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Forslund Frykedal, K., Barimani, M., Rosander, M. & Berlin, A. (2019). ”I Didn’T Fit In” – Reasons For Not Attending Parental Education Groups In Antenatal And Child Health Care. In: The 21st Congress of the Nordic Federation of Midwives - Midwifery Across Borders - in Reykjavik, Iceland, 2-4 May 2019: . Paper presented at Nordic Federation of Midwives - Midwifery Across Borders.
Open this publication in new window or tab >>”I Didn’T Fit In” – Reasons For Not Attending Parental Education Groups In Antenatal And Child Health Care
2019 (English)In: The 21st Congress of the Nordic Federation of Midwives - Midwifery Across Borders - in Reykjavik, Iceland, 2-4 May 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background – In Sweden expectant and new parents are offered parental education groups (PE) during pregnancy in Antenatal Care (AC) and after delivery in Child health Care (CHC) with the goal of preparing for childbirth and parenthood. Parents also seek information from  other sources such as the webb and magazines to gain information. Nevertheless, many parents feel unprepared for parenthood. During pregnancy and the time closest to childbirth is an important part of the transition to parenting and parents are very receptive to advice and information. To gain more knowledge about parents’ participation in PE the aim of this study was to explore expectant and new parents’ reasons to participate or not participate in PE.

 

Method – A web questionnaire including open questions was answered by 915 parents with children aged 0 to 21 months. Open questions about (a) reasons to not participate, (b) anything that could change their mind and (c) parenting support instead of the PE was analyses using content analysis.

 

Findings – The parents expressed reasons not to attend on an individual, group and organizational level. At an individual level they expressed personal reasons or that they had other forms of support. When it came to the group level the parents asked for more heterogeneity and openness regarding both the groups’ content and methods, not excluding parents and that parents’ different interests could be accommodated within the group. Reasons for not attending PE at organizational level were due to lack of information or invitation from AC or CHC, or that  PE was not available.

 

Conclusion

Parents ask for more nonconformity and diversity in PE. Despite of different approaches or attitudes all parents should be able to feel included in a way that would be relevant for them to participate in PE.

 

Keywords
Parental education group, primary health care, antenatal care, childhealth care, midwife, childhealth care nurse
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-156682 (URN)
Conference
Nordic Federation of Midwives - Midwifery Across Borders
Funder
Swedish Research Council, 2016-03550
Available from: 2019-05-08 Created: 2019-05-08 Last updated: 2019-05-08
Forslund Frykedal, K., Rosander, M., Barimani, M. & Berlin, A. (2019). Leaders limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study. Journal of Child Health Care, 23(1), 147-159
Open this publication in new window or tab >>Leaders limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study
2019 (English)In: Journal of Child Health Care, ISSN 1367-4935, E-ISSN 1741-2889, Vol. 23, no 1, p. 147-159Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe and understand parental group (PG) leaders experiences of creating conditions for interaction and communication. The data consisted of 10 interviews with 14 leaders. The transcribed interviews were analysed using thematic analysis. The results showed that the leaders ambition was to create a parent-centred learning environment by establishing conditions for interaction and communication between the parents in the PGs. However, the leaders experience was that their professional competencies were insufficient and that they lacked pedagogical tools to create constructive group discussions. Nevertheless, they found other ways to facilitate interactive processes. Based on their experience in the PG, the leaders constructed informal socio-emotional roles for themselves (e.g. caring role and personal role) and let their more formal task roles (e.g. professional role, group leader and consulting role) recede into the background, so as to remove the imbalance of power between the leaders and the parents. They believed this would make the parents feel more confident and make it easier for them to start communicating and interacting. This personal approach places them in a vulnerable position in the PG, in which it is easy for them to feel offended by parents criticism, questioning or silence.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Child healthcare nurse; communication; leader; midwife; parental groups
National Category
Nursing
Identifiers
urn:nbn:se:liu:diva-155859 (URN)10.1177/1367493518777311 (DOI)000461427900012 ()29804465 (PubMedID)
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-03-29
Hammar Chiriac, E., Rosander, M. & Wiggins, S. (2018). Enhancing psychological literacy  through a group selection exercise. (2ed.). Poole
Open this publication in new window or tab >>Enhancing psychological literacy  through a group selection exercise.
2018 (English)Other (Refereed)
Place, publisher, year, pages
Poole, 2018. p. 12 Edition: 2
Keywords
Group psychology, Problem-based learning (PBL), Group work, Reflection
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-150948 (URN)
Note

Part off: International Edition of the Psychological Literacy Compendium. Editors: Jacquie Taylor & Julie. A. Hulme

Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-10-24Bibliographically approved
Rosander, M. & Blomberg, S. (2018). The WHOLE picture: Measurement of Psychosocial Work Environment. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>The WHOLE picture: Measurement of Psychosocial Work Environment
2018 (English)Report (Other academic)
Abstract [en]

This report is the first official description of PSYWEQ (Psychosocial Work Environment Questionnaire). PSYWEQ is a measurement instrument focussing on both individual work experience and organisational factors. It was developed by Blomberg and Rosander beginning in 2012.

The main focus of the report was to clarify the factor structure behind PSYWEQ as well as describing the additional instruments included in PSYWEQ – NAQ-22R (Einarsen, Hoel & Notelaers, 2009), SHIS (Bringsén, Andersson & Ejlertsson, 2009) and HAD (Zigmond & Snaith, 1983). The report also includes descriptive statistics based on the first wave of data from a governmental organization, two municipalities and a private organisation.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. p. 23
Series
Linköping – Mätning av Psykosocial Arbetsmiljö (LiMPA) ; 1
National Category
Occupational Health and Environmental Health Work Sciences Social Sciences Interdisciplinary Public Health, Global Health, Social Medicine and Epidemiology Psychology
Identifiers
urn:nbn:se:liu:diva-144391 (URN)LIU-IBL-LiMPA-R—18/01—SE (ISRN)
Available from: 2018-01-18 Created: 2018-01-18 Last updated: 2018-01-18Bibliographically approved
Hammar Chiriac, E., Rosander, M. & Wiggins, S. (2017). Forming groups: Enhancing psychological literacy through a group selection exercise. In: : . Paper presented at European Psychology Learning and Teaching, europlat, the Paris Lodron University of Salzburg, Salzburg, Austria, 18-20 September 2017..
Open this publication in new window or tab >>Forming groups: Enhancing psychological literacy through a group selection exercise
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Social and group psychology has much to offer in terms of applicable knowledge and the development of psychological literacy in students. One area that is particularly suited for application is the formation of groups: how we select group members, and how we understand how group roles can impact on the effectiveness of group work. In light of many university courses using group work as part of teaching and learning activities, this is an ideal opportunity in which to apply psychological knowledge to the students’ own learning practices. This paper reports on the use of a group selection exercise as part of a social/group psychology course at Linköping University. The students are enrolled in the psychologist programme - a five-year educational programme that results in students becoming licensed psychologists – which uses problem-based learning (PBL) throughout its entirety. PBL is a pedagogical approach that is based on problem-solving, self-directed learning and group interaction. The group selection exercise involves: a lecture, the group-selection exercise (in which students must allocate themselves into groups of 6-8 people on the basis of their existing knowledge of group psychology theory), a whole-class reflection and finally a focused reflection on the task in their newly formed groups. This paper will report on each part of this task and will discuss how it enables students to put their understanding of group psychological theory into practice.

Keywords
psychological literacy, social pstchology, group psychology, group selection
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-141203 (URN)
Conference
European Psychology Learning and Teaching, europlat, the Paris Lodron University of Salzburg, Salzburg, Austria, 18-20 September 2017.
Available from: 2017-09-26 Created: 2017-09-26 Last updated: 2017-10-13Bibliographically approved
Granström, K. (Ed.). (2016). Demonstrationer och sporthändelser: En bok om poliser, demonstranter, idrottssupportrar, kravaller och folkfest (2ed.). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Demonstrationer och sporthändelser: En bok om poliser, demonstranter, idrottssupportrar, kravaller och folkfest
Show others...
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

När många människor samlas på ett ställe finns en risk att det uppstår konflikter som urartar i våld, även om syftet med samlingen är fredligt. I boken beskrivs vad som kan hända i samband med demonstrationer, gatufester och idrottsevenemang. Bokens första syfte är att ge en överblick över aktuell forskning om masshändelser och kravaller. Ett annat syfte är att ge konkreta exempel på masshändelser som urartat och sådana som avlöpt fredligt, samt att förklara varför kravaller uppstår. Det tredje syftet är att ge konkreta beskrivningar av hur polis, myndigheter och arrangörer kan agera för att undvika kravaller. Ökad kunskap om den dynamik som kan utvecklas i samband med masshändelser kan bidra till att öka medvetenheten om den egna gruppens betydelse för händelseutvecklingen och bemötande av andra grupper. Detta är kunskap med relevans också för en mängd vardagliga situationer som kan uppstå på t.ex. arbetsplatser eller i skolklasser.

Boken riktar sig till poliser, polisaspiranter, idrottsföreningar och arrangörer av demonstrationer, men också till lokala myndigheter och politiker. Boken kan med fördel användas i undervisning och forskning inom det beteendevetenskapliga området.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016. p. 151 Edition: 2
Keywords
Upplopp, Demonstrationer, Idrott och samhälle, Polisväsen, Sverige, Polisarbete - psykologiska aspekter
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-124585 (URN)9789176858141 (ISBN)
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2016-11-17Bibliographically approved
Rosander, M., Forslund Frykedal, K., Barimani, M. & Berlin, A. (2016). How to support midwives when working with parent education groups. In: : . Paper presented at NJF (Nordiskt Jordemoderförbund) Congress 2016, Gothenburg, Sweden, May 12-14, 2016.
Open this publication in new window or tab >>How to support midwives when working with parent education groups
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-129898 (URN)
Conference
NJF (Nordiskt Jordemoderförbund) Congress 2016, Gothenburg, Sweden, May 12-14, 2016
Available from: 2016-06-30 Created: 2016-06-30 Last updated: 2016-07-06Bibliographically approved
Rosander, M. & Hammar Chiriac, E. (2016). The purpose of tutorial groups: Social influence, and the group as means and objective. Psychology Learning and Teaching, 15(2), 155-167
Open this publication in new window or tab >>The purpose of tutorial groups: Social influence, and the group as means and objective
2016 (English)In: Psychology Learning and Teaching, ISSN 14757257, Vol. 15, no 2, p. 155-167Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate how first-year students view the purpose of tutorial groups in PBL. In all, 147 students from 24 groups participated, providing 399 statements. Data were analysed using thematic analysis. The results showed a focus on both learning and social influence. Learning involved the tutorial as both an objective and as a means. Social influence is important for a tutorial to become a well-functioning group, together with opportunities to use the group as an objective in and of itself to learn to work in a group, cooperate, solve problems, and communicate. Social support and feelings of togetherness create conditions for intrinsic motivation, as well as stronger identification with the group. A tutorial group as a well-functioning learning environment requires both the group as an objective and as a means.

National Category
Applied Psychology
Identifiers
urn:nbn:se:liu:diva-124306 (URN)10.1177/1475725716643269 (DOI)
Available from: 2016-01-26 Created: 2016-01-26 Last updated: 2018-01-30
Forslund Frykedal, K., Rosander, M., Berlin, A. & Barimani, M. (2016). With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups. Health Promotion International, 31(4), 899-907
Open this publication in new window or tab >>With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups
2016 (English)In: Health Promotion International, ISSN 0957-4824, E-ISSN 1460-2245, Vol. 31, no 4, p. 899-907Article in journal (Refereed) Published
Abstract [en]

The aim of the study was to describe and to understand midwives’ and child health care nurses’ experiences of working with parent education groups through their descriptions of the role and what they find rewarding and challenging in that work. Data were collected through three open-ended questions from a web survey: “How do you refer to your role when working in parent education?” “What is the biggest challenge or difficulty for you when working in parent education?” and “What is most rewarding when working in parent education?” The answers were analysed by using qualitative content analysis and correlation analysis. The results show that the midwives and child health care nurses either included or excluded the group when describing their role as leaders and their influence on parents. The same applies to what they found rewarding and what was difficult and challenging for them in working with the groups. Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content. One important question to deal with is how to best support midwives and nurses in child health care to be prepared for working with parent education groups. One obvious thing is to provide specialized training in an educational sense. An important aspect could also be providing supervision, individually or in groups.

Place, publisher, year, edition, pages
Oxford University Press, 2016
Keywords
child healthcare nurses, leadership, midwives, parent education groups
National Category
Nursing
Identifiers
urn:nbn:se:liu:diva-120839 (URN)10.1093/heapro/dav082 (DOI)000392942700017 ()26276798 (PubMedID)
Funder
Swedish Research Council, 721-2012-5473
Note

Funding agencies: Swedish Research Council [721-2012-5473]

Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2017-12-04Bibliographically approved
Rosander, M., Berlin, A., Barimani, M. & Forslund Frykedal, K. (2015). Föräldrar är inga passiva mottagare av kunskap. Barnbladet, 15(5), 16-19
Open this publication in new window or tab >>Föräldrar är inga passiva mottagare av kunskap
2015 (Swedish)In: Barnbladet, ISSN 0349-1994, Vol. 15, no 5, p. 16-19Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Psychology Nursing Pedagogy
Identifiers
urn:nbn:se:liu:diva-122151 (URN)
Available from: 2015-10-21 Created: 2015-10-21 Last updated: 2015-10-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0202-4650

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