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  • 1.
    Abrahamsson, Kenneth
    et al.
    Luleå tekniska universitet, Luleå.
    Eriksson, LisbethUniversity West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.Lundberg, MartinLinköpings universitet, Linköping.Myrstener, MatsFöreningen för folkbildningsforskning, Stockholm.Svensson, LenaFöreningen för folkbildningsforskning, Stockholm.
    Folkbildning & forskning: årsbok 20212021Collection (editor) (Other academic)
  • 2.
    Cederlund, Christer
    et al.
    Stockholms Universitet, Stockholm.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Ringsby Jansson, Bibbi
    University West, Administration .
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    I huvudet på en socialpedagog: En studie om yrkesverksamma välfärdsarbetare och deras föreställningar om socialpedagogik2020Report (Other academic)
    Abstract [sv]

    Detta är en studie om hur yrkesverksamma välfärdsaktörer med akademisk socialpedagogisk utbildning, förstår och beskriver socialpedagogik i teori och praktik. Studien har genomförts bland yrkesverksamma, före detta studenter på socionomprogrammet med inriktning mot socialpedagogik vid Stockholms universitet och det Socialpedagogiska programmet vid Högskolan Väst. Syftet är att beskriva och analysera de yrkesverksamma studenternas föreställningar om socialpedagogik som kunskapsfält och som praxis, samt hur socialpedagogiken kommit till uttryck i den egna yrkespraktiken. Studien bygger på intervjuer med 27 personer. Genom samtal och genom de berättelser vi tagit del av från respondenternas yrkesvardag har deras syn på socialpedagogik som fenomen, som värdegrund, som mål, metod och förhållningssätt växt fram.Analysen av yrkespraktiken tar utgångspunkt i tre teoretiska idealmodeller av socialpedagogik; den anpassande, den mobiliserande och den demokratiska, konstruerades som ett resultat av en tidigare intervjustudie med social-pedagogiska forskare (Eriksson 2006). I synen på socialpedagogikens värdegrund syns en samstämmighet bland respondenterna i den här studien och forskarna i den tidigare studien. Hur värdegrunden tar sig uttryck i praktiken är dock inte lika tydligt. Respondenterna ger uttryck för teorier, värderingar och förhållningssätt, men tvingas att i konkreta situationer handla pragmatiskt. Respondenternas sätt att förhålla sig till situationen är att inta ett pragmatiskt förhållningssätt, ett förhållningssätt som vi benämnt "den pragmatiske socialpedagogen". De försöker att upprätthålla, vad de menar är ett socialpedagogiskt förhållningssätt, trots administrativa och organisatoriska begränsningar. Det handlar om att hantera det upplevda handlingsutrymmet.

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  • 3.
    Cedersund, Elisabet
    et al.
    Institutionen för kultur och samhälle, Linköpings universitet.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Ringsby Jansson, Bibbi
    University West.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Renässans för socialpedagogik?: en bok om socialpedagogisk bildning2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    I denna bok söker vi samla idéer och tankar från olika tidsepoker för att formulera en socialpedagogik för framtiden. För att de idéer som historiskt formulerats om socialpedagogiken ska vara användbara måste de förstås utifrån och kopplas till den nutida situationen. Boken tecknar en aktuell bild av socialpedagogisk verksamhet och forskning i Sverige, kompletterad med internationella utblickar.

  • 4.
    Cedersund, Elisabet
    et al.
    Division of Ageing and Social Change, Department of Culture and Society, Linköping University, SE-60174 Norrköping, SWE.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Ringsby Jansson, Bibbi
    University West, Administration . University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy. Division of Social Work and Social Pedagogy, Department of Social and Behavioural Studies, University West, SE-46186 Trollhättan, Sweden; Lisbeth.Eriksson.2@hv.se (L.E.); bibbi.ringsby.jansson@hv.se (B.R.J.); lars.a.svensson@hv.se (L.A.S.).
    Social pedagogy versus social work in a Swedish context2021In: International journal of social pedagogy, E-ISSN 2051-5804, Vol. 10, no 1Article in journal (Refereed)
    Abstract [en]

    In Sweden there are several different professions that work within the welfare sector. Two of these are social pedagogues and socionoms. This article examines the similarities and differences between these professional fields by exploring four areas in more detail: education, the history of ideas and theory, research and practice. The results show that there are not only many differences but also some similarities. In practical work, social pedagogues and socionoms often work side by side and perform similar tasks. They are located in the same areas and often use the same methods. When it comes to the differences in educational history and current educations, they are large although they can also be found in, for example, the history of ideas. Furthermore, research in the various areas differs. In social pedagogy the interest has to a greater extent been focused on an understanding of the discipline through studies of the history of ideas, while in social work today one often focuses on studies of professional methods. Today’s challenges in the welfare sector require new knowledge, ways of thinking and understanding. Here, social pedagogy with its philosophical roots and humanistic values can play an important role.

  • 5.
    Cedersund, Elisabet
    et al.
    Division Ageing and Social Change, Department of Social and Welfare Studies, Linköping University, SE-60174 Norrköping, Sweden.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Ringsby Jansson, Bibbi
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Social pedaogical practices in Swedish welfare contexts2019In: International Journal of Social Pedagogy, E-ISSN 2051-5804, Vol. 7, no 1, p. 7-19Article in journal (Refereed)
    Abstract [en]

    This article focuses on social pedagogy and how social pedagogical approaches are used in Swedish welfare contexts. Social pedagogy as a phenomenon has existed in a variety of settings and during different periods of time. However, the meaning of social pedagogy as a concept depends to a great extent on the context in which it occurs, and the concept therefore has various connotations. The aim of this article is to analyse and discuss trends, directions and goals in social pedagogical practice. Three research projects (cases) are described, analysed and related to three theoretical models. The three cases – (1) a 'drive-in football' project for young people in a suburb, (2) an alternative residential caresetting for young people with learning disabilities, and (3) a 'future workshop' for older people – involved different situations and different audiences, all with elements of marginalisation and exclusion. The analysis of the three examples shows that social pedagogical practice in the Swedish context is characterised by the challenge of balancing the tensions between the individual and the collective, between emancipation and adaptation and between action and negotiation. The social pedagogical activities are also characterised by the fact that they all contain social, practical and existential dimensions of social support and an approach rooted in ethical core values.

  • 6.
    Eriksson, Lisbeth
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Hedman, Lisa
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    "Var finns socialpedagogerna?": Yrkestitlar, fält och socialpedagoisk förankring2018Report (Other academic)
  • 7.
    Eriksson, Lisbeth
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Larsson, Staffan
    Sipos-Zacrisson, Katarina
    Hur formas egentligen vuxnas undervisning?2009In: Lärande på vuxnas vis: vetenskap och beprövad erfarenhet / [ed] Abrandt Dahlgren, Madeleine, Carlsson, Irma, Lund: Studentlitteratur , 2009, 1. uppl., p. 79-100Chapter in book (Other academic)
  • 8.
    Eriksson, Lisbeth
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Svensson, Lena
    Föreningen för folkbildning, Stockholm.
    Praktinära forskning: ett redskap för folkbilding?2021In: Folkbildning & forskning: årsbok 2021 / [ed] Abrahamsson, Kenneth, Eriksson, Lisbeth, Lundberg, Martin, Myrstener, Mats & Svensson, Lena, Stockholm: Förening för Folkbildningsforskning , 2021, p. 84-93Chapter in book (Other academic)
  • 9.
    Matscheck, David
    et al.
    FoU Nordost [RD Northeast], Danderyd, Sweden, Department of Social Work, Stockholm University, Stockholm, Sweden;.
    Piuva, Katarina
    Department of Social Work, Stockholm University, Stockholm, Sweden.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Åberg, Martin
    FoU-Nordväst [RD Northwest], Sollentuna, Sweden.
    The Coordinated Individual Plan: is this a solution for complex organizations to handle complex needs?2018In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Persons with mental health problems and substance abuse often have complex needs requiring many kinds of help concurrently. In Sweden, an attempt has been made to counterbalance the effects of fragmentation by means of legislation on collaboration, requiring on the individual level the use of Coordinated Individual Plans (Sw. Samordnad Individuell Plan, SIP). The aim of the study is to explore collaboration as it is indicated in SIP and other case documentation with focus on how SIP is motivated, and what kind and degree of collaboration is indicated by the documentation. 12 individual case files have been studied in six local authorities and the results have been analyzed in relation to a regional collaboration agreement and local collaboration agreements. The results show unclear motivation for SIP and that SIP is primarily used for documentation of short-term planning. Use of SIP and participation in SIP appears also to be uneven. The authors characterize SIP as an unsystematic form of interagency meeting, with documentation indicating a relatively low to moderate level of collaboration. The authors question whether SIP is an optimal form for collaboration and suggest that more distinct models such as case management or multidisciplinary teams could be more effective.

  • 10.
    Seitl, Camilla
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Arbetsintegrerat lärande genom lärandesamtal med föräldrar: En grund för pedagogers utveckling i arbete2023In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 20, no 4, p. 129-150Article in journal (Refereed)
    Abstract [en]

    The following study examines how preschool teachers describe their own learning and their own identity development concerning the introduction of a new type of parent-teacher conference. The conversation that has been conducted has taken place with groups of parents instead of the traditional individual conversations between parents and preschool teachers. In the conversations, the preschool teachers focus on interaction and collective learning among children, and our material for this study consists of texts that the preschool teachers have written to stimulate reflection concerning the new conversation model. The purpose of the study is to understand the conversations as an activity through which a preschool teacher’s learning and identity at work can be developed. Using content analysis, the study highlights how preschool teachers are challenged in terms of knowledge in the context of parents and colleagues, which is why it becomes important for preschool teachers to reflect upon their work and their own development. In addition, the results show how these group conversations contribute to the preschool teacher’s professional identity and learning at work.

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1 - 10 of 10
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  • modern-language-association-8th-edition
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