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Kvist Lindholm, SofiaORCID iD iconorcid.org/0000-0001-9812-7410
Publications (10 of 11) Show all publications
Kvist Lindholm, S. (2017). Students’ Reproduction and Transformation of Norms Incorporated into a Programme for Social and Emotional Learning. Ethnography and Education, 12(3), 294-310
Open this publication in new window or tab >>Students’ Reproduction and Transformation of Norms Incorporated into a Programme for Social and Emotional Learning
2017 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 12, no 3, p. 294-310Article in journal (Other academic) Published
Abstract [en]

The present ethnographic study aims to explore how students reproduce and make use of a programme for social and emotional learning to create their own moral orders and routines for interaction in their local school context. The study demonstrates that the students made use of routines and norms conveyed by the programme to negatively position and exclude peers as well as to reproduce discourses of ‘blaming the victim’. The results highlight the inappropriateness of implementing a programme that strips emotions and behaviours of their meaning and that fails to situate emotions within students’ actual social and cultural contexts. The study demonstrates how such an approach relocates the responsibility for dealing with socially and culturally situated problems to the individual and denies teachers the opportunity to respond to problematic situations that give rise to emotions of anger and that emerge in social and cultural contexts at school.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
SEL, school-based intervention, mental health, school bullying, children’s perspectives
National Category
Sociology Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-122455 (URN)10.1080/17457823.2016.1232622 (DOI)000403214100003 ()2-s2.0-84988416819 (Scopus ID)
Note

The previous status of this article was Manuscript.

Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2018-02-09Bibliographically approved
Kvist Lindholm, S. & Zetterqvist Nelson, K. (2015). "Apparently I've Got Low Self-Esteem": Schoolgirls' perspectives On a School-Based Public Health Intervention. Children & society, 29(5), 473-483
Open this publication in new window or tab >>"Apparently I've Got Low Self-Esteem": Schoolgirls' perspectives On a School-Based Public Health Intervention
2015 (English)In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 5, p. 473-483Article in journal (Refereed) Published
Abstract [en]

This article focuses on a psycho-educational programme, DISA, currently practised in the Swedish schools to prevent girls from developing depressive symptoms. We draw on group interviews with schoolgirls to explore how they describe DISA and how an understanding of the programme is constructed through their arguments. We demonstrate how the girls’ version of DISA highlights a contradiction in the intervention that is traceable to the theoretical underpinnings of the programme and the mix of traditions — treatment and prevention — that constitute the intervention. We discuss problematic aspects of DISA and outline implications for policy practice.

Place, publisher, year, edition, pages
John Wiley & Sons, 2015
Keywords
children's perspectives; interviews; mental health; psycho-educational course; school-based intervention
National Category
Sociology Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-113544 (URN)10.1111/chso.12083 (DOI)000359323300013 ()
Note

Funders: Swedish National Institute of Public Health [HFAngstrom 2008/213]

Available from: 2015-01-22 Created: 2015-01-22 Last updated: 2017-12-05Bibliographically approved
Horton, P., Kvist Lindholm, S. & Nguyen, T. H. (2015). Bullying the meek: A conceptualisation of Vietnamese school bullying. Research Papers in Education, 1-11
Open this publication in new window or tab >>Bullying the meek: A conceptualisation of Vietnamese school bullying
2015 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-11Article in journal (Refereed) Published
Abstract [en]

Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of school bullying provided by teachers and students in this article suggest that school bullying cannot be reduced to the negative actions and aggressive intentionality that are so often used to define it in the mainstream literature. Instead, these actions are perceived as instruments for bullying that serve a function in the social and institutional context of the school. Furthermore, the descriptions provided by teachers and students challenge the view of meekness (the passive victim) as an individual personal trait. While they suggest that students who are perceived as meek in the social context of the school are most likely to be bullied, they also highlight that some students accede to the demands of their peers in order to escape being subjected to more direct negative actions. The study thus suggests that a key for understanding the role that bullying plays in students’ day-to-day life at school is to acknowledge the function of ‘meekness’ in bullying situations and to thus place more focus on the social and institutional context within which bullying occurs.

Place, publisher, year, edition, pages
Taylor & Francis, 2015
National Category
Educational Sciences Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-118669 (URN)10.1080/02671522.2015.1027728 (DOI)000361463000006 ()
Note

Funding: Swedish International Development Cooperation Agency (SIDA); Vietnam National Institute for Education Sciences (VNIES)

Available from: 2015-06-03 Created: 2015-06-03 Last updated: 2017-12-04
Wickström, A., Kvist Lindholm, S. & Zetterqvist Nelson, K. (2015). DISA är ett problematiskt verktyg i skolan. Svenska Dagbladet (25 sept)
Open this publication in new window or tab >>DISA är ett problematiskt verktyg i skolan
2015 (Swedish)In: Svenska Dagbladet, ISSN 1101-2412, no 25 septArticle in journal, News item (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Svenska Dagbladet AB & Co., 2015
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-123541 (URN)
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2016-05-04Bibliographically approved
Wickström, A., Kvist Lindholm, S. & Zetterqvist Nelson, K. (2015). Elever tvingas leta efter negativa tankar: Forskare kritiserar program som används i skolan. SocialPolitik, 22(4), 34-36
Open this publication in new window or tab >>Elever tvingas leta efter negativa tankar: Forskare kritiserar program som används i skolan
2015 (Swedish)In: SocialPolitik, ISSN 1104-6376, Vol. 22, no 4, p. 34-36Article in journal, Editorial material (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Uddevalla: Föreningen Socialpolitisk debatt, 2015
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-123542 (URN)
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2016-06-07Bibliographically approved
Wickström, A., Kvist Lindholm, S. & Zetterqvist Nelson, K. (2015). Fel förstärka negativa tankar hos unga. Svenska Dagbladet (19 sept)
Open this publication in new window or tab >>Fel förstärka negativa tankar hos unga
2015 (Swedish)In: Svenska Dagbladet, ISSN 1101-2412, no 19 septArticle in journal, News item (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Svenska Dagbladet AB & Co., 2015
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-123540 (URN)
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2016-05-04Bibliographically approved
Kvist Lindholm, S. & Zetterqvist Nelson, K. (2015). Schoolgirls’ perspectives on self-disclosure in a group-based mentalhealth intervention at school: acquiring friends or risking harassment?. Advances in School Mental Health Promotion, 8(3), 141-155
Open this publication in new window or tab >>Schoolgirls’ perspectives on self-disclosure in a group-based mentalhealth intervention at school: acquiring friends or risking harassment?
2015 (English)In: Advances in School Mental Health Promotion, ISSN 1754-730X, E-ISSN 2049-8535, Vol. 8, no 3, p. 141-155Article in journal (Refereed) Published
Abstract [en]

The article draws on interviews with participants in a psychotherapeutic education programme, called Depression in Swedish Adolescents, which has seen wide distribution within Swedish schools. We demonstrate how, in their accounts, self-disclosure in front of classmates is made into a central and both positive and problematic aspect of the programme. Sharing private matters in a group setting consisting of classmates might strengthen their interpersonal relations; but at the same time, it carries the risk of triggering already ongoing destructive interactions such as bullying and harassment. Voluntary participation, group composition and paying attention to how members respond to one another and make use of the private information shared stand out as important criteria to consider. However, in order to meet these criteria, an intervention involving self-disclosure in front of classmates needs to challenge the tradition in school of practising mandatory participation, as well as the class structures with their predefined group composition.

Place, publisher, year, edition, pages
Taylor & Francis, 2015
Keywords
student's perspectives, self-disclosure, psycho-education, school-based intervention, therapeutic culture
National Category
Sociology Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-122454 (URN)10.1080/1754730X.2015.1044253 (DOI)
Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2017-12-01Bibliographically approved
Kvist Lindholm, S. (2015). Social and Emotional Programmes at School: Manuals and Practice.
Open this publication in new window or tab >>Social and Emotional Programmes at School: Manuals and Practice
2015 (English)Manuscript (preprint) (Other academic)
Keywords
Social and Emotional Learning; SET; SEL; SEAL; Manual-based Programmes in Practice; Bullying Prevention
National Category
Sociology Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-122456 (URN)
Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2015-11-06Bibliographically approved
Kvist Lindholm, S. (2015). The Paradoxes of Socio-Emotional Programmes in School: Young people’s perspectives and public health discourses. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>The Paradoxes of Socio-Emotional Programmes in School: Young people’s perspectives and public health discourses
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Paradoxer i skolbaserade socio-emotionella program : Barns perspektiv och folkhälsodiskurser
Abstract [en]

Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.

Abstract [sv]

Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra  sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras.  Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2015. p. 96
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 664
Keywords
socio-emotional programs, manual-based programs, mental health, social and emotional wellbeing, prevention, health promotion, children’s perspectives, interviews, participant observation, Socio-emotionella program, manualbaserade program, psykisk ohälsa, prevention, hälsopromotion, barns perspektiv, intervjuer, deltagande observation
National Category
Sociology Public Health, Global Health, Social Medicine and Epidemiology Social Sciences Interdisciplinary Educational Sciences
Identifiers
urn:nbn:se:liu:diva-122457 (URN)10.3384/diss.diva-122457 (DOI)978-91-7685-898-1 (ISBN)
Public defence
2015-11-27, Temcas, Hus Tema, Campus Valla, Linköping, 13:15 (English)
Opponent
Supervisors
Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2018-01-10Bibliographically approved
Altin, C., Kvist Lindholm, S., Wejdmark, M., Lättman-Masch, R. & Boldemann, C. (2015). Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process. Health Promotion Practice, 16(4), 583-591
Open this publication in new window or tab >>Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process
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2015 (English)In: Health Promotion Practice, ISSN 1524-8399, E-ISSN 1552-6372, Vol. 16, no 4, p. 583-591Article in journal (Refereed) Published
Abstract [en]

Redesigning outdoor preschool environment may favorably affect multiple factors relevant to health and reach many children. Cross-sectional studies in various landscapes at different latitudes have explored the characteristics of preschool outdoor environment considering the play potential triggering combined physical activity and sun-protective behavior due to space, vegetation, and topography. Criteria were pinpointed to upgrade preschool outdoor environment for multiple health outcomes to be applied in local government in charge of public preschools. Purposeful land use policies and administrative management of outdoor land use may serve to monitor the quality of preschool outdoor environments (upgrading and planning). This study evaluates the process of implementing routines for upgrading outdoor preschool environments in a medium-sized municipality, Sweden, 2008-2011, using qualitative and quantitative analysis. Recorded written material (logs and protocols) related to the project was processed using thematic analysis. Quantitative data (m2 flat/multileveled, overgrown/naked surface, and fraction of free visible sky) were analyzed to assess the impact of implementation (surface, topography, greenery integrated in play). The preschool outdoor environments were upgraded accordingly. The quality of implementation was assessed using the theory of policy streams approach. Though long-term impact remains to be confirmed the process seems to have changed work routines in the interior management for purposeful upgrading of preschool outdoor environments. The aptitude and applicability of inexpensive methods for assessing, selecting, and upgrading preschool land at various latitudes, climates, and outdoor play policies (including gender aspects and staff policies) should be further discussed, as well as the compilation of data for monitoring and evaluation.

Place, publisher, year, edition, pages
Sage Publications, 2015
Keywords
process evaluation, program planning and evaluation, strategic planning, physical activity/exercise, cancer prevention and control
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-131063 (URN)10.1177/1524839914566273 (DOI)25589022 (PubMedID)
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2017-11-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9812-7410

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