Sweden
- 2013
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Ingår i: Migrants and Refugees. - Charlotte, NC : Information Age Publishing. - 9781623964665 - 9781623964672 - 9781623964689 ; , s. 73-93
-
Bokkapitel (refereegranskat)abstract
- The Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) have undergone substantial cultural and social changes due to increased migration from the 1970s onwards. While the Nordic region has become more multicultural in terms of demography, workforces and cultural practices, criticism of multicultural politics has increased. Despite different patterns of immigration in the Nordic countries, they all seem to share growing political tensions with regard to multiculturalism and migration. Many migrants have experiences of racism and discrimination (Eide & Nikunen, 2010:1). In all Nordic countries, right-wing conservative parties have strengthened their position. In Norway and Denmark, such parties have for some time been represented in the Parliament, and in Sweden, the Sweden Democrats came into the Parliament after the 2010 election. This party has on its agenda to reduce the costs for migration and dramatically change the national migration policy. They blame the government for being too permissive and generous. It is against this background the present report is written.
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| 17. |
- Eriksson, Helena, 1978-, et al.
(författare)
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Education and Career Choices : How the School Can Support Young People to Develop Knowledge and Decision-making Skills
- 2018
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Ingår i: Universal Journal of Educational Research. - Alhambra, CA : Horizon Research Publishing. - 2332-3205 .- 2332-3213. ; 6:9, s. 1900-1908
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary society is characterized by rapid changes in the labor market, increased flow of information, and more opportunities to make choices in relation to education and career. Previous research has demonstrated how many young people in school don't think they get the support they need to make such choices. The overall aim of this article is to contribute to more in-depth knowledge of what kind of support and knowledge young adults describe as important in order to be able to make informed choices. This knowledge might help school to better support young people in acquiring the knowledge, skills, and attitudes in relation to their education and career choices. The article is based on interviews with 25-year-old men and women. 23 interviews were conducted. In sum, the analysis indicates that guidance activities that aims to contribute to knowledge about the labor market, programs and courses and requirements for different education programs would probably be perceived as more fruitful by the young adults if they are organized in a combination of different levels, i.e. both as group activities (exhibitions, general information/discussion) and individual activities (personal information/discussion). Further, the authors demonstrate that roles and expectations between pupils, teachers and guidance counselors should be discussed and clarified.
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| 18. |
- Eriksson, Helena, 1978-, et al.
(författare)
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Strategier för höjd utbildningsnivå : Slutrapport från en studie i Falkenbergs kommun
- 2014
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med studien är att undersöka och förstå den bristande utbildningsbenägenheten i Falkenbergs kommun utifrån de ungas perspektiv. Studiens frågeställningar är:– Hur definierar unga ett ”framgångsrikt” liv och vilka vägar har de för att nå dit?– Vad har unga för attityd till högre utbildning?– Vilken betydelse har omgivningen (hem, skola, arbetsmarknad) för de ungas utbildnings- och framtidsval?För att fånga studiens syfte så allsidigt som möjlig valdes ett upplägg med fyra delstudier där ett flertal olika aktörer fick möjlighet komma till tals, så som unga, skolpersonal, arbetsförmedlare och företrädare för arbetslivet. Den första delstudien består av en enkätstudie bland unga i tre åldersgrupper; grundskoleelever i årskurs nio, gymnasieelever i avgångsklasserna på tredje året och 25-åringar. I den andra delstudien fördjupas resultaten från enkätstudierna bland unga genom intervjuer med ett flertal 25-åringar med anknytning till Falkenbergs kommun. Den tredje delstudien består av intervjuer med föräldrar tillsammans med sina barn samt med lärare och studie- och yrkesvägledare. Den fjärde delstudien består av en enkätstudie bland företrädare från det privata och kommunala näringslivet i Falkenbergs kommun samt intervjuer med arbetsförmedlare.Resultatet av studien visar att den dominerande synen på högre utbildning i Falkenberg är att det är ett medel för att få ett arbete, även om det också i viss utsträckning framkommer perspektiv på högre utbildning som något som leder till personlig utveckling och mer kunskap. Det senare perspektivet står främst de unga som studerar eller har studerat på högskola eller universitet för. Den sammantagna bilden som ges av de unga, lärare, studie- och yrkesvägledare, arbetsförmedlare och näringslivet, är att Falkenberg är en kommun där högre utbildning inte värderas så högt och att Falkenberg inte är en kommun där högre utbildning är särskilt betydelsefullt. Högre utbildning ses inte av unga i Falkenberg som så betydelsefullt för att skapa sig vad man själv anser vara ett bra och framgångsrikt liv. De unga värderar främst fritid, vänner och trygghet i form av till exempel arbete med stabil inkomst för ett gott liv. Detta förefaller vara möjligt att uppnå utan högre utbildning för dem som bor i Falkenberg. Särskilt gäller detta för männen, vilka prioriterar att bygga upp ett kontaktnät för att erhålla ett arbete i Falkenberg. Denna strategi är gångbar då den del av näringslivet som inte värderar högre utbildning bland sin personal tenderar att rekrytera män i sitt eget kontaktnät. Kvinnor däremot ser i högre utsträckning vikten av att vidareutbilda sig, men har då svårt att se möjlighet till karriär i Falkenberg.Studien visar, liksom tidigare forskning, att socioekonomiska faktorer och kön påverkar motivation och benägenheten att studera vidare på högskola eller universitet. De unga som har föräldrar som har högre utbildning är mer benägna att själva studera på högskola eller universitet och flickor/kvinnor studerar i högre utsträckning på högskola eller universitet än pojkar/män. Utöver dessa faktorer har anknytning till Falkenberg en betydelse för de ungas motivation och utbildningsval. Har man minst en förälder som är född utanför Falkenberg ökar motivationen att studera vidare. De som är motiverade till högre studier vill i stor utsträckning flytta från Falkenberg och de (25-åringar) som har flyttat från Falkenberg har högre utbildningsnivå än de som bor i Falkenberg.Studien visar att unga som är engagerade i sina studier i grund- och gymnasieskolan ofta också uppger att de är motiverade till högre studier. De sammantagna resultaten synliggör att stödet från vuxna, speciellt föräldrar och lärare, i de ungas studier har avgörande betydelse för deras engagemang i studierna. Föräldrar med högre utbildning stöttar oftare sina barn i deras skolarbete än föräldrar utan sådan utbildning. Om föräldrarna inte har tillräckliga kunskaper för att stötta sina barn blir stödet från vuxna i skolan avgörande för deras studiemotivation. Resultaten visar att flickor inte är lika beroende av stödet i hemmet eftersom de i högre utsträckning än pojkarna svarar att de får stöd av lärare. Det framgår att lärarna känner till att flickorna få mer stöd men upplever en avsaknad av strategier för stötta pojkar att bli mer engagerade i sina studier.Studien visar att en övervägande majoritet av grundskole- och gymnasieeleverna är osäkra på sitt val av framtida utbildning och yrke. Valet att studera på högskola eller universitet görs många gånger redan vid valet av gymnasieprogram, även om det i vissa fall har gjorts senare. Många unga uttrycker en påtaglig avsaknad av stöd från omgivningen, i synnerhet från vuxna i skolan, när det gäller val av yrke och utbildning. Lärarna och studie- och yrkesvägledarna beskriver hur de bör vara aktiva i förhållande till att få eleverna att tänka på framtiden samtidigt som de anser att de ska vara passiva i förhållande till att påverka och styra eleverna, exempelvis till att gå vidare till högre studier. Lärarna uppger att frågor som rör framtidsval berörs utanför ordinarie undervisning eftersom de inte anser att de har stöd i det styrande regelverket för att ta upp frågan om framtiden (inkluderat högre studier) inom ramen för undervisningen. De beskriver att det saknas strategier kring att belysa frågor som rör arbetsliv och högre studier. Samtidigt framhåller studie- och yrkesvägledarna att de saknar strategier för att möta dagens unga som de beskriver som okunniga om arbetsliv och utbildning och därmed allt för omogna för att göra några framtidsval. Sammanfattningsvis åläggs de unga ett stort eget ansvar för sina utbildnings- och framtidsval parallellt med att vuxenvärlden saknar strategier för att öka unga kunskaper om deras framtida möjligheter och abdikerar på grund av sin rädsla för att påverka.
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| 19. |
- Eriksson, Helena, 1978-, et al.
(författare)
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Teachers' guiding role - On the tension between reflexivity and reproduction
- 2022
-
Ingår i: International Journal of Educational Research Open. - Oxford : Elsevier. - 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, study and career guidance is the responsibility of the whole school, which also includes teachers. However, research concerning the role of teachers in study and career guidance is limited if one compares it with the existing research on the role and work of study and career counselors. The overall aim of this article is to provide a deeper understanding of how teachers in a Swedish municipality view their role in guiding students in their future study and career choices. The results show that teachers believe that they must be neutral, objective, and not influence students in their life choices even though they are at the same time aware that not all students have (equal) opportunities to be reflexive and to make choices that are independent of class affiliation. This indicates that teachers have limited possibilities to support their students and to equalize class reproduction in society. © 2022 The Author(s)
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| 20. |
- Eriksson, Helena, 1978-, et al.
(författare)
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Young people, higher education and choice : The lack of support from guidance counsellors and teachers
- 2014
-
Konferensbidrag (refereegranskat)abstract
- In a changing and complex world, young people are expected to make decisions and choices regarding their education and future. The purpose of this paper is to illustrate how guidance counsellors and teachers view their role in supporting students in these choices, and how young people regard the support they receive and have received during their years in school. The empirical data used in this paper is part of a larger study conducted in a municipality in Sweden. Interviews with teachers, guidance counsellors and young adults who live in or grew up in the municipality are presented and analysed in the paper. The empirical data also consists of surveys with students in their ninth year as well as students in their last year at school. The analysis is based on Pierre Bourdieu’s theory of field, capital and habitus. The analysis shows that there are differences in how the professionals and the young people view the support regarding education and the future. Young people feel that they have received little support from the school and want more guidance/help from teachers and guidance counsellors regarding their educational choices and their future. From the professionals’ side, there is an explicit fear of influencing the young and therefore they take a more passive approach. How to understand this fear and its consequences from a gender and class perspective is discussed in the conclusion of the paper.
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| 21. |
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Hedersrelaterat våld och förtryck : Professionellas uppdrag och utmaningar
- 2024. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Under 2020-talet har lagstiftning kring hedersrelaterat våld och förtryck skärpts, med bland annat nya brottskategoriseringar som hedersmotiv och särskilt hedersbrott. Vad innebär detta för praktiker inom socialt arbete? Hedersrelaterat våld och förtryck: Professionellas uppdrag och utmaningar ser förbi de ideologiska spänningar som präglat frågan om hedersrelatelrat våld och förtryck, och presenterar i ny och bred kunskap baserad på aktuell forskning inom området. Boken ger ett brett kunskapsstöd för arbetet med att förstå och hantera våld och förtryck inom ramen för en hederskontext. Här presenteras bakgrund och förklaringar till våld och förtryck, den socioekonomiska segregationens betydelse för hedersproblematik, implikationer av ny lagstiftning gällande hedersbrott samt koppling till religion utifrån ett professionsperspektiv. Boken lyfter socialtjänstens och skolans uppdrag att identifiera och utreda våldet och förtrycket, samt hur professionella kan arbeta förebyggande. Antologin vänder sig till studenter på alla utbildningsnivåer och till professionella inom socialt arbete, hälso- och sjukvård samt skola. Den är också aktuell för andra som är intresserade av området.• Hedersrelaterat våld och förtryck belyses med utgångspunkt från ett människorättsperspektiv, där aktuell rättslig reglering och rättspraxis är i fokus.• Det hedersrelaterade våldets uttrycksformer och deras betydelse för mötet med våldsutsatta presenteras.• Bokens innehåll vilar på teoretiska grunder som är tillämpbara i klientarbetet med hedersrelaterat våld och förtryck.
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| 22. |
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| 23. |
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| 24. |
- Högdin, Sara, 1972-, et al.
(författare)
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Förhandlingar om befrielse från obligatoriska inslag i grundskolans utbildning
- 2021. - 1
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Ingår i: Sexualitet och migration i välfärdsarbete. - Lund : Studentlitteratur AB. - 9789144133720 ; , s. 505-524
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Bokkapitel (refereegranskat)abstract
- Såväl forskning som massmedia har uppmärksammat ungdomar och unga vuxna, främst unga kvinnor, som växer upp med en situation där familjens och samhällets värderingar skiljer sig avseende synen på äktenskap, sedlighet och sexualitet. Det kan leda till att det uppstår motsättningar, som ställs på sin spets i den obligatoriska grundskolan när föräldrar inte vill att deras barn deltar i undervisning som strider mot familjens normer och värderingar. Det kan handla om barn som inte tillåts delta i sim- och idrottsundervisning, sexualkunskap eller åka på klassresor, med hänvisning till familjens religiösa eller filosofiska övertygelse. I detta kapitel riktas fokus mot motsättningar som kan uppstå mellan vårdnadshavare och staten när det gäller innehållet i den obligatoriska grundskolan. Syftet är att diskutera grundskolans förhållningssätt vid förhandlingar om befrielse från obligatorisk utbildning med utgångspunkt i aktuell lagstiftning.
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| 25. |
- Högdin, Sara, 1972-, et al.
(författare)
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Leaving home in early youth : Influential factors in running away from home or being thrown out
- 2012
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Ingår i: Nordic social work research. - Philadelphia, PA : Routledge. - 2156-8588 .- 2156-857X. ; 2:1, s. 39-58
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Tidskriftsartikel (refereegranskat)abstract
- The main objective of this article is to investigate the extent to which youth in Sweden run away from or are thrown out of their homes. A further aim is to determine what conditions lead up to and triggers such a break-up and to see what takes place during the break-up process itself. In our results roughly one in ten of youth in Sweden (≈11%) had experienced a difficult break-up from home by running away or being thrown out. Over 30% of those placed in foster families or institutions had run away from home or been thrown out. By our results, only a minority of runaways do so for the excitement or the fun. The majority made clear that their running away was a flight from the family rather than to something exciting and adventurous. It is also obvious from the results that young people who have run away three or more times are more severely at risk than those who have experienced only one or two break-ups from home. For some of these young people, a breakaway from home is the start, however premature, of an independent adult life. This vulnerable group of young people should be entitled to support from the social welfare system during their transition to adulthood.
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| 26. |
- Högdin, Sara, 1972-, et al.
(författare)
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Research circles : A method for the development of knowledge and the creation of change in practice
- 2014
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Ingår i: Saber e Educar. - Oporto, Portugal : Escola Superior de Educacao de Paula Frassinetti. - 1647-2144. ; 19, s. 24-37
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Tidskriftsartikel (refereegranskat)abstract
- This article contains a presentation of experiences gained of research circles as a participant-based method for the development of knowledge and the creation of change in practice. The starting point is two international projects whose aim is to develop knowledge about the professional work being done with young people who exhibit violent behaviour. In the Swedish sub-studies, research circles are used as a method for developing such knowledge as well as for creating change in practice. The research circle as a method has its theoretical starting point in action research and participant-oriented research. The results of the study illustrate how research circles can contribute to the creation of a knowledge process through the dialogue in the group and the facilitation of reflection over different work approaches in one’s own work, even if it is a method that does not suit everyone. The results also show that the research circle can lead to a change process in the actual work by enhancing transprofessional collaboration and leading to an increase in the participants’ awareness and evaluation of their work with violent children and young people.
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| 27. |
- Högdin, Sara, 1972-
(författare)
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Samverkan kring hedersrelaterat våld och förtryck : En studie av projektet Kärleken är fri 2014-2017
- 2017
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Utgångspunkten för den här studien har varit att ett projekt som bygger på samverkan mellan ett stort antal olika aktörer kring en så konfliktfylld fråga som hedersrelterat våld och förtryck, vilket projektet Kärleken är fri gör, oundvikligen påverkas av den polariserade debatten och oenigheten som råder på fältet. Projektet bygger på samverkan mellan ett stort antal aktörer med olika agendor och utgångspunkter i sitt arbete. Det övergripande syftet med studien har varit att öka kunskaperna om vilka utmaningar och möjligheter det finns för att samverka i arbetet med att metodutveckla socialverksamhet kring hedersrelaterat våld och förtryck. Studien tar avstamp i tidigare forskning , vilket även inkluderar den offentliga debatten (Larsson & Englund 2004; Grutzky och Åberg 2013; Ekström 2009) och olika perspektiv på HRV som har lyfts fram i tidigare kunskapsöversikter (NCK 2009). Därtill har målet varit att undersöka skolans möjligheter att förebygga HRV och de motsättningar som det kan innebära för skolans likabehandlingsarbete (Darvishpour, Lahdenperä & Lorentz 2010; Lövkrona & Rejmer 2016; Högdin 2007). Andra utgångspunkter för studien är civilsamhällets möjligheter att driva metodutveckling (Bauböck 1996) och teoretiska utgångspunkter som möjliggör samverkan mellan ett stort antal aktörer (Danermark 2004).
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| 28. |
- Högdin, Sara, 1972-, et al.
(författare)
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Strategier för höjd utbildningsnivå : En studie bland unga i Åstorps kommun
- 2014
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Flera tidigare studier visar att utbildningstraditionen i samhället har förändrats. Idag utbildar sig fler på gymnasiet och fler läser vidare på högre utbildningar vilket innebär att utbildningsnivån i vårt samhälle ökat. Utbildningssystemet beskrivs ofta som ett “självreproducerande system”, där benägenhet att välja en viss utbildning i hög grad är beroende av utbildningstradition, framför allt i familjen, men också i samhället runt individen. I Åstorps kommun har en låg utbildningstradition uppmärksammats. Det är inte ovanligt med avhopp från gymnasiet och ett flertal gymnasieelever slutför inte sin gymnasieutbildning inom de avsedda tre åren. När det gäller högre studier vid högskola eller universitet ligger utbildningsnivån i Åstorps kommun lägre än riksgenomsnittet. Med anledning av detta beslutade Åstorps kommun att följa upp gymnasieeleverna genom en studie. Studiens syfte är att tillvara erfarenheter av utbildning bland ungdomar i Åstorps kommun samt öka kunskapen om hur ungdomarna ser på framtida utbildnings- och karriärmöjligheter. Resultaten i studien visar att många ungdomar efterfrågar mer stöd från vuxna i skolan när det kommer till val av utbildning och framtida yrke.
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| 29. |
- Högdin, Sara, 1972-, et al.
(författare)
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Strategies to strengthen outlook of life among young people : A case study in a Swedish municipality
- 2016
-
Ingår i: SWSD 2016.
-
Konferensbidrag (refereegranskat)abstract
- There is a continuous increase in mental health problems, such as stress symptoms, among young people in the Nordic countries. One source of stress concerns young people’s outlook of life in general, and more specific the choice of education and future carrier. Previous studies show that high education has positive impact on a person’s health, but also on regional development. The research project is based on a case study in a Swedish municipality with low educational level. The aim of the study is to explore and understand the low education among the citizens. The study starts in young person’s perspective on their future. Further, how adults in home, school and the neighborhood, influence the young person’s educational and carrier choices. The analyses of the results are based on theories on gender and cultural/social capital. The empirical material consists of surveys and interview studies with young people, teachers and guidance counsellors. The results show that young people often feel unsure of their future chooses and often ask for more support from adults regarding their future education. Several students find it stressful to manage their career choices, particularly if their parents do not have sufficient knowledge to support them in such matters. Teachers and guidance counselors describe a lack of strategies to support and addressing issues of education and future work, but also how they should be passive in relation to influencing the students. In conclusion, the results show the importance, when it comes to social work and social development practices on preventing mental health problems among young people, to develop strategies for working with young person’s educational and carrier choices. In this project some strategies have been identified, on local political and school level, to strengthen outlook of life among young people.
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| 30. |
- Högdin, Sara, 1972-, et al.
(författare)
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Summering och framåtblickar
- 2024. - 1
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Ingår i: Hedersrelaterat våld och förtryck. - Stockholm : Liber. ; , s. 188-202
-
Bokkapitel (refereegranskat)abstract
- Kapitlen i denna antologi presenterar olika perspektiv på hur hedersrelaterat våld och förtryck kan förstås samt olika professionella perspektiv på fenomenet. På en övergripande nivå kan det sägas att kunskapen inom området är under utveckling och de olika perspektiv som lyfts i bokens kapitel kan sammantaget bidra med att öka den. Kunskapsområdet är fortfarande komplext och mångfasetterat, och det finns inga enkla sanningar eller manualer som fungerar för att komma till rätta med problematiken. I detta avslutande kapitel fångar vi upp det som har behandlats i de olika kapitlen och knyter ihop säcken. Vi börjar i diskussionen om olika förståelsehorisonter som många kapitelförfattare beskriver som konfliktfylld och som har lett till en fördröjning av insatser och lagstiftning inom området.
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| 31. |
- Högdin, Sara, 1972-
(författare)
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Utbildning på (o)lika villkor : Om kön och etnisk bakgrund i grundskolan
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to examine children’s educational conditions in senior compulsory school. The purpose is to compare girls and boys’ conditions on the basis of ethnical background. The thesis includes four articles. The first three are based on questionnaire data from 1,193 children, 13 to 15 years old, at four Swedish municipal schools. The last article includes two studies: A study conducted among the headmasters at the four schools and a study of the compulsory school attendance law. The first article introduces a study concerning parental involvement in their children’s education. The aim is to examine the children’s experience of their parents’ assistance in their homework, participation in school meetings and interest in their education. Finally, these topics are analysed in relation to the children’s own involvement in their education. The second article introduces a study concerning schoolchildren’s involvement in their own education and factors that correlate, beside parental involvement. The implicit aim is to study the children’s experience of teacher support, their situation in school and attitudes towards university education. The third article introduces a study concerning parent’s directives regarding their child’s participation in social activities. The aim of the study is to examine how many children that are not allowed to participate in social activities and some educational elements at school, for example psychical education and school journeys. The results of the questionnaire show great complexity concerning how the children experience their conditions, where sex/gender and ethnicity correlate. The last article examines the conflicts that may arise between the educational system and the parents regarding specific elements in their child’s education. This study examines the attitude of the schools towards allowing children to refrain from compulsory attendance at the family’s request. Results show that the attitude towards the families varies between the schools. The compulsory attendance law is indistinct, but legal cases show that it is illegal to allow children to refrain from specific elements within the education to fulfil the parent’s wishes.
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| 32. |
- Högdin, Sara, 1972-, et al.
(författare)
-
Young people's educational and career choices : A case study among young people, guidance counsellors and teachers in a Swedish municipality
- 2016
-
Ingår i: NERA2016. ; , s. 89-89
-
Konferensbidrag (refereegranskat)abstract
- In a changing and complex world, young people are expected to make decisions and choices regarding their education and future careers. At the same time, there is a continuous increase in mental health problems, such as stress symptoms, among young people in the Nordic countries. One source of stress concerns young people’s outlook on life in general, and more specifically their choice of education and career. This paper is based on a research project in a Swedish municipality with a low level of education. The overall aim of the project was to explore and understand the low education among the citizens in the municipality. The aim of this paper is to illustrate how career counsellors and teachers view their role in supporting students when it comes to these choices, and how young people view the support they receive and have received during their years at compulsory and upper secondary school. The empirical material consists of surveys and interview studies with young people, teachers and career counsellors. The analyses of the results are based on Pierre Bourdieu’s theory of field, capital and habitus with a gender perspective from Beverley Skeggs’ theory on gender and capital. The study takes young people’s perspectives of their education and careers as its starting point. It also examines the support they have received from career counsellors and teachers at compulsory and upper secondary school and also from their parents and other significant persons in their home environment. The analyses show that there are differences in how professionals and young people view study and career guidance. Young people often express a feeling of uncertainty when it comes to their future choices and request more guidance from adults regarding possible opportunities. Several students find it stressful to manage their career choices, particularly if their parents do not have sufficient knowledge to support them in such matters. Girls express a feeling of stress in relation to educational choices more often than boys. Teachers and career counsellors describe a lack of strategies when it comes to vocational guidance and how to address issues of education and future work within the current curriculum. They also express a fear of influencing young people and therefore take a more passive approach in these matters. In conclusion, the results show that there is a gap between young people’s requests for guidance from adults at school and teachers’ and career counsellors’ view of their role in these matters. The results highlights the importance of developing strategies for working with educational and career choices at compulsory school as one way of preventing mental health problems among young people.
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| 33. |
- Isaksson, Anna, 1980-, et al.
(författare)
-
The consequences of individualization for boys in the Swedish school system
- 2016
-
Konferensbidrag (refereegranskat)abstract
- The aim of this presentation/working paper is to contribute to the knowledge about why young men generally are less likely to study at the university than young women. Previous studies and reports have pointed out a number of explanations for that. Young men’s reluctance to go on to higher education, as well as boys’ relatively low grades in primary and secondary schools, has been explained with reference to gender theoretical arguments about constraining constructions of masculinity. Several gender-oriented studies show that it is not considered compatible with certain types of masculinity constructions to make an e ort in school and show an interest in further studies. A term used to explain the boys’ poor performance in school and lack of interest in higher studies is antiplugg kultur (cf. eg Nordberg 2008 SOU 2009: 64). is presentation/working paper aims to challenge these explanations and expand the understanding of why young men tend to not to see higher education as an option. e empirical data consists of extensive quanti- tative and qualitative studies in a western Swedish municipality during 2011-2014. e point of departure is primarily in the young men’s own stories about teaching in primary and secondary school and their perceptions of their interactions with teachers, study and career counsellors and others. e interplay between and consequences of contemporary constructions of masculinity (Connell, 1995-2003), and the individualisation of society (Giddens 1991; Beck 1992), which is reflected in the teachers and study and career counsellors practitioners, are the main theoretical elements to interpret the empirical material.
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| 34. |
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| 35. |
- Kjellman, Cecilia, 1958-, et al.
(författare)
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Supportive tools for resilient, open minded and non-violent grassroot work in schools - Sweden
- 2013
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Ingår i: Violence prevention and resilience promotion in schools. - Freiburg, Germany : FEL Verlag.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The results of an erlier project "Implementation and evaluation of quality criteria concerning the professional support for violent children and adolescents" indicate that professionals in the context school (e.g. teachers) show an increased need of acquiring a wider range of options for dealing with phenomena related to violence in their schools. Within this project, a comprehensive conception which consider both the need for prevention and the need for intervention. The Main objecti was prevention of violence or violent behavior in schools by promoting pupils’ resilience and life skills. With focussing on the strengths of the children and adolescents a contribution to counteract social processes of exclusion and stigmatization which also use to occur in the organizational framework of the “institution school”. The project coaching the “institution school” in dealing with the great variety of the phenomenon of violence. In the Swedish part of the project used the method of research circles with teachers and other school staff, interviews with principals, interviews and questionairs with pupils, toolbox, mapping.
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| 36. |
- Luthra, Renee, 1985-, et al.
(författare)
-
After upper secondary school : Young adults with intellectual disability not involved in employment, education or daily activity in Sweden
- 2018
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Ingår i: Scandinavian Journal of Disability Research. - Stockholm : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 20:1, s. 50-61
-
Tidskriftsartikel (refereegranskat)abstract
- There is limited knowledge about young persons with intellectual disability who are Not in Employment, Education or Daily activity (NEED) in Sweden. The aim of the study was to explore the post-upper secondary school situation for persons with intellectual disability not involved in traditional occupations. A national database containing 2955 persons, representing 24.1% of the total (N=12,269) was used. The results revealed a heterogeneous group where financial support was common and few made use of disability services. Gender, municipality, programme type, financial support and disability services were significantly associated with not having an occupation as opposed to being in employment, education or daily activity. Time was a central factor, as the early years after upper secondary school appear to be an important period for changing NEED status. This is the first large scale study to describe these persons not involved in traditional occupations in Sweden and further research is required.
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| 37. |
- Luthra, Renee, 1985-
(författare)
-
Falling through the cracks. A study on young adults with intellectual disability not involved in employment, education or daily activity
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The time after finishing secondary school is marked by changes and milestones of adulthood. There is increased attention and knowledge that for some individuals in the general population, the time after secondary school consists of not participating in an occupation. However, there is limited knowledge and research on young adults with intellectual disability who after special upper secondary school find themselves in this situation. In this thesis, these individuals are referred to as Not in Employment, Education, or Daily activity(NEED). The general aim of the thesis is to increase knowledge about young adults with intellectual disability who after upper secondary school are NEED, by providing deeper understanding and analysis of the target group’s characteristics and associations with NEED status, as well as to study the subjective experiences of becoming and being NEED. This is a compilation thesis consisting of two studies that have led to four articles, as well as an introductory comprehensive summary. The four articles have different focuses but together provide a nuanced understanding of the target group.The first study is a register study, which is the basis for article I and II. The register study used the national Halmstad University Register for Pupils with Intellectual Disability (HURPID) and two other Swedish registers to conduct statistical analyses. Article I explored the situation after USSID for the NEED group in terms of background factors, financial support and the use of disability services. The findings showed the heterogeneity of the group. Many had financial supports, but few used disability services. Moreover, background factors, financial support and use of disability services had various significant associations with not having an occupation. Article II described and analyzed the group’s family situation and how this relates to not participating in an occupation as opposed to being in an occupation of employment, education or daily activity. Family situation in the target group varied depending on sex, age, and immigrant background. Regression analyses illustrated the significance of family situation to occupational status; however the results differed between men and women. Factors of partnerships and having children were found to be associated with not participating in an occupation for women, but not for men. The second study is an interview study that is the basis for article III and IV. Interviews were conducted with 10 participants from the target group and these were analyzed with thematic analyses. Article III analyzed first-hand experiences of becoming and being NEED, and encounters with agencies and institutions. The results indicated that the experience of not having an occupation is influenced by individual and environmental factors. It was common to experience limited post-school occupations, face challenges with finding an occupation, and difficulties with navigating and attaining appropriate formal support. The experiences of not being involved in an occupation is discussed as a form of social exclusion. Article IV examined the group’s social relationships, networks and experiences of belonging. The results found that individuals had social relationships and networks in informal domains (family, friends, partners), but also in organized settings (the support and service system, recreational activities). These relationships provided feelings of acceptance, support, and care which all related to a sense of belonging. However, within their experiences of belonging these individuals were simultaneously striving for increased independence. This duality between belonging and independence at times clashed, as well as was influenced and amplified by dimensions surrounding having an intellectual disability.The overall empirical findings are analyzed through the use of ecological systems theory, and theories of social exclusion and belonging. An ecological approach allows for organizing and identifying different aspects of the environment, characteristics of the individual as well as interactions occurring between them, that help in understanding becoming and being NEED. Social exclusion and belonging more closely examine different perspectives of not having an occupation. These concepts are regarded as existing on a continuum where individuals in the target group can experience varying degrees of both, depending on context and situation. Within both social exclusion and belonging, some people with intellectual disability are displaying an active choice. These individuals are resisting categorization by choosing to not partake in the supports and settings associated with an intellectual disability. The conclusion of this thesis is that young adults with intellectual disability who are not participating in an occupation is a complex phenomenon. To understand this more in-depth many different factors, interactions and experiences have to be considered. There is a great need to develop resources and services that have a holistic approach that also fit with individual needs and desires, in order to better promote participation and prevent individuals from falling through the cracks.
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| 38. |
- Luthra, Renee, 1985-, et al.
(författare)
-
‘Just Because One has Attended a Special Class Does Not Mean that One Isn’t Capable’ : The Experiences of Becoming and Being Not Involved in Traditional Occupations for Young People with Intellectual Disability
- 2020
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Ingår i: Nordic Social Work Research. - Philadelphia, PA : Routledge. - 2156-857X .- 2156-8588. ; 10:4, s. 330-342
-
Tidskriftsartikel (refereegranskat)abstract
- Young adults with intellectual disability face challenges in securing post-secondary school occupations. This can result in being Not in Employment, Education, or Daily activity (NEED). This qualitative interview study analyzes the subjective experiences of the process to becoming and being NEED. The analysis focuses on individual as well as structural factors, and how these are experienced in different arenas in society and in interactions with agencies. Interviews with 10 participants followed by thematic analysis were conducted. The results indicate that the process from secondary school to being outside of traditional occupations is not linear. Individual factors such as desires, abilities, and health problems, combined with structural factors of limited or unsuitable post-school occupations and challenges with formal support contribute to understanding people with intellectual disability who are NEED. The experiences of being NEED relate to social exclusion underlined with notions of normality and stigmatization of having an intellectual disability. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 39. |
- Ouis, Pernilla, 1965-, et al.
(författare)
-
Inledning
- 2024. - 1
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Ingår i: Hedersrelaterat våld och förtryck. - Stockholm : Liber. ; , s. 11-26
-
Bokkapitel (refereegranskat)abstract
- Inledningsvis diskuterar vi i denna introduktion olika definitioner och perspektiv på heder, och hedersrelaterat våld och förtryck i synnerhet. Tolkningen av begreppet har ändrats något över tid och har även formaliserats i ny lagstiftning. Därefter redogör vi för hur förståelsen av det hedersrelaterade våldet har återverkningar i det praktiska sociala arbetet. Slutligen presenteras bokens disposition.
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| 40. |
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| 41. |
-
Skolsocialt arbete : Skolan som plats för och del i det sociala arbetet
- 2024. - 2
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Boken analyserar det skolsociala arbetet ur flera perspektiv. Den handlar om skolan och elevhälsan som organisatorisk och institutionell kontext för det sociala arbetet, om skolsociala problemområden samt om metoder och perspektiv i skolsocialt arbete. I denna andra upplaga har innehållet i antologin uppdaterats utifrån det aktuella kunskapsläget samt utifrån förändringar i lagstiftning och riktlinjer både relaterat till skola och socialtjänst.
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| 42. |
- Wilhsson, Marie, et al.
(författare)
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Girls and boys strategies to handle and cope with school-related stress
- 2016
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Ingår i: European Journal of Public Health. - Oxford : Oxford University Press (OUP). - 1101-1262 .- 1464-360X. ; 26:Suppl. 1, s. 221-221
-
Tidskriftsartikel (refereegranskat)abstract
- Background A trend of increased stress and deteriorating mental health of adolescents is a global challenge (Currier et al, 2012). Research shows that many adolescents report high levels of stress associated with an increased focus on school performance (Moknes et al, 2014). These demands generally have a stronger impact on girl’s health (Låftman & Modig, 2013) due to context and social construction of norms, values and beliefs about femininity and masculinity (Connell, 2002; Butler, 1999). The aim was to get a deeper understanding of girls and boys perceptions of how they handle demands and school-related stress. Methods This study has an explorative design and was analyzed by qualitative content analysis described by Graneheim and Lundman (2004). The participants were 42 adolescents 15 years old, interviewed in five focus groups, dived by gender from five randomly selected schools. Two additional gender mixed focus groups with 14 adolescents 15 years old, were recruited from two of the randomly selected schools. Results The results show that girls and boys handle school-related stress by using similar strategies, but in different ways. Girls express that they have to prioritize to deselect activities they use to do to handle demands from school, and boys prioritize their own activities to obtain strength to cope with demands. Girls often think about their future while boys more often live in present time, and don’t worry so much about the future. Girls receive social support and recovery from friends and family, while boys do various activities with their friends and family to get energy. Conclusions This study shows that girls and boys used different strategies to handle demand and school-related stress. The results are based on adolescent’s experiences and could therefore be an important foundation for interventions that promote adolescents capabilities to cope with increasing demands and to handle school-related stress. Key messages: This study shows that girls and boys perceived and used different strategies to handle demand and school-related stress The result is an important foundation for interventions that promote adolescents capabilities to cope with increasing demands and to handle school-related stress © The Author 2016.
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| 43. |
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| 44. |
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| 45. |
- Wilhsson, Marie, et al.
(författare)
-
Handling Demands of Success Among Girls and Boys in Primarly School : A Conceptual Model
- 2017
-
Ingår i: Journal of School Nursing. - Thousand Oaks, CA : Sage Publications. - 1059-8405 .- 1546-8364. ; 33:4, s. 316-325
-
Tidskriftsartikel (refereegranskat)abstract
- Stress among adolescents in Western societies is becoming an issue of increasing concern, and the global trend of adolescents’ health shows a gradual deterioration that is independent of national differences and increases with age. The aim of this study was to explore the main concern of adolescents and about how they cope with demands in everyday life. Participants were 14–16 years old, and data were collected from three sources. A constructivist grounded theory was used as a method for generating a model of the adolescents’ description of how they cope with demands in their everyday lives. The main concern described by participants in this study was to strive to be successful and to succeed in the present and throughout their lives. We conclude that differences between girls and boys, in terms of coping with demands in their everyday lives, are important to consider in the development of health promotion initiatives targeted at adolescents.
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| 46. |
- Wilhsson, Marie, et al.
(författare)
-
Handling demands on success among girls and boys in primarly school – a conceptual model
- 2016
-
Konferensbidrag (refereegranskat)abstract
- Background: Stress among adolescents in Western societies is becoming an issue of increasing concern and the global trend of adolescents’ health shows a gradual deterioration that is independent of national differences and increases with age. Research shows that many adolescents report high levels of stress, associated with a change in expectations about performance and an increased focus on school results. Purpose/methods: The aim of this study was to explore the main concern of adolescents to get a deeper knowledge on how they cope with demands in everyday life. Grounded theory was used as a method to generate a model. Results: The core category “striving to be successful and to succeed” explains participants’ main concern in their everyday lives as a continuous process aiming for success in the present and to succeed throughout their lives. The category is what the participants describe as a race against time and can be divided into the two conceptual categories “struggling with time” and “separating life into different worlds”, pronouncing how they struggle and cope with their main concern in order to obtain wellbeing. Our results show a difference between how girls and boys cope with their demands. Conclusions: We show that girls and boys used different strategies to cope with stress in their everyday life. The results are based on adolescent’s experiences and are therefore an important contribution for initiating interventions aimed at promoting adolescents mental health from a gender perspective.
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| 47. |
- Wilhsson, Marie, et al.
(författare)
-
Strategies of Adolescent Girls and Boys for Coping With School-Related Stress
- 2017
-
Ingår i: Journal of School Nursing. - Thousand Oaks, CA : Sage Publications. - 1059-8405 .- 1546-8364. ; 33:5, s. 374-382
-
Tidskriftsartikel (refereegranskat)abstract
- Stress among adolescents in Western societies is becoming an issue of increasing concern of adolescent’s health. The aim of this study was to gain greater knowledge about how girls and boys perceive and cope with school-related stress. Participants were 14- to 15-year-old adolescents from a medium-sized municipality in southern Sweden. The data were collected from focus group interviews. The data were subjected to qualitative content analysis. The findings show that adolescents ‘‘prioritizing the future or the present by making choices, finding their own private sphere to relax, and recovering with family and friends.’’ There were gender differences in how these strategies were used. The findings could be used for initiating and planning health promotion interventions in school with focus on supporting girls’ and boys’ equal terms to cope with school-related stress in present and for the future and to give equal condition for future studies and opportunities in life.
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| 48. |
- Wilhsson, Marie, 1969-
(författare)
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Ungdomars strävan mot att lyckas och nå framgång i livet – skolan som hälsofrämjande arena
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syfte: Avhandlingens övergripande syfte var att öka kunskapen om perspektiv på ungdomars hälsa som utgångspunkt för att utveckla hälsofrämjande insatser i skolan.Metod: Studie I hade en kvantitativ beskrivande tvärsnittsdesign. Datamaterialet inhämtades från 948 ungdomar (11-15 år) som analyserades med multivariat logistik regressionsanalys. Studie II hade en kvalitativ utforskande design. Datamaterialet inhämtades från 117 ungdomar (14-17 år) och analyserades med grundad teori. Studie III hade en kvalitativ beskrivande design. Datamatmaterialet inhämtades från 42 ungdomar (14-15 år) och analyserades med kvalitativ innehållsanalys. Studie IV hade en kvalitativ beskrivande design. Datamaterialet inhämtades från 27 intressenter och analyserades med kvalitativ innehållsanalys.Resultat: Ungdomarna strävar mot att lyckas och att bli framgångsrika i nuet och i framtiden. En strävan som för ungdomarna upplevs som en kamp om sin tid, en kamp som de hanterar genom att använda sig av olika strategier för att balansera skolarbete och fritid. Flickors strävan handlar om att nå framgång i skolan för att bli självständig i framtiden. För pojkarna innebär framgång att bli framgångsrika inom någon av sina fritidsaktiviteter så som sport, som visar deras fysiska styrka. Framgång i nuet är av betydelse för pojkarna till skillnad från flickorna som ser på sin framgång i ett längre perspektiv. Det hälsofrämjande arbetet bör inrikta sig på att stödja ungdomars känsla av sammanhang och stärka optimism redan tidigt i tonåren samt synliggöra organisatoriska och kontextuella strukturer och normer som påverkar flickors och pojkars hälsa och livsstil.Konklusion:Sammanfattningsvis visar avhandlingen att perspektiv på ungdomars hälsa bör förstås på olika nivåer i samhället och också inkluderar perspektiv på kön. Vidare bör faktorer som är av betydelse för ungdomars livsstil diskuteras utifrån ett salutogent perspektiv och det hälsofrämjande arbetet i skolan bör utveckla insatser med kontextuella och könsspecifika utgångspunkter för att främja flickors och pojkars hälsa och livsstil.
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