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- Hedman, Karl, 1967-
(författare)
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Interagency collaboration in suicide prevention
- 2023
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Konferensbidrag (refereegranskat)abstract
- Background—Drawing on interagency collaboration theory, the aim ofthis study was to examine interagency collaboration in suicide prevention, intervention, and crisis support coordinated by the fire service in Sweden.Methods—Interviews and observations was conducted in ethnographic fieldwork in three Swedish fire stations.Results—The findings demonstrated six central parts in the interagency collaboration in suicide prevention: (1) a shared suicide incident plan for the emergency center, police, ambulance and fire and rescue service, (2) a municipality action plan supported by the Swedish Law of protection against accidents viewing suicide as a psychological accident, (3) interagency groups working with suicide prevention, (4) proactive education and training of firefighters and the public in Mental Health First Aid and suicide intervention, (5) suicide emergency response efforts carried by the emergency services, and (6) care and crisis support of bereaved families by suicide and first responders exposed to suicide.Conclusions—The immediate benefit of having a shared suicide intervention plan and practice was that the fire stations were many and geographically spread, unlike the police which had fewer police stations. This meant a faster arrival by the fire service at the sites of the suicide emergencies, which saved lives. The personal ties created in the interprofessional groups made it easier to gather resources and cooperate in suicide emergencies. Participants reported the importance of securing continuity and involvement in interagency collaboration and crisis support in suicide prevention
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| 2. |
- Hedman, Karl, 1967-
(författare)
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Interagency Collaboration in Suicide Prevention
- 2023
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Ingår i: Traumatology. - : American Psychological Association (APA). - 1534-7656 .- 1085-9373.
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The purpose of this study was to examine interorganizational collaboration in suicide prevention activities coordinated by the fire service. Method: Interviews and observations were conducted in ethnographic fieldwork in three Swedish fire stations. The analysis of data was guided by interagency collaboration theory. Results: The findings demonstrated six central components of the practice: (a) a shared suicide incident plan for the emergency services, (b) a municipality action plan supported by the Swedish Law of protection against accidents viewing suicide as a psychological accident, (c) interagency groups working with suicide prevention, (d) education and training of firefighters and the public in Mental Health First Aid and suicide prevention, (e) suicide intervention operations carried out by the emergency services, and (f) crisis support of bereaved families and first responders exposed to suicide. Conclusions: Having a shared suicide intervention plan and practice created trust in interagency groups facilitating cooperation in suicide emergencies. The benefit of the fire service coordinating the suicide prevention activities was that the fire stations were many and geographically dispersed, unlike the police and ambulance. This meant that the fire service arrived at suicide attempt sites faster than ambulance and police, which saved lives. The results provide a starting point for the implementation of suicide prevention activities, training of firefighters, and the design of interorganizational collaboration in suicide intervention policy elsewhere in the world while adapting to regional and local circumstances and resource availability. These results might be considered in future strategy and the prioritization of suicide prevention activity.
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| 3. |
- Hedman, Karl, 1967-
(författare)
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Young migrant participation and inclusive teaching practices in multilingual classroom interaction
- 2023
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Ingår i: Práticas e Políticas - Inspiradoras e Inovadorascom Imigrantes. - Brasília : Edições Esgotadas. - 9789899092822
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Bokkapitel (refereegranskat)abstract
- Background. Few empirical studies have examined practices of how teachers, student support tutors and students encourage student participation in second language (L2) interaction in upper secondary education in Sweden. A better understanding of the interactive support practices of the class participants has the potential to contribute to the development of second language education planning and delivery. The theoretical framework for this study was scaffolding theory which refers to the interactive support and social and educational support resources provided to students.Aims. The purpose of this study was to examine practices of encouraging student participation in second language interaction from a scaffolding theoretical perspective.Method. Participant observation and observational field notes of second language interaction conducted in ethnographic fieldwork in second language classrooms in upper secondary education.Results. The findings demonstrated thirteen central interactive support practices that class participants used to encourage student participation in second language interaction: (1) The teacher question – student answer – teacher comment practice. (2) Teachers instructing students to read loud in class. (3) Teachers and students saying words together. (4) Teachers supporting the vocabulary of the students. (5) Teachers building trust relationships with students. (6) Teachers using positive reinforcement comments. (7) Teachers steering classroom interactions to make it possible for students with limited linguistic resources in Swedish responding slower to be heard. (8) Teachers providing clues. (9) Student initiatives to participate. (10) Students encouraging other students to participate. (11) Student support tutors encouraging students to participate. (12) Teachers supporting collaboration and collaborative group and pair work by students. (13) Teachers fostering a classroom culture of active participation by students.Conclusion. Using scaffolding theory, the study advances understanding of scaffolding practices in second language interaction. In the second language interaction, teachers, student support tutors and students acted as facilitators encouraging students to initiate narrative accounts and class participation based on their experiences and competences.Implications for practice. The findings suggested that initiatives, support and steering by teachers, student support tutors and peer students were necessary to support student participation in second language interaction by enhancing student participation and supportive resources of students.
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