| 1. |
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| 2. |
- Andersson Søe, Martina, et al.
(författare)
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‘Distance creates distance’ : preschool staff experiences and reflections concerning preschool introduction during the covid-19-Pandemic
- 2023
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 31:1
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Tidskriftsartikel (refereegranskat)abstract
- The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Based on analysis of open-ended survey data (N = 465), the present study explores how Swedish preschool staff has experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuate the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrains the important relationship-building between staff and parents. Moreover, the children seem to interpret the parent-staff physical distance as relational distance, which negatively affects their emerging relationship to preschool staff. Our results also show that how parental participation is organised during preschool introduction may be of critical importance for staff-child relational establishment, providing insights for researchers and practitioners in the field valuable to consider also in a non-pandemic context.
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| 3. |
- Andersson Søe, Martina, et al.
(författare)
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Distance Creates Distance: Preschool Staff Reflections and Experiences Concerning Preschool Introduction During the Covid-19-Pandemic
- 2021
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Konferensbidrag (refereegranskat)abstract
- Recent attachment research attests that children’s relationships to preschool staff can contribute to their attachment development. The preschool introduction phase constitutes a natural arena for establishing these relationships, so organizing this introduction to enable relation-building between staff and children is essential. In Sweden, preschools stayed open during the covid-19-pandemic, however several social restrictions were implemented. The present study focuses on how these pandemic-related social restrictions have affected the prerequisites for facilitating good preschool staff-child interactions. By analyzing open-ended survey data (N = 465), we explored how preschool staff experienced the pandemic restrictions during preschool introduction. Our qualitative analysis demonstrates that while social distancing-restrictions accentuated the importance of engaging relationally with the families, physical distancing simultaneously constrained the parent-staff relationship-building. Importantly, the children seemed to interpret the parent-staff physical distance as relational distance, which negatively affected their emerging relationship to preschool staff. Our results also suggest that how parental participation is organized during preschool introduction may be critically important for child-staff attachment-related interactions, in a pandemic as well as a non-pandemic context. Finally, our results also highlight the significant contribution of preschool staff in supporting children’s coping with the crisis-related constraints during the important life-event of preschool transition.
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| 4. |
- Andersson Søe, Martina, et al.
(författare)
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Introduction to Preschool During the Covid-19-Pandemic: Impacts of Social Restrictions on Staff-Family Relational Establishment
- 2022
-
Konferensbidrag (refereegranskat)abstract
- The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Organizing the preschool introduction to enable constructive relationship-building between preschool staff and the families, is, thus, crucial, not the least as recent attachment research suggest that preschool staff in early childhood education and care contexts can contribute to attachment development in children. In Sweden, preschools stayed open during the pandemic of covid-19, however with implementation of several social restrictions, such as physical distancing between preschool staff and parents. It is therefore crucial to understand whether, and how, these pandemic-related social restrictions have affected the prerequisites for facilitating good interactions between preschool staff and the families. Based on analysis of open-ended survey data (N = 465), the present study explored how Swedish preschool staff experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuated the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrained the relationship-building between staff and parents. Moreover, the children seemed to interpret the parent-staff physical distance as relational distance, which negatively affected their emerging relationship to preschool staff. Our results also showed that it might be of special concern, also in a non-pandemic context, to consider the organization of parental participation, as it may be of critical importance for staff-child relational establishment. Lastly, to promote engagement of preschool staff, our results indicated that it might be essential to have reflexively defined procedures when introducing children to preschool.
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| 5. |
- Andersson Søe, Martina, et al.
(författare)
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Transition to Preschool : Paving the Way for Preschool Teacher and Family Relationship-Building
- 2023
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Ingår i: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; 52:6, s. 1249-1271
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Tidskriftsartikel (refereegranskat)abstract
- Background: Previous research suggests that interactions between preschool teachers and children in early care and educational contexts can contribute to the child’s positive attachment development and socioemotional adjustment. Objective: Investigate how the transition process to preschool is organized and whether various ways of organizing it may differently influence family–teacher relationship-building and child adjustment. Methods: Conducted a mixed methods study of quantitative and qualitative survey data from Swedish preschool professionals (N = 535). Results: Preschool introduction varied across preschools in several structural aspects such as introduction length and intensity, timing for first child–parent separation, and number of children and teachers involved in the introduction process. Results moreover suggested that different introduction models were associated with different ways of engaging the parent, where the “parent-active” model was characterized by a high level of parental participation during the introductory activities. This was perceived by preschool professionals as positively influencing the family–teacher relational formation. Conclusion: Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building. Future research should focus in more detail on how child–teacher and parent–teacher interactions, respectively, influence family–teacher relationship-building and child adjustment during, and after, the introduction period.
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| 6. |
- Andersson Søe, Martina, et al.
(författare)
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"We tend to underestimate the children!” – A qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition
-
Ingår i: Scandinavian Journal of Educational Research. - 1470-1170. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic analysis revealed two themes, centering around emotional security and the need to introduce the child and the parent(s). While emphasizing the importance of the parent’s presence near the child during the introduction process, dilemmas and conflicting ideas about how to arrange child-adult interactions were revealed, with potential implications for the child’s transition and the child-teacher relationship-building.
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| 7. |
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| 8. |
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| 9. |
- Holmdahl, Ale, et al.
(författare)
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More than Just a Game: Teachers’ Experiences of PAX-GBG
- 2023
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Ingår i: European Journal of Psychology and Educational Research. - : Eurasian Society of Educational Research. - 2589-949X. ; 6:1, s. 55-68
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Tidskriftsartikel (refereegranskat)abstract
- The PAX Good Behavior Game (PAX-GBG) is an evidence-based universal preventive intervention program for classroom use. Our aim was to explore teachers' perceptions of PAX-GBG and their work with it, and whether this changed during the implementation of the intervention. In addition, we explored teachers' perceptions, and changes in perceptions, regarding how they perceived their workload when learning and using PAX, how it influenced relationships in the classroom and students with special needs. Semi-structured telephone interviews were conducted with six female teachers at three time-points during a school year. Based on thematic analysis, four themes illustrating teachers' experiences and the perceived effects of PAX-GBG on classroom relationships were identified: (1) Working with PAX-GBG; (2) The Game; (3) Focus on Behaviour; and (4) Relationships. A notable finding was that most teachers, at the outset, had concerns regarding the PAX Game and that these concerns mostly
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| 10. |
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| 11. |
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| 12. |
- Landqvist, Linda, et al.
(författare)
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Perceptions of work and work engagement among school psychologists in Sweden
- 2022
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Ingår i: International Journal of School & Educational Psychology. - : Informa UK Limited. - 2168-3603 .- 2168-3611. ; 10:4, s. 447-460
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: In the present study, we respond to recent calls to investigate work related circumstances of school psychologists. As very limited research is done on work engagement among school psychologists, we further tested for the effect of well-established work related factors on work engagement.Methods: A subsample of data from a survey distributed to all members of the Swedish Psychological Association was used to assess school psychologists’ (N = 440) perceptions of work related factors and work engagement.Results: Our results indicate that a considerable part of the participating school psychologists experience high work demands and have trouble finding work-life balance. In general, however, school psychologists in Sweden experience high work engagement. The results also indicate that school psychologists in Sweden experience a lack of role clarity in their professional role. Conclusions: Our findings validate a model that underlines the importance of role clarity for school psychologists work engagement.
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| 13. |
- Liljegren, Britta, et al.
(författare)
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Skolan och familjen – en modell för salutogent samspel
- 2009
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Ingår i: Psykolog i skolan. - 9789144054452 ; , s. 145-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Att det ska finnas en psykolog i skolans elevhälsa är på förslag från regeringen. Men vad är psykologens uppgifter i skolan? Denna första svenska antologi tar upp de organisatoriska och juridiska/etiska ramarna kring psykologens arbete i skolan, psykologens del av skolans samhällsuppdrag, relationer med elever och familjer, med skolan som organisation såväl som med det omgivande samhället. Psykologen spelar en central roll i skolan, både för elever och personal, och deltar i skolans arbete med förebyggande, utredande och behandlande insatser, personalhandledning och skolutveckling. I Britta Liljegrens kapitel presenteras en salutogen modell för samverkan mellan hemmet och skolan. Modellen utgår från ett interaktionellt perspektiv där barnets tanke-, känslo- och handlingsmönster sätts i direkt samband med kommunikations- och interaktionsmönster med viktiga andra personer, särskilt föräldrar och lärare. Arbetssättet avser att motverka exkludering och verka för att hela systemet involveras i åtgärder och konstruktivt samspel. Boken vänder sig i första hand till psykologstudenter, yrkesverksamma psykologer, lärare och annan skolpersonal, men även till andra som på något sätt arbetar med skola och utbildningsfrågor. Om vi med "Psykolog i skolan" kan öka medvetenheten om möjligheterna i fältet, bidra på ett positivt sätt till skolpsykologens grundläggande kompetens samt inspirera våra kollegor till att sticka ut hakan och ta för sig lite mer skulle det glädja oss oerhört.
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| 14. |
- Norrman Harling, Malin, et al.
(författare)
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Breaking the taboo: Eight Swedish Clinical Psychologists’ Experiences of Compassion Fatigue
- 2020
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Informa UK Limited. - 1748-2631. ; 15:1
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of the study was to investigate the participating psychologists’ experiences with compassion fatigue, and to identify individual, interpersonal, and organizational factors and strategies perceived as contributing or protecting in relation to compassion fatigue. Methods: Semi-structured telephone interviews were conducted with eight psychologists (three men and five women) with more than five years of experience in clinical practice. The interviews were analyzed with thematic analysis, generating five themes.Results: These were organizational and task specific factors which the participants felt contributed to their compassion fatigue (“mission impossible” and “emotional strain”), experi- ences of compassion fatigue (“consequences”), interpersonal factors that were perceived as contributing or protecting (“interpersonal factors”), and individual factors that were perceived as protecting (“shielding and strengthening factors”).Conclusions: It was found that all of the participants had experienced negative impact of compassion fatigue on their personal lives. A large quantity of patients, and complex patient cases, as well as high expectations on the psychologists were experienced as contributing factors. Collegial support, an empathetic boss, a high degree of agency at work, and fulfiling activities outside of work were experienced as protecting against compassion fatigue.
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| 15. |
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| 16. |
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Psykolog i skolan
- 2009
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Denna första svenska antologi i skolpsykologi tar upp de organisatoriska och juridiska/etiska ramarna kring psykologens arbete i skolan, psykologens del av skolans samhällsuppdrag, relationer med elever och familjer, med skolan som organisation såväl som med det omgivande samhället. Psykologen spelar en central roll i skolan, både för elever och personal, och deltar i skolans arbete med förebyggande, utredande och behandlande insatser, personalhandledning och skolutveckling. I boken beskrivs även metoder för diagnostisering av läs- och skrivsvårigheter och andra störningar i utvecklingen, Motiverande samtal (MI) samt Social och Emotionell Träning (SET).
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| 17. |
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Psykolog i skolan. 2nd ed.
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Att det ska finnas en psykolog i skolans elevhälsa är numera lagstadgat. Att psykologen ska finnas tillgänglig för samtlig personal, alla elever och deras föräldrar i frågor som är skolrelaterade är mindre självklart. Skolpsykologers förutsättningar ser väldigt olika ut och det finns ett stort behov av fortsatt utveckling. Boken är reviderad för att spegla kraven i den nya skollagen samt även uppdaterad med flera nya kapitel skrivna av verksamma skolpsykologer. I boken tar vi upp de organisatoriska och juridiska/etiska ramarna kring psykologens arbete i skolan, psykologens del av skolans samhällsuppdrag, relationer med elever och familjer, med skolan som organisation såväl som med det omgivande samhället. Psykologen spelar en central roll i skolan, både för elever och personal, och deltar i skolans arbete med förebyggande, utredande och behandlande insatser, personalhandledning och skolutveckling. Psykolog i skolan är skriven för blivande psykologer men även för yrkesverksamma psykologer, övrig personal i elevhälsan, pedagogisk personal och skolledning, eller andra som arbetar med skola och utbildningsfrågor.
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| 18. |
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| 19. |
- Schad, Elinor, et al.
(författare)
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Educational Psychology in Europe
- 2019
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Ingår i: Psychology in Russia: State of the Art. - : Russian Psychological Society. - 2074-6857 .- 2307-2202. ; 12:4, s. 3-7
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Tidskriftsartikel (refereegranskat)abstract
- Today, Russia is a member of the European Federation of Psychological Associations (EFPA) and in the summer 2019 the Russian Psychologi- cal Society was the host to the 16th European Congress of Psychology (ECP) in Moscow, gathering psychologists from all over the world. In connection with the 2019 ECP, this special edition has been compiled by members of EFPA’s Standing Committee on Psychology in Education (SCPiE) and represents a collection of papers highlighting the range of work that educational psychologists undertake with schools and youth. This volume is also the next step for the EFPA Standing Committee for Psychologists in Education to strengthen and promote educational psy- chology in Europe, in order to reach our end goal: efficient and well- functioning institutions of learning.
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| 20. |
- Schad, Elinor, et al.
(författare)
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Elevers utveckling under skolåren
- 2014
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Ingår i: Evidensbaserad elevhälsa. - 9789144089690 ; , s. 191-204
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Bokkapitel (refereegranskat)abstract
- I kapitlet görs en kort genomgång av viktiga utvecklingssteg under barns skoltid.
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| 21. |
- Schad, Elinor, et al.
(författare)
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Elevkårsengagerade ungdomars syn på skola, vänner, fritid och familj. Första delrapport, Projektet UNG
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Stress, Unmanageability, FOMO, and Lack of Recovery: A New Perspective on Adolescent Mental HealthToday, many of the challenges that adolescents face involve mental health issues, some of which have the potential of negatively affecting them for a long time to come. There is, however, at present a lack of a detailed account on the mental health issues experienced by adolescents in Sweden. This study therefore explores senior High School students’ views on their life situation from four perspectives: friends, family, free time and school.In this qualitative study, 270 senior High School students took part in a workshop arranged by the Swedish Students' Union in June 2018. Initially the participants were asked to provide answers to six open-ended questions via their mobile phone (e.g. what in your life do you feel is meaningful?). This was followed by a session were the students received 30 minutes to write down what they perceived as most positive and negative aspects of the four areas: friends, family, free time and school. The session ended with the participants being asked three additional open-ended questions on their mobile phone. Framework analysis was used to analyze the data material.The participants perceived friendship as well as being around other pupils as positive aspects of school. Doing well, being stimulated and having a good relationship with teachers were also considered as positive. On the other hand, performance anxiety along with stress and how teaching and learning is organized was perceived by the participants as particularly negative. Furthermore, the participants report that they experience a high level of school stress, but also stress of a more general nature, related to life in general. The participants report on their free time as being important for recreation and recovery from school activities. Recovery appears to be hindered by time demands and or a lack of mental health such as anxiety problems. As the results pertain to friends, we found that students value a sense of acceptance, and see peer pressure as a negative. Furthermore, fear of missing out (FOMO) on friends’ activities was a common worry among students.ConclusionThe present study is unique in the sense that it presents students’ own views on their life situation. Of particular concern is the high degree of performance anxiety and stress as experienced by the participants as well as their experiences of FOMO, and lack of recovery. In addition, the participants perceive school and schoolwork as being unmanageable.In line with the stress-vulnerability model, these results can be interpreted as heightening the risk of mental health issues. Moreover, students concerned primarily with school related stress, and a lack of recovery, may find it difficult to focus on academics, mastery, or personal fulfillment.The results are important for the day-to-day practice of student health services, who encounter adolescents and young adults in the course of their profession. Furthermore, the results can inform the organization of schools to focus on issues of high relevance for adolescents.
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| 22. |
- Schad, Elinor, et al.
(författare)
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Exploring the sustainability of the teaching profession : A thematic analysis of teachers’ perspectives
- 2022
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Ingår i: Horizons of Psychology. - : Drustvo psihologov Slovenije/Slovenian Psychologists' Association. - 2350-5141. ; 31, s. 540-549
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Tidskriftsartikel (refereegranskat)abstract
- Teacher shortage and turnover is a growing problem in Sweden, yet little is known about the organisational factors associated with these problems. The current study explores teachers’ experiences of organisational processes and aims to identify relevant job demands and resources linked to professional sustainability for teachers. In this study, semi-structured focus group-interviews were conducted with five groups. In total, 44 teachers (33 women and 11 men) working in southern Sweden participated. The interviews were analysed using thematic analysis. Three key themes illustrating aspects of teachers’ perceptions were identified: Hindrances, Culture, and Leadership. The findings indicate that the participants experienced poor organisational structures effecting both their professional and personal lives. The results contribute to a deeper understanding of what impacts professional sustainability for teachers in Sweden.
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| 23. |
- Schad, Elinor
(författare)
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Gymnasieelevers hälsa
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 24. |
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| 25. |
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| 26. |
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| 27. |
- Schad, Elinor, et al.
(författare)
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Introducing a Swedish Translation of the Workplace Incivility Scale
- 2014
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This article reports the reliability and validity of the Swedish version of the Workplace Incivility Scale (WIS), a 7-item self-report measure assessing subjectively appraised workplace incivility. The scale was offered to all 490 white-collar employees in a medium size Swedish company resulting in a response frequency of 54 % consisting of 266 participants. The results indicate a good internal consistency with an alpha value of .88 comparable to the original results reported by Cortina, Magley, Williams, and Langhout (2001). The construct validity of the translated scale was demonstrated by a one- factor solution and correlations with theoretically relevant concepts support the convergent validity. The results support the use of the Swedish translation of WIS as a reliable and valid instrument to measure workplace incivility.
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| 28. |
- Schad, Elinor
(författare)
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Kärt barn har många namn
- 2011
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Ingår i: Psykisk Hälsa. - 0033-3212. ; 2011, s. 6-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Schad, Elinor
(författare)
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Lacking structures of communication for teachers in Sweden, a focus group study
- 2019. - 2
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- In light of the changing circumstances for teaching, teachers’ views on organizational communication processes were explored. Empirically, this paper is based on five semi-structured focus groups, each interviewed on two occasions. In total, 44 primary and lower secondary-school teachers working in one municipality in Sweden participated. The interviews were framed by a pre-survey concerning demographic data and a post-survey collecting data on the teachers’ assessment of the group climate. In the analysis, four themes that illustrate aspects of teachers’ perceptions and experiences of workplace communication were identified. The findings point to a lack of adequate and comprehensive structures for organizational communication.
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| 30. |
- Schad, Elinor
(författare)
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Mental Health Interests of Adolescents in Secondary Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- This study explores the relative interest in various mental-health topics among adolescents. The results of this study will be used to develop relevant information material for the age-group and for interested mental-health practitioners as well as teachers. The participating adolescents were between 13-19 (N = 2058) recruited through social media. In the sample 922 participants attended lower secondary school and 1136 participants attended upper secondary school.Building on a previous study, seven multiple-response questions covered the areas cognitions, friends and leisure, family, school, diagnoses, vulnerability and addiction, and interventions.The results show that the students are most interested in anxiety (72.0%), self-help (71,8%), depression (69,8%), stress/stress management (67.8%), loneliness (65.2%), and school related performance anxiety (65.1%). Even though there are significant gender differences in interest on many issues, only interest in eating disorders (girls 57.8%) and sexual harassment (52.5%) had more than a 65%/35% split by gender. We found that there was a larger interest in school related performance anxiety, peer-pressure, and love amongst lower secondary students than among those in upper secondary school. On the other hand, upper secondary students were more interested in burnout, procrastinating, and feeling blue. Implications for student health and school psychology services will be discussed.
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| 31. |
- Schad, Elinor
(författare)
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No time to talk! Teachers' perception of workplace communication
- 2017
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Konferensbidrag (refereegranskat)abstract
- Teachers’ perception of organizational communication was assessed with a tailored questionnaire sampling 401 primary and lower secondary school teachers from two municipalities in Sweden (response rate 61 %). Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication, while time for communication, was reported deficient. Utilizing a Job demands-resource framework and hierarchical linear regression, the organizational communication variables were shown to predict job satisfaction even when controlling for relevant work environment indicators. In total, the model predicts 49.2 % of the variance in job satisfaction. School leaders should preferably focus both on providing opportunities for collegial interactions and actively work to improve the communication climate in schools.
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| 32. |
- Schad, Elinor
(författare)
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No Time to Talk! : Teachers' Perceptions of Organizational Communication and Work-related Health
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- During recent years, schoolteachers in Sweden have experienced many reforms and societal changes, resulting in altered conditions for work. Subsequently, many teachers have reported an increased workload and reduced well-being. In addition, previous research has identified a need for more contextually anchored measures of demands and resources pertaining to teachers’ work situation.This dissertation, based on two studies generating three papers, aims to investigate primary and lower secondary school teachers’ perceptions of organizational communication and work-related health. A need for more contextually anchored research on teachers’ worklife, in relation to organizational communication and in combination with other salient demands and resources is the theoretical and empirical starting point for the present research. Paper I is based on results from an explorative study using focus group methodology. In this study, workplace communication practices among schoolteachers were examined. A total of 44 participants (11 men, 33 women), were divided into five groups, each meeting twice. The qualitative study design was supplemented with two questionnaires, identifying demographic variables and group climate. Several problemareas regarding especially structure and time aspects of organizational communication were found. One noteworthy observation was the many idiosyncratic ways teachers handled daily challenges.In order to counter this, there is among other things an apparent need for support structures for organizational communication, such as communication platforms and meeting structures. The observed problems with deficient and weak communication may in the long-run negatively influence teachers’ work sustainability. These results speak directly to the relevance of organizational communication processes as they occur between teachers today. Paper II and III are based on results (N = 401) from a cross-sectional surveyadministered to all primary and lower secondary school teachers in two municipalities in southern Sweden. Central to the study was the use of contextually anchored organizational communication measures, partially developed from study I. Paper II reports on teachers’ perception of time for communication with colleagues, structures for communicative interactions in the school, the workplace communication climate, and collegial communication. Furthermore, this paper explores to what extent organizational communication in schools is associated with salient work environment indicators (quantitative demands, physical work environment, and role clarity), and to what extent organizational communication predicts job satisfaction above and beyondthe work environment indicators. Utilizing the Job Demands-Resources model as a framework, it was found that, along with the work environment related constructs, teachers’ perceptions of organizational communication act as predictors for job satisfaction (in total, 49.2% of the variance in job satisfaction is explained). Time for communication and collegial communication were the relatively stronger predictors for job satisfaction. Paper III reports on teacher work-related health and working conditions. Inaddition, the associations and proportional contributions of salient work-relatedconstructs for health-related outcomes were examined. The results show that 40.2% of the teachers are at risk for depression. A worrying 43.8% of the teachers in this study qualify as leading a sedentary life-style, and 33.7% reported insufficient recovery from work. The results further indicate that separation between work and spare time as well as recovery from work partially mediate the association between job satisfaction and the outcome variables, well-being and health complaints as explored in two separate models. These results confirm recent national research pointing to the teaching profession as a vulnerable occupational group. The results from the present dissertation add to previous findings on teachers’ work situation, using contextually anchored demands and resources. The results further suggest that the Job Demands-Resources model can be extended by including organizational communication as one important aspect of organizationally centered constructs. Of practical relevance are results indicative of problems with teachers finding time to interact with colleagues, the possibility to recover from work, and insufficient separation between work and spare time. The studies have not received any external funding.
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| 33. |
- Schad, Elinor
(författare)
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No time to talk! Teachers’ perceptions of organizational communication: Context and climate
- 2019
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Ingår i: Educational Management, Administration & Leadership. - : SAGE Publications. - 1741-1432 .- 1741-1440. ; 47:3, s. 421-442
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Tidskriftsartikel (refereegranskat)abstract
- Teachers’ perceptions of organizational communication were assessed using a tailored questionnaire, sampling 401 primary and lower secondary school teachers from two municipalities in Sweden. Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication; however, a lack of time for communication was reported. Using a job demands–resource framework and hierarchical linear regression, the organizational communication variables were shown to predict job satisfaction even when controlling for relevant work environment indicators. In total, the model predicted 49.2% of the variance in job satisfaction. It is argued that school leaders should focus primarily both on providing opportunities for collegial interactions and working actively to improve the communication climate in schools.
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| 34. |
- Schad, Elinor, et al.
(författare)
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Psykologbedömning av barn i skolåldern
- 2014
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Ingår i: Evidensbaserad elevhälsa. - 9789144089690 ; , s. 205-219
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Bokkapitel (refereegranskat)abstract
- Abstract in Undetermined I detta kapitel har vi beskrivit psykologbedömningar på individnivå och satt in dessa i sin kontext. Vi har lyft fram betydelsen av att se eleven i sitt sammanhang – hemma såväl som i skolan – samt betonat vikten av de systemteoretiska faktorer som påverkar skolframgång, exempelvis lärarnas metoder och deras möjlighet att få pedagogiskt stöd. Detta är faktorer som är föränderliga och påverkbara och som har vital och avgörande betydelse för alla barns utbildning, utveckling och hälsa.
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| 35. |
- Schad, Elinor, et al.
(författare)
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School Psychologists’ Assessment of the Use of Psychological Knowledge in Schools: Development of the Use of Psychological Constructs in Schools
- 2022
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Konferensbidrag (refereegranskat)abstract
- Teaching and learning could be guided by psychological knowledge to a larger extent. The aims of this study were to examine school psychologists’ (N = 117) assessments of how psychological constructs related to learning are being used by teachers in Swedish schools. In addition, we aimed to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study where we used as a base the theoretical framework suggested by the APA Coalition for Psychology in Schools and Education. In this framework divided into five domains: thinking and learning, motivation, social emotional factors, classroom Management, and assessment, twenty central principles from psychology important for learning are constructed constituting a foundation for the survey design. The results, as measured with the instrument Use of Psychological Constructs in Schools (UPCS), revealed three main findings: (a) social and emotional factors were rated as less practiced than other investigated areas, with the principle of social context being especially low, (b) traditional teaching techniques were seen as being more present than psychological concepts such as emotion regulation and positive reinforcement, and (c) school psychologists perceived themselves as having a fair insight into teachers’ educational practice. The study contributes to the literature by providing a school psychologist perspective on the use of psychological knowledge in schools.
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| 36. |
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| 37. |
- Schad, Elinor, et al.
(författare)
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Special Education in Sweden
- 2014
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Ingår i: Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals.
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Bokkapitel (refereegranskat)
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| 38. |
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| 39. |
- Schad, Elinor, et al.
(författare)
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Sveriges Psykologförbunds arbetsmiljöundersökning, 2014
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Psykologyrket kan ta sig många olika former och uttryck. Därför är de arbetsmiljöer och vardagssituationer yrkesverksamma psykologer möter högst varierande. En del psykologer är verksamma inom offentlig sektor, andra inom privat sektor. En del psykologer arbetar med utvecklingsfrågor och barn och ungdomar, andra med rehabiliteringsfrågor och äldre människor. Resurser, problem och målgrupper kan variera stort och därmed också de villkor och förutsättningar enskilda psykologer har för att utöva sin profession. Det har sedan en tid tillbaka pågått en diskussion bland Sveriges Psykologförbunds (SPF)medlemmar, vilken handlat om medlemmarnas arbetsmiljöförhållanden. Det har i detta sammanhang bland annat framkommit att det saknas kunskap kring arbetsmiljöförhållanden, vilket upplevs försvåra ett fördjupat och kvalificerat åsiktsutbyte. I förlängningen av denna diskussion har det formulerats en önskan från ledningen och medlemmar i SPF att försöka ta ett relativt brett grepp om situationen och försöka finna vägar till att belysa medlemmarnas arbetsmiljösituation. Föreliggande rapport kan ses som ett svar på denna önskan och rapporten redovisar resultaten från en enkätundersökning riktad till yrkesverksamma medlemmar av psykologförbundet, vilken genomfördes hösten 2014. Syftet med enkätundersökningen var att skapa ett diskussionsunderlag genom att samla in och dokumentera efterfrågad information om psykologers arbetsförhållanden och villkor i arbetet. De resultat som presenteras baseras på svar från 3240 yrkesaktiva medlemmar i Sveriges Psykologförbund. Av de drygt 11 000 medlemmarna i förbundet är 10 % pensionärer och 17 % studenter. Dessa inkluderas emellertid inte i rapporteringen av undersökningen. Resultaten presenteras i fem avsnitt: anställning och utbildning, fysisk arbetsmiljö, arbetssituation, social interaktion och självskattad hälsa, sömn samt gränsen mellan arbete och fritid.
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| 40. |
- Schad, Elinor
(författare)
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The Preparation of School Psychologists and Specialists in Educational Psychology in Sweden
- 2014
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Ingår i: International Journal of School & Educational Psychology. - : Informa UK Limited. - 2168-3611 .- 2168-3603.
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Tidskriftsartikel (refereegranskat)abstract
- School psychologists have a new and stronger position in Sweden’s educational system than earlier. For example, as of July 2011, all Swedish students ages 6 through 18 have guaranteed access to school psychology services. The school psychologists’ roles are to be active participants and coworker in the student health service team, working to promote student health in the Learning environment. The preparation of school psychologists, licensing, and specialists training in educational psychology are described. Sweden’s school psychological services need further expansion at the undergraduate (first cycle) and master’s (second cycle) level university courses as well as improved possibilities for professional development and training.
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| 41. |
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| 42. |
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| 43. |
- Torkelson, Eva, et al.
(författare)
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Factors contributing to the perpetration of workplace incivility: the importance of organizational aspects and experiencing incivility from others
- 2016
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Ingår i: Work & Stress. - : Informa UK Limited. - 0267-8373 .- 1464-5335. ; 30:2, s. 115-131
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Tidskriftsartikel (refereegranskat)abstract
- In recent years a growing amount of research has been conductedin the area of workplace incivility. Whereas many studies havefocused on the victims and the consequences of incivility, littleattention has been paid to the perpetrators and antecedents ofworkplace incivility. This study aims to identify possibleantecedents of workplace incivility, by investigating organizationalaspects as well as the possibility that being the target of incivilityfrom co-workers and supervisors could induce incivility. A total of512 employees (378 women and 133 men) in the school sector ina Swedish municipality completed an online questionnaire.Overall, the results of structural equation modelling analysesshowed that organizational variables were related to theperpetration of incivility. A direct relationship was found betweenbeing uncivil and organizational change, job insecurity, low socialsupport from co-workers and high job demands. However, thestrongest relationship was found between experienced incivilityfrom co-workers and instigated incivility. This could be reflecting aclimate or culture of incivility in the organization, and carryimplications for future practice in interventions against workplaceincivility. The results indicate the importance of focusing on theperspective of the instigator to gain knowledge about the processof workplace incivility.
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| 44. |
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