| 1. |
- Azad, Azade, et al.
(författare)
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Adolescent Females with Limited Delinquency : A Follow-Up on Educational Attainment and Recidivism
- 2020
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Ingår i: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; 49:2, s. 325-342
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research has established a strong relationship between education and later life outcomes, where the connection between different school problems and delinquency have been widely acknowledged. These studies have often sampled male juvenile offenders exhibiting extensive and/or persistent delinquency. Less is known about the educational attainment of female juvenile offenders, especially those who display limited delinquency. In a previous study (Azad and Ginner Hau in Child Youth Serv Rev 95:384–396, 2018), the characteristics of this particular group of offenders were explored where the results showed limited self-reported delinquency but elevated school problems.Objective: The present aim was to conduct a follow-up study of the same sample of female adolescents, in order to study their educational attainment during adolescence and the rate of recidivism within 24 months after being sentenced through registry data.Method: The sample consisted of adolescent females (N = 144) who were convicted of a crime and sentenced to youth service between 2007 and 2012 in Stockholm, Sweden.Results: The results showed that the majority of the females did not reoffend within 2 years after being sentenced. They did, however, display high educational deficits. Their grade point average at the end of both compulsory education and upper secondary school was much lower than that of young females in general, and the majority had either dropped out, never begun or received zero in all subjects at the end of upper secondary school.Conclusions: The low school results indicate a need to support young delinquent females’ educational attainment in order to improve their overall life chances.
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| 2. |
- Eninger, Lilianne, et al.
(författare)
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A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children
- 2021
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- The preschool edition of Promoting Alternative THinking Strategies (PATHS(R)) is a school-based, teacher implemented universal intervention developed in the United States designed to promote social emotional competence (SEC) in children as a foundation for improved mental health. PATHS is delivered as a curriculum and it is based on theories and research regarding SEC, brain development, and optimal school environments. A majority of children in Sweden attend preschool, which is government-subsidized and follows a national curriculum focusing on both academic and social emotional learning. However, there is not so much focus on formal instruction nor manual-based lessons. The purpose of this study was to assess the short-term (pre- to post-test) effects of PATHS in the Swedish preschool setting. Using a two-wave cluster randomized trial with multi-method and informant assessment (N = 285 4 and 5-year-old Swedish children; n = 145 wait-list control; n = 140 intervention; K = 26 preschools; k = 13 intervention; k = 13 control) we assessed changes in child emotional knowledge, emotional awareness, social problem solving, prosocial play, inhibitory control, and working memory using structural equation modeling (SEM). We included schools with at least one classroom of 4-5-year-old children from three municipalities. We excluded open preschools, parent cooperative preschools, and family day homes. After random assignment, schools were informed of condition assignment. Research team members were not blind to assignment. We hypothesized that relative to children in control schools, children in intervention schools would evidence improvements in social emotional competence as well as other outcomes. Children in PATHS, relative to children in the control, evidenced improvements in working memory and prosocial play, but also showed an increase in hyperactive behaviors. Girls in PATHS, relative to girls in the control, showed improvement in emotional knowledge and reduced anxiety. These results are considered in light of efforts to promote positive development and mental health.
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| 3. |
- Ferrer Wreder, Laura, et al.
(författare)
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Childcare, Culture, and Child Development : A Swedish Perspective
- 2020
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Ingår i: The Oxford Handbook of Moral Development. - Oxford : Oxford University Press. - 9780190676049
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Bokkapitel (refereegranskat)abstract
- This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.
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| 4. |
- Ferrer-Wreder, Laura, et al.
(författare)
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The Cultural Adaptation of Interventions to Promote Positive Development : The Preschool Edition of PATHS® in Sweden
- 2021
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Ingår i: Handbook of Positive Youth Development. - Cham : Springer. - 9783030702618 - 9783030702625 ; , s. 399-413
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Bokkapitel (refereegranskat)abstract
- This chapter is a commentary regarding advances in the intervention cultural adaptation research literature, particularly as it concerns positive development (PD) interventions. An overview of research on PD interventions is provided. Thereafter, the chapter focuses on the implementation of PD interventions cross-nationally, highlighting the importance of cultural adaptation in this process. The Planned Intervention Adaptation (PIA) protocol is used along with a case study, as an illustration of steps that can be taken in the cultural adaptation of interventions and to highlight issues that can be at stake when culturally adapting PD interventions. The case is an overview of the cultural adaptation of the preschool edition of PATHS®. PATHS® is an American (U.S.) developed, school-based teacher implemented intervention designed to support young children’s social emotional competence and to change schools’ climate in ways that foster social emotional learning. Social emotional competence is an important expression of PD. This chapter provides an overview of how specific aspects of culture and context were considered in a PATHS® effectiveness trial. This chapter concludes with a summary of lessons learned from this case and the need to culturally recast some concepts in the process of translation, as well as a consideration of promising approaches to advance the development, impact, and spread of adaptable culturally relevant PD interventions.
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| 5. |
- Ginner Hau, Hanna, 1971-, et al.
(författare)
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Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care
- 2023
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: In order to provide opportunities for high-quality early childhood education and care for each child, inclusive settings need to develop and sustain their potential to enable participation in terms of attendance and involvement for diverse groups of children. In 2015–2017, the European Agency for Special Needs and Inclusive Education completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality inclusive early childhood education. Within the project, a self-reflection tool for improving inclusion, the Inclusive Early Childhood Education Environment Self-Reflection Tool (ISRT), was developed. For purposes of future implementation of the ISRT, the present study focused on the teachers' perspective regarding the ISRT's potential to contribute to enabling all children's participation, defined as attending and being actively engaged in the activities in early childhood education and care. The specific aim was to explore Swedish preschool teachers' perceptions of the ISRT based on their experiences of applying the tool.Methods: Twelve preschool teachers participated in semi-structured interviews about their experiences of applying the tool. The interviews were analyzed with a thematic analysis.Results: The thematic analysis resulted in three main themes concerning the teachers' perception of (1) the construction of the ISRT, (2) the time required for using the tool, and (3) the tool's immediate relevance for practice. Each of these themes contained both negative and positive perceptions of the tool.Discussion: Based on the negative and positive perceptions identified in the three main themes, future research and development of the ISRT in Swedish preschools are discussed. On a general level, the results are discussed in relation to the implementation of the ISRT in terms of acceptability, appropriateness, and feasibility.
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| 6. |
- Kapetanovic, Sabina, 1980-, et al.
(författare)
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Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Early interventions that foster the participation, engagement, and development of children attending preschools, including those in economically disadvantaged (low-income) neighborhoods, are of high priority. One such intervention is a universal socioemotional learning (SEL) program called Promoting Alternative Thinking Strategies (PATHS®) which aims to promote social emotional competence and positive adjustment in children, in general, and may have unique benefits for children attending preschool in low incomes areas. In the SEL field, areas in need of exploration include the possible role that neighborhood income level (i.e., all residents’ income in a postal code that a preschool is located in) could have for children’s social emotional competence and positive adjustment and how neighborhood income level may relate to benefits of an intervention such as PATHS. The study aims were to investigate 1) the baseline group differences in social emotional competence and adjustment depending on the neighborhood income level and 2) to determine if neighborhood income level moderated the effects of PATHS on children’s social emotional competence and adjustment from pre to posttest. Participants were 275 children aged four to five years old, from the preschools randomized into an immediate intervention (n = 145 children) or a wait-list control group (n = 130 children). Overall, 42.9% (n = 118) of the children attended preschools in economically disadvantaged neighborhoods and 57.1% (n = 157) of the children attended preschools in economically advantaged neighborhoods. Children’s social emotional competence and adjustment were assessed through child tasks, child observations and teacher reports. The moderation of intervention effects by the preschools’ neighborhood income was tested in a series of just-identified structural equation models (SEM) that explored interaction effects (income*PATHS interactions). At baseline, relative to children attending preschool in economically advantaged preschools, children attending preschool in economically disadvantaged neighborhoods showed lower levels of inhibitory control, working memory, task orientation and higher levels of inattention. Children attending preschools in economically disadvantaged neighborhoods participating in PATHS also showed reductions in inattention, social withdrawal and anxiety compared to control group children also attending preschool in disadvantaged neighborhoods. Additionally, PATHS children from advantaged neighborhoods improved their prosocial behavior, but not their social independence, relative to control group children who also attended preschool in advantaged neighborhoods. Offering PATHS as an SEL intervention in early childhood education and care settings could help to reduce disparities among children in a number of key outcomes.
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| 7. |
- Olsson, Tina M., et al.
(författare)
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Study protocol for a non-randomized controlled trial of the effects of internet-based parent training as a booster to the preschool edition of PATHS® : Universal edition of the Parent Web
- 2023
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:4, s. e0284926-e0284926
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Tidskriftsartikel (refereegranskat)abstract
- Well implemented, universal parental support is often effective in families with younger children, but research on their effects on families with adolescent children is scarce. In this study, a trial of the universal parent training intervention “Parent Web” in early adolescence is added to the social emotional learning intervention Promoting Alternative Thinking Strategies (PATHS®), completed in early childhood. The Parent Web is a universal online parenting intervention based on social learning theory. The intervention aims to promote positive parenting and family interaction through five weekly modules completed over 6–8 weeks.The main hypothesis is that participants in the intervention group will exhibit significant pre to post- intervention-related benefits relative participants in the comparison group.The aims of this study are: 1) provide Parent Web as a booster aimed at improving parenting support and practices at the transition into adolescence to a cohort of parents whose children have previously participated in preschool PATHS, and 2) examine the effects of the universal edition of Parent Web. The study has a quasi-experimental design with pre- and post-testing.The incremental effects of this internet-delivered parent training intervention are tested in parents of early adolescents (11–13 years) who participated in PATHS when 4–5 years old compared to a matched sample of adolescents with no prior experience of PATHS. The primary outcomes are parent reported child behavior and family relationships. Secondary outcomes include self-reported parent health and stress. The proposed study is one of the few trials to test the effects of universal parental support in families of early adolescents and will therefore contribute to the understanding of how mental health in children and young people can be promoted across developmental periods through a continuum of universal measures.Trial registration: Clinical trials.gov (NCT05172297), prospectively registered on December 29, 2021.
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| 8. |
- Selenius, Heidi, 1976-, et al.
(författare)
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A scoping review on the psychometric properties of the teacher efficacy for inclusive practices (TEIP) scale
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- Teachers’ self-efficacy for inclusion is emphasized as necessary for enabling inclusive education. One instrument developed for measuring teacher self-efficacy for inclusion is the Teacher Efficacy for Inclusion Practice-scale (TEIP) (Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21). The present study aimed to identify and summarize the empirical literature on structural validation and reliability of the TEIP scale. A scoping review of 15 peer-review articles was conducted. The three subscales found in the original TEIP scale were confirmed. However, there is support for two subscales. The TEIP is also reported to be a construct without multidimensional constructs of teacher-self efficacy. Although the items worked differently in different samples, the internal consistency was generally sufficient or good. Our findings indicate that the TEIP is not yet a scale fit for comparisons between populations and contexts, reflecting the multifaceted nature of the concept of both inclusion and teacher self-efficacy.
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