Abstract Men are exposed to violence in close relationships in both same-sex and heterosexual relationships. Men who are exposed to violence stated that they were exposed to psychological violence rather than physical violence. Psychological violence can be about verbal attacks, isolation, jealousy, threats of physical violence, threats of divorce and destruction of personal property. Men who have been subjected to violence by their partner may develop mental illness. Most men find it difficult to say that they are exposed to violence because of society's gender norms which say that the man must be strong, independent and have self-confidence.

Aim The aim of this study was to describe men’s experiences after being exposed to violence in close relationships.

Method A literature-based study with systematic searches, in which eight articles were selected.

Results The results have shown that men who are exposed to violence in close relationships isolated themselves, had suicidal thoughts, low self-esteem, increased fear and mental illness. Men also stated that they did not dare to talk about their situation to others around them. This was mainly because others did not trust them, but it also had to do with society's gender norms.

Conclusion Men also fall victim to violence in a close relationship and the impact can mean great psychological strain on the man. Isolation, fear, self-esteem, suicidal thoughts and mental illness were identified in the results. The most common consequences after the violence were isolation and fear. When it comes to mental illness, post-traumatic stress disorder was the most common.

The original version of this article unfortunately contained a mistake in Fig. 2 part labels, the label "d" was incorrectly labelled as "c" and the subsequent labels should be corrected as d, e, and f. The corrected Fig. 2 is given below.

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.

In this study, we explore more closely how different organizations in society work and do their business to learn about sex and social information for newly arrived young people. In the study, the participants' own stories will provide an insight into how it may appear to work with sex and social information for newly arrived young people. These organizations work to provide sex education to newly arrived young people in diverse ways, which made it interesting to rigorously compare the organizations work methods with each other and then highlight the forces in the diverse ways of working. The purpose of this study is to investigate how some organizations in society work with sex and social information aimed at newly arrived young people. Furthermore, an aim is to investigate these organizations own perceptions of this work and look at similarities and differences in their way of working. In this qualitative study, interviews have been chosen as data collection methods. Qualitative content analysis was used to analyze data for this study. The main result of the study was presented in the form of "Change". The theme Change shows the informants' desire for change in both working methods and perceptions. The theme consists of two domains. The first domain is "Way of working" and represents how the different organizations look at the work, and what are the shortcomings. For example, more resources and continuity at work are needed, and generally how the work on sex and cohabitation information looks. Under the domain of Work, there are four categories "more resources", "continuity", "grouping" and "participation and interaction". The second domain is "Knowledge Situation and Needs", which represent the actors' perceptions of how the knowledge situation among the youths. Under the Knowledge and Requirements domain, there are two categories, "ignorance" and "attitudes". In these categories, the group's attitudes towards sexual and social information and the meetings with the organizations, as well as the attitudes of the activities, are emphasized. An illumination of the lack of knowledge of the group is in the category of ignorance, deviant ignorance compared to young people in general. In conclusion, it is generally necessary to add more resources and the theme 'Change' summarizes the whole of how the organizations work with sex and social information or how they want to work with it. More resources should be invested in the field and they need to work continuously with this area for a lengthy period. A common picture and perception was established regarding that more involvement and cooperation between organizations. The organizations consider that diverse ways of grouping at the meeting with young people are needed and constructive work with the attitudes of young people and the ignorance that the organizations consider is associated with sex and cohabitation among young people.

Background: Sexual abuse of children is a serious restriction on the child's integrity and can cause serious psychological impacts in the form of trauma-related symptoms. It is important that the child then receives treatment to develop mental well-being.

Aim: The purpose of this paper is to create an overview of the state of knowledge about the impact of trauma-focused cognitive behavioral therapy and game-based cognitive behavioral therapy in children who have been sexually abused.

Method: This study is based on a literature review where data has been collected from existing information. Based on a three-step model, six scientific articles have been reviewed.

Result: The results showed that trauma-focused cognitive behavioral therapy (TF-CBT) and game-based cognitive behavioral therapy (GB-CBT) have a positive impact in improving trauma-related symptoms in children between the ages of 4 - 18 who have been sexually abused. The results further showed that the child's knowledge area and safety thinking regarding sexual abuse increased after treatment.

Conclusion: The present study shows that children who have been sexually abused are at risk of developing mental illness in the form of depression, PTSD, outgoing and introverted behavioral problems and sexual disorders. The result showed that cognitively behavioral treatments in the form of TF-CBT and GB-CBT have a positive effect on improving traumarelated symptoms because of sexual abuse. The result also showed that GB-CBT increases the child's safety thinking and other knowledge about sexual abuse. Because sexual abuse of children can have serious consequences for the child's future, it is important to highlight the positive impact treatments have and how the child's knowledge and safety mindset about sexual abuse can increase. The present study can thus be helpful for occupations that work with children.

Background: The implementation of evidence-based methods in hospital settings is challenging and multifaceted. There are several different factors that may affect implementation processes, of which the organisational culture may be one. It is well known that conservative organisational culture can hinder implementations; accordingly, a mix of different organisational cultures is preferable. Aim: The aim of this thesis was to follow the implementation process of an ICF-based assessment tool regarding cultural differences associated with the implementation in a psychiatric clinic. As part of the project, an assessment tool based on the International classifi cation of functioning disability and health (ICF) was developed and implemented. Method: In Study I, three Swedish expert groups participated and analysis of inter-rater reliability was conducted through simulated patient cases. In Study II, data were collected through focus group interviews pre- and post-implementation of the ICF-based assessment tool; thereafter, data were analysed using directed content analysis guided by Normalization Process Theory (NPT). Data from 109 nursing staff who completed the organisational values questionnaire (OVQ) and resistance to change (RTC) were investigated, and the association between the OVQ and RTC was examined with regression analysis (Study III). Patients n=50 representing the intervention hospital and n=64 representing the control hospital answered the Empowerment scale (ES) and Quality in psychiatric care (QPC-IP) (n=45 from intervention hospital and n=64 from control hospital). Staff n=37 at the control hospital answered the OVQ which was presented as descriptive data (Study IV). Results: Inter-rater reliability of the ICF-based assessment tool (DLDA) displayed acceptable kappa values (Study I). The DLDA tool showed the potential for empowering patients. Furthermore, it was considered useful for dialogues, refl ection and for identifying patients’ strengths. Nonetheless, it was diffi cult to implement it in practice due to contributing factors such as time pressure, heavy workload, stress and lack of routine in using the tool (Study II). The intervention hospital was characterised by an organisational culture of trust, belongingness and fl exibility, i.e. a human relation culture. One ward (I.W.3), however, was not dominated by a human relation culture. This ward had an almost equal mix of different cultures (human relation, open system, internal processes and rational goal) (Study III). The results of Study IV were non-signifi cant; however, it indicated that intervention ward 3 proved to be the most prominent ward regarding patient participation and empowerment among the intervention group. The results suggest hospital wards with equal mix of different cultures is more successful than cultural polarisation. Conclusion: Only one of fi ve wards succeeded in implementing the DLDA successfully (ward 5). Ward number three was the most successful of the inpatient intervention wards. The intent of the DLDA method was considered to be good and its use in a psychiatric nursing context can provide structured support in order to improve the dialogue with the patient, but it was not used in practice in all the studied wards. The organisational culture of the intervention hospital was dominated by human relation properties, however with one exception, ward number three. The results tentatively show that organisational culture may affect outcomes of implementation processes. Consequently, it appears that an equal mix of different cultures are more auspicious than cultural polarisations. The results seems to confi rm previous research, where one ward with a balanced mix of different cultures succeeded best to implement DLDA, of the wards representing psychiatric inpatient care. Ward number three did also show the best results in terms of empowerment and patient participation of the intervention wards. Further research aims to continue developing and conducting psychometric testing of the DLDA tool. The DLDAs impact on patient assessed empowerment and patient participation requires studies on larger populations than the current study

An equal mix of organizational cultures is important for a successful implementation process. The aim of this study was to examine the implementation of a new working method in psychiatric hospital wards, representing different cultural characteristics. Descriptive quantitative data were collected at two hospitals (intervention and control). The results revealed one ward characterized by a mix of organizational cultures. This ward, compared with other intervention wards, showed the best results regarding patient assessed empowerment and participation. The result shows tentatively that organizational culture may have an impact on the implementation processes.

The implementation of evidence-based methods in hospital settings is difficult and complex. The aim of the present study was to highlight the implementation process concerning a new working method, i.e. a new assessment tool, based on the International Classification of Functioning Disability and Health (ICF), among psychiatric nursing staff on five participating wards at a Swedish county hospital. Descriptive, qualitative data were collected through focus group interviews pre- and post-implementation. Data were analysed using directed content analysis, guided by Normalization Process Theory (NPT). The results revealed that just one of the five participating wards met the criteria for a successful implementation process. The results confirm previous studies showing the difficulty of implementation. Although participants agreed with the intention of the model, they were reluctant to apply it in practice. The implementation process seemed to be influenced by factors such as: time pressure; heavy workload; stress; lack of routines in using the tool; lack of nursing staff; as well as cultural characteristics and resistance to change.

Background: Elderly are a heterogeneous and growing group and therefore they have to be seen as separate individuals with different needs. In Sweden the municipality has the overall responsibility of elderly care and the social welfare board has to make sure that the elderly get to live independently under safe conditions.

Aim: The aim of this study is to describe different factors that affects social isolation and loneliness among elderly.

Method: The method that was chosen for this study was a literature review. Systematic and unsystematic searches were conducted to find articles for the results. Eight articles were chosen for this study, four quantitative and four qualitative.

Results: The result includes two themes and four subthemes. One factor that was found was the loss of earlier life with two subthemes the body that no longer works and when the significant other pass away. Another factor was the importance of context with two subthemes importance of family and friends and in the absence of social connection.

Conclusion: Factors that were shown to have an impact on social isolation and loneliness were individual and could depend on body function, losses and personality. The elderly need to feel safe in their environment and that there is someone who can help them.

Background According to the Public Health Agency of Sweden, mental ill-health is increasing in Sweden and the affected are becoming younger and younger. There is therefore an increasing need for more research on children and their mental ill-health. To be able to stop this negative development it is of foremost importance that children get help as early as possible. Preschool staff members play a vital role in the identification of mental ill-health among young children and making sure that the right help is given. Aim The aim of the study is to illustrate preschool staff member´s experience of identifying children with mental illhealth. Method The method used is qualitative interview study. Six female preschool staff members have been interviewed and a content analysis has been applied on the answers. Results Children´s mental ill-health is a very complex subject and something that is not included in the Swedish curriculum. Additionally, the education of preschool staff members does not include anything concerning children's mental ill-health. Consequently, preschool staff members battle with a situation where they play a crucial role in the identification of mental ill-health among the children however they do not possess neither the knowledge nor the skills to do so. Conclusion Mental ill-health among children in preschool is a very complex subject. Preschool staff members face a very tough responsibility in identifying the signs of mental ill-health among the children and the reasons for this are many.

Background: Sickness absence in Swedish municipalities have increased during the past five years. This is a trend that follows all Swedish municipalities. A municipality in Western Sweden has worked much to prevent sickness absence through rehabilitation. However, the municipality now wants to shift focus and work more with those who are healthy by investigating what creates health among their employees.

Purpose & Issue: This study aims to investigate which resource factors of health that contributes to the working presence in a municipality in Western Sweden. Method: A qualitative method with inspiration from phenomenography has been used for the study design, for gathering data and for the data analysis.

Result – Outcome space & Conclusions: Four main categories emerged identifying The result shows four categories identified as the most important resource factors for health among for the informants. These four categories were: job satisfaction, morale, opportunity to influence and wholeness.

Background: Knowledge about adolescents' aggressive and antisocial behaviour is of highest importance to possess in human-treating organizations. This knowledge should be based on a holistic approach, which takes into account the environment (social and cultural factors) effect on behaviours. Previous research on youths' aggressive and antisocial behaviour primarily focused on biological and social factors. The present study focuses on the possible association between environment and aggressive and antisocial behaviours from a cultural perspective.

Aim: The aim of the present study was to describe the frequency of aggressive and antisocial behaviours of high school students in Morocco and Sweden and compare them between genders and countries.

Method: Self-reported frequency of aggressive and antisocial behaviours was assessed by the "Life History of Aggression" instrument. The study population consisted of 361 high school students in Morocco and 276 high school students in Sweden. Mann-Whitney U test was used o examine differences in the frequency of aggressive and antisocial behaviour between Moroccan and Swedish high school students and between genders. Eta2 was used to measure the effect size of the differences. 

Results: The male students (in both countries) estimated their aggressive and antisocial behaviour higher than the female students. Moroccan male students scored significantly higher on aggressive behaviours directed both against others and themselves than Swedish male students. Swedish female students indicated significantly more often occurring antisocial behaviours than the Moroccan female students.

Conclusion: The result indicates significant differences in the frequency of aggressive and antisocial behaviour between high school students in Morocco and Sweden. In general, the Moroccan students reported more aggressive and antisocial behaviour than the Swedish students. Importantly, this cannot be interpreted that Moroccan high school students have more atypical and norm-breaking behaviour than Swedish high school students, as atypical and norm-breaking behaviours are culture-sensitive. The result also showed some gender-specific behavioural differences between the countries.

Background: Being subjected to violence is a trauma for every individual whom is exposed. If a child is exposed to violence there is a risk that the child will have consequences that in some cases also follow the child into adulthood.

Aim: The purpose of this paper is to describe how experiences of physical and/or psychological violence in childhood can affect mental health in adulthood.

Method: The study was done through a literature review where data was obtained already existing research. Seven scientific articles have been reviewed according to a five step modell.

Result: The result shows that different types of violence against children often occur in parallel with each other. The result also shows that the consequences for the exposed individual differ depending on the type of violence used and to what extent. In addition to various types of mental illness as a result of violence in childhood the vulnerable individuals tend to develop negative behaviors, e.g. in form of problems with impulse control and difficulties in adapting to change.

Conclusion: The conclusion of this paper is that violence, regardless of form, has a negative impact on the child whom is exposed. The exposure to violence affects the individual negatively not only when he or she is a child but can also affect the exposed individual later in life.

The program in Social Psychiatric Care is a three-year program at the university level leading to a vocational qualification in social psychiatric care and a bachelor's degree in the field of Health Sciences. Until the spring of 2018, six litters have graduated. Students in the social psychiatric care program often have personal interest, previous professional experience from the business areas or inspiration from related friends working in the field of activity. Personal experiences of problems in the fields of activity are also prominent among the students. Students believe that personal experience, willingness and ability is important in order to work within the profession. Characteristics of the students are also an interest and a clear empathetic willingness to work with people and they consider that the profession primarily requires characteristics such as altruism, empathy, social skills and deeper knowledge and understanding in the field. Upon completion of education, students want a career role where they can help other people, feel motivated, or they aim for specific positions or areas of activity. Both managers and alumni from the Social Psychiatric Care program value the broad professional competence that the program leads to. Psychiatric competence is emphasized as particularly valuable by both alumni and managers. This competence means that they also complement the other professions in the activities. Students consider themselves possessed a professional identity that involves introducing psychiatric and custody skills to organizations that previously lacked these perspectives. Something that also brings new approaches to patients, users and clients. Being able to use knowledge from several disciplines are considered to be a strength and competence that are well-needed in environments where people with mental ill health are cared for. The alumni perceive their knowledge as both interdisciplinary and interprofessional.

Background: Mental illness is a growing problem worldwide where depression is reported as the most common underlying cause. Living with depression can adversely affect individuals' abilities, functions and their quality of life. There are various forms of treatment that can benefit recovery. Studies show that social support obtain quality aspects that can support the individual in his or her recovery. Since there was little research regarding how social support promotes recovery in major depression, it became an interesting area to research further. Aim: The aim of this study was to investigate adult experiences of how social support promotes recovery. Method: To answer the purpose, a literature-based study was chosen for examining patients' subjective opinions. Results: The results appeared in two themes: Promoting information with subthemes Support through knowledge transfer, and Getting to communicate; To be supported with care with subthemes The value of emotional and practical support, and To support oneself helps. Conclusion: Social support could promote recovery by providing individuals with the knowledge, skills and ability to communicate. The knowledge contributed to perceived participation, increased sense of control and empowerment. Social support supported people emotionally and practically by helping, listening, confirming and providing people with love and hope. Social support could promote recovery by providing space and opportunity for people to support themselves

Background: Different kinds of physical activity were and had been of interest to both of us for the larger part of our lives. This made us decide to create a quantitative survey study. The focus of this study would be on motivation for being physically active. The reason for this decision being, that we both thought it would be interesting to study what motivates gym-goers to be and stay physically active. The positive effects of physical activity are well documented in today’s society. It helps diminish the effects of heart problems, strengthens the immune system, and makes the individual more energetic.

Purpose & Issues: The purpose of this study, was to investigate, and try to pinpoint what makes people motivated to be and stay physically active. Further important topics and issues that were to be investigated in this study, was if there were any differences regarding gender, and how motivation could differentiate between subgroups regarding the subject of physical activity.

Method: This study has been a quantitative cross-sectional study, using a survey to collect data.

Results: The result shows that most people who responded to this survey, indicated that the health and pleasure that exists within physical activity are the main motivational factors. Further comparisons also show that there are some differences in what men and women prefer to do in correlation of physical activity, and how the level of motivation may differ from earlier exercise experiences. Our results showed, that in general strength training was more popular among men, while endurance training was more popular among women.

Conclusion: After the analysis of the result of this study, the conclusion could be made that people are motivated by what they think is fun. To preserve the health and joy in their physical activity, was what appeared to be the main motivation sources. A further conclusion was also that people became more motivated, the longer they had been regularly physically active. A slight difference was also observed between men and women regarding training habits. Men engage more in strength training, whilst women are more active regarding endurance training.

Syftet med denna studie var att undersöka landsbygdsbors förhållande till naturen, med fokus på dess betydelse för det mentala välbefinnandet. Studien har en kvalitativ ansats och material har samlats in i form av självrapporter, i vilka informanter i olika delar av landet har delat med sig av tankar om sin vardag på landsbygden och naturens roll i vardagen. Resultatet visar att närheten till naturen har stor betydelse för informanternas dagliga välbefinnande och deras förmåga att hantera vardagen. Naturen utgör en källa till rekreation och fungerar även som en slags terapeut för bearbetning av tankar och känslor. Den andel av informanterna som både bor och arbetar på landsbygden lägger något större fokus på upplevelsen av att ha naturen ständigt närvarande, jämfört med den grupp som arbetar i tätorter och fokuserar på att de söker sig till naturen i rekreationssyfte. Det framkommer att närheten till naturen har stor betydelse för livskvaliteten, genom att stämma överens med informanternas uppfattningar om vad ett gott liv innebär. Vikten av att leva ett liv som överensstämmer med de egna värderingarna är potentiellt den främsta slutsatsen som kan dras av resultatet. Det tredje och sista temat som framträder visar en medvetenhet kring miljöfrågor och hållbarhet, både kring den fysiska miljön och de strukturella förutsättningar som råder på landsbygden. En viss oro för framtiden lyfts och man understryker hur viktigt det är med en levande landsbygd. Resultatet har tolkats utifrån teorier om livskvalitet, rekreation och miljöengagemang.

This article presents a PhD supervisor's reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor's experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.

Nyfiken på hur personer med funktionshinder kan leva ut sin sexualitet med (eller utan?) stöd av personlig assistans? Och vad händer när personen med funktionshinder också är arbetsgivare för den personliga assistenten? Vem riskerar vad och varför? Flera intressanta dilemman finns i denna helt färska artikel:

Många funktionshindrade kan inte leva ut sin sexualitet eller utöva sitt sexuella medborgarskap utan hjälp. Det saknas kunskap om erfarenheter och behov kring personlig assistans för att leva ut sin sexualitet och hur sexuellt medborgarskap kan stödjas för personer som lever med funktionsnedsättning och personlig assistans. Denna studie presenterar erfarenheter och attityder hos personer med funktionsnedsättning i Norge när det gäller personlig assistans och sexuellt medborgarskap. Studien var en tvärsnittsstudie med en enkät som besvarades av 67 personer som lever med funktionsnedsättning och personlig assistans. Resultaten visar att 67,1 % av de tillfrågade hellre undviker sexuell aktivitet än att få hjälp med sexuella aktiviteter, 50 % tyckte att det var obehagligt att prata om sexuell hälsa och 76 % befarade att samtal om sexuell hälsa skulle göra den personliga assistenten obekväm. Resultaten visar tydligt att personer som lever med personlig assistans ofta känner osäkerhet inför att diskutera och hantera personlig assistans relaterat till sexualitet och undviker att be om stöd för att kunna leva ut sin sexualitet och för att utöva sitt sexuella medborgarskap.

”Mitt assistansbehov har hittills inte innefattat sexuell aktivitet, men jag är medveten om gränserna och jag undviker till exempel att ta med min personliga assistent till en sexbutik.”

Privata assistansföretag och kommuner bör erkänna funktionshindrades sexuella behov och organisera personlig assistans för att kunna möta dessa behov utan att personliga assistenter känner sig obekväma eller utnyttjade.

How Work-integrated learning (WIL) is understood and used in higher education varies. This variation is often context-dependent, and therefore the development of WIL is interesting to follow in different contexts. A recent opinion piece from Norway discusses the well-known (in Norway) importance of work-life relevance in higher education and how higher education institutions fail to provide students with work-life relevance, even though the educational institutions, the authorities and companies have set work-life relevance high on the agenda. The article brings forward WIL as a potential solution to truly ensuring work-life relevance for students in Norway.

WIL is not a widely used concept in Norway and the authors of the article look for opportunities of how WIL can be understood and used in the Norwegian context. The intention is to further explore opportunities in Norway, by exploring well-working WIL-settings, such as the one at University West. Among the authors of the opinion piece there are representatives from Kristiania University College, who has a research group in WIL, which collaborates with KAM AIL at University West on the up-coming conference WIL25.

Work integrated learning in academia and wellbeing for PhD-students

Few PhD-students have a clear plan for their coming career after completion of their PhD-studies. There can be dreams of starting new enterprises, combining research with innovations in practice, or to pursue a career in academia. In health and welfare research schools there are many PhD-projects involving single PhD-students, as well as part-time PhD-students whose project is connected to their workplace. Research shows risk of low wellbeing and high levels of stress among PhD-students, together with feelings of isolation and impostor syndrome (Seeber and Horta, 2021, Schmidt and Hansson, 2018). Such negative feelings negatively impact the outcome of the PhD period and may also affect the future career of the PhD-student. To promote and sustain PhD-students health and wellbeing, there is a need to test activities that can decrease experienced negative stress during the PhD-period as well as enhancing academic competencies like academic leadership, academic writing skills and pedagogical skills. In addition, successful academics should have excellent competence in their field, collaborate with stakeholders and engage in impact activities. Thus, the PhD period needs to provide work integrated learning in academia to provide learning opportunities to develop those skills. Research conce rning PhD-students’ wellbeing and progress shows that the supervisor has an extremely important role for completion of the PhD and for the wellbeing of the student (Buirski, 2022). However, there are limited resources set up for PhD supervision and mentoring, which can create stress and mismatch in needs and capacities between the supervisor and the PhD-student. During the covid-19 pandemic the risk of losing pace in PhD-projects increased, in addition to disconnectedness with academy due to digital instead of physical meetings. However, this change also provided opportunities for novel and pragmatic ways of structuring supervision and enhancing the self-efficacy of the PhD-students. The purpose is to present learnings and outcomes of work-integrated learning project in academia for PhD-students.The focus is on two novel learning activities: online writing retreats and online monthly meetings, which were tested during the covid-19 pandemic. The aim of the learning activities was to encourage the PhD-students to be the leaders of their projects, to collaborate with others to find their role in academia, and learn the trade of being an academic, while practicing doing so, and promote wellbeing during the PhD period. The project has been performed with Plan-Do-Study-Act (PDSA) in biannual evaluation cycles. The PDSA is a quality improvement tool focusing on the translation of ideas and intentions into action (Reed and Card, 2016). The iterative structure of PDSA is well suited to promote learning of a tested change and help shape organizational culture for the better (Reed and Card, 2016). Evaluation data includes number of participants, types of spin-offs from the learning activities, and participants’ oral and written feedback on the learning activities. The collected data was analyzed from the perspective of usefulness of the learning activities related to theories of work-integrated learning. Online structured digital writing retreats Open to more than the PhD-students supervised by the facilitating supervisor (any PhD-student who considered themselves in need of learning better academic writing structure, master students who wanted to become PhDstudents, other supervisors who wanted to see how a digital writing retreat worked). This activity showed participants the importance and diversity of academic writing. The participants chose their own writing tasks, report on their progress, and plan for their next step – but being their own controller and thus actively practicing self-leadership. At the same time the participants shared their feelings of participating in the writing retreat when reporting their writing progress – thus creating a social, international, and interdisciplinary forum, increasing their networks and enhancing feelings of belonging. This in turn ignited cross-project collaboration, thematic discussions and sharing of scientific literature of importance. As facilitating supervisor, I participated on the same level as other participants, sharing my writing progress and feelings related to academic writing. The 1-hour monthly meetings for PhD students supervised by the same supervisor.

The meetings were co-designed by the PhD-students, where the first meeting developed from a shared practical problem concerning digital data safety. Coming meetings were then co-designed depending on experienced needs by the PhD-students. The PhD-students were in different phases of their PhD-process; thus, they could bring in varied perspectives and share learning with each other on the academic processes. They could also discuss issues that they considered important, such as being asked to review for a journal or being asked to teach at bachelor or master programs. Such collaborative working discussions across projects and disciplines are important in academia and the meetings were used to solve problems in academic practice and to test scientific ideas. As the meetings also were led in turn by the participating PhD-students, academic leadership skills were practiced in this setting. As participating supervisor, I had a more passive role than in traditional supervision meetings, and the meetings were inspirational and provided opportunities for shared learning.

Outcomes from the novel learning activities

The PhD students themselves describe how they have both acquired increased academic skills, and that the online writing retreats have been important in decreasing negative stress, creating a safe social environment which has been important for their wellbeing. The shared learning activities also presented a view of how to work together in academia, which may support the students when thinking of their future career and if this is to relate to academia. As a supervisor, I can clearly see that the activities have enhanced self-efficacy, leadership skills, cross-disciplinary collaboration, national and international networks and decreased dependency on supervisors. The additional bonus of those work-integrated learning activities has been the good progress of the participants’ projects and joy at work!

Universities are critiqued for being irrelevant and not contributing to solving real-world problems. Work-integrated learning (WIL) and engaged scholarship are ways to bring universities closer to practice and communities. When reflecting on what it means to engage with society as an academic, there are several potential paths to consider.

Through our research collaboration, we reflected on the focus of our different universities. WIL is a central focus at University West, while engaged scholarship is seen as one of the three pillars at the University of the Free State (together with research and teaching).

But what are the similarities and differences between WIL and engaged scholarships? And how can they support solving the wicked problems of the world today?

On the website of the University of the Free State, engaged scholarship is viewed as “the utilisation of an academic’s scholarly and/or professional expertise, with an intentional public purpose or benefit (which) demonstrates engagement with external (non-academic) constituencies. It aims to generate new knowledge, promote knowledge integration, the application of knowledge, or the dissemination of knowledge.”

University West states the following basic principles of WIL: “We believe that advanced knowledge is created in many parts of society, and not only within academia. We also believe that theoretical and practical knowledge are equally important. It is in the meeting between academia, working life and the surrounding society that insights, solutions and mutual development are best created that can meet the challenges society faces.”

Both definitions indicate the importance of working together with stakeholders outside the university. Both definitions focus on the importance of the creation or application of knowledge. WIL acknowledges that knowledge outside the university is just as important as knowledge created internally. While engaged scholarship focuses on engagement with others, WIL also advocates working together with others for mutual development and learning. The co-creation of knowledge is seen in both definitions.

When looking at the emphasis on knowledge creation and application in engaged scholarship, and at the same time reflecting on the WIL principle that advanced knowledge is created in many parts of society, we argue that engaged scholarship and WIL complement each other. Engaged scholarship and WIL are like melting pots, where valuable knowledge creation occurs in meetings and where the meeting of theoretical knowledge and practice contributes further to knowledge and learning.

The difference between engaged scholarship and WIL is that engaged scholarship brings scholarly knowledge to practice, while WIL integrates learning from and with academia and practice. Perhaps WIL throughout higher education can support an optimization of engaged scholarship for academics?

Both engaged scholarship and WIL engage with real-world problems with a focus on solving problems from the interaction between academia, practice, communities, and others, engaging people from various contexts who work together to solve problems. Sweden and South Africa both face challenges of aligning academic curricula with rapidly changing societal needs, where engaged scholarship and WIL can foster innovation and critical thinking to address complex societal challenges, as well as enhance employability by equipping students with practical skills and experiences.

Universities can play an important role in promoting solving REAL problems by working closer with those outside the university – to understand the challenges in various contexts and to collaborate to ensure solutions are relevant. Through WIL and engaged scholarship, the real world is brought into the classroom and research problems, ensuring relevance.

For academics on the ground, it is sometimes difficult to understand how to incorporate engaged scholarship practically in their courses without creating additional work. And here is where WIL can be used as a practical tool to assist academics to practice engaged scholarship.

The PhD period needs to provide work-integrated learning (WIL) in academia to enable the development of academic skills and handling situations of failure as well as success. During the Covid-19 pandemic there was increased risk for PhD students of losing pace in PhD projects, disconnectedness from academia and decreased well-being, while digitalisation in PhD education increased.

The purpose was to test and explore the experienced value of group-based online learning activities for PhD students, and how they relate to WIL in PhD education. The two tested online learning activities were online monthly meetings and online writing retreats. The project was performed with Plan-Do-Study-Act. Evaluation data included the number of participants, types of spin-offs from the learning activities, and participants’ feedback.

The data were analysed from the perspective of the experienced value of the learning activities and how they can relate to WIL in PhD education. The PhD students acquired increased academic and leadership skills, experienced less stress, enhanced self-efficacy, decreased dependency on supervisors and a safe social environment important for their well-being. In addition, there was good progress of the participants’ projects and joy at work.

Samproduktion inom barnskyddet inom socialtjänsten är komplext. I detta blogginlägg diskuteras ämnet ur ett norskt och svenskt perspektiv utifrån ett nytt bokkapitel.

AIL-forskningsprojekt kan komma från upplevda behov i praktiken, behov att testa forskningsresultat från andra verksamheter i annat sammanhang eller från behov att testa teori i praktisk verksamhet. Högskolan Västs syn på AIL bygger på att avancerad kunskap skapas på många håll i samhället och att teoretisk och praktisk kunskap är lika betydelsefulla. Enligt vår uppfattning har inte akademin ensamrätt på att skapa kunskap. Det är i mötet mellan akademi, arbetsliv och omgivande samhälle som det bäst skapas insikter, lösningar och ömsesidig utveckling som kan möta de utmaningar samhället står inför.

AIL-forskning sker på olika sätt och ett exempel är bokkapitlet Complexity of Co-production in the Process of Reunification in Child Protection Services (Areskoug Josefsson  et al., 2024) där återföringsprocesser i socialtjänsten har diskuterats och samskrivits baserat på praktisk erfarenhet från Norge och Sverige samt sociologisk teori. Forskningsprojektet grundar sig i den omöjlighet som finns i att samskapa kontinuerligt i återföringsprocesser om principerna för både samskapande och socialt arbete ska följas, och riktar sig till hur socialtjänstens medarbetare behöver navigera i sitt arbete. Genom att samskriva tillsammans tvärs över discipliner, länder, akademi och praktik har den gemensamma kunskapen utvecklats vidare. Bokkapitlet planeras att användas som kurslitteratur för relevanta utbildningsprogram i Norge och Sverige.

Samskapande kan ses som det översta steget i delaktighetstrappan, där trappstegen är: Information, Konsultation, Dialog, Inflytande och Medbeslutande (https://skr.se/skr/tjanster/rapporterochskrifter/publikationer/delaktighetstrappan.69895.html) och samskapande kan också ses som det översta trappsteget när det gäller att göra på (tvång, utbildning), göra för (information, samråd, engagemang) eller göra med någon (samdesign, samproduktion) (https://www.nappiuk.com/co-production/nappi-approach-co-production).

Kapitlets konklusion

Socialtjänstens personals anpassning inom systemet sker genom flera individuella interaktioner, vilket påverkar samskapande i återföreningsprocesser. Socialtjänstens personal har makt i återföreningsprocessen genom mandatet för sin roll, men de har också en samordnande roll som kan stödja samskapande och interprofessionellt samarbete. Deras dubbla roller bidrar till komplexiteten i samskapande i återföreningsprocessen, med konkurrerande intressen mellan parterna. Möjligheterna till framgångsrik återförening ökar med ett rigoröst informationsutbyte, högkvalitativ kommunikation och kontinuitet i en samarbetskontext, vilket också är viktiga aspekter av samskapande. Högkvalitativ socialtjänst kräver en gemensam professionell plattform för skydd av barn, enhetlig expertis och praxis för socialtjänstens personal, med det enskilda barnet i fokus. Socialtjänstens personal förväntas vara väl förberedda och kompetenta att hantera komplexiteten i sitt arbete. För att säkerställa jämställdhet i socialtjänsten behövs också ett väl fungerande samarbete mellan yrkesverksamma inom socialtjänsten och externa professionella aktörer som skolor, hälso- och sjukvård och juridiska tjänster. Det finns ett behov av ytterligare empiriska studier av samskapande i återföreningsprocesser och av hur individer (både tjänsteanvändare och praktiker) i dessa processer upplever samskapade. Faktorer i återföreningsprocessen utmanas när de jämförs med kriterierna för samskapande. Medvetenhet om samskapandets begränsningar i återföreningsprocesser kan möjliggöra bättre möjligheter för samskapande i socialtjänsten.

When children have been separated from their families, interventions offered by child welfare services (CWS) to reunite the family arouse strong emotions in both the children and parents. Managing this reunification process and placing the child at the centre of this process place high demands on child welfare practitioners (CWPs). In trying to rebuild children’s relationships with their families, CWPs need to collaborate with the families and other professionals. Research, policy and concrete practical strategies are required to facilitate coordination of the efforts of the various municipalities as well as the other welfare services involved. Furthermore, researchers and policymakers are expected to inform their work and service improvement by drawing upon the experiences of children, families and professionals engaged in family reunification efforts, using a co-production approach. Co-production is proposed as a key strategy for accomplishing change and involving the child. There are several definitions of what constitutes co-production, and it is not without its challenges as there can be risks and negative consequences of co-production among participants. In this chapter, we explore co-production in the context of reunification strategies in CWS in Norway and Sweden. The focus on Norway and Sweden is based on the authors’ knowledge of the welfare systems in those two countries and provides a contextual framework to discuss possibilities and challenges in co-production in reunification services. The chapter is limited to children and their birth parents in Norway and Sweden; as such it does not cover unaccompanied children (refugees) with birth parents in other countries. We differentiate between involvement and co-production, as to be involved is to be consulted, whereas to co-produce is to be an equal partner and co-creator. Co-production requires management support and a clear strategy in addition to clear roles, mandates, and responsibilities, but also equal power and value of all participants’ knowledge in the co-production process. This can be especially true in vulnerable and complex situations, such as in reunification processes with child protective services. In this chapter, we discuss organisational possibilities in co-production in CWS, especially focusing on CWPs’ possibilities and challenges in co-production. Having CWPs as co-producers with families and children and young people alongside the requirements of co-production may be seen as impossible to achieve completely in CWS, but there are options to co-produce parts of the reunification process. The discussion is based on current research, policy, a and experience from practice.

Academic reading is a challenge for many students and there is therefore a need to explore opportunities to support students in reading scientific articles in English, and to understand the new knowledge in a Norwegian context and enable them to use the knowledge in their future professional practice. This article shows how a digital tool provides new opportunities for asynchronous interaction between students about subject content and syllabus, and how this can be used to promote academic reading, professional learning and at the same time increase student interaction.

Purpose – Sexual health is insufficiently addressed in health care and higher education, which can lead tolower quality of life and negative health outcomes. To improve the situation, it is necessary to address both theneeds of patients and professionals and collaboratively engage in finding sustainable solutions. The purpose ofthis paper is to explore the feasibility and value of large-scale digital coproduction in higher education.

Design/methodology/approach – A study of a project that developed seven interprofessional, digital master-level courses covering different topics related to sexual health. The project was performed through digital coproduction in higher education, with over 100 persons with various backgrounds working together online in designing content and novel digital learning activities.

Findings – Large-scale digital coproduction in higher education is feasible and valuable, but the process demands sensitive leadership, understanding of coproduction processes and willingness to learn from each other. To meet the demands from practice it is important to understand the complexity, ever-changing and unpredictable working life changes which, in turn, demands engagement in continuous learning, training activities and the need for formal education.

Originality/value – The study provides learning of the feasibility of the value of large-scale digital coproduction in higher education, which is a novel way of working in higher education.

The need to uncover the bibliographic field of work-integrated learning (WIL) stems from the increased interest to include WIL in higher education and present positive outcomes of WIL. This bibliographic review of WIL aims to understand the connectedness and trajectory of WIL in scientific publications and to explore the most influential actors. The amount of WIL research is increasing rapidly and there is global interest in the research field, even if there are dominating countries, such as Australia. From both citations, co-citations, and bibliographic coupling it is evident that there are highly influential countries, sources, publications, and authors in WIL research, which shape the bibliographic landscape of WIL. As WIL is an emerging research field, additional bibliographic reviews in coming years can show future trends in WIL research and potential differences between countries and disciplines.

In 2002 University West received a specific mission from the Swedish government to develop Work-integrated learning (WIL), but already in 1990 the University Board of Directors branded the university “as the first and only WIL educational and research institution of higher education in Sweden” (Piperet al., 2023). Since 2020 University West also offers a PhD program in WIL with the aim to enhance learning in the workplace (University West, 2023). However, WIL was a track within previous PhD programs at University West. These actions are likely to impact the research outcomes of the university, but it is unknown to what extent this has happened especially in comparison to other universities in Sweden. Governmental funding can have a powerful impact on institutional behavior (Organization for Economic Cooperation and Development, 2020), which likely also influences individual researchers’ actions. In addition, organizational strategies of universities can also influence academic research collaboration (Kienast, 2023). Therefore, it is likely that the specific national mission and University West’s strategy concerning WIL has had traceable effects in research publications, however the bibliometric level of impact is unexplored.

Scientific writing is a key feature of academic work often connected to publication pressure, fear of failure, and stress. In addition, there are many academics describing negative experiences of peer-review and feedback. To enhance a positive academic work environment, reduce writer’s block and stress related to sharing and receiving feedback on scientific texts, feedforward can be a useful option. When testing feedforward in a hybrid structured feedforward event with a multidisciplinary supervisor panel, it was evident that feedforward is still experienced as novel and empowering both for PhD students and senior researchers. This intensifies the need for feedforward as a tool to promote productive scientific writing and a positive work environment in academia.

Background: One-third of patients in psychiatric care were also parents who lived with their children. There is a connection between mental illness among parents and mental illness among children. Mental illness may affect the parental ability. Despite laws and regulation that exists to protect and support children who were living with a parent suffering from mental illness, these children are often forgotten. Children's needs are sometimes not recognized and met. Aim: The aim of this study was to investigate children's experience of living with a parent who suffers from mental illness. Method: A qualitative literature study based on 13 qualitative studies was conducted. Results: The result of this study is divided in two themes of experiences. The results shows that children who were living with a parent who suffers from mental illness experiences a different everyday life and feelings of being different and alone. A life full of fear and worries, a shifting parenting role, lack of knowledge and feeling of being invisible constitute the first theme. The second theme shows children's experiences of being on the outside, alone with thoughts and living in uncertainty. Conclusion: The result shows that children who lived with a parent with mental illness are affected in one or another way. An interpretation of the result is that parents who suffers from mental illness deficits to vouch for the children and that children are forced to handle strenuous situations on their own.

Adolescents mental health has increased during the past decade, meanwhile social media has expanded in our society. High standards and idealistic expectations for appearance, health and lifestyle are created and maintained through social media. The aim of this study was to describe how social media impact on adolescents mental health. To provide an overwiew of social medias impact on adolescents mental health this study were conducted as a literature review. The search for studies were made in different databases using words like adolescents, mental health and social media. The inclusion criterias were adolescents of both gender, depressive symptoms and social medias. The analysis was conducted by a thematic analysis where the similarities and differences were identified and created themes. The results showed that social media had an impact on adolescents mental health. The impact was made through victimization on social medias and the usage frequency of social medias. Victimization on and usage frequency of social medias showed a relationship to social comparison, lower self-esteem and increased depressive symptoms among adolescents. Social medias impaired adolescents mental health. It needs further research to create future direction how healthcare organizations manage the effects of adolescents social media use.

Aim: The overall aim of this thesis was to explore and describe the nature of students learning through drama in nursing education, in first and second cycle. Methods: Study I was conducted as an integrative review of the literature. Study II was performed as a qualitative phenomenographic study were 16 nursing students was interviewed. In study III 43 group assignment by nursing students in first cycle were analyzed using Qualitative content Analysis. Study IV was conducted as a qualitative phenomenographic study where 15 nursing students in second cycle was individually interviewed. Results: The findings in study I showed that drama can be used effectively in nursing education to enhance students' learning. The summarized results of the empirical studies (II–IV) showed that drama enabled the students to learn about themselves and develop a higher self-awareness. Learning through drama also gave the students opportunities to learn about others by exploring the perspectives of colleagues, patients, and patients' next of kin in fictive nursing situations. The findings showed in addition that drama could make the theoretical course content more concrete and easier to grasp. Learning through drama activated the students' learning by offering them the possibility to be active and explore various roles and scenarios, and by promoting reflection in which they could share experiences with their peers. By participating in drama, the students reached an evolving identification with the profession of a nurse (II–III) and of a specialist nurse in paediatric care (IV). Conclusion: Drama in nursing education has the unique potential to prepare nursing students in both first and second cycle for their future nursing role. Through drama, students are given the opportunity to explore and gain knowledge about how to use theoretical knowledge in practice, about their inner selves, and about other person's perspectives.

Background/Objectives

Previous research shows that the stronger the sense of coherence (SOC) the healthier behaviour. A strong SOC seems to be related to lower consumption of drugs and smoking, more frequent physical exercises and healthier food choices. Further it is established by previous research that there is a difference in health behaviour between socioeconomic groups. Individuals with lower socioeconomic status (SES) smoke to greater extent, have more sedentary lifestyle and make unhealthier food choices than individual with higher SES. The evidence regarding the interactive relations of SOC and SES to health behaviour or the potential mediating role of SOC in the relationship between SES and health behaviour is more unclear. In order to explore this, there is a need of systematic reviews of the evidence concerning SOC and health behaviour and interactions with SES.

Thus, the objective of this study is to explore and synthesize empirical findings on the relationship between SOC and health behaviour among adults. Further the aim is to explore to what extent interactions with SES is considered in the studies of SOC and health behaviour.

 Methods

The study is descriptive and analytical with a systematic integration of the contemporary knowledge base on the salutogenic research focusing on the relationship between sense of coherence and health behaviour among adults and interrelations with socioeconomic status. The review covers scientific publications as well as doctoral theses published 2008–2018. The review is systematic in the sense that all the included papers will be critically examined and analyzed according to (1) the study objective, (2) the study designs and methods for analysis and, (3) the applicability and practical use of the results.

 Results

Expected outcomes of this study will be established state of the art regarding the relationship between sense of coherence and health behavior and interrelations with socioeconomic status. Further the results will identify knowledge gaps important to address in future research.

Discussion

The potential contribution of the synthesized knowledge to achieve a sustainable and equal development of health will be discussed as well as to what extent health inequalities can be explained or understood by SOC.

Open Educational Resources are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others (UNESCO). Increasing the use of OER worldwide can be one of many steps toward reaching the United Nations Agenda 2030 sustainability goals (SDG), especially SDG 4 Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The UNESCO OER recommendations from 2020 provide clear goals and aims for OER, but how are they being implemented in higher education in Sweden? Specifically, how well are teachers and students aware of and how are they using OER, specifically open textbooks? This paper presents the use and needs of OER as well as current OER guidelines at University West in Sweden and investigates teachers’ and students' perceptions and experiences of open educational resources (OER) at University West, focusing on open textbooks. The method of the intervention was student and teacher surveys, both pre- and post-pandemic. The pre-pandemic surveys were sent out in April 2020 and had 79 student respondents and 82 teacher respondents. The post-pandemic surveys were sent out in June 2022 and had 83 student respondents and 76 teacher respondents.

The aggregated results show that there were no significant differences in the use of OER and open textbooks due to the pandemic both for students and teachers. The current use of OER and open textbooks was limited and the primary motivations for using OER and open textbooks were economy, social justice, and adaptability with varying priorities among students and teachers. Additionally, OER and open textbooks are currently used marginally at University West but there is interest to increase the use of OER and student co-creation due to the three primary motivators. These preliminary results provide valuable insights regarding the key factors for increasing the use of OER and open textbooks in higher education to help achieve the UNESCO OER 2020 goals and the United Nations Agenda 2030 SDG goals, especially SDG 4 Quality Education.

Kliniskt Lärande Centrum (KLC) på Högskolan Väst, institutionen för Hälsovetenskap präglas av ett personcentrerat, normmedvetet och hållbart synsätt på vårdande och erbjuder studenterna ett tryggt och säkert lärande. Vid KLC finns ett tydligt AIL-fokus när studenterna övar tekniska färdigheter samt mellanmänskliga förmågor, att omsätta sina teoretiska kunskaper till handling, innan de ställs inför autentiska möten med patienter och olika personalkategorier inom vården.

Samtida hälso- och sjukvård står inför nya utmaningar, som exempelvis ökad ojämlikhet, ökad andel äldre i samhället och ökad risk för pandemier, vilket för med sig komplexa vårdbehov. För att kunna möta dessa utmaningar krävs att högre utbildning utvecklas så att framtida personal inom hälso- och sjukvård förbereds för att samarbeta över professionsgränserna. Förmågan att kunna samverka i team är ett av högskoleförordningens generella mål för blivande sjuksköterskor. Dessutom är samverkan i team en av sex kärnkompetenser som alla professioner i vården måste besitta för att kunna bedriva en god och säker vård. För att studenterna ska uppnå kompetens att i sin kommande yrkesroll kunna samverka i interprofessionella team, bör det redan under grundutbildningen ingå pedagogiska moment i form av Interprofessionellt lärande (IPL), där studenter från olika professioner inom Hälso och sjukvården får möjlighet att lära om, med och av varandra.

Föreliggande projekt handlar om att implementera interprofessionella läraktiviteter vid sjuksköterskeprogrammet. Härigenom möjliggörs ett arbetsintegrerat lärande mellan Högskolan Väst, Sahlgrenska Akademin, Yrkeshögskolan och omgivande Hälso- och sjukvårdsenheter. Ett pilotprojekt har genomförts i form av en teamsimulering vid KLC där studenter från sjuksköterskeprogrammet, undersköterskeelever och specialistundersköterskestuderande medverkade. Preliminära resultat från en skriftlig utvärdering av pilotprojektet visar att en majoritet av deltagarna är positiva och önskar fler interprofessionella moment. Under våren planeras därför för fler interprofessionella läraktiviteter där läkarstudenter från Sahlgrenska akademin ska involveras i simuleringsövningar tillsammans med sjuksköterskestudenter. Därefter planeras att succesivt införa fler interprofessionella aktiviteter inom sjuksköterskeprogrammet.

BACKGROUND: Campus-based clinical learning centres are used for practice and learning in nursing students' education and can be arenas in which to enhance students' awareness and competence in social justice issues. Norm-critical approaches can be used as pedagogical tools in these centres to prepare students for hands-on caring situations in which social norms can bias the outcome.

OBJECTIVES: To describe nursing teachers' conceptions of learning norm-critical approaches and implementing them in a clinical training centre.

SETTING AND PARTICIPANTS: The study is based on interviews with 10 teachers at a Swedish university college.

METHODS: The data was analysed using a phenomenographic approach.

RESULTS: Five categories of description emerged in the analysis that described conceptions related to norm-critical approaches. These categories were: personally developing and meaningful; easily integrated with established nursing concepts; highlighting surrounding power; something to lean on when letting students take the first steps in norm-critical initiatives; and helping implementation in teaching and education.

CONCLUSIONS: Teachers who are facing the task of providing norm-critical, practical education to nursing students in campus-based clinical learning environments are ambivalent towards the core principles of norm criticism, which they conceive as natural and provoking, at the same time. We therefore need to un-dramatise norm criticism and better prepare teachers in how to use it. Teachers would benefit from follow-up activities and formal collaborations regarding norm-critical teaching, so that they are given context to discuss, reflect, and learn from each other.

The academy, like any other workplace, is characterized by social, difference-creating processes that, seemly inevitably, results in unequal working conditions among employees. Subtile, informal structures of power, as opposed to the formal once, are both complex and difficult to detect, but research show that patterns of inequality based primarily on gender, ethnicity, religion and language create difficult obstacles to inclusion and equal treatment in academia. So, how about University West? How inclusive are we as an organization? What do the employees themselves have to say, if asked? The overall aim of our research project was, in accordance with the above-mentioned questions, to seek knowledge about employees’ thoughts on, and experiences of, inclusion in everyday working life at University West, with a particular focus on ethnicity.

Both qualitative and quantitative research methods were used for collecting and processing of data. In order to gain an overview of employees’ perceptions of inclusion at University West, a questionnaire, primarily linked to the seven grounds of discrimination, was distributed to all employees. In total 101 responses were received. In parallel with the survey, thirteen in-depth interviews were conducted with employees at the university’s various work units. A comprehensive interview guide with relatively open questions about work and career opportunities was used. The majority of the interviewees are teachers and researchers, and most of them have a migrant background.

The survey shows that experiences of differential treatment are mainly related to gender, age, academic position and social class. Respondents with a migrant background feel that they receive less respect from colleagues than those with a Swedish background, and the same applies to those who consider it difficult to communicate in Swedish. Disparaging comments in everyday work life are mainly linked to factors such as not being able to speak Swedish, nationality, age and ethnicity. The prevalence of derogatory speech about both women and men shows relatively high figures.

During the interviews, it emerged that most of the informants enjoy their work, but that some problematic patterns and behaviours make it difficult to feel welcomed and completely “at home” within the organization. “Us - and - them” categorizations, not least based on ethnic background, but also based on gender, age and religion, are highlighted. A lack of curiosity about experiences and competencies of “others”, alongside with a mono-lingual norm where a perceived demand for “correct” Swedish reinforces the presence of a non-inclusive mono-culture and a feeling of constantly being positioned as “the Other” in everyday working life. Language, not unexpectedly, emerges as a key factor in the demarcation between “us” and “them”, as do restrictive behaviour codes and other local norms. There are several perceived obstacles to work and career opportunities, but the one that most often is mentioned is a lack of personal connections and informal networks within which inquiries and recruitment are perceived to take place on a personal basis rather than on documented experience, merits and skills. Allying oneself with the “right” people, making friends with persons who has power and influence, is seen as a fundamental prerequisite for moving upwards within the organization. The interviewees also pointed to a culture of silence in which it is perceived as difficult, or futile, to raise problems relating to discrimination, racist jargon or sexual harassments. A lack of transparency when it comes to internal funding and recruitment, and a clear discrepancy between organisation’s articulated values and what it really looks like in reality, are further examples of problems raised.

In summary, the empirical data shows us that employees have various experiences of exclusionary behaviors, mechanisms and patterns in everyday working life at Högskolan Väst, and that a greater sensitivity among colleagues and management to unequal working conditions and issues concerning inclusion, is requested. Our hope is that this study will contribute to a more open discussion about these types of sensitive issues, issues that more often need to be addressed as a common problem for the entire organization, rather than a problem for just a few.

Background: Promoting and maintaining mental health among prisoners is an important goal within the prison service. Current research shows data concerning the overrepresentation of poor mental health and mental disorders in the prison population.

Aim: This paper primarily aims to enlighten different existing approaches to rehabilitation in a prison setting carried out to rehabilitate and promote a better mental health among incarcerated people.

Method: A literature review were conducted and 11 scientific articles were analyzed.

Results: Results shows that there are existing different treatment, both psychological and somatic existing in prison settings that might be beneficial as the purpose of rehabilitating clients and promote a better mental health. Communication, treatment to others, and relationships which is meaningful to clients show a positive impact on clients situation in the prison and can bring a greater motivation to be able to manage the time as incapacitated.

Conclusion: Different types of rehabilitation programs could be used for each individual problem. For evaluating clients health status it could be seen as a win-win situation, the right rehabilitation program would be used and for the client it would be seen as the prison took its time to get to know the client to the fullest. The importance of relationship between correction officer and client can be productive in a mental health promoting aspect as well.

Background: Female genital mutilation is a violation of human rights and is considered as a violation and an infringement of the integrity of women and children. Female genital mutilation can cause physical and psychological consequences, which means that many women need care. The problem with care has been showed to be a lack of knowledge among care staff. International and regional human rights conventions have recognized female genital mutilation as one of the most common forms of violence against women and girls in many African states. Aim: the aim is to describe women with female genital mutilation`s experiences of contact with care. Methods: A systematic literature review based on scientific publications was conducted. Systematic searches were done in Cinahl, PubMed and PsychInfo. Analysis resulted in categories and subcategories to clearly present women´s experiences. Results: Women's experiences of contact with care resulted in the main categories; a desire to be understood, the complexity of communication and the significance of the treatment for the experience of the care meeting. The women drew attention to the care staff's lack of knowledge and understanding about genital mutilation, experienced prejudices and stigmatization in care as well as shortcomings and difficulties in communication to the care staff. These experiences contributed to many women refraining from seeking care. Conclusion: In summary, the women experienced that additional knowledge and training is needed among the care staff for them to be able to contribute with good and relevant care adapted to everyone, regardless of the individual's conditions.

Background: Subjective well-being is a central concept of positive psychology, and is directly coupled with a high level of positive affect and a low level of negative affect. Positive affect is associated with enthusiasm, activity, hope and inspiration, while negative affect is associated with emotions such as anger, contempt, guilt, shame, fear, anxiety, depression, and stress. Physical activityis crucial for both physical and mental health and is positively associated with well-being. Gender and social factors (e.g., parenthood or partnership) have complex relations with well-being and affect. In the present study we aimed to 1) examine the association between leisure-time physical activity and affect and 2) investigate whether or not social factors interact with this association. Method: The study included information from 155 Swedish university students: 64 men (mean age 23 years) and 91 women (mean age 27 years). Students were asked to estimate their usual engagement in physical activity during their leisure-time by responding to the Godin Leisure-Time Exercise Questionnaire. They also reported the level of positive and negative emotions experienced during past weeks by completing the Positive Affect and Negative Affect Schedule instrument. Results: In the Swedish student population leisure-time physical activity correlated only with positive and not with negative affect. Students' gender, age or whether or not they had children did not influence this association. However, this correlation differed significantly between those who lived with a partner and those who were single. Conclusion: Leisure-time physical activityis positively correlated with an overall subjective well-being, and this correlation is modifiedby the social factor of partnership

The study aimed to evaluate an integrated intensive cognitive behavioral therapy (CBT) group treatment for people with substance-related syndrome in outpatient care and to identify eventual gender differences. The study population consisted of 35 outpatients (18 male, 17 female) at a clinic in Western Sweden. The patients completed a four-month period of intensive group therapy and participated in the data collection at admission and discharge. The data were collected using the following inventories: Beck Depression and Anxiety Inventories, Rosenberg Self-Esteem Scale,Hopelessness Scale, and Trait Hope Scale. Results showed decreases in anxiety, depression and experience of hopelessness, and increases in self-esteem and hope. In females, the most dramatic improvement was measured for the anxiety and depression attributes, while in males the strongest effect was measured for hope and self-esteem. This study provides clinical evidence of the positive effects of integrated intensive CBT in outpatient care of people with substance-related syndrome.

Background: The view on drugs has become more liberal and the frequency of substance use among youth has increased. Adolescents also believe that illegal drugs are more easily accessible. The adolescent years are a risk factor for drug use and criminality. The extent of juvenile delinquency has not changed much since the 1970s, however, the crimes have become more serious and more common in younger ages. Adolescents are the most criminally active group in society. However, crime can often be seen as a transient phase.

Aim: The aim of this literature review is to describe adolescents experiences of substance abuse with co-occurring criminality.

Method: The method used in this study was a literature review. Data was collected through systematic information searches with specific inclusion and exclusion criteria. The method used to analyse the articles was Aveyard's thematic analysis model. Nine articles were considered to have a result that could answer the aim of the study and to be of high quality.

Findings: The results are presented based on four themes and nine sub-themes. The four themes that emerged were “From recreational use to problems”, “The dual role of the social arena”, “Changed behaviour and mental health” and “The complexity of the care- and justice system”.

Conclusion: The use of narcotics went from using for the sake of fun to creating problems. Heavier drugs were often associated with committing crimes in groups as well as committing more serious crimes. The importance of a safe and secure environment during childhood were a protective factor which could reduce the risk of drug use and criminality in adolescence. 

Professionals' attitude towards sex offenders is a field that requires more research. Former studies, made in other countries, have shown that the public and often even professionals have negative attitudes towards this type of offenders. In Sweden there is no previous study that investigates professionals' attitudes towards sex offenders. The aims of the present study were to describe the general perception of attitudes towards sex offenders among prison personnel in Sweden, and to investigate if these attitudes affect their professional work. Respondents in this study participated through a web based inquiry. The participants were professionals working closely with sex offenders. The results show that personnel with good knowledge about sex crimes are motivated in their work with sex offenders. Furthermore, the results also show that personnel are optimistic to treating individuals who have been convicted of sex offending. They also consider that attitudes, among the personnel, affect the treatment of the offenders and in that way it can also affect the nursing of them. Because of the low number of participants in this study, caused by a relatively great external dropout, one should be cautious in interpreting the results and not generalize the results to represent prison wards in Sweden.