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| 2. |
- Adern, Bengt, et al.
(författare)
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Self-reportance of temporomandibular disorders in adult patients attending general dental practice in Sweden from 2011 to 2013
- 2018
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Ingår i: Acta Odontologica Scandinavica. - : Taylor & Francis. - 0001-6357 .- 1502-3850. ; 76:7, s. 530-534
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The study aim was to evaluate the prevalence of self-reported temporomandibular disorders (TMD) and acceptance or nonacceptance of such disorders in adult patients attending all public dental health services in the County of Sormland, Sweden, during a 3-year period, 2011-2013. Methods: Two questions were asked about TMD and the voluntary mouth-opening capacity was measured. The results were registered in a score 0-3. The registration was completed with a question about each patient's acceptance or nonacceptance of their condition. Results: More than 73,000 registrations of the TMD condition were performed in general dental clinics from 2011 to 2013. The mean prevalence of a TMD score of 1-3 was 5% and was consistent over these years. Seventy percent of these patients were women. The peak prevalence of TMD was registered in patients aged 30-45years (38%), and the frequency declined in older age groups. Reduced voluntary mouth-opening capacity (<= 35 mm) was found in less than 2% of the participants. About one-fifth of the patients with a TMD-score of 1-3 did not accept their condition and wanted professional care. The frequency of nonacceptance of the condition increased with the severity of symptom score: 15%, 27%, and 49% for scores 1, 2, and 3, respectively. Conclusions: This study shows that the prevalence of self-reported TMD in adult patients was consistent from 2011 to 2013 and should be considered as a public health issue in Sweden. Patients with more severe TMD pain symptoms wanted care more frequent. The annual clinical calibrations should be continued to achieve an acceptable level of registration.
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| 3. |
- Aho, Anna Carin, et al.
(författare)
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Perceptions of the transition from receiving the diagnosis recessive limb-girdle muscular dystrophy to becoming in need of human support and using a wheelchair : an interview study
- 2019
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 41:19, s. 2289-2298
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: To describe perceptions of the transition from receiving the diagnosis recessive limb-girdle muscular dystrophy to becoming in need of human support to manage daily life and using a wheelchair for ambulation, from the affected young adults' and their parents' perspectives. METHOD: A qualitative and descriptive study design was used. Semi-structured interviews were held with 14 young adults diagnosed with recessive limb-girdle muscular dystrophy and 19 parents. Phenomenography was used for data analysis. RESULTS: The diagnosis was described as being a shock and difficult to comprehend but also as a relief and a tool for information. Beginning to use a wheelchair was perceived to be mentally difficult but it also provided freedom. New ways of living involved physical, emotional, practical, and social difficulties as well as experiences of learning to adapt to the disease. The transition was overshadowed by concern about disease progression and influenced by facilitating factors, which were young adult being seen as a person; supportive family and friends; mobilized internal resources; meaningful daily activities; adapted environment; and professional support. CONCLUSIONS: The different perceptions expressed in this study highlight the importance of identifying personal perceptions and needs in order to optimize support provided by healthcare professionals. Implications for Rehabilitation The different perceptions described in this study emphasize the need for person-centered care for young adults living with recessive limb-girdle muscular dystrophy and their parents. Regular controls and professional support to cope with the disease and its consequences should be offered, not only at the time of diagnosis but also throughout disease progression. Beginning to use a wheelchair can be a psychologically distressing process, which has to be acknowledged by healthcare professionals when introducing it. Healthcare professionals should not only recognize the importance of having social relations and activities that are meaningful but also be a link to authorities in society and to interest organizations that can help to facilitate the person's management of the disease.
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| 4. |
- Andersson, Catrin, et al.
(författare)
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Att organisera marknader : slutrapport från ett forskningsprogram
- 2015
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprogrammet ”Att organisera marknader” har drivits vid Stockholms centrum för forskning om offentlig sektor (Score) och finansierats av Riksbankens Jubileumsfond. I denna bok redovisar vi några resultat från programmet. Boken bygger på ett stort antal böcker och artiklar vilka anges i slutet av boken. En fullständig förteckning av alla de publikationer som programmet hittills gett upphov till finns att tillgå på rj.se. Denna bok har flera författare förutom undertecknad: Susanna Alexius, Catrin Andersson, Patrik Aspers, Christina Garsten, Magnus Erlandsson, Kristoffer Strandqvist, Göran Sundström och Kristina Tamm Hallström. Samtliga är verksamma som forskare vid Score.
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| 5. |
- Andersson, Claes, et al.
(författare)
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Automated telephone interventions for problematic alcohol use in clinical and population samples : a randomized controlled trial
- 2017
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Ingår i: BMC Research Notes. - : BioMed Central. - 1756-0500. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- Objective The primary objective was to evaluate 6-month outcomes for brief and extensive automated telephony interventions targeting problematic alcohol use, in comparison to an assessment-only control group. The secondary objective was to compare levels of problematic alcohol use (hazardous, harmful or probable dependence), gender and age among study participants from clinical psychiatric and addiction outpatient settings and from population-based telephone helpline users and Internet help-seeker samples. Results The Alcohol Use Disorders Identification Test (AUDIT) was used for screening of problematic alcohol use and 6-month follow-up assessment. A total of 248 of help-seekers with at least hazardous use (AUDIT scores of ≥ 6/≥ 8 for women/men) were recruited from clinical and general population settings. Minor recruitment group differences were identified with respect to AUDIT scores and age at baseline. One hundred and sixty persons (64.5%) did not complete the follow-up assessment. The attrition group had a higher proportion of probable dependence (71% vs. 56%; p = 0.025), and higher scores on the total AUDIT, and its subscales for alcohol consumption and alcohol problems. At follow up, within-group problem levels had declined across all three groups, but there were no significant between-group differences. Trial registration ClinicalTrials.gov NCT01958359, Registered October 9, 2013. Retrospectively registered
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| 6. |
- Andersson, Joacim, 1978-, et al.
(författare)
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A transactional way of analysing the learning of ‘tacit knowledge’
- 2015
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Ingår i: Interchange. - : Springer. - 0826-4805 .- 1573-1790. ; 46:3, s. 271-287
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Tidskriftsartikel (refereegranskat)abstract
- Methodological challenges point to a reconceptualization of ‘tacit knowledge’ to ‘tacit knowing’. The paper outlines the concept of ‘tacit knowing’ and explores the need for educational research to reformulate questions about tacit knowledge as a practical learning concern. Using John Dewey’s transactional perspective on learning ‘tacit knowing’ is analysed as embodiment of knowledge. An approach of ‘body pedagogics’ is used to frame this analysis. From a perspective of ‘body pedagogics’ our bodily being and the actions we perform as such beings cannot be reduced to neither cultural nor subjective experience. Rather, we are in a continuing educating process when it comes to our bodies (Shilling and Mellor 2007, p. 533). On the background of this a transactional model of learning is developed that recognises educative bodily experiences in relation to ‘tacit knowing’. A sailing vignette is used to show that ‘tacit knowing’ becomes visible in a sailor’s embodied inquiry of which situated epistemic relations it is necessary to embody to acquire a certain ‘body technique’. Empirical focus lies on how dinghy sailors grow into purposeful ‘body techniques’ (Mauss, Econ Soc 2(1):70–88, 1973) by taking the measure of their ongoing, continuous experience while coordinating their movements with the environment. The analysis show how understandings and bodily skills are simultaneously used in the educational situation where the dinghy sailor has to handle both the environment and various instructions given by the trainer. Thus, ‘tacit knowing’ in dinghy sailing is not merely a collection of motor skills, but rather the grasping, in the practical embodied way, of physical principles.
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| 7. |
- Andersson, Joacim, et al.
(författare)
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Embodying Meaning : Qualities, Feelings, Selective Attention, and Habits
- 2016
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Informa UK Limited. - 0033-6297 .- 1543-2750. ; 68:2, s. 207-222
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Tidskriftsartikel (refereegranskat)abstract
- Recently, there has been increasing pedagogical interest in the qualities and characteristics of movement. This article examines these qualities and characteristics in terms of John Dewey's distinction between abstract, linguistic significant meanings and concrete, embodied imminent meanings. Imminent meanings are comprised of intuitive qualities, feelings, selective attention, and habits. We examine each of these in turn in hopes of better understanding the learning of "body techniques" while illuminating some important aspects of body pedagogics.
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| 8. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Embodying Teaching : A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom
- 2018
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Ingår i: Interchange. - : Springer. - 0826-4805 .- 1573-1790. ; 49:2, s. 179-204
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Tidskriftsartikel (refereegranskat)abstract
- The article draws on body pedagogics and considers that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour. In this article movement behaviour specifically centres on a sloyd (handicraft education) teacher’s walk through the classroom. The analysis illuminate the specific teaching use of the body as a spatial, temporal and situational movement rhythm in the classroom and how teachers and pupils tune into educational discourses by means of different body techniques. A wireless GoPro camera was attached to the teacher’s chest in order to gain detailed view of pupil–teacher–body–material–tool encounters and a specific visual perspective of the sloyd teacher’s walk. During a 2.5 years fieldwork, 25 wood–metal sloyd lessons were observed and recorded (circa 50 h of video). The study is informed by Dewey’s embodied theory of learning and focus the alternation between active and passive phases in the stream of experience. From such Deweyan perspective the rhythm of an activity for organising experience, is fundamental to the creation of intelligent moving habits. The results show the body pedagogic experiences, outcomes and means by highlighting the teacher’s (a) spatial path by describing mutual relationships between the material arrangement of the classroom, the teacher’s bodily movements and the pupils’ participation in the lesson, (b) temporal pace by his ‘flights and perchings’ through the lessons and how he moves from pupil to pupil and assignment to assignment, (c) specific pacts by describing body techniques and situated teacher–pupil encounters that terminate in an agreement about how to proceed.
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| 9. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Empirical Philosophical Investigations in Education and Embodied Experience
- 2018
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Bok (refereegranskat)abstract
- Chapter 1 This chapter explores some of the most interesting intersections between the philosophy of John Dewey and the later Ludwig Wittgenstein. Practical epistemological analysis (PEA), Situated Epistemic Relations (SER), and Situated Artistic Relations (SAR) examine learning primarily as a sociolinguistic practice. Since it is a sociolinguistic practice, much of both the product and the process of learning are plainly visible to sophisticated methodological observation. This chapter emphasizes the primacy of practice in comprehending linguistic meaning (i.e., forms of life, language-games, meaning as use, etc.), the rejection of a private language, antifoundationalism, and epistemological contextualism, action, and antirepresentationalism. It establishes the philosophical framework for our analytical method developed in Chap. 3 and assumed in Chap. 4 .
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| 10. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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I am sailing : towards a transactional analysis of 'body techniques'
- 2015
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Ingår i: Sport, Education and Society. - Abingdon, England : Routledge. - 1357-3322 .- 1470-1243. ; 20:6, s. 722-740
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Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James’ radical empiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’ concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.
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