| 1. |
- Dahlin, Mats, et al.
(författare)
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Internet-delivered acceptance-based behavior therapy for generalized anxiety disorder : A pilot study
- 2016
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Ingår i: Internet Interventions. - : Elsevier. - 2214-7829. ; 6, s. 16-21
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Internet-delivered cognitive behavior therapy (ICBT) has been developed and tested for treating persons with generalized anxiety disorder (GAD). A new form of CBT focuses on acceptance (of internal experiences or difficult psychological content), mindfulness and valued actions. To date this form of CBT has not been delivered via the internet for persons with GAD. The aim of this study was to describe the functionality of a new internet-delivered acceptance-based behavior therapy for GAD, and to test the effect of the intervention in an open pilot trial. Methods: Following exclusion of two patients we included 14 patients diagnosed with GAD from two primary care clinics. At 2–3 months follow-up after treatment 10 patients completed the outcome measures. The treatment lasted for an average of 15 weeks and consisted of acceptance-based techniques, behavior therapy components and homework assignments. Results: A majority of participants completed all modules during the treatment. Findings on the Penn State Worry Questionnaire showed a within-group improvement of Cohen's d = 2.14 at posttreatment. At the follow-up results were maintained. Client satisfaction ratings were high. Conclusions: We conclude that internet-delivered acceptance-based behavior therapy potentially can be a promising new treatment for GAD. A controlled trial of the program has already been completed.
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| 2. |
- Olander, Elin, et al.
(författare)
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Knowledge-carrying objects in learning situations
- 2020
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Ingår i: The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020). - Herning, Denmark : Design Society. - 1912254107
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Konferensbidrag (refereegranskat)abstract
- This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The studyis based on a qualitative content analysis of a design project conducted in a science centre for childrenaged 7-10 years, learning about polymers and circularity. The design project is based on researchthrough design and has been an iterative process where design experiments and observations wereintertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’object may play in learning situations, and whether an object can convey knowledge between learnersor between the object and the individual, without the presence of a facilitator. The study also aimed toexplore what type of properties or requirements can be claimed by such an object. Different types ofdocumentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects’capacity to carry knowledge during the project’s time frame. The goal was to create an initial conceptof how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, theunderstanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types ofmediating objects used by designers in design processes and using ‘knowledge-carrying’ objects aspedagogical agents in design education.
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