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Sorbring, E., Molin, M. & Löfgren-Mårtensson, L. (2018). Att våga utan att falla.: Internet som en arena för delaktighet och relationer för unga med intellektuella funktionsnedsättningar. Barnbladet (3), 14-17
Open this publication in new window or tab >>Att våga utan att falla.: Internet som en arena för delaktighet och relationer för unga med intellektuella funktionsnedsättningar
2018 (Swedish)In: Barnbladet, E-ISSN 0349-1994, no 3, p. 14-17Article in journal (Other academic) Published
Abstract [sv]

Trots att forskning kring ungdomars delaktighetoch relationer på internet är ett växande område är det få studier som belyser särskoleungdomars förutsättningar. Ungdomar med intellektuella funktionsnedsättningar har ofta olika grad av språkliga och kommunikativa begränsningar som å ena sidan gör att värdet av nya sociala arenor kan vara stort, å andra sidan kan göra internetanvändande problematiskt i olika sammanhang. I den här artikeln tittar vi närmare på möjligheter och risker i relation till internet som uppmärksammas av ungdomar, föräldrar och professionella, samt reflekterar över hur ett visst mått av risktagande kan leda till positiva erfarenheter och positiv utveckling, så kallat"positivt risktagande".

Place, publisher, year, edition, pages
Bjuv: Riksföreningen för barnsjuksköterskor, 2018
National Category
Social Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-13419 (URN)
Available from: 2019-01-15 Created: 2019-01-15 Last updated: 2019-01-15Bibliographically approved
Molin, M. (2018). Delaktighet i olika världar: om vuxenblivande och identifikationsprocesser hos unga vuxna med särskolebakgrund. In: Johansson, Thomas & Sorbring, Emma (Ed.), Barn- och ungdomsvetenskap: grundläggande perspektiv (pp. 515-528). Stockholm: Liber
Open this publication in new window or tab >>Delaktighet i olika världar: om vuxenblivande och identifikationsprocesser hos unga vuxna med särskolebakgrund
2018 (Swedish)In: Barn- och ungdomsvetenskap: grundläggande perspektiv / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, p. 515-528Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
Keywords
Gymnasiesärskolan, ungdomar, identitet, social integration
National Category
Social Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Sociology
Identifiers
urn:nbn:se:hv:diva-12158 (URN)9789147113071 (ISBN)
Available from: 2018-02-26 Created: 2018-02-26 Last updated: 2018-02-26Bibliographically approved
Molin, M. & Bolin, A. (2018). Den socialpedagogiska handlingsdimensionen: centrala begrepp. In: Martin Molin & Anette Bolin (Ed.), Socialpedagogisk handling: i teori och praktik (pp. 10-18). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Den socialpedagogiska handlingsdimensionen: centrala begrepp
2018 (Swedish)In: Socialpedagogisk handling: i teori och praktik / [ed] Martin Molin & Anette Bolin, Trollhättan: Högskolan Väst , 2018, p. 10-18Chapter in book (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196
Keywords
Socialpedagogik, handling
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-13064 (URN)978-91-87531-90-3 (ISBN)978-91-87531-89-7 (ISBN)
Available from: 2018-10-29 Created: 2018-10-29 Last updated: 2019-02-15Bibliographically approved
Bolin, A. & Molin, M. (2018). Epilog: Socialpedagogisk handling: förutsättningar, utmaningar och möjligheter. In: Martin Molin & Anette Bolin (Ed.), Socialpedagogisk handling: i teori och praktik (pp. 185-188). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Epilog: Socialpedagogisk handling: förutsättningar, utmaningar och möjligheter
2018 (Swedish)In: Socialpedagogisk handling: i teori och praktik / [ed] Martin Molin & Anette Bolin, Trollhättan: Högskolan Väst , 2018, p. 185-188Chapter in book (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2018:4
Keywords
Socialpedagogik, socialpedagogisk handling
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-13096 (URN)978-91-87531-90-3 (ISBN)978-91-87531-89-7 (ISBN)
Available from: 2018-11-02 Created: 2018-11-02 Last updated: 2019-02-15Bibliographically approved
Molin, M. (2018). Framväxten av ett socialpedagogiskt delaktighetsbegrepp. In: Martin Molin & Anette Bolin (Ed.), Socialpedagogisk handling: i teori och praktik (pp. 19-47). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Framväxten av ett socialpedagogiskt delaktighetsbegrepp
2018 (Swedish)In: Socialpedagogisk handling: i teori och praktik / [ed] Martin Molin & Anette Bolin, Trollhättan: Högskolan Väst , 2018, p. 19-47Chapter in book (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2018:4
Keywords
Delaktighet, socialpedagogik
National Category
Social Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-13078 (URN)978-91-87531-90-3 (ISBN)978-91-87531-89-7 (ISBN)
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2018-11-02Bibliographically approved
Ineland, J., Molin, M. & Sauer, L. (2018). Handling Plurality and Dealing with Difficult Work Experiences: A Comparative Study of Human Service Professionals’ Work with Individuals with Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities, 15(1), 36-42
Open this publication in new window or tab >>Handling Plurality and Dealing with Difficult Work Experiences: A Comparative Study of Human Service Professionals’ Work with Individuals with Intellectual Disabilities
2018 (English)In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 15, no 1, p. 36-42Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Malden, MA: Blackwell Publishing, 2018
Keywords
collaboration, difficult work situations, human service professions, intellectual disabilities
National Category
Work Sciences
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10516 (URN)10.1111/jppi.12227 (DOI)000428332000005 ()2-s2.0-85044415429 (Scopus ID)
Available from: 2017-01-10 Created: 2017-01-10 Last updated: 2019-02-05Bibliographically approved
Löfgren-Mårtenson, L., Molin, M. & Sorbring, E. (2018). H@ssles and Hopes on the Internet: What Professionals Have Encountered in Dealing with Internet Use and Sexuality among Youths with Intellectual Disabilities. Papers of Social Pedagogy, 8(1), 66-82
Open this publication in new window or tab >>H@ssles and Hopes on the Internet: What Professionals Have Encountered in Dealing with Internet Use and Sexuality among Youths with Intellectual Disabilities
2018 (English)In: Papers of Social Pedagogy, ISSN 2392-3083, Vol. 8, no 1, p. 66-82Article in journal (Refereed) Published
Abstract [en]

This study aims to provide more in-depth knowledge about professionals' views regarding Internet use among youths with intellectual disability (ID). How do the professionals describe the abilities of the youths with ID when using the Internet for social, romantic, and sexual reasons? What kinds of experiences do the professionals have of these youths' Internet usage, and how do they talk about their ways of dealing with this? In what ways do the professionals describe their own competence regarding Internet usage among youths with ID aged 16-21 years, and do they express the need for any specific tools? Qualitative research interviews were conducted with 17 professionals, 4 males and 13 females, between the ages of 29 and 58. The professionals described challenges with the youths' various emotional and intellectual abilities, as well as their technical knowledge in relation to Internet use. The results highlight three themes: A two-fold usage, Between being controlling and permissive, and A lack of strategies. The article discusses the development of a 'Participation-script', where a continuous dialogue with the youths with ID exists parallel to a restrictive Net-script. We argue that everyday school situations concern joint decision-making between professionals and pupils with ID. Such an approach to participation is based on relationships, that is, oriented towards the self-understanding and individual agency of youths with ID, as well as to the self-understanding of the professionals involved in the lives of youths with ID.

Place, publisher, year, edition, pages
Warsawa: Institute of Social Prevention and Resocialization, 2018
Keywords
Special Schools, Youths with intellectual Disability, Internet-usage, Participation
National Category
Social Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-13418 (URN)10.5604/01.3001.0011.5851 (DOI)
Available from: 2019-01-15 Created: 2019-01-15 Last updated: 2019-02-15Bibliographically approved
Molin, M., Sorbring, E. & Mårtenson-Löfgren, L. (2018). Particip@tion on Internet?: Young people with intellectual disabilities and identification processes on Internet. In: 23rd annual CyberPsychology, CyberTherapy & Social Networking Conference (CYPSY23),June 26 to 28, 2018, Hotel Hilton LacLeamy in Gatineau, Canada.: Complete program. Paper presented at 23rd annual CyberPsychology, CyberTherapy & Social Networking Conference (CYPSY23),June 26 to 28, 2018, Hotel Hilton LacLeamy in Gatineau, Canada. (pp. 42-43).
Open this publication in new window or tab >>Particip@tion on Internet?: Young people with intellectual disabilities and identification processes on Internet
2018 (English)In: 23rd annual CyberPsychology, CyberTherapy & Social Networking Conference (CYPSY23),June 26 to 28, 2018, Hotel Hilton LacLeamy in Gatineau, Canada.: Complete program, 2018, p. 42-43Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Although research on young people's identification processes on the Internet is a growing field, there are few studies that illustrate conditions for young people with intellectual disabilities (ID). Previous studies have shown that young people with ID are worried about being marginalized, and that many in fact are lonelier than other young people. Internet and social networking sites might be of vital importance as a space for exploring alternative and less stigmatized identities. Scandinavian research has shown that a new generation of young people with ID is emerging who have developed somewhat new ways of relating to issues of participation and identity. Mainly these strategies concern the possibilities of expressing alternative self-presentations, which are not necessarily connected to a specific functional impairment or a certain welfare institutional belonging (e.g., special need student or care user). One such strategy can concern attempts to, in an online setting, present a preferred identity (e.g. that of a hockey fan or a musician), which may differ from their disabled identity, which would be apparent in an offline setting. A Swedish research project—Particip@tion on Internet? Pupils with intellectual disabilities and identification processes on Internet—aims to describe and analyse how young people (age 16-20) with a mild ID interacts and participate on the Internet. More precisely, drawing upon the perspectives of young people with ID, parents and school staff, we want to study self-presentations, social relations and participation within different kinds of Internet communities. Therefore, the goal of the project is to generate knowledge concerning these complex processes, which could be useful for the nearest surrounding of adults in order to support and help young people with ID with their Internet use.

The project comprises qualitative interviews with young people with ID (n=27), parents of young people with ID (n=22) and professionals in special schools (n=17). The transcribed interviews were analyzed, using a thematic content analysis. A prominent finding in the study concerned the young informants being well aware of both risks and opportunities using Internet and Social Networking Sites. Consequently, the more they interacted with non-disabled peers, the more they experienced negative consequences of Internet use. One conclusion was that these circumstances rather lead to downsizing than upsizing Internet use, and as prolongation, less participation on Social Networking Sites. Although the Internet can be a 'free-zone' where the young person can develop social bonds and construct their identity away from adult oversight, parents and professionals are highly present. Young people mostly feel confident but also in no need of support. Professionals and parents do consider the Internet an arena for positive opportunities, but also with risks. The professionals seemed to be more worried about the risks than the parents who state that the opportunities outweigh the disadvantages. For parents, the real risk is described as the risk of loneliness and social isolation. That parents consider the Internet to be an arena for relationships is an interesting change compared to previous research where both parents and professionals are worried about the risks of abuse etc. Overall, the young people with ID are described as a more heterogeneous group by both parents and professionals compared to previous research. Considering young people's need for autonomy, it is of great importance that parents and professionals balance their level of support depending on the needs of the young person. We recommend that professional practitioners reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet. The experiences of the informants are discussed in a conceptual framework of social identity, participation, sexuality and emancipation.

Keywords
Psykologi, internet, ungdomar
National Category
Psychology (excluding Applied Psychology)
Research subject
SOCIAL SCIENCE, Psychology; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-13619 (URN)
Conference
23rd annual CyberPsychology, CyberTherapy & Social Networking Conference (CYPSY23),June 26 to 28, 2018, Hotel Hilton LacLeamy in Gatineau, Canada.
Available from: 2019-02-27 Created: 2019-02-27 Last updated: 2019-02-27Bibliographically approved
Sorbring, E., Löfgren-Mårtenson, L. & Molin, M. (2018). Relationships and the Internet (2ed.). In: Claire Bates (Ed.), Sexuality and Learning Disabilities: A handbook (pp. 133-142). Hove, UK: Pavilion Publishing and Media
Open this publication in new window or tab >>Relationships and the Internet
2018 (English)In: Sexuality and Learning Disabilities: A handbook / [ed] Claire Bates, Hove, UK: Pavilion Publishing and Media , 2018, 2, p. 133-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Hove, UK: Pavilion Publishing and Media, 2018 Edition: 2
Keywords
Learning disabilities, sexuality, internet
National Category
Psychology (excluding Applied Psychology)
Research subject
SOCIAL SCIENCE, Psychology; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-12899 (URN)9781911028550 (ISBN)
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2018-11-07Bibliographically approved
Molin, M. & Bolin, A. (Eds.). (2018). Socialpedagogisk handling: i teori och praktik. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Socialpedagogisk handling: i teori och praktik
2018 (Swedish)Collection (editor) (Other academic)
Alternative title[en]
Social pedagogical action : in theory and practice
Abstract [sv]

Detta är en antologi som beskriver och diskuterar vad som kännetecknar socialpedagogisk handling i teori och praktik. Inledningsvis ges en kort introduktion till några vanliga sätt att teoretiskt närma sig begreppet handling, men med särskilt fokus på handlingens betydelse inom socialpedagogiken. Därefter följer sju kapitel författade av kollegor (i några fall samfattade med verksamhetsrepresentanter) vid Avdelningen för socialt arbete och socialpedagogik vid Högskolan Väst. Författarna, som presenteras närmare i samband med respektive kapitel, har lång erfarenhet av att undervisa vid Socialpedagogiska programmet och att forska kring socialpedagogiskt relevanta frågeställningar. De sju kapitlen ger läsaren olika perspektiv på "socialpedagogisk handling" med avstamp i respektive författares intresseområde. På detta vis ges en exposé över flera socialpedagogiska arenor som på olika sätt befruktar varandra. De olika kapitlen representerar också i någon mån socialpedagogik som forskning, utbildning och praktik. I antologins inledning ges en översiktlig beskrivning av innehållet i de sju kapitelbidragen. I den avslutande epilogen reflekterar antologins redaktörer kring vilka förutsättningar, utmaningar och möjligheter som krävs för att organisera socialpedagogisk handling.

Abstract [en]

This anthology describes and discusses what characterizes social pedagogical action in theory and practice. Initially a brief introduction to some common ways of theoretically approaching the concept of action will be provided, but with particular focus on the importance of the act in social pedagogy. After that, seven chapters will follow written by colleagues (in some cases accompanied by representatives of social pedagogue practitioners) at the Department of Social Work and Social Pedagogy at the University West in Trollhättan, Sweden. The authors, presented in more detail in connection with each chapter, have long experience of teaching at the Social Pedagogical Program and researching questions with relevance of social pedagogy. The seven chapters give the reader different perspectives on "social pedagogical action" with a stamp in the respective authors' field of interest. In this way there is an exhibition of several social pedagogical arenas that can fertilize each other in different ways. The various chapters also represent, to some extent, social education such as research, education and practice. In the introduction of anthology, an overview is given of the contents of the seven chapters' contributions. Finally, the editors of the anthology reflect on the conditions, challenges and opportunities that are required for organizing social pedagogical action.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 188
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2018:4
Keywords
Social Pedagogy, Action, Participation, Learning, Recognition, Socialpedagogik, handling, delaktighet, lärande, erkännande
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-12897 (URN)978-91-87531-90-3 (ISBN)978-91-87531-89-7 (ISBN)
Available from: 2018-09-12 Created: 2018-09-12 Last updated: 2019-02-15
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6202-4196

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