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Kvist Lindholm, SofiaORCID iD iconorcid.org/0000-0001-9812-7410
Publications (10 of 13) Show all publications
Kvist Lindholm, S. & Wickström, A. (2020). ‘Looping effects’ related to young people’s mental health: How young people transform the meaning of psychiatric concepts. Global Studies of Childhood, 10(1), 26-38
Open this publication in new window or tab >>‘Looping effects’ related to young people’s mental health: How young people transform the meaning of psychiatric concepts
2020 (English)In: Global Studies of Childhood, ISSN 2043-6106, E-ISSN 2043-6106, Vol. 10, no 1, p. 26-38Article in journal (Refereed) Published
Abstract [en]

Over the past decades, reports from official authorities and the media have suggested that there is a ‘crisis’ in young people’s mental health. However, there is considerable uncertainty regarding how to interpret the data referred to in these alarming reports. The present article draws on ‘the minority voices’ of young people and theories developed by Ian Hacking to undertake a critical analysis of the conceptualisation of young people’s mental health. According to Hacking, systems of classifications formulate general truths about people and frame the suffering of individuals in specific ways. Classification changes people. However, young people are social actors who interact with classifications of their mental health and by doing so they could cause classifications to be redrawn. Hacking refers to these feedback effects as ‘looping effects’. Based on 51 interviews with 15-year-olds, this article explores how young people interact with psychiatric labels associated with their wellbeing such as anxiety and depression. We demonstrate how the participants gave new meaning to these psychiatric labels, devalued and gave nuance to them, and by doing so transformed them into cultural categories rather than diagnostic categories. We discuss the potential looping effects related to young people’s mental health and how the present findings can inform policy practice.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
looping effects; mental health; young people’s perspectives
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-164223 (URN)10.1177/2043610619890058 (DOI)
Note

This article is distributed under the terms of the Creative Commons Attribution 4.0 License. https://creativecommons.org/licenses/by/4.0/

Available from: 2020-03-10 Created: 2020-03-10 Last updated: 2020-03-10Bibliographically approved
Wickström, A. & Kvist Lindholm, S. (2019). Nyanserad förståelse av ungas psykiska ohälsa. Elevhälsa, 6-12
Open this publication in new window or tab >>Nyanserad förståelse av ungas psykiska ohälsa
2019 (Swedish)In: Elevhälsa, p. 6-12Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

En stor del av den statistik som ligger till grund för medialt uppmärksammade rapporter om ökande psykisk ohälsa bland unga representerar inte alltid psykisk ohälsa utan övergående besvär kopplade till ungdomars vardagliga utmaningar. Detta kan leda till att ungas mående medikaliseras och att insatser som ska främja psykisk hälsa riskerar att hamna snett.

Place, publisher, year, edition, pages
Stockholm: , 2019
Keywords
psykisk hälsa, ungdomar, kunskapande praktiker
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-154652 (URN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-00129
Available from: 2019-02-25 Created: 2019-02-25 Last updated: 2019-03-05Bibliographically approved
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9812-7410

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