| 1. |
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| 2. |
- Alfredsson Ågren, Kristin, PhD Student, lecturer, 1971-, et al.
(författare)
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Access to and use of the Internet among adolescents and young adults with intellectual disabilities in everyday settings
- 2020
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Ingår i: Journal of Intellectual & Developmental Disability. - : Informa UK Limited. - 1366-8250 .- 1469-9532. ; 45:1, s. 89-98
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Tidskriftsartikel (refereegranskat)abstract
- Background: The aim of this study was to explore and describe access to the Internet and how it is used among adolescents and young adults with mild and moderate intellectual disabilities in their everyday settings.Method: Data were collected through observations of and interviews with 15 participants with intellectual disabilities, aged 13–25 years, on access and use of the Internet in school or work and at home or in their free time. A qualitative content analysis was used.Results: Main findings were categorised into: access to the Internet in different settings, challenges when using the Internet and strategies to handle the digital environment and take part in Internet activities.Conclusions: This study revealed that participants had access to Internet connections and to a high number of Internet-enabled devices. Participants used the Internet through strategies when doing Internet activities, for example using pictures and reducing the number of Internet-enabled devices used in their everyday settings.
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| 3. |
- Alfredsson Ågren, Kristin, PhD Student, lecturer, 1971-, et al.
(författare)
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Digital participation? Internet use among adolescents with and without intellectual disabilities : A comparative study
- 2020
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Ingår i: New Media and Society. - : SAGE Publications. - 1461-4448 .- 1461-7315. ; 22:12, s. 2128-2145
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Tidskriftsartikel (refereegranskat)abstract
- Internet use is an integrated part of everyday life, especially among young people. However, knowledge of this for young people with disabilities is scarce. This study investigates digital participation of adolescents with intellectual disabilities by comparing aspects of Internet use among adolescents with and without intellectual disabilities. Cross-sectional comparative design was used and a national survey from the Swedish Media Council was cognitively adapted for adolescents with intellectual disabilities aged 13-20 years. The results reveal that a significantly lower proportion of the 114 participating adolescents with intellectual disabilities had access to Internet-enabled devices and performed Internet activities, except for playing games, than the reference group (n = 1161). The greatest difference was found in searching for information. Analyses indicate that adolescents with intellectual disabilities are following a similar pattern of Internet use as the reference group, but a digital lag is prevalent, and a more cognitively accessible web could be beneficial.
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| 4. |
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| 5. |
- Alfredsson Ågren, Kristin, 1971-, et al.
(författare)
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Går det att utveckla sitt professionella förhållningssätt gentemot klient?
- 2009
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Konferensbidrag (refereegranskat)abstract
- Bakgrund: Utifrån de nationella målen för Arbetsterapeutexamen skall studenter efter erlagd examen bl.a. visa förmåga till professionellt förhållningssätt gentemot klient, närstående eller andra grupper. Arbetsterapeutprogrammet, HU, LiU, består av totalt 12 kurser. Vid den senaste kursplaneförändringen infördes bl.a. tre kurser med stark fokus på arbetsterapeutens yrkesutövning och professionellt förhållningssätt. The Intentional Relationship Model (IRM) (Taylor, 2008) används som ett sätt att medvetet arbeta för att utveckla förmåga till ett professionellt förhållningssätt. Syftet är att undersöka hur studenter under sin studietid vid Arbetsterapeutprogrammet, HU, LiU, utvecklar sitt professionella förhållningssätt i mötet med klienter. Metod: Vid tre tillfällen under utbildningen, initialt, i mitten och i slutet, fyller studenter i ett självskattningsformulär (Taylor, 2008) angående förhållningssätt de skulle kunna använda i olika exemplifierade klientkontakter. IRM presenteras samt sex förhållningssätt enligt IRM, och studenterna arbetar vidare med dessa förhållningssätt genom olika lärmoment, som basgrupp och praktiska moment. Förväntat resultat: Att studenterna har utvecklat och reflekterat över sitt professionella förhållningssätt under utbildningen och därmed kan visa en förmåga till professionellt förhållningssätt. Konklusion: Användandet av IRM kan vara ett sätt att medvetet utveckla professionellt förhållningssätt hos såväl arbetsterapeutstudenter som yrkesverksamma arbetsterapeuter.
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| 6. |
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| 7. |
- Alfredsson Ågren, Kristin, PhD Student, lecturer, 1971-, et al.
(författare)
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Internet activities and social and community participation among young people with learning disabilities
- 2023
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Ingår i: British Journal of Learning Disabilities. - : Wiley. - 1354-4187 .- 1468-3156. ; 51:2, s. 125-134
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Tidskriftsartikel (refereegranskat)abstract
- Background: A digital lag has been reported on access to the internet and performing internet activities for young people with learning disabilities in everyday life.Aim: The aim of this study is to explore environmental opportunities and challenges when performing internet activities and how internet use influences social and community participation for young people with learning disabilities from the perspectives of the target group.Methods: An inductive design was applied, with focused observations and follow-up interviews of 15 internet-using young persons with learning disabilities in their everyday settings. The data was analysed interpretatively using open coding.Findings: The environment offered both opportunities and challenges in terms of the design of digital devices and digital support. Support from peers was often preferred. All participants performed internet activities related to social participation although not all used social media. Searching for information was performed, however, finding the information or understanding it was challenging and led to restricted participation in the community.Conclusion: More examples of internet use positively influencing social participation were found, contrary to community participation. It is indicated that concrete learning situations when using the internet for social participation were more adapted to the participants and promoted this type of participation, contrary to situations of internet use influencing community participation.
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| 8. |
- Alfredsson Ågren, Kristin, PhD Student, lecturer, 1971-, et al.
(författare)
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Internet opportunities and risks for adolescents with intellectual disabilities : a comparative study of parents' perceptions
- 2020
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 27:8, s. 601-613
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Tidskriftsartikel (refereegranskat)abstract
- Background: In contemporary society internet and digital competencies are used to perform activities.Aim: The aim of this study is to investigate opportunities and risks of internet use as perceived by the parents of adolescents with intellectual disabilities (ID) in comparison with a national reference group of parents of adolescents.Methods: This was a cross-sectional study with group comparisons using a national survey. Analyses were carried out using Fisher’s exact test and logistic regression to control for confounding factors.Results: A significantly higher proportion of parents of adolescents with ID perceive opportunities associated with internet use and playing games, and a lower proportion perceive risks with negative consequences, compared with the reference group. Significantly more parents of adolescents with ID perceive their adolescent never use smartphones and social media compared with the reference group. Fewer parents of adolescents with ID have concerns about online risks for their adolescents compared with the reference group.Conclusion and Significance: The results provide new knowledge for occupational therapists to support positive risk-taking in internet-use for adolescents with ID, in collaboration with their parents, to enable the development of digital competencies and digital participation in everyday life in a digitalised society.
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| 9. |
- Alfredsson Ågren, Kristin, PhD Student, lecturer, 1971-, et al.
(författare)
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Internet use among adolescents with intellectual disabilities at home and school
- 2016
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Ingår i: Abstract book.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Today everyday life depends on having access to, understand and use internet inorder to participate and take part in societal resources. This understanding can be complex forpersons with intellectual disabilities (ID) due to their cognitive impairments. It is even statedthat internet-use can be yet another part of daily life activities they are excluded from. Internet-use is claimed to involve risks, but also benefits for persons with ID, but there is a shortage inempirical studies with the target group ́s own opinion regarding this. Broader knowledge isacquired of internet-use in everyday life for adolescents with ID, as a precondition toparticipation. Aim: This study aims to explore and describe internet-use and doing internet activities at homeand at school among adolescents with mild and moderate intellectual disabilities. Method: The study has a qualitative inductive design using observations and interviews in thetwo settings; at home and at school. Participants are six adolescents with mild and moderate ID,from special schools in the middle-region of Sweden, between the ages 13-20, that use internetto some extent. Data was collected at 2 occasions/participant for about 2hours/participant/setting. The analysis was done using a qualitative content analysis.Result: Preliminary results show that adolescents with mild and moderate ID use internet both athome and in school, to a greater extent than was expected, but the doings of internet-activitiesvaries in the different settings. Both facilitating and hindering aspects are described by theparticipants. Pictures on the internet seem to be of support when using and navigating theinternet.Conclusion: Deeper knowledge regarding internet-use from the target groups own perspectivehas been gained. The results can be used in the different occupational settings and in furtherresearch to survey internet use and participation in internet-activities
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| 10. |
- Alfredsson Ågren, Kristin, 1971-, et al.
(författare)
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Internet use among adolescents with intellectual disabilities in Sweden
- 2018
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Ingår i: 18th International WFOT18 Congress on Occupational Therapy Connected in Diversity, Positioned for Impact, Cape Town, South Africa, 21-25 May 2018.
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Konferensbidrag (refereegranskat)abstract
- Introduction: Internet is an integral part of everyday life today. In Sweden 98% of adolescents are reported using internet. However, adolescents with intellectual disabilities are often excluded in national surveys, since questions are not adapted for the target group. Statistics remain therefore limited regarding internet-use among adolescents with intellectual disabilities. Objectives: To investigate and describe internet-use among adolescents with intellectual disabilities through an adapted version of a nationwide survey in Sweden. Method: A cross-sectional study was conducted using an adapted version of a survey from the Swedish Media Council on media-use among adolescents. Cognitive adaptations were included and it was accessible through the web and in paper. The sample was drawn from three municipalities using a total-selection of pupils in secondary- and upper secondary special schools. 265 surveys were sent out and the response rate was approximately 32%. Data was analyzed through descriptive statistics. Results: The result gives demographic data on the participants and descriptive statistics on the access to devices for internet-connection. Further, data are provided on activities done in leisure time and whether internet is used or not, together with perceptions of doings on internet from the participants. Conclusion: Stepwise adaptations of the survey with different levels of cognitive support enabled the participation of adolescents with intellectual disabilities and the result gives increased knowledge of internet-use among adolescents with intellectual disabilities. Finally, future comparative analysis are possible due to the national survey being used implying the voices of adolescents with intellectual disabilities being heard.
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| 11. |
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| 12. |
- Alfredsson Ågren, Kristin, PhD Student, lecturer, 1971-
(författare)
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Internet use and digital participation in everyday life : Adolescents and young adults with intellectual disabilities
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background: Internet use is an integral part of everyday life in contemporary society, especially among young people. It is used to perform activities in everyday life by an increasing proportion of the population. However, knowledge about access to and use of the internet by adolescents and young adults with intellectual disabilities (ID) is scarce. More knowledge is needed about digital competencies and digital participation in their everyday lives.Aim: The overall aim of this thesis was to explore and describe internet access and use, and digital participation in everyday life among adolescents and young adults with intellectual disabilities.Designs and Methods: The thesis is based on results from three studies. In study I, the focus was on access to and use of the internet in the everyday settings of school/work, at home or during free time. Data was collected through observations, conversations, and follow-up interviews with 15 participants with ID, aged 13–24 years. The data was analysed using qualitative content analysis. In studies II and III, the design was cross-sectional and comparative, using national surveys on media and internet use from the Swedish Media Council, from which comparative data from reference groups could be gained. In study II, the national survey of adolescents on internet access and use was cognitively adapted for adolescents with intellectual disabilities, aged 13–20 years, in several steps. This made it accessible to a total selection of pupils from all the special schools in four diverse municipalities in two different regions of Sweden. In study III, the national survey of parents about opportunities and risks of internet use by their adolescents was used. The surveys were sent to a sample of n=318 adolescents with ID and their caregivers/parents. The responses were higher for the adolescents (n=114) than for the parents (n=99), and the response rate of the adolescents with ID was equivalent as that of the reference group, at 36% and 38% respectively. In study II, chi-square tests were used and, when necessary, Fisher’s exact test to analyse the data. In study III, analyses were carried out using Fisher’s exact test and logistic regression to control for confounding factors.Results: This thesis show that access to internet-enabled devices is lower for adolescents with ID than for the general population, except for tablets (study II). All internet activities, except playing games, are performed by fewer adolescents with ID compared to the reference group (study II) and the time spent on the internet activities is less (study III). Both environmental challenges and personal abilities present difficulties in internet access and use (study I) and affect digital participation for adolescents and young adults with ID. Furthermore, a significantly higher proportion of parents of adolescents with ID perceive opportunities associated with internet use and playing games, and a lower proportion perceive risks with negative consequences, or have concerns about online risks, compared with the reference group (study III). Significantly more parents of adolescents with ID state that their adolescent never uses smartphones or social media compared with the reference group. Strategies used to handle the digital environment and take part in internet activities were found and described, such as getting support from others, reducing the number of internet-enabled devices used and personalising them. Gaining access to internet content and performing internet activities was facilitated by picture-, word- and voice-based strategies, which were used by adolescents and young adults with both mild and moderate ID (study I).Conclusions: The conclusions are that the results show a lag in internet access and use and in digital participation by adolescents and young adults with ID. Adolescents and young adults with ID were accessing and using the internet in similar ways to the reference group, but to a lesser extent. The impact of the participants’ environment, together with their lack of certain abilities, make the development of digital competencies difficult for them. The result that parents of adolescents with ID perceive more opportunities and fewer risks associated with the internet provides new knowledge to support positive risk-taking in internet use and enable digital participation by adolescents and young adults with ID. Support can be developed in collaboration between the adolescent/young adult, their parents and teachers, and staff in community-based services and should involve physical, social and digital environmental adaptations. These can enable the development of digital competencies and minimise the lag in digital participation in everyday life, which is needed for participation in today’s digitalised society.
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| 13. |
- Alfredsson Ågren, Kristin, et al.
(författare)
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Medvetna relationer skapar bra interventioner
- 2012
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Ingår i: Arbetsterapeuten. - Stockholm : Föreningen för arbets- och sysselsättningsterapi. - 0345-0988. ; :3, s. 32-33
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- IRM är utvecklad av professor Renée Taylor, som är doktor i klinisk psykologi och professor i arbetsterapi vid University of Illinois i Chicago. Modellen beskrivs i hennes bok från 2008 The Intentional Relationship – Occupational Therapy and Use of Self. Syftet med modellen är att erbjuda en specifik begreppsapparat för ett medvetet användande av sig själv som arbetsterapeut och den behandlar händelser som förekommer i relationer mellan personer i en interventionsprocess. Dessa händelser påverkar såväl aktivitetsengagemang som utfall av intervention.
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| 14. |
- Alfredsson Ågren, Kristin, et al.
(författare)
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Utilization and content validity of the Swedish version of the Volitional Questionnaire (VQ-S)
- 2008
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Ingår i: Occupational Therapy in Health Care. - : Informa UK Limited. - 0738-0577 .- 1541-3098. ; 22:2-3, s. 163-176
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine the utility and content validity of the Swedish version of the Volitional Questionnaire (VQ-S). The participants in this study were thirteen occupational therapists selected because they worked with clients for whom the VQ-S is appropriate (in this case, adults with intellectual impairments) and because they had knowledge of the Model of Human Occupation. These participants completed a demographic questionnaire at the beginning of the study. Each therapist then used the VQ-S a total of six times and after each time they completed a questionnaire concerning the utility and content validity of the instrument. After having administered the instrument six times they completed a third questionnaire that assessed their perceptions of the VQ-S based on their total experience. Data from these questionnaires and the six assessment forms with the actual client ratings were analyzed using both quantitative and qualitative procedures. The findings indicate that the VQ-S has clinical relevance and potential for implementation with adults with intellectual impairments. They also support the content validity of the VQ-S.
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| 15. |
- Barns, Angela, et al.
(författare)
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Living in the present: Women's everyday experiences of living with rheumatoid arthritis
- 2015
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Ingår i: SAGE Open. - : Sage Publications. - 2158-2440. ; 5:4, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- This article presents the findings from a qualitative research project exploring eight women’s experiences of living with rheumatoid arthritis (RA). Through semistructured interviews, the women provided insights into the physical, emotional, and social impacts of RA and the “work” involved in negotiating its influence in the everyday life. In narrating their experiences of adapting to RA, the women express a common desire for “normalcy,” to return to a time and space before the disruption of RA. The women’s accounts also emphasized the interrelatedness between bodily experience and constructions of self, highlighting the corporeal nature of RA and the constant shaping and reshaping of personal meanings and values.
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| 16. |
- Bolic Baric, Vedrana, et al.
(författare)
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Computer use in educational activities by students with ADHD
- 2014
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Ingår i: 16th International Congress of the World Federation of Occupational Therapists.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: One type of support in school that holds promise for students with attention deficit hyperactivity disorder (ADHD) is the use of information and communication technology (ICT) such as computers and Internet. Computer use in educational activities may be one promising tool to support academic performance of students with ADHD experiencing difficulties in school. However, students with ADHD may be overlooked regarding available support compared with students with physical disabilities.Objectives: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.Methods: The design of the study was cross-sectional with group comparison. Students with a primary diagnosis of ADHD and related disorders were recruited from habilitation centres (HCs). Students with ADHD (n=102) were pairmatched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.Results: Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusion: From an equality perspective, it is essential to enable students with ADHD to use computers in educational activities. Contribution to the practice/evidence base of occupational therapy: Focusing on promoting computer use in educational activities in school for students with physical disabilities as well as students with ADHD is an emerging field in occupational therapy.
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| 17. |
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| 18. |
- Bolic Baric, Vedrana, et al.
(författare)
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Internet Activities During Leisure : A Comparison Between Adolescents With ADHD and Adolescents From the General Population
- 2018
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 22:12, s. 1131-1139
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: Adolescents' leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD.METHOD: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use.RESULTS: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities.CONCLUSION: Internet activities may provide adolescents with ADHD accessible means of social interaction.
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| 19. |
- Bolic Baric, Vedrana
(författare)
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Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. In Studies I and II data was collected using a questionnaire focusing on information and communication technology (ICT) use in school and leisure. Adolescents with ADHD (n = 102) aged 12-18 years were compared with adolescents with physical disabilities (Study I) and adolescents from the general population (Studies I and II). In Study III the aim was to describe the experiences of support at school among young adults with AS and ADHD, and to explore what support they, in retrospect, described as influencing learning. Study IV aimed to describe the occupational transition process to upper secondary school, further education and/or work and to explore what support influenced the process from the perspectives of young adults with AS or ADHD. Studies III (n=13) and IV (n=15) used qualitative semi-structured interviews with young adults with AS or ADHD, aged 18-30 years and were analysed using hermeneutics according to Gadamer.The findings of Study I showed that students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. They reported low satisfaction with computer use in school and a desire to use computers more often and for more activities in school compared with students with physical disabilities. Study II showed that Internet activities among adolescents with ADHD during leisure, tended to focus on online games. Furthermore, analysis demonstrated that Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Study III found that young adults with AS or ADHD experienced difficulties at school that included academic, social, and emotional aspects, all of which influenced learning. Support addressing difficulties with academic performance was described as insufficient and only occasionally provided in school. In conclusion, support for learning among students with AS or ADHD needs to combine academic and psychosicial support. The findings of Study IV identified three different pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. Support from community-based day centres was described both as an important step towards work in the regular labour market, as well as being too far away from the regular labour market.In conclusion, this thesis revealed that support in school among students with AS or ADHD needs to combine academic and psychosocial support. Despite being regarded as facilitating learning, individuals with ADHD or AS reported limited computer and Internet use in school. Based on the results it is suggested that Internet activities may provide adolescents with neuropsychiatric disabilities with new opportunities for social interaction and educational activities. On the basis of the results it is suggested that the occupational transition process should be viewed as a longitudinal one, starting in compulsory school and continuing on until young adults obtain and are able to remain in work or further education. This thesis revealed that extended transition planning, inter-service collaboration and support from communitybased day centres were aspects of the environment that influenced the occupational transition process.
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| 20. |
- Bolic Baric, Vedrana, et al.
(författare)
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The effectiveness of weighted blankets on sleep and everyday activities : A retrospective follow-up study of children and adults with attention deficit hyperactivity disorder and/or autism spectrum disorder
- 2023
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis Ltd. - 1103-8128 .- 1651-2014. ; 30:8, s. 1357-1367
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Tidskriftsartikel (refereegranskat)abstract
- Background Attention deficit hyperactivity disorder (ADHD) and Autism Spectrum Disorder (ASD) are often accompanied by sleep problems influencing social, emotional and cognitive functioning in everyday activities. Aim The aim of this study was to investigate whether the use of a weighted blanket has a positive impact on sleep and everyday activities in individuals with ADHD and/or ASD. Material and methods The study included 85 individuals diagnosed with ADHD and/or ASD, 48 children aged <= 17 (57%) and 37 adults >= 18 years (44%), who were prescribed with a weighted blanket. The participants responded via a telephone interview. Results Findings demonstrated that a weighted blanket improved abilities related to falling asleep, sleeping the whole night, and relaxing during the day. Using a weighted blanket improved morning/evening daily routine, including preparing/going to sleep and waking up in the morning. Conclusions Weighted blankets showed positive impact on falling asleep, sleeping the whole night, and relaxing during the day, and they were used frequently by children and adults with ADHD and/or ASD. Findings indicate that a weighted blanket improved morning/evening routine, however this research area needs further investigation using both subjective and objective parameters.
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| 21. |
- Bolic Baric, Vedrana, et al.
(författare)
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The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden : As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
- 2017
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Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 47:3, s. 667-679
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.
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| 22. |
- Bolic, Vedrana, et al.
(författare)
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Computer use in educational activities by students with ADHD
- 2013
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 20:5, s. 357-364
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group. Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.
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| 23. |
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| 24. |
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| 25. |
- Bolic, Vedrana, et al.
(författare)
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Stöd för lärande – mer än bara pedagogiskt stöd : Elever med neuropsykiatrisk funktionsnedsättning
- 2013
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Ingår i: AT-forum 2013: Nationell konferens i arbetsterapi, 2013.
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Konferensbidrag (refereegranskat)abstract
- BakgrundAtt lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.SyfteSyftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.Tillvägagångssätt och analysI studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.Resultat/förväntat resultatAnalysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.SlutsatsI samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.
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| 26. |
- Bolic, Vedrana, et al.
(författare)
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Stöd i skolan och övergång till vidare studier och arbetsliv : personer med neuropsykiatriska diagnoser
- 2013
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Ingår i: Abstractsamling, At-forum 2013.
-
Konferensbidrag (refereegranskat)abstract
- BakgrundAtt lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.SyfteSyftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.Tillvägagångssätt och analysI studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.Resultat/förväntat resultatAnalysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.SlutsatsI samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.
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| 27. |
- Bolic, Vedrana, et al.
(författare)
-
Support for learning goes beyond academic support : Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder
- 2016
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Ingår i: Autism. - : Sage Publications. - 1362-3613 .- 1461-7005. ; 20:2, s. 183-195
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder.
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| 28. |
- Bolic, Vedrana, et al.
(författare)
-
Support in school and the transition to further education and/or work : young adults with Asperger’s Disorder and ADHD
- 2014
-
Ingår i: 16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan.
-
Konferensbidrag (refereegranskat)abstract
- IntroductionIndividuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.ObjectivesThe aim of this study was to describe and explore young adults’ with Asperger’s Disorder syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.MethodsSemi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school. A qualitative data analysis was used. ResultsResults show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school. Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.ConclusionThe experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation. Contribution to the practice/evidence base of occupational therapyBased on the students’ perspectives this study showed that different forms of support in school are important for learning and participation. Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.
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| 29. |
- Bolic, Vedrana, et al.
(författare)
-
Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD
- 2014
-
Ingår i: 16th International Congress of the World Federation of Occupational.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD IntroductionIndividuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.ObjectivesThe aim of this study was to describe and explore young adults’ with Asperger’s Disorder syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.MethodsSemi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school. A qualitative data analysis was used. ResultsResults show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school. Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.ConclusionThe experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation. Contribution to the practice/evidence base of occupational therapyBased on the students’ perspectives this study showed that different forms of support in school are important for learning and participation. Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.
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| 30. |
- Bolic, Vedrana, et al.
(författare)
-
Support in school and the transition to further education and work : individuals with neuropsychiatric disorders
- 2013
-
Ingår i: 12th NNDR conference, 2013.
-
Konferensbidrag (refereegranskat)abstract
- IntroductionResearch indicates that students with Asperger’s Disorder and ADHD face a number of barriers to participation in school which may affect learning, social relations and the transition to work and/or further education. Individuals with Asperger’s Disorder and ADHD may need support in order to participate in school and to make progress toward graduating from school, in order to qualify to attend and pursue institutes of further education, work and participation in community life.ObjectivesThe objective of the study was to describe and explore young adults’ with Asperger syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.MethodsInterviews have been performed with 13 young adults between the age of 20 to 29 years, diagnosed with Asperger syndrome and Attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school. ResultsResults show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance, social interaction and emotional wellbeing. Three types of support were identified during the analysis: “academic accommodations”, “social support” and “emotional support”. Despite being evident in the students stories the support was perceived as inappropriate in relation to their individual needs, which in turn together confirmed the theme described as “Support affecting the students’ wellbeing”. ConclusionThe students’ experience of support in school, based on their current experiences, knowledge and understanding highlights the need for support that target academic performance, social relationships and emotional wellbeing, important for learning in school.Contribution to the practice/evidence base of occupational therapyCollaboration between educators, health care and occupational therapy services in school are important for developing and implementing support in school that will promote students learning and participation in school.
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| 31. |
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| 32. |
- Daremo, Åsa, et al.
(författare)
-
Occupational performance and affective symptoms for patients withdepression disorder
- 2015
-
Ingår i: Advances in Psychiatry. - : Hindawi Publishing Corporation. - 2356-685X .- 2314-7768. ; , s. 1-6
-
Tidskriftsartikel (refereegranskat)abstract
- The aimof this study was to describe recovering over time in occupational performance and in affective symptoms for patients with depression disorder by using different assessments and methods for collecting data. A longitudinal design with data collections on repeated occasions was used. The Occupational Circumstances Assessment Interview and Rating Scale and Occupational Self- Assessment were used formeasuring occupational performance, and for affective symptoms, a Comprehensive Psychopathological Rating Scale Self-Assessment was used. Fourteen patients with depression disorder were included in the study. The result indicates that affective symptoms improve earlier than occupational performance. Furthermore, self-assessment seems to reflect more improvement to the patient than interview-based assessment. Different kinds of assessment and different kinds of data collection methods seem to facilitate the understanding of the patients recovering. In addition habituationwas themost important item for the patients to manage.One implication for practice is that patients may need an extended period of treatment supporting occupational performance.
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| 33. |
- Daremo, Åsa, 1961-
(författare)
-
Participation in occupational therapy in psychiatric care
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- One of the most important challenges of health and medical care is to strength the role of the patient in the treatment. In psychiatric care the patient must be seen as a resource and should be given the opportunity to participate in his treatment. The overall aim of the thesis was to investigate and describe how patients in psychiatric care perceive participation, and how existing assessments support participation.Study I describes how patients in psychiatric institutional care perceived their opportunities to be active and to participate in their own treatment. The ICF (International Classification of Functioning Disability and Health) inspired the study. By means of a questionnaire, 61 patients reported their opinions of the value of received care, highlighting concepts such as activity and participation. Ten of those patients were then selected for a semi-structured interview. The study showed that patients who were treated according to compulsory care (LPT) were generally more dissatisfied with their opportunities to be active and participate in their own care than patients treated according to the law of health and medical care (HSL). Younger patients in particular were more dissatisfied. Some important factors in the environment were continuity and reception from the staff. Facilitating factors for activity and participation were agreement between patient and staff about the treatment plan, discussions about expectations, and creating conditions for engagement in activities and or responsibility.Study II investigates if there is harmony between the CPRS-S-A (Comprehensive Psychopathological Rating Scale-Self-Assessment), the OCAIRS–S (Occupational Circumstances Interview and Rating Scale) and the OSA (Occupational Self Assessment), and if they can replace each other when the occupational therapist collects information about the patient. Another aim was to investigate how occupational therapist uses the collected information in the treatment plan process. Fourteen patients with depression disorders took part in the study. The study showed that even if the symptoms of the disease were improved at the end of the treatment period the patients still had problems with occupational performance, reduced self-confidence and the structure of their day. Consequently the assessments cannot replace each other. The study emphasized the importance of using both interview and self-assessments when collecting information about the patient, since these methods complement each other in identifying the needs and goals of the treatment. Many problems were related to the patient’s social environment but this was not reflected in the treatment plan; few goals were identified in this area.In conclusion, occupational therapists should use self-assessments and interviews in order to support the patient’s participation in psychiatric care. Furthermore, it is important to use assessments for both occupational performance and medical symptoms when identifying the patient’s needs and goals of treatment since there is a discrepancy between the two areas; symptoms are reduced earlier than perceived problems in occupational performance. Regardless of what kind of law the patient is treated under, all patients have the right to participate in their own treatment. This thesis also shows that the social environment is important in enabling the participation of patients in their psychiatric care.
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| 34. |
- Daremo, Åsa, 1961-, et al.
(författare)
-
Values of different assessments when measuring occupational performance in mental health
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The aims of this study were to investigate if there was harmony between assessments for medical symptoms and assessments for occupational performance, and if they could replace each other when the occupational therapist collected information for patients with depressive disorders. Another aim was to investigate how the collected information was used in the treatment plan. The study showed that even if the symptoms of the disease have improved at the end of the treatment, the patient still has problems with occupational performance. Using both interview and self-assessments is important, and it is also very urgent to formulate goals based around the patient´s social environment.
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| 35. |
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| 36. |
- Edelstam, Greta, et al.
(författare)
-
Pertubation with lidocaine - a non-hormonal, long-term treatment of dysmenorrhea due to endometriosis
- 2012
-
Ingår i: Sexual & Reproductive HealthCare. - : Elsevier. - 1877-5756 .- 1877-5764. ; 3:2, s. 93-94
-
Tidskriftsartikel (refereegranskat)abstract
- The major symptoms of endometriosis are dysmenorrhea and infertility. Pertubations with lidocaine have been shown to reduce dysmenorrhea and have an enhancing effect on fertility. Different concentrations of lidocaine were evaluated in a randomized, double-blind study of pre-ovulatory pertubations with lidocaine solutions in women with dysmenorrhea. The patients had laparoscopically diagnosed endometriosis and normal fallopian tubes. Ninety pertubations were carried out without complications on 26 patients during up to six cycles. The effect was evaluated by means of questionnaires where a clinically significant reduction of dysmenorrhea was reported. Pertubation with lidocaine can be a non-hormonal treatment option for dysmenorrhea. (C) 2012 Elsevier B.V. All rights reserved.
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| 37. |
- Haglund, Lena, et al.
(författare)
-
A critical analysis of the Model of Human Occupation.
- 1999
-
Ingår i: Canadian Journal of Occupational Therapy / Revue Canadienne d`Ergotèrapie. - 0008-4174. ; :2, s. 102-1089
-
Tidskriftsartikel (refereegranskat)abstract
- Examination of the applicability of the Model of Human Occupation in Swedish occupational therapy concludes that the environment is a central factor in understanding occupational behavior, but the model does not accurately or adequately depict the relationship between individuals and the environment. Volition is also an important factor in occupational-therapy intervention
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| 38. |
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| 39. |
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| 40. |
- Hellberg, Kristina, et al.
(författare)
-
Övergångsprocessen från skola till vidare studier och arbete : intervjuer med unga vuxna med ADHD och Aspergers syndrom
- 2012
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Det övergripande syftet med studien var att få en fördjupad förståelse av övergångsprocessen från skola till vidare studier och arbete för unga vuxna med ADHD och Aspergers syndrom. Utifrån syftet har studien tre frågeställningar som är följande:Vilka strategier använder deltagarna för att hantera övergångsprocessen?Hur förhåller sig deltagarna till diagnosen och dess betydelse förövergångsprocessen?Vilka faktorer stödjer respektive hindrar övergångsprocessen?Bakgrunden i rapporten innefattar en presentation av funktionshinderpolitiken i Sverige. Vidare återfinns en forskningsöversikt över studier som belyser utbildning och arbete för personer med ADHD och Aspergers syndrom och som är relevanta för studien. Semistrukturerade intervjuer har genomförts med nio kvinnor och elva män i åldrarna 19–30 år som har ADHD eller Aspergers syndrom. Samtliga utom en deltagare har avslutat grundskolan med fullständiga betyg. Åtta har avslutat gymnasiet med fullständiga betyg och endast en person har genomgått universitetsutbildning. Sex deltagare har arbete varav två på öppna marknaden och fyra i daglig verksamhet enligt lagen om stöd och service till vissa funktionshindrade. Av övriga deltagare är sex arbetslösa och uppbärande av arbetsmarknadspolitiska åtgärder.Kvalitativ analys har använts för att bearbeta data. Resultatet är indelat i tre delar. Resultatet i del ett innefattar två idealtyper ”pådrivarna” och ”accepterarna” som beskrivs som två olika strategier som deltagarna använder för att hantera övergångsprocessen. Del två beskriver hur deltagarna förhåller sig till sin diagnos och dess betydelse för övergångsprocessen. Den tredje delen visar faktorer som stödjer och hindrar övergångprocessen från skola till vidare studier och arbete. Fyra av faktorerna; socialt stöd, lärsituation, institutionella förutsättningar och samhälleligt stöd har såväl främjat som hindrat övergångsprocessen för deltagarna. Förekomsten av kognitivt stöd är en stödjande faktor, medan individuella förutsättningar visar sig vara en hindrande faktor.I diskussionen tas upp att övergångsprocessen består av faktorer på såväl individ som på samhällsnivå, vilket leder till att det krävs en mångfald av aktörer som samverka för att underlätta övergångsprocessen för unga vuxna med ADHD och Aspergers syndrom.Fortsatt forskning inom området är nödvändigt med tanke på att forskningsområdet är under utveckling.
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| 41. |
- Holstein, Jane, et al.
(författare)
-
Clinical Relevance and Psychometric Properties of the Swedish Version of the Cultural Competence Assessment Instrument
- 2020
-
Ingår i: Occupational Therapy International. - : WILEY-HINDAWI. - 0966-7903 .- 1557-0703. ; 2020
-
Tidskriftsartikel (refereegranskat)abstract
- Based on the increasing diversity of Swedish society, health professionals, like occupational therapists, find it challenging to provide culturally competent services to international clients. Consequently, cultural competence among professionals needs to be measured and improved using psychometrically tested instruments. This study examines the clinical relevance, construct validity, and reliability of the Swedish version of the Cultural Competence Assessment Instrument among Swedish occupational therapists. Material and Methods. A randomised sample of 312 Swedish occupational therapists answered a survey based on the Swedish version of the Cultural Competence Assessment Instrument with supplementary questions on the clinical relevance of the instrument. Descriptive statistics were used to examine the clinical relevance of the Swedish version of the Cultural Competence Assessment Instrument. Factor analyses, both exploratory and confirmatory, were run to examine the factor structure. Cronbachs alpha was performed to assess the internal consistency of the instrument. Results. The participants reported that the 24 items had high clinical relevance. The validation yielded a three-factor model: openness and awareness, workplace support, and interaction skills. All three of these factors showed high loadings. Conclusions. The study results indicated positive clinical relevance and psychometric properties for the Swedish version of the Cultural Competence Assessment Instrument and strong support to be utilised in Sweden. The implications of this study are important given the rapid growth in migration over the last few decades. A self-rating instrument measuring cultural competence could support occupational therapists professional knowledge and development when they interact with international clients. As the tool was originally developed in English in the United States, the feedback from the Swedish version could potentially be useful for the instrument in modified form and for use by occupational therapists in English-speaking countries.
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| 42. |
- Holstein, Jane, 1970-
(författare)
-
Cultural Competence for Health Professionals : Instrument Development
- 2019
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent decades, both global migration in general and specifically migration to Sweden have increased. This development compels the need for delivering healthcare to the increasingly diverse populations in Sweden. To support health professionals, for instance occupational therapists, in developing their professional knowledge in encounters with foreign-born clients a self-rating instrument measuring cultural competence is developed. This may contribute to the development of suitable services for foreignborn clients and improve person-centered interventions for these clients.The general aim of this thesis was to develop an instrument for health professionals by examining psychometric properties and utility of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among occupational therapists. The specific aim of study I was to evaluate the content validity and utility of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among occupational therapists. The study had a descriptive and explorative design. Nineteen occupational therapists participated, divided into four focus groups. Qualitative content analysis was used to examine the content validity and utility of the CCAI-S. The specific aim of study II was to examine the clinical relevance, construct validity and reliability of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among Swedish occupational therapists. The study had a cross-sectional design. A web-based questionnaire was e-mailed to a randomised sample of 428 occupational therapists to investigate the construct validity, reliability and utility of the CCAI-S. Factor analysis was performed as well as descriptive statistics.The findings from study I revealed high content validity for all 24 items. However, six items needed reformulations and exemplifications. Regarding utility, the results showed strong support for CCAI-S. The category ‘Interactions with clients’ showed that the CCAI-S could be utilised individually for the health professional and create a higher awareness of cultural questions in practice. The category ‘Workplace and its organisational support’ displayed potential for use in different workplaces regarding CCAI-S and indicated the importance of organisational support for health professionals in the development of cultural competence. The findings from study II regarding construct validity generated a three-factor model with the labels ‘Openness and awareness’, ‘Workplace support’ and ‘Interaction skills’. All three factors showed high factor loadings and contained 12 of the 24 original items. The Cronbach’s Alpha showed high support for the three-factor model. Concerning utility, the participants reported that all 24 items had high clinical relevance.In conclusion, the findings from the two studies indicated good measurement properties and high clinical relevance for the CCAI-S. This may sup-port the utilisation of CCAI-S in the Swedish context for health professionals, for instance occupational therapists. The results of the instrument development show that the upcoming published version of the CCAI-S can be a valuable self-assessment tool for health professionals who strive to improve in person-centred communication in encounters with foreign-born clients. CCAI-S can also be of support for the organisation to serve as a guide for what to focus on to develop cultural competence within the staff. Altogether this presumably influence the effectiveness of the healthcare and enhance the evidence of interventions for foreign-born clients. To develop an instrument is an iterative process requiring several evaluations and tests in various settings and populations. Therefore further psychometric testing and utility studies on the CCAI-S is crucial.
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| 43. |
- Holstein, Jane, et al.
(författare)
-
Design for all - a challenge for occupational therapy students.
- 2012
-
Konferensbidrag (refereegranskat)abstract
- Introduction: The Swedish nationalgoals for people with disabilities acknowledge diversity. Implying that actionssuch as "design for all" should be directed towards identifying andeliminating obstacles to full participation in society.Aim: The aim was to explore occupational therapy students' perceptions of theinter-professional course "Design for all". Methods: 150 occupational therapy students answered an evaluation questionnairewith open-ended questions directly after finishing the course. After threemonths, half of the students answered a follow-up questionnaire.Results: The majority of the students described the inter-professionalintegration as positive. The concrete application of the design process and therelevance in relation to real-life situations was highly evaluated. However,logistics problems such as coordinating schedules between the medical andtechnological faculties need to be further developed.Conclusion: It is important to gain professional competence about "Designfor all"in products, environments and services since this enable diversityin society
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| 44. |
- Holstein, Jane, et al.
(författare)
-
Design för alla
- 2009
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Ingår i: AT forum,2009. - Stockholm : FSA.
-
Konferensbidrag (refereegranskat)abstract
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| 45. |
- Holstein, Jane, 1970-, et al.
(författare)
-
Validity and utility of the Swedish version of the Cultural Competence Assessment Instrument
- 2019
-
Ingår i: British Journal of Occupational Therapy. - : SAGE Publications. - 0308-0226 .- 1477-6006. ; 82:7, s. 422-432
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction: Global migration as well as migration to Sweden has increased during the last few decades. A self-rating instrument that measures cultural competence could support occupational therapists' professional knowledge when they encounterclients from different cultural backgrounds. The purpose of this study was to evaluate the content validity and utility of the Swedish version of the Cultural Competence Assessment Instrument among occupational therapists. Nineteen occupational therapists participated in four focus groups.Method: Qualitative analysis was used to evaluate content validity and utility.Results: The results revealed that all 24 items of the Cultural Competence Assessment Instrument were valid, even though six of the items were in need of reformulations and exemplifications. The category Interactions with clients showed that the Cultural Competence Assessment Instrument – Swedish version could be utilised individually to raise awareness on cultural issues inpractice. The category Workplace and its organisational support showed that the Cultural Competence Assessment Instrument – Swedish version had potential for use in different workplaces, and indicated the importance of organisational support in the development of communications and cultural competence.Conclusion: The evaluation indicated positive content validity for the Cultural Competence Assessment Instrument – Swedish version, and that it had the potential to be utilised in the Swedish context.
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| 46. |
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| 47. |
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| 48. |
- Kjellberg, Anette
(författare)
-
Being a citizen
- 2002
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Ingår i: Disability & Society. - : Informa UK Limited. - 0968-7599 .- 1360-0508. ; 17:2, s. 187-203
-
Tidskriftsartikel (refereegranskat)abstract
- There has been a striving in Sweden, ideologically and legally, since the 1960s to develop and extend citizenship to persons with learning disabilities. This article had the purpose to capture and describe how persons with learning disabilities conceive citizenship and opportunities to participate in the societal arena. Twenty-three persons with learning disabilities were interviewed two times. Qualitative analysis focused on three themes: areas of interest, voting and significant persons. The analysis displayed that the informants' conceptions about citizenship differed in relation to environmental contexts. Significant persons are discussed as having considerable importance when exercising citizenship.
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| 49. |
- Kjellberg, Anette, et al.
(författare)
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Citizenship and Voting: Experiences of Persons With Intellectual Disabilities in Sweden
- 2013
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Ingår i: Journal of Policy and Practice in Intellectual Disabilities. - : Wiley-Blackwell. - 1741-1122 .- 1741-1130. ; 10:4, s. 326-333
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, citizenship and participation in society have been emphasized as important for persons with intellectual disabilities for over four decades. The aim of the study was to describe, from a longitudinal perspective, how persons with intellectual disabilities experience citizenship and voting. The characteristics of becoming and being a voter were also identified. Thirteen women and seven men, aged 22-55 years on the first interview occasion in 1998, were interviewed three times more in regard to general elections in Sweden during the period 1998-2006. A constant comparative method was used in the data analysis. Two-thirds of the participants voted in at least one of the three elections and a group of seven people did not vote at all. Age and significant persons were the most crucial factors for voting. The characteristics of a voter were having the idea and belief that one should vote as a citizen and having experience of voting so that one knew how to do it. In both these cases, significant persons and age were of importance. The authors suggest that the development of Swedish social policy may have influenced the voting behavior as people born during the 1940s and 1950s voted more often than people born during the 1960s and 1970s. Additionally, their social networks may enable persons with intellectual disabilities to make full use of their right to exercise political citizenship and to vote.
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| 50. |
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