| 1. |
- Almquist, Ylva B., 1983-, et al.
(författare)
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Peer acceptance in the school class and subjective health complaints : a multilevel approach
- 2013
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Ingår i: Journal of School Health. - : Wiley. - 0022-4391 .- 1746-1561. ; 83:10, s. 690-696
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Feeling accepted by peers is important for young people's health but few studies have examined the overall degree of acceptance in school and its health consequences. The purpose of the study was to investigate whether health complaints among Swedish students can be attributed to the acceptance climate in their school class even when the health effects of their own (individual) acceptance score have been taken into account. METHODS: The data used were from the Health Behaviour in School-aged Children (HBSC) study for the years 2001 to 2002, 2005 to 2006, and 2009 to 2010, consisting of 13,902 5th-, 7th-, and 9th-grade Swedish students nested into 742 school classes. The statistical analyses were performed by means of linear regression multilevel analysis. RESULTS: The results indicated that the variation in subjective health complaints could be ascribed partly to the school-class level (boys: 5.0%; girls: 13.5%). Peer acceptance at the individual level demonstrated a clear association with health: the lower the acceptance, the higher the complaint scores. For girls, but not for boys, the overall degree of peer acceptance in the school class demonstrated a contextual effect on health, net of acceptance at the student level. Interaction analyses also revealed an increasingly favorable health among poorly accepted girls as the acceptance climate in the school class declined. CONCLUSIONS: A lower overall degree of peer acceptance in the school class is associated with poorer health among girls. However, girls who
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| 2. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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Ingår i: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 3. |
- Granlund, Mats, et al.
(författare)
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Differentiating activity and participation of children and youth with disability in Sweden : a third qualifier in the International Classification of Functioning, Disability, and Health for Children and Youth?
- 2012
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Ingår i: American Journal of Physical Medicine & Rehabilitation. - 0894-9115 .- 1537-7385. ; 91:13:S1, s. S84-S96
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE:This article discusses the use of a third qualifier, subjective experience of involvement, as a supplement to the qualifiers of capacity and performance, to anchor activity and participation as separate endpoints on a continuum of actions.DESIGN:Empirical data from correlational studies were used for secondary analyses. The analyses were focused on the conceptual roots of the participation construct as indicated by the focus of policy documents, the support for a third qualifier as indicated by correlational data, differences between self-ratings and ratings by others in measuring subjective experience of involvement, and the empirical support for a split between activity and participation in different domains of the activity and participation component.RESULTS:Participation seems to have two conceptual roots, one sociologic and one psychologic. The correlational pattern between the qualifiers of capacity, performance, and subjective experience of involvement indicates a possible split between activity and participation. Self-ratings of participation provide information not obtained through ratings by others, and later domains in the activities and participation component fit better with measures of experienced involvement than earlier domains did.CONCLUSIONS:The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.
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| 4. |
- Maxwell, Gregor, 1980-
(författare)
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Bringing more to participation : Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.
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| 5. |
- Maxwell, Gregor, et al.
(författare)
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Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier
- 2012
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 15:4, s. 274-283
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Tidskriftsartikel (refereegranskat)abstract
- Background: Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement.Objectives: The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier. Hypothesis: The experienced involvement of pupils in school activities is higher when thinking and doing coincided.Methods: By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms.Results: A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things.Conclusion: This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.
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| 6. |
- Maxwell, Gregor, 1980-, et al.
(författare)
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Frequency and intensity ratings of school-related participation experiences
- 2011
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Ingår i: NNDR 2011 11th Research Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper compares the self-reported experience of pupils with an additional support need(including children with disabilities) of being involved with what they were thinking or doing with aview to creating a measure of intensity by using these research questions:When thinking and doing descriptions are positively correlated is a child involved in an activity?Does this correlate with whether the child thinks he or she was focused on the activity?How does the frequency and intensity of participation of school-aged children with additional needsin an educational setting manifest itself within the International Classification of Functioning,Disability & Health, Child & Youth version (ICF-CY) framework?MethodsData were gathered from an existing study of participation in school environments of students withdisabilities in Sweden carried out by the second author. The data-set consists of data collected fromschools which contain both frequency and intensity data. The frequency data are in the form ofquestionnaires and the intensity data came from self-reports. The data came from self-reportingquestionnaires gathered a random points during the course of a normal school week by prompting22 children with additional needs and 22 controls with pagers. Data about what each child wasthinking about and doing will be analysed along with data on the child’s rating of being focused.Additional data were gathered relating to the child’s mood, interpretation of the importance andcomplexity of the situation, and with whom they were doing the activity. All items have been codedwith ICF-CY values using the Cieza et al. (2005) coding rules and will be analysed using factoranalysis and multi-variant methods to identify if a measure of the intensity of participation can bemade and whether this could be an additional qualifier within the ICF-CY framework.Cieza, A., et al. (2005). ICF linking rules: an update based on lessons learned. J. Rehab Med, 37,212-218.
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| 7. |
- Plenty, Stephanie, et al.
(författare)
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Psychosocial working conditions: an analysis of emotional symptoms and conduct problems amongst adolecent students
- 2014
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Ingår i: Journal of Adolescence. - : Wiley. - 0140-1971 .- 1095-9254. ; 37:4, s. 407-417
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Tidskriftsartikel (refereegranskat)abstract
- This study explored how psychosocial features of the schoolwork environment are associated with students’ mental health. Data was drawn from 3699 ninth grade (15 year-old) Swedish students participating in the Health Behaviour in School-Aged Children survey. Using Structural Equation Modelling, perceived school demands, decision control and social support from teachers, classmates and parents were examined in relation to students’ emotional and conduct problems. Higher demands were associated with greater emotional symptoms and conduct problems. Although weaker social support predicted emotional symptoms and conduct problems, the relative influence of teachers, classmates and parents differed. Teacher support was more closely associated with conduct problems, particularly for girls, while classmate support was more strongly related to emotional symptoms. The findings indicate that while excessive school pressure is associated with poorer mental health, social support can assist in optimising adolescents’ emotional health and adaptive behaviour, as well as shaping perceptions of demands.
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