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Att förstå ungdomars identitetsskapande : en inspirations- och metodbok
- 2014. - 1
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Editorial collection (other academic/artistic)abstract
- Bokens kapitel tar avstamp i en rad olika kontexter där ungdomars identitetsskapande sker och bygger på forskning utförd inom olika discipliner som belyser ungdomars lärande, utveckling och livsvillkor. I boken finns en rad exempel på ungdomars syn på skapandet av en identitet, liksom aktiverande övningar, forskarreportage och förslag på fördjupande läsning efter varje kapitel.Denna inspirations- och metodbok är användbar inom alla de utbildningsområden som behandlar frågor om ungdomar och identitet, t.ex. lärarutbildning, speciallärar- och specialpedagogprogram, socionom- och socialpedagogprogram samt kurser inom barn- och ungdomsvetenskap, psykologi och sociologi och olika metod- och examensarbeteskurser inom lärarprogrammen.
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- Björquist, Elisabet, 1959-, et al.
(author)
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‘There is a fear of not being SUPER knowledgeable’ : social workers striving to enhance children’s participation in the assessment process for disability support
- 2024
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In: European Journal of Social Work. - 1369-1457 .- 1468-2664. ; , s. 1-13
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Journal article (peer-reviewed)abstract
- There is a need for more knowledge about how to enhance children’s participation in the assessment process when applying for support in accordance with the Swedish Disability Act (SDA). Here, Augmentative and Alternative Communication (AAC) has been highlighted as a successful way of letting children have a say in matters that concern their everyday lives. This study examines, from social workers’ perspectives, how increased participation can be made possible for children with disabilities during the process of decision-making and planning for support. Based on focus group interviews (N = 17) and individual interviews (N = 11) the findings reveal that the social worker shows a readiness to listen to children’s voices. However, they experience a range of both facilitating, but predominantly complicating, factors when meeting with the child and their parents. It is argued that the social workers’ professional discretion to some extent is influenced by the prevailing organisational culture, where a permissive work climate and proactive leadership are attributed great importance.
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| 3. |
- Björquist, Elisabet, 1959-, et al.
(author)
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‘There is a fear of not being SUPER knowledgeable’–social workers striving to enhance children’s participation in the assessment process for disability support; : 'Det finns en rädsla att inte vara SUPER kunnig’–Om socialarbetares strävan för att öka barns delaktighet i utredningsprocessen om stödinsatser enligt LSS]
- 2024
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In: European Journal of Social Work. - : Routledge. - 1369-1457 .- 1468-2664.
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Journal article (peer-reviewed)abstract
- There is a need for more knowledge about how to enhance children’s participation in the assessment process when applying for support in accordance with the Swedish Disability Act (SDA). Here, Augmentative and Alternative Communication (AAC) has been highlighted as a successful way of letting children have a say in matters that concern their everyday lives. This study examines, from social workers’ perspectives, how increased participation can be made possible for children with disabilities during the process of decision-making and planning for support. Based on focus group interviews (N = 17) and individual interviews (N = 11) the findings reveal that the social worker shows a readiness to listen to children’s voices. However, they experience a range of both facilitating, but predominantly complicating, factors when meeting with the child and their parents. It is argued that the social workers’ professional discretion to some extent is influenced by the prevailing organisational culture, where a permissive work climate and proactive leadership are attributed great importance.
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| 5. |
- Borgström, Åsa, 1971, et al.
(author)
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Young People with Intellectual Disabilities and Social Media : A Literature Review and Thematic Analysis
- 2019
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In: Scandinavian Journal of Disability Research. - : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 21:1, s. 129-140
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Research review (peer-reviewed)abstract
- Background: The aim of this review is to identify and analyse the research findings in the field of young people with intellectual disabilities and social media.Method: Twelve peer-reviewed papers published in well-established and recognized journals between 2001 and 2017 were identified from electronic database searches (Web of Science, Scopus and Google Scholar), the Internet (Facebook) and correspondence with experts.Results: Six topics were identified through thematic analysis of the texts: opportunities, risk and vulnerability, sexuality, identity, barriers and support.Conclusion: The latest research on young people with intellectual disabilities is characterized by issues of risk, vulnerability and support. The concept of positive risk-taking is suggested for the development of methodological approaches in practice and research. Furthermore, vulnerability, online and offline activities and identity formation should be examined more closely, and there is a call for new research methods in this area, for example observations and netnography.
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- Chadwick, Darren, et al.
(author)
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Digital inclusion and people with learning disabilities
- 2023
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In: British Journal of Learning Disabilities. - 1354-4187 .- 1468-3156. ; 51:2, s. 119-124
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Journal article (peer-reviewed)abstract
- Accessible Summaries for the whole journal:The digital inclusion of people with learning disabilitiesis an important topic because more of our lives arespent using technology and being online.Articles in this special issue talk about the digitalinclusion of people with learning disabilities. We look attheir experiences and the experiences of other peoplein their lives.The articles talk about how people with learningdisabilities use technology and the things that helpand stop people from using the internet andtechnology.The articles also talk about how using technologyhelped a lot of people during the coronavirus dis-ease 2019 pandemic.The articles talk about how people with learningdisabilities need choices, opportunities, support andtraining to make digital inclusion happen so they canuse technology like everybody else.
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| 8. |
- Ineland, Jens, et al.
(author)
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Discursive tensions in late modern society : on education and work for people with intellectual disabilities
- 2015
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In: European Journal of Social Education. - 1810-4789. ; 26/27, s. 118-136
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Journal article (peer-reviewed)abstract
- The article problematizes the way late modern society has contributed to discursive tensions in the welfare state services for people with intellectual disabilities in Sweden. We illustrate how disability practices, such as educational systems and work-life arrangements for people with intellectual disabilities, are characterized by an institutional ambiguity following the institutional logic of the welfare state. By relating to a broader societal perspective, it is argued that the choices of lifestyle among young people with intellectual disabilities are closely linked to the notion of late modern society and its demands for flexibility and constant re-creation of identities. This paradox highlights a challenge for special programme schools as well as disability care organizations, since the dual identity of belonging to both the client category and to an identity constructed through belonging to the civil society characterizes the young generation of persons with intellectual disabilities.
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| 9. |
- Ineland, Jens, 1972-, et al.
(author)
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Handling Plurality and Dealing with Difficult Work Experiences : A Comparative Study of Human Service Professionals’ Work with Individuals with Intellectual Disabilities
- 2018
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In: Journal of Policy and Practice in Intellectual Disabilities. - : Wiley. - 1741-1122 .- 1741-1130. ; 15:1, s. 36-42
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Journal article (peer-reviewed)abstract
- This article examines how administrators in social services (n = 70) and habilitation staff in healthcare (n = 40) in Sweden experience difficulties in their work with people with intellectual disabilities. The research aim was to investigate the most typical aspects of difficult working situations and to apply a comparative analysis of differences and similarities, where the respondents' organizational affiliations are taken into account. The results are primarily based on a content analysis. Contextual standardized questions were included in this study. The results revealed that experiences of difficulties were categorized in four typological themes: difficult situations associated with (1) structure, (2) professional role, (3) relationships, and (4) collaboration. The respondents' experiences of difficult situations in social services and healthcare organizations did not correspond to the respondents' work dissatisfaction or unclear goals. On the contrary, handling this plurality within a specific organizational context was a fundamental aspect of professionalism. The different characteristics of the organizations in this study reflected two different institutional logics. While the administrators mainly operated within an administrative logic based on a regulatory framework, the habilitation staff operated within a therapeutic logic based on a cognitive framework. Consequently, the two groups had their own specific norms and rule systems, which influenced when, and to what extent, everyday situations were experienced and defined as difficult. The organizational context seems to influence experiences of difficult situations in the work with people with ID and this calls for a discussion of how it impacts the quality of services within intellectual disability services.
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