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Larsson Abbad, Gunvor
Publications (5 of 5) Show all publications
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group. In: : . Paper presented at 5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK.
Open this publication in new window or tab >>On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Psychology Pedagogy
Identifiers
urn:nbn:se:liu:diva-152177 (URN)
Conference
5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Wiggins, S., Hammar Chiriac, E., Larsson Abbad, G., Pauli, R. & Worell, M. (2016). Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research. Psychology Learning & Teaching, 15(2), 136-154
Open this publication in new window or tab >>Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research
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2016 (English)In: Psychology Learning & Teaching, ISSN 14757257, Vol. 15, no 2, p. 136-154Article in journal (Refereed) Published
Abstract [en]

Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however,received very limited attention. The aim of this paper is therefore to review published accounts on how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section,we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call forthe further development of PBL curricula in psychology higher education course provision.

Place, publisher, year, edition, pages
London: Sage Publications, 2016
Keywords
Problem-based learning, psychology, teaching, research
National Category
Psychology Applied Psychology
Identifiers
urn:nbn:se:liu:diva-129810 (URN)10.1177/1475725716643270 (DOI)
Available from: 2016-06-29 Created: 2016-06-28 Last updated: 2018-02-09
Wiggins, S., Hammar Chiriac, E., Larsson Abbad, G., Pauli, R. & Worell, M. (2016). PLAT 15(2) 2016: Introduction to the Special Issue on Problem-Based Learning and Psychology. Psychology Learning and Teaching, 15(2), 133-135
Open this publication in new window or tab >>PLAT 15(2) 2016: Introduction to the Special Issue on Problem-Based Learning and Psychology
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2016 (English)In: Psychology Learning and Teaching, ISSN 1475-7257, Vol. 15, no 2, p. 133-135Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
London: Sage Publications, 2016
National Category
Psychology Applied Psychology
Identifiers
urn:nbn:se:liu:diva-129827 (URN)10.1177/1475725716651213 (DOI)
Available from: 2016-06-29 Created: 2016-06-29 Last updated: 2017-04-15
Larsson Abbad, G. (2007). Aspergern, det är jag: En intervjustudie om att leva med Asperger syndrom. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Aspergern, det är jag: En intervjustudie om att leva med Asperger syndrom
2007 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
Aspie, that’s me! : Personal experiences of living with Asperger syndrome
Abstract [en]

The overall purpose of this interview-study is to increase the knowledge and understanding of persons with Asperger syndrome. For each participant has common and unique aspects been described. The ambition has been to illuminate their perspective of their situation in life and develop the understanding of their quality of life. The participants’ experiences of their diagnosis, and its consequences in their life has been studied. Several aspects of their everyday life have been reported, i.e. schooling, occupational problems, spare time and interests. The results show that the participants may experience their life as hard, as seemingly uncomplicated chores prove to be exhausting. Not fitting with the norms they believe other people in society have, is one aspect of experienced difference.

The diagnostic process has proved to be an important event in the life of the participants. It has been described as a way of taking control over one’s life. Their experienced difference may be acceptable to them, if it is in the form of an Asperger diagnosis. Experiences of chock, denial and ambivalence after receiving their Asperger diagnosis were also reported. However, all participants have accepted their diagnosis.

The participants’ biologically different way of being has given them consequences. Both psychological and social consequences have been illustrated, as well as interpersonal and societal. Disability research theory (Danermark, 2005; Rönnberg & Melinder, 2007) and Bronfenbrenner’s ecological systems theory (1979) have been used to illustrate the outcome of a diagnosis like Asperger syndrome. The study shows the participants’ experiences of their different way of being.

Abstract [sv]

Den här avhandlingen är en intervjustudie, med det övergripande syftet att öka kunskapen om individer med Asperger syndrom. Gemensamma och unika synsätt hos varje deltagare med diagnosen Asperger syndrom har undersökts. Ambitionen har varit att fånga deras perspektiv på sin livssituation och utveckla förståelsen för deras syn på livskvalitet. Avhandlingen har undersökt hur deltagarna uppfattar sitt funktionshinder och hur diagnosen har påverkat deras liv. Deltagarna har beskrivit sina vardagsliv utifrån flera infallsvinklar, där skolgång, försörjningsmöjligheter, sysselsättning och fritid har skildrats. Resultaten visar att flera beskriver sin vardag som arbetsam, exempelvis kan ett till synes enkelt moment upplevas som ansträngande. Att inte passa in i de normer som de uppfattar att andra i samhället har är en aspekt av upplevt annorlundaskap.

Diagnostiseringen har i visat sig vara en betydelsefull händelse i deltagarnas liv. Den har beskrivits som ett sätt att ta kontroll över sin livssituation. Genom att få diagnosen blir avvikelsen legitim. Deltagarna beskriver den som ett acceptabelt sätt att skilja sig från mängden. Det finns även skildringar av chock, förnekande och ambivalens när de har fått diagnosen om sitt funktionshinder. Samtliga av studiens deltagare säger sig dock acceptera sin aspergerdiagnos.

Deras annorlunda sätt att vara biologiskt har visat sig ge konsekvenser i hela deras livsvärld. Både psykologiska och sociala konsekvenser har illustrerats, liksom interpersonella och samhälleliga. Handikappvetenskaplig- och ekologisk systemteori har använts för att visa på vidden av de konsekvenser som Asperger syndrom kan ge. Studien visar på deltagarnas upplevelser av sitt annorlunda sätt att vara.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2007. p. 199 + bilagor 1-10
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 22Linköping Studies in Arts and Science, ISSN 0282-9800 ; 395
Keywords
Asperger syndrome, everyday life, diagnosis, close relationships, selfimage, normality, empowerment, Asperger syndrom, vardagsliv, diagnos, nära relationer, självbild, normalitet, empowerment
National Category
Social Work
Identifiers
urn:nbn:se:liu:diva-9743 (URN)978-91-85831-43-2 (ISBN)
Public defence
2007-09-14, Key1, Hus Key, Campus Valla, Linköpings universitet, Linköping, 14:00 (English)
Opponent
Supervisors
Available from: 2007-09-06 Created: 2007-09-06 Last updated: 2014-09-12Bibliographically approved
Larsson Abbad, G. (2006). Att ha autism - hur kan det upplevas och vad innebär diagnosen?3. In: Inre och yttre världar. Funktionshinder i psykologisk belysning (pp. 27-43). Lund: Studentlitteratur
Open this publication in new window or tab >>Att ha autism - hur kan det upplevas och vad innebär diagnosen?3
2006 (English)In: Inre och yttre världar. Funktionshinder i psykologisk belysning, Lund: Studentlitteratur , 2006, p. 27-43Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

  

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2006
Series
Handikapp & samhälle
Keywords
Funktionshinder, samhälle
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-35850 (URN)28745 (Local ID)91-44-03358-3 (ISBN)28745 (Archive number)28745 (OAI)
Available from: 2009-10-10 Created: 2009-10-10
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