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Publications (10 of 35) Show all publications
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
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)2-s2.0-85044415429 (Scopus ID)
Available from: 2017-01-10 Created: 2017-01-10 Last updated: 2018-04-09Bibliographically 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; Child and Youth studies
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: 2018-09-12
Molin, M. & Sorbring, E. (2017). Editorial: Internet use and disability. Cyberpsychology : Journal of Psychosocial Research on Cyberspace, 11(1Special Issue)
Open this publication in new window or tab >>Editorial: Internet use and disability
2017 (English)In: Cyberpsychology : Journal of Psychosocial Research on Cyberspace, ISSN 1802-7962, E-ISSN 1802-7962, Vol. 11, no 1Special IssueArticle in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Masaryk University, 2017
National Category
Psychology
Research subject
SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-11887 (URN)10.5817/CP2017-1-xx (DOI)000404363200012 ()2-s2.0-85020447467 (Scopus ID)
Available from: 2017-12-05 Created: 2017-12-05 Last updated: 2017-12-15Bibliographically approved
Sorbring, E., Molin, M. & Löfgren-Mårtenson, L. (2017). "I'm a mother, but I'm also a facilitator in her every-day life": Parents’ voices about barriers and support for internet participation among young people with intellectual disabilities. Cyberpsychology : Journal of Psychosocial Research on Cyberspace, 11(1), Article ID 3.
Open this publication in new window or tab >>"I'm a mother, but I'm also a facilitator in her every-day life": Parents’ voices about barriers and support for internet participation among young people with intellectual disabilities
2017 (English)In: Cyberpsychology : Journal of Psychosocial Research on Cyberspace, ISSN 1802-7962, E-ISSN 1802-7962, Vol. 11, no 1, article id 3Article in journal (Other academic) Published
Abstract [en]

In general, the Internet is an arena where parents (as well as other adults) have limited insight and possibilities to support the young person. However, several studies indicate that parents are one of the most important facilitators in the every-day life of young persons with intellectual disabilities. Therefore, the aim of the current article is to highlight parents' perceptions and actions in relation to opportunities and barriers for these young people when using the Internet. The empirical material consists of interviews with 22 parents of intellectually challenged young people in Sweden. The transcribed interviews were analysed using a thematic analysis, which is a method of identifying, analysing and reporting patterns within data sets. The results show that parents' views are double-edged; on the one hand, they see great possibilities for their children, thanks to the Internet, but on the other hand, they are afraid that due to their disability, their children are more sensitive to different contents and interactions on the Internet. Furthermore, the results indicate that parents believe that the Internet can facilitate participation in social life, but that it precludes young people with intellectual disabilities from being part of society in general when it comes to community functions and services. This article will discuss barriers and support in relation to the individual and her or his support system, which brings into focus the parent's responsibility and support for young people, helping them to surmount barriers – instead of avoiding or ignoring them – and find ways to take action to do so.

Keywords
internet, intellectual disabilities, young people, barriers, support
National Category
Psychology
Research subject
SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-10988 (URN)10.5817/CP2017-1-3 (DOI)000404363200008 ()2-s2.0-85020464587 (Scopus ID)
Note

The article is part of Special Issue "Internet use and disability – Risks, opportunities and challenges" guest edited by Emma Sorbring and Martin Molin

Available from: 2017-06-07 Created: 2017-06-07 Last updated: 2017-12-15Bibliographically approved
Molin, M., Sorbring, E. & Löfgren-Mårtenson, L. (2017). New Em@ncipatory Landscapes?: Young People With Intellectual Disabilities, Internet Use and Identification Processes. Advances in Social Work, 18(2), 645-662
Open this publication in new window or tab >>New Em@ncipatory Landscapes?: Young People With Intellectual Disabilities, Internet Use and Identification Processes
2017 (English)In: Advances in Social Work, ISSN 1527-8565, Vol. 18, no 2, p. 645-662Article in journal (Refereed) Published
Abstract [en]

Although research on young people's identification processes on the Internet is a growing field, few studies 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. This article reports findings from individual interviews with 27 young people with ID in Sweden. The transcribed interviews were analyzed using a thematic content analysis. A prominent finding concerned the 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. These circumstances rather lead to downsizing than upsizing Internet use, and less participation on Social Networking Sites. The experiences of the informants are discussed in a conceptual framework of social identity, participation, and emancipation. We recommend that social work practitioners reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet.

Place, publisher, year, edition, pages
Indianapolis: Indiana University School of Social Work, 2017
Keywords
Intellectual disability; Internet use; participation; identification processes; social networking sites (SNS)
National Category
Social Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-11823 (URN)10.18060/21428 (DOI)
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-10
Ineland, J., Sauer, L. & Molin, M. (2017). Sources of job satisfaction in intellectual disability services: a comparativ eanalysis of experiences among human service professionals in schools, social services, and public health care in Sweden. Journal of Intellectual & Developmental Disability
Open this publication in new window or tab >>Sources of job satisfaction in intellectual disability services: a comparativ eanalysis of experiences among human service professionals in schools, social services, and public health care in Sweden
2017 (English)In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background The research aim of this study was to analyse aspects of job satisfaction in daily work with people with intellectual disability (ID) in schools, social services and health care. Method With a comparative approach we collected data via a digital questionnaire with in total 333 respondents. The empirical material was analysed through a thematic content analysis. Results The result showed that perceptions of job satisfaction could be differentiated into five typological categories: (1) the target group; (2) social rewards; (3) social relations; (4) professional core mission; and (5) results and outcomes. The findings also showed apparent differences in responses, both in terms of frequency and content, which seem to be associated with the respondents' organisational affiliations. Conclusion This study suggests that differences in experiences seem to be associated with work assignments, professional identities and organisational affiliation

Place, publisher, year, edition, pages
Abingdon, Oxfordshire: Carfax Publishing, 2017
Keywords
human service professionals, intellectual disabilities, job satisfaction, comparative analysis
National Category
Work Sciences
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11251 (URN)10.3109/13668250.2017.1310817 (DOI)2-s2.0-85019717871 (Scopus ID)
Note

Published online: 25 May 2017

Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2017-12-18Bibliographically approved
Löfgren-Mårtenson, L., Molin, M. & Sorbring, E. (2016). Del@ktig på internet: om internetanvändande bland unga med intellektuell funktionsnedsättning (1ed.). In: Kristian Daneback & Emma Sorbring (Ed.), Socialt arbete och internet: att förstå och hantera sociala problem på nya arenor (pp. 47-59). Stockholm: Liber
Open this publication in new window or tab >>Del@ktig på internet: om internetanvändande bland unga med intellektuell funktionsnedsättning
2016 (Swedish)In: Socialt arbete och internet: att förstå och hantera sociala problem på nya arenor / [ed] Kristian Daneback & Emma Sorbring, Stockholm: Liber, 2016, 1, p. 47-59Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
Keywords
Socialt arbete, delaktighet, intellektuell funktionsnedsättning, internet
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-10763 (URN)978-91-47-11269-2 (ISBN)
Available from: 2017-03-03 Created: 2017-03-03 Last updated: 2017-03-03Bibliographically approved
Molin, M., Sauer, L. & Ineland, J. (2016). Handle with Care: Staff Experiences of Difficulties working with People with Intellectual Disabilities. In: : . Paper presented at 5th Annual ALTER-Conference: Inclusion, Participation and Human Rights in Disability Research Comparisons and Exchanges. Stockholm – Sweden, 30 June - 1 July 2016.
Open this publication in new window or tab >>Handle with Care: Staff Experiences of Difficulties working with People with Intellectual Disabilities
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Providing care and support to people with intellectual disabilities (ID) is in several aspects a complex and challenging assignment. It could be argued that this complexity has fundamentally to do with different organizational conditions. Analysing the specfiic characteristics of experienced difficulties could generate a new understanding of the organizational prerequisites of working within intellectual disability services. This presentation examines how LSS administrators (n=70) and habilitation staff (n=40) in Sweden experience difficulties working with people with ID. Drawing upon both quantitative and qualitative data generated from a larger web survey a content analysis was used. In order to complement the qualitative analyses we also used descriptive numerical analyses. The results reveals that staff experiences of difficulties in work with people with ID could be differentiated in four typological themes; (1) Structure, (2) Profession, (3) Relations and (4) Collaboration. As shown in our presentation, experience of difficult situations in human service organizations does not necessarily correspond with work dissatisfaction or unclear goals. On the contrary, we argue that it is a fundamental aspect of professionalism to handle this plurality within a specific organizational context. The different characteristics of the organizations in our study reflect two different institutional logics. While the LSS administrators mainly operates within an administrative logic based on a regulative framework, the habilitation staff are operating within a therapeutic logic based on a cognitive framework. Consequently they have their own specific norms and rule systems, which influence when and to which extent everyday situations are experience and defined as difficult.

Keywords
Intellectual disabilities, work situation, interaction
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
SOCIAL SCIENCE, Sociology
Identifiers
urn:nbn:se:hv:diva-9650 (URN)
Conference
5th Annual ALTER-Conference: Inclusion, Participation and Human Rights in Disability Research Comparisons and Exchanges. Stockholm – Sweden, 30 June - 1 July 2016
Available from: 2016-08-08 Created: 2016-08-08 Last updated: 2016-11-15Bibliographically approved
Molin, M., Sorbring, E. & Löfgren-Mårtenson, L. (2016). New emancipatory (em@ncipatory) landscapes?: Young people with intellectual disabilities, Internet use and identification processes. In: Transitions Across the Life Course of People with Disabilities: Experiences, Opportunities and Strategies, Off- and Online Workshop information and contributions by the delegates (with abstracts, pamphlets and papers): . Paper presented at International Disability Workshop, Folkets Hus, Umeå, Sweden June 14–16, 2016.
Open this publication in new window or tab >>New emancipatory (em@ncipatory) landscapes?: Young people with intellectual disabilities, Internet use and identification processes
2016 (English)In: Transitions Across the Life Course of People with Disabilities: Experiences, Opportunities and Strategies, Off- and Online Workshop information and contributions by the delegates (with abstracts, pamphlets and papers), 2016Conference paper, Oral presentation with published abstract (Other academic)
Keywords
Intellectual disability; Internet use; Participation; Identification processes;
National Category
Psychology (excluding Applied Psychology) Social Work
Research subject
SOCIAL SCIENCE, Social work; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-9420 (URN)
Conference
International Disability Workshop, Folkets Hus, Umeå, Sweden June 14–16, 2016
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2016-06-17 Created: 2016-06-17 Last updated: 2016-06-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6202-4196

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