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- Andersson, Gerhard, et al.
(författare)
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Internet-based psychodynamic versus cognitive behavioral guided self-help for generalized anxiety disorder : A randomized controlled trial
- 2012
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Ingår i: Psychotherapy and Psychosomatics. - Basel, Switzerland : Karger. - 0033-3190 .- 1423-0348. ; 81:6, s. 344-355
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Tidskriftsartikel (refereegranskat)abstract
- Background: Guided Internet-based cognitive behavior therapy (ICBT) has been tested in many trials and found to be effective in the treatment of anxiety and mood disorders. Generalized anxiety disorder (GAD) has also been treated with ICBT, but there are no controlled trials on guided Internet-based psychodynamic treatment (IPDT). Since there is preliminary support for psychodynamic treatment for GAD, we decided to test if a psychodynamically informed self-help treatment could be delivered via the Internet. The aim of the study was to investigate the efficacy of IPDT for GAD and to compare against ICBT and a waiting list control group.Method: A randomized controlled superiority trial with individuals diagnosed with GAD comparing guided ICBT (n = 27) and IPDT (n = 27) against a no treatment waiting list control group (n = 27). The primary outcome measure was the Penn State Worry Questionnaire.Results: While there were no significant between-group differences immediately after treatment on the main outcome measure, both IPDT and ICBT resulted in improvements with moderate to large within-group effect sizes at 3 and 18 months follow-up on the primary measure in the completer analyses. The differences against the control group, although smaller, were still significant for both PDT and CBT when conforming to the criteria of clinically significant improvement. The active treatments did not differ significantly. There was a significant group by time interaction regarding GAD symptoms, but not immediately after treatment.Conclusions: IPDT and ICBT both led to modest symptom reduction in GAD, and more research is needed.Copyright (C) 2012 S. Karger AG, Basel
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| 4. |
- Grahn, Andreas, 1973-
(författare)
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Fakta, normativitet eller pluralism? : Didaktiska typologier inom gymnasieskolans geografiundervining om klimatförändringar
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In education about climate issues teachers make choices. What is of most importance? To know how the green house effect works in a natural scientific way or to know about the political processes that can help us find a solution? Habits, or selective traditions, answers the questions why, what and how does teachers do when teaching about climate issues. In this study selective traditions are investigated.The purpose of this study is to investigate and identify selective traditions among the Swedish geography teachers when it comes to teaching about global warming. A discussion about the implications of the selective traditions for the education from a pragmatic perspective, inspired by John Dewey in his work: “Democracy and Education is also included.The empiricism of the study consists of interviews where teachers tell about their ways of teaching about climate issues. The result is presented in the form of selective traditions. The study identifies three separate didactic typologies in teaching about climate issues. The natural science typology tradition which focuses on facts, the normative which focuses on changing the student’s attitudes and the pluralistic which focuses on the student’s democratic development. All three have different implications in a pragmatic perspective. These three didactic typologies have different implications for the democratic dimension in education. Typology 1 does not encourage the student to take part in debates about climate change. Instead the student only receives natural science facts. In Typology 2 it is the teacher or some other ruler who decides what attitudes to adapt. But in Typology 3 the student is encouraged to, and gets the opportunity to develop his- or hers own attitudes.
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| 5. |
- Harrad, Stuart, et al.
(författare)
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Indoor Contamination with Hexabromocyclododecanes, Polybrominated Diphenyl Ethers, and Perfluoroalkyl Compounds : An Important Exposure Pathway for People?
- 2010
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Ingår i: Environmental Science and Technology. - : American Chemical Society (ACS). - 0013-936X .- 1520-5851. ; 44:9, s. 3221-3231
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Forskningsöversikt (refereegranskat)abstract
- This review underlines the importance of indoor contamination as a pathway of human exposure to hexabromocyclododecanes (HBCDs), polybrominated diphenyl ethers (PBDEs), and perfluoroalkyl compounds (PFCs). There is ample evidence of substantial contamination of indoor dust with these chemicals and that their concentrations in indoor air exceed substantially those outdoors. Studies examining the relationship between body burden and exposure via indoor dust are inconsistent while some indicate a link between body burdens and PBDE and HBCD exposure via dust ingestion, others find no correlation. Likewise, while concentrations in indoor dust and human tissues are both highly skewed, this does not necessarily imply causality. Evidence suggests exposure via dust ingestion is higher for toddlers than adults. Research priorities include identifying means of reducing indoor concentrations and indoor monitoring methods that provide the most ""biologically-relevant"" measures of exposure as well as monitoring a wider range of microenvironment categories. Other gaps include studies to improve understanding of the following: emission rates and mechanisms via which these contaminants migrate from products into indoor air and dust; relationships between indoor exposures and human body burdens; relevant physicochemical properties; the gastrointestinal uptake by humans of these chemicals from indoor dust; and human dust ingestion rates.
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| 7. |
- Lundqvist, Eva, 1972-, et al.
(författare)
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Introduction of national tests in biology, physics and chemistry and teachers' choice of teaching content
- 2013
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Ingår i: The S in STEM Education: Policy, Research and Practice.
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Konferensbidrag (refereegranskat)abstract
- This paper reports results from a project that aims at investigating if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ”good” education in science and how this influence teachers’ instruction and assessment of students. National tests in biology, physics and chemistry were introduced in 2009 in year 9 in Swedish compulsory school. Some of the governing arguments for introducing national tests are that they will work exemplary for teachers and create a more equal and fair assessment and grading of students. A survey among Swedish science teachers were performed regarding various aspects of their practice. Selected teachers were then interviewed about their teaching. Analyses of the actual national tests were also carried out. The results showed that different teachers do put emphasis on different goals, contents, and assessment in their classroom practices and that these aspects can be systematically grouped as teaching traditions. Nevertheless, there were no significant differences in how teachers in different teaching traditions responded to national tests. Therefore it is discussed whether the use of national tests is a feasible way to generate a more equal and fair education.
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| 8. |
- Wickman, Per-Olof, 1955-, et al.
(författare)
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A pragmatic approach to didactic modelling and analysis
- 2014
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Konferensbidrag (refereegranskat)abstract
- The methodological approach to Didactics adopted here is grounded in pragmatism. It is action-oriented and emphasizes learning as the transformation of habits as it occurs in educational settings. Four methodological components have been developed to model the didactic situations and support analysis: (1) the empirical method of inquiry, the notions of (2) selective traditions and (3) organizing purposes, and (4) practical epistemology analysis. Together these tools can be employed for planning, assessing and analyzing the choices of teachers’ regarding methods and content of teaching. They have been systematically developed to support teaching and learning in terms of transactions as encountered by teachers in exercising their profession. The units of analysis concern activities and how they are conducive to the purposes of lessons.
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- Wickman, Per-Olof, 1955-, et al.
(författare)
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Att göra lärandet synligt
- 2014
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Ingår i: Lärande i handling. - Lund : Studentlitteratur AB. - 9789144088785 ; , s. 37-46, s. 37-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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