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  • 1. Ineland, Jens
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Discursive tensions in late modern society: on education and work for people with intellectual disabilities2015In: European Journal of Social Education, ISSN 1810-4789, ISSN 1810-4789, Vol. 26/27, p. 118-136Article in journal (Refereed)
    Abstract [en]

    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. 

  • 2.
    Ineland, Jens
    et al.
    Umeå University, Department of Education, Umeå.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Umeå University, Department of Social Work,Sweden.
    Handling Plurality and Dealing with Difficult Work Experiences: A Comparative Study of Human Service Professionals’ Work with Individuals with Intellectual Disabilities2018In: 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)
    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.

  • 3.
    Ineland, Jens
    et al.
    Umeå universitet.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Umeå universitet.
    Normalitet och identitet i det senmoderna: om personer med intellektuella funktionshinder i relation till utbildning och arbete2013In: Socialvetenskaplig tidskrift, ISSN 1104-1420, no 1, p. 53-70Article in journal (Refereed)
    Abstract [sv]

    Artikeln diskuterar och problematiserar de erfarenheter som unga vuxna personer med intellektuella funktionshinder ger uttryck för i relation till en organisatorisk och samhällelig kontext. En utgångspunkt i artikeln är spänningsförhållandet mellan funktionshinderpolitikens institutionella logik och de idéer, identiteter och föreställningar om framtiden som kommer till uttryck hos unga vuxna personer med intellektuella funktionshinder. Vi relaterar till ett bredare samhällsperspektiv och argumenterar för att nya livsstilsanspråk är nära förknippade med föreställningen om det senmoderna samhället och dess ökade krav på flexibilitet och ständigt återskapande av identiteter.

  • 4. Ineland, Jens
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Utvecklingsstörning, samhälle och välfärd2013 (ed. 2)Book (Other academic)
    Abstract [sv]

    1. Framväxten av en politik kring funktionshinder --

    2. Välfärdsarbetets organisatoriska villkor --

    3. Teoretiska perspektiv på utvecklingsstörning --

    4. Skola och utbildning --

    5. Arbetsliv och sysselsättning --

    6. Familjeliv och föräldraskap --

    7. Boende och fritid --

    8. Internet och sociala medier --

    9. Utvecklingsstörning och hälsa --

    10. Bemötandets etik i arbete med personer med utvecklingsstörning --

    11. Framtida utmaningar 

  • 5. Ineland, Jens
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Utvecklingsstörning, samhälle och välfärd2009 (ed. 1)Book (Other academic)
  • 6.
    Ineland, Jens
    et al.
    Department of Education, Umeå University, Umeå.
    Sauer, Lennart
    Department of Social Work, Umeå University, Umeå.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    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 Sweden2017In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532Article in journal (Refereed)
    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

  • 7. Löfgren-Mårtenson, Charlotta
    et al.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    "Tangled up in blue": Views of parents and professionals on internet use for sexual purposes among young people with intellectual disabilities2015In: Journal of Sexual Medicine, ISSN 1743-6095, E-ISSN 1743-6109, Vol. 12, no suppl 5, SI, p. 347-347Article in journal (Refereed)
  • 8. Löfgren-Mårtenson, Lotta
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Del@ktig på internet: om internetanvändande bland unga med intellektuell funktionsnedsättning2016In: 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)
  • 9.
    Löfgren-Mårtenson, Lotta
    et al.
    Malmö University, Centre for Sexology and Sexuality Studies, Nordenskiöldsgatan 8, Malmö, Sweden.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Experiences of the Internet, Sexuality and Intellectual Disability among Parents and Professionals2015Conference paper (Other academic)
  • 10.
    Löfgren-Mårtenson, Lotta
    et al.
    Malmö University, Centre for Sexology and Sexuality Studies, Nordenskiöldsgatan 8, Malmö, Sweden.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    "Tangled Up in Blue" (T@ngled): Views of Parents and Professionals on Internet Use for Sexual Purposes Among Young People with Intellectual Disabilities2015In: Sexuality and disability, ISSN 0146-1044, E-ISSN 1573-6717, Vol. 33, no 4, p. 533-544Article in journal (Refereed)
    Abstract [en]

    This study aim to examine parents' and professionals' views on the usage of Internet for love and sexual purposes among young people with intellectual disabilities (18-€“20 years) in Sweden. Five semi-structured focus group interviews were conducted with professionals (n = 8) working on special programmes in upper secondary schools and with parents (n = 5). The interviews were analysed with thematic analysis and the theory of sexual scripts were guiding the process. The results show that the Internet is seen as a social arena with complex challenges; for love and sexuality, for sexual conduct, and for sexual risk and opportunities. Young people with intellectual disabilities are looked upon as more vulnerable than other youth. However, the result also show that parents view the risk of their adolescent of being lonely as greater than the risk of being abused or mislead. A Net-script consisting of rules is geared towards the young people with intellectual disability. Nevertheless, a change to a more flexible and nuanced Net-script is shown while the group of young persons with intellectual disabilities are seen as more heterogeneous than earlier. In-depth knowledge about parents’ and professionals’ perspectives on the Internet and sexuality is important since the young people live in a dependency situation towards their surroundings. In addition, the surroundings’ attitudes and behaviour are essential for the young peoples’ access of support and opportunities to develop their own capacity and to experience love and sexuality. © 2015, Springer Science+Business Media New York.

  • 11.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Analysen av tillhörighet: en socialpedagogisk utmaning2008In: Meningsskapande och delaktighet: om vår tids socialpedagogik, Göteborg: Daidalos , 2008, p. 145-168Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Att vara i särklass: om delaktighet och utanförskap i gymnasiesärskolan2004Doctoral thesis, monograph (Other academic)
  • 13.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Delaktighet i olika världar: om vuxenblivande och identifikationsprocesser hos unga vuxna med särskolebakgrund2018In: Barn- och ungdomsvetenskap: grundläggande perspektiv / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, p. 515-528Chapter in book (Other academic)
  • 14.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Delaktighet i olika världar: om övergången mellan gymnasiesärskola och arbetsliv2008Report (Other (popular science, discussion, etc.))
  • 15.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Delaktighet inom handikappområdet: en begreppsanalys2004In: Delaktighetens språk / [ed] A Gustavsson, Lund: Studentlitteratur, 2004, p. 272-283Chapter in book (Other academic)
  • 16.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Delaktighet och gemenskap på internet: om webbaserade gemenskapers betydelse för identifikationsprocesser hos ungdomar i gymnasiesärskolan2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A, Göteborg: Daidalos, 2013, p. 237-260Chapter in book (Other academic)
  • 17.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Intellectual disabilities and processes of belonging in the borderland between civil and welfare state arenas2010In: Learning to fly: social pedagogy in a contemporary society / [ed] Eriksson, Lisbeth, Winman, Thomas, Göteborg: Daidalos , 2010, p. 202-223Chapter in book (Other academic)
  • 18.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Parents and Teachers Views on Internet and Social Media Usage by Pupils with Intellectual Disabilities2015In: Nordic Network on Disability Research (NNDR) 13th Research Conference, May 6-8, 2015, Bergen, Norway, 2015Conference paper (Other academic)
  • 19.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Particip@tion on Internet? (Participation): Pupils with intellectual disabilities and identification processes on Internet2015In: Paper presentation at International Cyberspace Conference 2015, 27-28 nov, 2015, Brno, Czech Republic., 2015Conference paper (Other academic)
  • 20.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Tillhörigheter och funktionshinder i det civila samhället2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring E., Andersson, Å. & Molin, M., Stockholm: Liber, 2014, 1, p. 44-68Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs civilsamhället som kontext och vilken roll denna kontext har speciellt för ungdomar som har erfarenhet av särskolebakgrund.

  • 21.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    "Vi behöver ingen utbildning - vi får jobb  ändå!": om självbilder hos ungdomar med särskolebakgrund2008In: Ung på 2000-talet: perspektiv på ungdomars vardag, Trollhättan: Högskolan Väst , 2008, p. 149-168Chapter in book (Other academic)
  • 22.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Bolin, AnetteUniversity West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Socialpedagogisk handling: i teori och praktik2018Collection (editor) (Other academic)
    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.

  • 23.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gustavsson, Anders
    Stockholm universitet.
    Belonging and multidimensional self-expectations: Transition from upper secondary special programmes to working life for pupils with intellectual disabilities in Sweden2009In: La nouvelle revue de l'adaptation et de la scolarisation, ISSN 1957-0341, Vol. 48, no 4, p. 255-265Article in journal (Refereed)
    Abstract [en]

    In this article we review current research – some of our own and others – on the transition between school and work for young people with intellectual disabilities in Sweden. Two main paths of transition are identified. The first is an introduction to the special needs system of work and occupation within the Swedish welfare state, a continuation of the special needs programme that pupils with intellectual disabilities attend in Sweden. The second path of transition includes more complex self-expectations and belongings both in the special need system and more ordinary life and work. Both paths are discussed in relation to current research and welfare policy. Here, we draw on recent theoretical development in relation to concepts like multidimensional identifications and mixed identities in the fields of international migration and ethnic relations.

  • 24.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gustavsson, Anders
    Stockholms universitet.
    Delaktighet: ideologi och teori2011In: Nya Omsorgsboken / [ed] Söderman, Lena och Antonson, Sivert, Malmö: Liber, 2011, 5., [helt omarb., nya] uppl., p. 272-283Chapter in book (Other academic)
  • 25.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gustavsson, AndersHermansson, Hans-ErikUniversity West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Meningsskapande och delaktighet: om vår tids socialpedagogik2008Collection (editor) (Other academic)
  • 26.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Umea University, Sweden.
    Ineland, Jens
    Umea University, Sweden.
    Handle with Care: Staff Experiences of Difficulties working with People with Intellectual Disabilities2016Conference paper (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.

  • 27.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Editorial: Internet use and disability2017In: Cyberpsychology : Journal of Psychosocial Research on Cyberspace, ISSN 1802-7962, E-ISSN 1802-7962, Vol. 11, no 1Special IssueArticle in journal (Refereed)
  • 28.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Löfgren- Mårtenson, Lotta
    Malmö University, Sweden.
    Risks and opportunities in new emancipatory landscapes?: On young people with intellectual disabilities, Internet use and identification processes2016Conference paper (Refereed)
    Abstract [en]

    Although research on young peoples identity formation processes on the Internet is a growing field, there are few studies that illustrate conditions for pupils with intellectual disabilities (ID). Recent Scandinavian studies have indicated that there is a new generation of young people with ID who has developed alternative ways of relating to issues of participation and identity. It's about how they choose to present themselves and how they navigate the various social media. By presenting themselves through descriptions of their own interests and personal characteristics instead of exposing the disability so-called alternative identities can be developed, where disability is not necessarily put in focus. Young people with ID often have different degrees of communicative constraints, which on the one hand implicates that the value of new social arenas can be of great importance. On the other hand, the use of the Internet could also be problematic in different contexts. An on-going Swedish research project aims to investigate these processes based on the perspectives of young people with ID, school staff and parents. In a pilot study based on focus group interviews we found that professionals (teachers, n=8) expressed a concern that young people will get hurt and end up in undesirable situations (such as being cheated or abused), while parents (n=5) mainly consider the Internet as a possible future venue for the development of new and on-going social relations. This paper presentation will report preliminary findings from interviews conducted with young people in upper secondary special programme for pupils with ID (n=30). The experiences of the informants will be discussed in relation to results from the pilot study and relative to a conceptual framework of social identity,participation and emancipation.

  • 29.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Löfgren-Mårtenson, Lotta
    Centre for Sexology and Sexuality Studies, Malmö University, Malmö, Sweden.
    New emancipatory (em@ncipatory) landscapes?: Young people with intellectual disabilities, Internet use and identification processes2016In: 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 (Other academic)
  • 30.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Löfgren-Mårtenson, Lotta
    Malmö Högskola, Malmö, Sverige.
    New Em@ncipatory Landscapes?: Young People With Intellectual Disabilities, Internet Use and Identification Processes2017In: Advances in Social Work, ISSN 1527-8565, Vol. 18, no 2, p. 645-662Article in journal (Refereed)
    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.

  • 31.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Löfgren-Mårtenson, Lotta
    Malmö University, Sweden.
    Teachers’ and parents’ views on the Internet and social media usage by pupils with intellectual disabilities2015In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, Vol. 19, no 1, p. 22-33Article in journal (Refereed)
    Abstract [en]

    This article reports experiences from a Swedish study, discussing teachers’ and parents’ views on how young people with intellectual disabilities use the Internet and social media. Five semi-structured focus group interviews were conducted with teachers (n = 8) in special programmes in upper secondary schools for pupils with intellectual disabilities and parents (n = 5) of pupils in the same form of schooling, and they were analysed with thematic analysis. Teachers more strongly emphasize a pupil’s use of the Internet for interactive purposes. Parents had expectations that the Internet could be a tool for gaining more awareness of one’s own disability and a way to meet other peer group pupils. Teachers’ and parents’ perspectives on the Internet and social media usage are important since it is imperative to show how support can be provided for young people with intellectual disabilities.

  • 32.
    Sauer, Lennart
    et al.
    Umea University, Sweden.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Ineland, Jens
    Umea University, Sweden.
    Sources of job satisfaction among professionals in intellectual disability services2016Conference paper (Other academic)
    Abstract [en]

    This presentation explores sources of job satisfaction among human service professionals working with people with intellectual disabilities. We also explore in what way the organizational context influence these experiences. The data is generated from a larger web survey. A questionnaire was distributed to 640 participants of which 421 answered a standardized question, which yield a response rate on 67 % and 335 respondents answered an open-ended question (52 %), which generated a total of 547 written excerpts. Drawing upon both quantitative and qualitative data a content analysis was used. In order to complement the qualitative analyses descriptive numerical analyses was used. Even though the data shows that the respondents experience heavy work load and psychological strains the vast majority report high ratings on work satisfaction. We argue that it is a fundamental aspect of professionalism to handle this plurality within a specic organizational context. The content analysis revealed that sources of job satisfaction irrespective of organization, is categorized in five different core categories; target group, social rewards, social relations, professional core mission and results/outcomes. We also present and analyze organizational differences in relations to how the response rates are distributed between the five categories.

  • 33.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Andersson, ÅsaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Molin, MartinUniversity West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Att förstå ungdomars identitetsskapande: en inspirations- och metodbok2014Collection (editor) (Other academic)
    Abstract [sv]

    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.

  • 34.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Löfgren-Mårtenson, Lotta
    Malmö University, Malmö, Sweden.
    "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 disabilities2017In: 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)
    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.

  • 35.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Löfgren-Mårtensson, Charlotta
    Malmö university.
    Is the perception of risks and opportunities on the Internet changing?: The voices of intellectually challenged teens’ parents2015Conference paper (Other academic)
    Abstract [en]

    Is the perception of risks and opportunities on the Internet changing? The voices of intellectually challenged teens’ parents.

    Emma Sorbring and Martin Molin at University West

    Charlotta Löfgren-Mårtensson at Malmö University

    Previous studies have shown that parents view their children’s Internet use both as positive and negative. In general, parents are far more positive to teens pursuing relationships away from the Internet. However, when it comes to the parents of intellectually challenged teens, this might not be true. In a recent pilot-study, parents talk about the Internet as an opportunity for their teenage child to meet someone and start an intimate relationship. The Internet as a potentially dangerous place is acknowledged, but looked upon as a risk worth taking when it comes to social experience. Due to their children’s specific challenges, these parents see the Internet as offering them great opportunities, at the same time they are afraid their teens could be more susceptible to various kind of content and interactions. Parents both want to encourage more Internet use and simultaneously encourage more time for face-to-face interactions. They perceive the risk that their teen will end up alone, without an intimate partner as more serious than the risks of the Internet. This presentation will discuss ‘positive risk-taking’, which brings into focus the importance of managing risks – not avoiding or ignoring them – but taking the risk because the potential benefits outweigh the potential harm. The parent’s responsibility and support will also be discussed. The empirical material consists of interviews with intellectually challenged teens’ parents, from the pilot study and the main study.

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