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  • 1.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives2019Ingår i: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, nr 2, s. 263-285Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.

  • 2.
    Icenogle, Grace
    et al.
    Temple University, Department of Psychology, United States.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA .
    Duell, Natasha
    Temple University, Department of Psychology, United States.
    Chein, Jason
    Temple University, Department of Psychology, United States.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Chaudhary, Nandita
    ady Irwin College, Department of Human Development and Childhood Studies, LUniversity of Delhi, India.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Fanti, Kostas A.
    University of Cyprus, Department of Psychology, Cyprus.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan; Emirates College for Advanced Education.
    Takash, Hanan M. S.
    Queen Rania Faculty for Childhood, Hashemite University, Jordan.
    Bacchini, Dario
    University of Naples Federico II, Department of Psychology, Italy.
    Adolescents’ cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a "maturity gap" in a multinational, cross-sectional sample2019Ingår i: Law and human behavior, ISSN 0147-7307, E-ISSN 1573-661X, Vol. 43, nr 1, s. 69-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    All countries distinguish between minors and adults for various legal purposes. Recent U.S. Supreme Court cases concerning the legal status of juveniles have consulted psychological science to decide where to draw these boundaries. However, little is known about the robustness of the relevant research, because it has been conducted largely in the U.S. and other Western countries. To the extent that lawmakers look to research to guide their decisions, it is important to know how generalizable the scientific conclusions are. The present study examines 2 psychological phenomena relevant to legal questions about adolescent maturity: cognitive capacity, which undergirds logical thinking, and psychosocial maturity, which comprises individuals' ability to restrain themselves in the face of emotional, exciting, or risky stimuli. Age patterns of these constructs were assessed in 5,227 individuals (50.7% female), ages 10-30 (M = 17.05, SD = 5.91) from 11 countries. Importantly, whereas cognitive capacity reached adult levels around age 16, psychosocial maturity reached adult levels beyond age 18, creating a "maturity gap" between cognitive and psychosocial development. Juveniles may be capable of deliberative decision making by age 16, but even young adults may demonstrate "immature" decision making in arousing situations. We argue it is therefore reasonable to have different age boundaries for different legal purposes: 1 for matters in which cognitive capacity predominates, and a later 1 for matters in which psychosocial maturity plays a substantial role. © 2019 American Psychological Association.

  • 3.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Jönköping University, Jönköping, Sverige.
    Skoog, Therése
    Gothenburg University, Gothenburg, Sweden; Norwegian University of Science and Technology, Norway.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Gothenburg University, Gothenburg, Sweden.
    Gerdner, Arne
    Jönköping University, Jönköping, Sweden.
    Aspects of the Parent–Adolescent Relationship and Associations With Adolescent Risk Behaviors Over Time2019Ingår i: Journal of family psychology, ISSN 0893-3200, E-ISSN 1939-1293, Vol. 33, nr 1, s. 1-11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Parents' actions and knowledge of adolescents' whereabouts play key roles in preventing risk behaviors in early adolescence, but what enables parents to know about their adolescents' activities and what links there are to adolescent risk behaviors, such as substance use and delinquent behavior, remain unclear. In this study,we investigated whether different aspects of the parent–adolescent relationship predict parental knowledge, and we examined the direct and indirect longitudinal associations between these aspects of the parent–dolescent relationship and adolescents' self-reported delinquent behavior and substance use. The participants were 550 parents and their adolescent children from two small and two midsized municipalities in Sweden. Parental data were collected when the adolescents were 13 years old (mean), and adolescent data on riskbehaviors were collected on two occasions, when they were 13 and 14 years of age (mean). Structural path analyses revealed that adolescent disclosure, parental solicitation, and parental control predicted parental knowledge, with adolescent disclosure being the strongest source of parental knowledge and the strongest negative predictor of adolescent risk behaviors. Parenting competence and adolescents' connectedness to parents were indirectly, through adolescent disclosure and parental solicitation and parental control, associated with substance use and delinquent behavior. Some paths differed for boys and girls. In conclusion, confident parenting and a close parent–adolescent relationship in which adolescent disclosure is promoted, seem protective of adolescent engagement in risk behaviors

  • 4.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Att forska i samverkan och gemensamt skapa kunskap2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 19-24Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Barns och ungas välfärd och ett kunskapsbaserat arbetssätt2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 25-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 6.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Challenges in bridging between cultures of English experience2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 289-313Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Deater-Deckard, Kirby
    et al.
    University of Massachusetts Amherst, Amherst, MA, USA.
    Godwin, Jennifer
    Duke University, Durham, NC, USA.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan; Emirates College for Advanced Education.
    Bacchini, Dario
    University of Naples Federico II, Department of Psychology, Italy.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Chaos, Danger, and Maternal Parenting in Families: Links with Adolescent Adjustment in Low- and Middle-Income Countries2019Ingår i: Developmental Science, ISSN 1363-755X, E-ISSN 1467-7687, Vol. 22, nr 5, artikel-id e12855Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current longitudinal study is the first comparative investigation across Low- and Middle- Income Countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting. This article is protected by copyright. All rights reserved.

  • 8.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Karlstads universitet, Institutionen för språk, litteratur och interkultur.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Critical Perspectives2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 315-320Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 9.
    Molin, Martin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Gustavsson, A.
    Delaktighet: ideologi och teori2019Ingår i: Omsorgsboken: möjligheter och svårigheter vid intellektuell funktionsnedsättning, Stockholm: Liber, 2019, 6, s. 261-272Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Berglund, Emilia
    et al.
    Göteborgs stad.
    Lager, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lundqvist, Jennifer
    Göteborgs stad.
    Gustafsson Nyckel, Jan
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Det dubbla kompetenskravet: en studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning2019Ingår i: Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 3, nr 1, s. 87-101Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.

  • 11.
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Digital creativity: learning by story driven digital production2019Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges. Design/methodology/approach A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. FindingsThis study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making. Originality/value The study incorporates the framework on boundary objects as a "€œmental design device"€ into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.

  • 12.
    Björquist, Elisabet
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Isaksson, Charlotta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Tryggvason, Nina
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Digitalt stöd för delaktighet: Ungas användning av digital teknik inom ramen för kommunernas LSS-verksamhet2019Rapport (Övrigt vetenskapligt)
  • 13.
    Prochnow, Annette
    et al.
    University of Würzburg, Germany.
    Erlandsson, Soly
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Hesse, Volker
    Children’s Hospital Berlin-Lindenhof, and Charité – Institute for Experimental Paediatric Endocrinology, Germany.
    Wermke, Kathleen
    University of Würzburg, German.
    Does a 'musical' mother tongue influence cry melodies?: A comparative study of Swedish and German newborns2019Ingår i: Musicae scientiae, ISSN 1029-8649, E-ISSN 2045-4147, Vol. 23, nr 2, s. 143-156Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The foetal environment is filled with a variety of noises. Among the manifold sounds of the maternal respiratory, gastrointestinal and cardiovascular systems, the intonation properties of the maternal language are well perceived by the foetus, whose hearing system is already functioning during the last trimester of gestation. These intonation (melodic) features, reflecting native-language prosody, have been found to shape vocal learning. Having had ample opportunity to become familiar with their mother's language in the womb, newborns have been found to exhibit salient pitch-based elements in their own cry melodies. An interesting issue is whether an intrauterine exposure to a maternal pitch accent language, such as Swedish, in which emphatic syllables are pronounced typically on a higher pitch relative to other syllables will affect newborns' cry melody (fundamental frequency contour). The present study aimed to answer this question by quantitatively analysing and comparing the melody structure in 52 Swedish compared with 79 German newborns. In accordance with previous approaches, cry melody structure was analysed by calculating a melody complexity index (MCI) expressing the share of cries exhibiting two or more (well-defined) arc-like substructures uttered during the recording sessions. A low MCI reflects a dominance of cries with a 'simple', i.e. single-arc melody. A significantly higher MCI was found in the Swedish infant group, which further corroborates the assumption that the well-known foetal sensitivity for musical (melodic) stimuli seems to shape infants' cry melody.

  • 14.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Skog, Therése
    Jönköping University, Jönköping; Gothenburg University, Gothenburg, Sweden; Norwegian University of Science and technology, Norway.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Gerdner, Arne
    Jönköping University, Jönköping, Sweden.
    Does one Size Fit All?: Linking Parenting With Adolescent Substance Use and Adolescent Temperament2019Ingår i: Journal of research on adolescence, ISSN 1050-8392, E-ISSN 1532-7795Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Using longitudinal Swedish data from 1,373 early‐adolescent youths, this study aims to answer the question of whether the previously established protective function of parental knowledge and its sources — adolescent disclosure, parental solicitation, and parental control—on substance use among early‐adolescents is moderated by the adolescent's temperament. Adolescent temperament moderated several links between parental knowledge and its sources and adolescent substance use. The most pronounced moderating results were found for those adolescents with fearless, socially detached and thrill‐seeking tendencies. For these "detached thrill‐seekers", bidirectional links between adolescent disclosure and substance use, and negative links between parental solicitation and substance use were found. We recommend, therefore, that adolescent temperament is considered when designing parenting programs.

  • 15.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Education and Parenting: An Introduction2019Ingår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer International Publishing , 2019, s. 1-14Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Theoretical models and empirical studies suggest that parental involvement and parenting practices are important for adolescents' academic achievement. However, the picture is complicated, and how parents choose to be involved at different ages of the child is critical for how parental involvement is related to students' academic achievement. Furthermore, populations from different cultural backgrounds need to be studied. This chapter lays out the agenda for the rest of the book, presenting an overview of research on parenting and students' academic achievement, as well as presenting the Parenting Across Cultures project, a longitudinal study of mothers, fathers, and children in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. These nine countries are the focus of the school-system and country-specific studies in the chapters that follow.

  • 16.
    Lansford, Jennifer E.
    et al.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Education and Parenting: Conclusions and Implications2019Ingår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, s. 139-151Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter begins by providing an overview of key points raised in the preceding chapters regarding education and parenting in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. We then highlight similarities and differences in education and parenting across the nine countries. For example, many countries have increased access to education in the last decades, but questions of quality remain; socioeconomic and geographic disparities in access and quality characterize many countries. Examples are provided of ways that education systems in different countries have attempted to build bridges between home and school contexts, such as through "mother tongue" education and interventions to increase parent involvement. Countries differ in the extent to which curricula are nationally standardized versus variable within the country and the extent to which learning is primarily teacher- versus student-directed. The countries included in this volume range from those performing among the best to those performing among the worst on international tests of student achievement. Many of the countries have high-stakes testing and entrance exams at different levels of education, which has implications for how parents attempt to help their children succeed in school. Parental education-related involvement, expectations, goal-orientation, and supportiveness are all importantly related to students' academic achievement. The chapter discusses implications for policy and practice, particularly in relation to the Sustainable Development Goals that are guiding the international development agenda through 2030. Understanding how different countries' education systems operate, steps countries have taken to improve access to and quality of education, and how parenting can promote students' academic achievement in the context of different education systems offers the potential for countries to learn from one another to offer quality education to all.

  • 17.
    Gurdal, Sevtap
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Education and Parenting in Sweden2019Ingår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, s. 95-109Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Swedish children's rights to school and a childhood were discussed as early as 1900 and today nearly all (99.9%) Swedish children from the age of six attend comprehensive school for ten years. Comprehensive school, both private and public, is free of charge and compulsory for everyone. In general, Sweden is described as a country where young people are perceived as individuals with agency, both in the family and in school. It is expected that students should be treated with respect and taught about their rights and how to practice them. Teachers are supposed to encourage young people's agency by, for example, letting them take responsibility and be involved in decisions about the school work and their lives. This is related to the goal of teaching young people more about how to become citizens and about democratic values in society. Although Swedish schools have a high interest in students' own agency and their mental health, politics put pressure on the schools to achieve higher academic success among students. This chapter presents the current Swedish education system and its challenges when it comes to maintaining high values concerning students' mental health and, simultaneously, striving for better academic results, focusing particularly on families belonging to the lower socioeconomic class and with a migration background.

  • 18.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    En systematisk samverkansmodell2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 111-114Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 19.
    Chang, Lei
    et al.
    University of Macau, Department of Psychology, China.
    Lu, Hui Jing
    The Hong Kong Polytechnic University, Department of Applied Social Sciences, China.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA.
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Chen, Bin Bin
    Fudan University, Department of Psychology, Shanghai, China.
    Tian, Qian
    Fudan University, Department of Psychology, Shanghai, China.
    Bacchini, Dario
    University of Naples “Federico II”, Department of Psychology, Italy.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Amherst, MA, USA.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan .
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura, Medellín, Colombia.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Environmental harshness and unpredictability, life history, and social and academic behavior of adolescents in nine countries.2019Ingår i: Developmental Psychology, ISSN 0012-1649, E-ISSN 1939-0599, Vol. 55, nr 4, s. 890-903Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Safety is essential for life. To survive, humans and other animals have developed sets of psychological and physiological adaptations known as life history (LH) tradeoff strategies in response to various safety constraints. Evolutionarily selected LH strategies in turn regulate development and behavior to optimize survival under prevailing safety conditions. The present study tested LH hypotheses concerning safety based on a 6-year longitudinal sample of 1,245 adolescents and their parents from 9 countries. The results revealed that, invariant across countries, environmental harshness, and unpredictability (lack of safety) was negatively associated with slow LH behavioral profile, measured 2 years later, and slow LH behavioral profile was negatively and positively associated with externalizing behavior and academic performance, respectively, as measured an additional 2 years later. These results support the evolutionary conception that human development responds to environmental safety cues through LH regulation of social and learning behaviors. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

  • 20.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Wiedel, Daniel Olof
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 1: Att tidigt upptäcka barn i behov av särskilt stöd2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stckholm: Liber, 2019, s. 35-41Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 21.
    Beckman, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exempel 10: Ung och arbetslös i Västervik2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 100-106Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 22.
    Lundström, Marita
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Granbom, Ingrid
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exempel 2: Kvalitetsarbete i förskola och skola2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 43-50Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23.
    Johansson, Anna
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 3: Lärarens relation till barn med "problembild" och med deras föräldrar2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 50-56Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 24.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Bolin, Anette
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 4: Ett utökat och fördjupat barn- och elevhälsoarbete2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 57-65Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 25.
    Gurdal, Sevtap
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exempel 5: FöräldraResursen: att samverka för stöd till föräldrar2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 65-71Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Ryding, Jennie
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Exempel 6: Implementering av evidensbaseratföräldrastödsprogram2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 71-80Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Bohlin, Margareta
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Hed, Mia
    Åmåls kommun.
    Exempel 8: Lättillgängligt stöd för ökat välbefinnande2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 89-95Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 28.
    Liss, Ann
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 9: Uppsökande socialt arbete: en gränsöverskridande arbetsmetod2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 96-100Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 29.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Forskningsmetoder för samverkansforskning2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 115-120Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 30.
    Forsell, Johan
    et al.
    Linköpings universitet, Pedagogik och didaktik.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Hammar Chiriac, Eva
    Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Group Work Assessment: Assessing Social Skills at Group Level2019Ingår i: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, s. 1-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

  • 31.
    Spante, Maria
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Varga, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Hitta drivet: Studiemotivation och genusmönster i grundskolan2019Rapport (Övrigt vetenskapligt)
  • 32.
    Lansford, Jennifer E.
    et al.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura, Medellín, Colombia.
    Zelli, Arnaldo
    University of Rome Foro Italico, Italy..
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan and Emirates College for Advanced Education.
    Bacchini, Dario
    University of Naples “Federico II”, Department of Psychology, Italy.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Amherst, MA, USA.
    Di Giunta, Laura
    La Sapienza University of Rome, Interuniversity Centre for Research in the Genesis and Development of Prosocial and Antisocial Motivations, Rome, Italy.
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Faculty of Psychology, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Household income predicts trajectories of child internalizing and externalizing behavior in high-, middle-, and low-income countries2019Ingår i: International Journal of Behavioral Development, ISSN 0165-0254, E-ISSN 1464-0651, Vol. 43, nr 1, s. 74-79Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examined longitudinal links between household income and parents' education and children's trajectories of internalizing and externalizing behaviors from age 8 to 10 reported by mothers, fathers, and children. Longitudinal data from 1,190 families in 11 cultural groups in eight countries (Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States) were included. Multigroup structural equation models revealed that household income, but not maternal or paternal education, was related to trajectories of mother-, father-, and child-reported internalizing and externalizing problems in each of the 11 cultural groups. Our findings highlight that in low-, middle-, and high-income countries, socioeconomic risk is related to children's internalizing and externalizing problems, extending the international focus beyond children's physical health to their emotional and behavioral development.

  • 33.
    Holm, Susanne
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Henriksen, Anna
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Beckman, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Här är ganska nice, men...": Ungdomars tankar om Västervik och om vad som är viktigt i livet2019Rapport (Övrigt vetenskapligt)
  • 34.
    Yang Hansen, Kajsa
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Education and Special Education, Sweden.
    Gustafsson, Jan-Erik
    University of Gothenburg, Department of Education and Special Education,Sweden.
    Identifying the key source of deteriorating educational equity in Sweden between 1998 and 20142019Ingår i: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 93, s. 79-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Educational equity has deteriorated in Sweden from the late 1980s onwards. However, it is not clear what the main sources behind this trend are. The present study aims therefore to investigate the development of educational equity at different levels of the Swedish educational system inorder to identify possible sources of the change. Students' school grades and family educational background for the cohorts leaving compulsory school between 1998 and 2014 were analysed in three-level hierarchical models. Increased segregation with respect to student composition and academic outcomes across different schools was found to be the main source of the declining educational equity. The findings are discussed in the light of differentiated learning opportunities, as a result of recent school reforms in Sweden.

  • 35.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 2, s. 229-244Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

  • 36.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner2019Rapport (Övrigt vetenskapligt)
  • 37.
    Ineland, Jens
    et al.
    Department of Education, Umeå University, Umeå.
    Molin, Martin
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Sauer, Lennart
    Department of Social Work, Umeå University, Umeå.
    Intellektuell funktionsnedsättning, samhälle och välfärd2019 (uppl. 3)Bok (Övrigt vetenskapligt)
  • 38.
    Dauman, Nicolas
    et al.
    University of Poitiers, Department of Psychology, Poitiers , France.
    Haza, Marion
    University of Poitiers, Department of Psychology, Poitiers , France.
    Erlandsson, Soly
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Liberating parents from guilt: a grounded theory study of parents' internet communities for the recognition of ADHD2019Ingår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 14, nr 1, s. 1-12, artikel-id 1564520Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    PURPOSE: This study presents a qualitative analysis of information posted on the Internet by two communities of French parents promoting the recognition of ADHD in the context of current health and school practices.

    METHOD: Grounded Theory (Strauss & Corbin's approach) was applied to the posted messages, with the aim to discover the main concern and common theme through a constant comparison analysis.

    RESULTS: Liberating parents from feeling responsible for their child's misconduct was found to be the core category. From this perspective, we account for the commitment of the digital communities to formalize the child's conduct as a consequence of a neurodevelopmental disorder. This approach helps to account for the promotion of behavioural expertise and conditioning strategies (e.g., positive reinforcement) for handling the child's so-called disorder as appropriate parental responses. Giving evidence for parenting struggles was the third main concern of the communities, in the face of perceived skepticism from professionals towards ADHD as a medical condition.

    CONCLUSIONS: By using examples from countries that are found to have a more pro-medical approach to ADHD, the communities aim at improving such medical practices in France. Issues surrounding the claim that ADHD would require a specific style of parenting are also discussed.

  • 39.
    Johansson, Anna
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Halvarsson, Christina
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Man lär jättemycket av varandra": En studie av kollegialt lärande bland lärare i grundskolan2019Rapport (Övrigt vetenskapligt)
  • 40.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and funds of knowledge2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 161-186Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 41.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and the importance of teacher–student relationships2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 105-130Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 42.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivational activities and identity work2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 133-160Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 43.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Online Media Creation and L2 Motivation: A Socially Situated Perspective2019Ingår i: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 53, nr 2, s. 372-404Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners' motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz,2006), and with the aim of developing a theoretical account of the emergence of motivation in online media creation, this study investigated a blog project in an English language classroom in Sweden. Engaging with multiple data sources, and using Ito and colleagues' (2010) theory of participation in media practices as an analytical framework, motivation is conceptualized as stemming from the desire to create a visually appealing and authentic artefact, from a perception of audience, and through the documentation of identities. Variations in motivational intensity between student groups could betraced to varying investments in digital media practices. Primarily, differences were between validation-seeking that was locally oriented and validation-seeking conditioned through actions within a genre of practice. These conceptualizations are of importance for English language teaching. In language-developing activities that involve online media creation, motivation can be enhanced when space for genre exploration is provided

  • 44.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Organising the 'industrialisation of instruction': Pedagogical discourses in the Swedish Primary Teacher Education programme2019Ingår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 1, nr 1, s. 37-59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examines the organisation of the Swedish Primary Teacher Education (PTE) programme by studying a local educational policy practice. The empirical material consists of policy documents and interviews with teacher educators at a large university. The study focuses on the pedagogical discourses in teacher education, by studying whether the examinations, courses, and education are basedon insulation or integrating principles, that is, strong or weak classification. The results of the study show that both the national policy text and the local organisationare based on principles and rationalities of strong classification, where the local policy practice is both constructed through and affected by commodification and market rationalities

  • 45.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Jönköping University, Jönköping, Sweden.
    Boele, Savannah
    Tilburg University, Tilburg, The Netherland.
    Skoog, Therése
    Jönköping University, Jönköping, Sweden; University of Gothenburg, Gothenburg, Sweden.
    Parent-Adolescent Communication and Adolescent Delinquency: Unraveling Within-Family Processes from Between-Family Differences.2019Ingår i: Journal of Youth and Adolescence, ISSN 0047-2891, E-ISSN 1573-6601, Vol. 48, nr 9, s. 1707-1723Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Understanding the factors that predict adolescent delinquency is a key topic in parenting research. An open question is whether prior results indicating relative differences between families reflect the dynamic processes occurring within families. Therefore, this study investigated concurrent and lagged associations among parental behavioral control, parental solicitation, adolescent disclosure, and adolescent delinquency by separating between-family and within-family effects in three-wave annual data (N = 1515; Mage = 13.01 years at T1; 50.6% girls). At the within-family level, parental behavioral control negatively predicted adolescent delinquency. Adolescent disclosure and delinquency, and adolescent disclosure and parental solicitation, reciprocally predicted each other. Parental solicitation negatively predicted parental behavioral control. The findings indicate a prominent role of adolescent disclosure in within-family processes concerning parental-adolescent communication and adolescent delinquency.

  • 46.
    Forslund Frykedal, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Linköping University, Department of Behavioural Sciences and Learning, Linköping,Sweden.
    Barimani, Mia
    Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Swede.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Linköping,Sweden.
    Berlin, Anita
    Karolinska Institute, Department of Neurobiology, Care Sciences and Society, Huddinge, Sweden.
    Parents' reasons for not attending parental education groups in antenatal and child health care: A qualitative study2019Ingår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, nr 17-18, s. 3330-3338Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aims and objectives: To explore expectant and new parents' reasons not to partici ‐pate in parental education (PE) groups in antenatal care or child health care.

    Background: In Sweden, expectant and new parents are offered PE groups in antena‐tal care and in child health care. Although many parents feel unprepared for parent ‐hood, an urgent task is to attract parents to attend the PE groups.

    Design: A total of 915 parents with children aged 0 to 21 months answered a web questionnaire with open questions about (a) reasons not to participate; (b) anything that could change their mind; and (c) parenting support instead of PE groups. This was analysed using content analysis. The study follows the SRQR guidelines.

    Results: Parents expressed private reasons for not attending PE groups. Some par ‐ents also asked for more heterogeneity regarding content and methods, as well as accommodation of parents' different interests. Other parents asked for like‐minded individuals who were in similar situation to themselves. Lack of information or invita ‐tions from antenatal care or child health care, or that PE groups were unavailable, were additional reasons for not participating in groups.

    Conclusions: Reasons for not attending PE groups were multifaceted from personal,self‐interested and norm‐critical reasons, to that the groups were not available or that the parents were not aware of their existence.

    Relevance to clinical practice: Parents of today are a diverse group with different in ‐terests and needs. Nevertheless, all parents need to feel included in a way that makes participation in PE groups relevant for them. Thus, it is important for leaders to be aware of structures and norms, and to be able to create a group climate and a peda ‐gogy of acceptance where group members value each other's differences. However,to attract parents to participate in PE groups, it is necessary for clinical practice to work on individual, group and organisational levels.

  • 47.
    Alabaf, Setareh
    et al.
    University of Gothenburg, Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Gothenburg, Sweden.
    Gillberg, Christopher
    University of Gothenburg, Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Gothenburg, Sweden.
    Lundström, Sebastian
    University of Gothenburg, Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Gothenburg, Sweden. Center for Ethics, Law and Mental health (CELAM), Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.
    Lichtenstein, Paul
    Karolinska Institute, Department of Medical Epidemiology and Biostatistics, Stockholm, Sweden.
    Kerekes, Nora
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Råstam, Maria
    University of Gothenburg, Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Gothenburg, Sweden. Lund University, Department of Clinical Sciences Lund, Child and Adolescent Psychiatry, Lund, Sweden.
    Anckarsäter, Henrik
    University of Gothenburg, Center for Ethics, Law and Mental health (CELAM), Institute of Neuroscience and Physiology, Gothenburg, Sweden.
    Physical health in children with neurodevelopmental disorders2019Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 49, nr 1, s. 83-95Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With increasing numbers of children being diagnosed with neurodevelopmental disorders (NDDs) attention has been drawn to these children's physical health. We aimed to identify the prevalence of defined physical problems (epilepsy, migraine, asthma, cancer, diabetes, psoriasis, lactose intolerance, celiac disease, diarrhea, constipation, daytime enuresis, encopresis) in a nationwide population of 9- and 12-year-old twins subdivided into those with and without indications of NDDs. Parents of 28,058 twins participated in a well-validated telephone interview regarding their children's mental health and answered questions about their physical problems. The results indicate a high rate of physical problems in children with NDDs, particularly in those with indications of the presence of combinations of several NDDs.

  • 48.
    Jeong, Hyeseung
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Promoting World Englishes and English as a lingua franca to prepare pre-service teachers for challenges in Sweden: Seminarium 3 – Språk, samtal och pedagogik2019Konferensbidrag (Övrigt vetenskapligt)
  • 49.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Nilsson, Lena A.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Rapportering, spridning och nyttinggörande2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 121-123Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 50.
    Emilsson, Maria
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Berndtsson, Ina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Gustafsson, Per A
    Linköping University, Department of Clinical and Experimental Medicine and Department of Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Linköping , Sweden..
    Horne, Robert
    University College London, Centre for Behavioural Medicine, UCL School of Pharmacy, London , UK.
    Marteinsdottir, Ina
    Linnæus University, Department of Medicine and Optometry Faculty of Health and Life Sciences, , Kalmar , Sweden.
    Reliability and validation of Swedish translation of Beliefs about Medication Specific (BMQ-Specific) and Brief Illness Perception Questionnaire (B-IPQ) for use in adolescents with attention-deficit hyperactivity disorder.2019Ingår i: Nordic Journal of Psychiatry, ISSN 0803-9488, E-ISSN 1502-4725Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objectives: The purpose of this study was to assess the reliability and validity of Swedish translations of the Beliefs about Medicines Questionnaire-Specific (BMQ-Specific) and Brief Illness Perception Questionnaire (B-IPQ) for use in adolescents with ADHD. Methods: Forward and backward translations of the BMQ-Specific and B-IPQ scales to Swedish were conducted and reviewed by adolescents with ADHD and professionals. The validity and reliability of both questionnaires were investigated in a cross-sectional study of 101 adolescents (13-17 years) on a long-term prescription of ADHD medication recruited from two child and adolescent psychiatric outpatient clinics in Sweden. Results: Regarding the BMQ-Specific, principal component analysis (PCA) loadings confirmed the previously defined components of Specific-Necessity and Specific-Concern. The PCA for B-IPQ revealed two components, the first one, B-IPQ Consequences, captured questions regarding perceptions of the implication of having ADHD (items 1, 2, 5, 6 and 8) and the second one, B-IPQ-Control, the perceptions of the capability to manage the ADHD disorder (items 3, 4 and 7). The Cronbach alpha coefficients for BMQ-Specific-Necessity scale was α = 0.80, for BMQ-Specific-Concern scale α = 0.75, B-IPQ Consequences α = 0.74 and for B-IPQ-Control α = 0.44. Conclusions: The present results prove the Swedish translation of BMQ-Specific and B-IPQ to be valid and reliable for utilization in adolescents with ADHD. The PCA confirmed the original components for BMQ-Specific and the recent findings of two main B-IPQ components describing emotional and cognitive implications versus the capability for self-care maintenance of ADHD.

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