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  • 1.
    Ahlgren, Thorbjörn
    et al.
    Avdelningen för beteendevetenskap och socialt arbete, Hälsohögskolan, Jönköping University.
    Näslund, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 20082009Report (Other academic)
    Abstract [sv]

    Kunskapen om i vilken omfattning ungdomar har sålt eller köpt sex är begränsad. Delvis kan det bero på svårigheten med att bestämma vad som omfattas i begreppen sälja och köpa sex. Studier visar också att det i ungdomsrelationer förekommer att gåvor ges efter sexuella aktiviteter.

    I denna studie har totalt 16 personer (1,9 %) uppgett att de i olika omfattning utfört sexuella tjänster mot ersättning och att 79 personer (9,1 %) blivit erbjudna pengar eller annan ersättning för sexuella tjänster. Det är fler killar än tjejer som säljer sex. När det gäller att ha blivit erbjuden sex mot ersättning är det flest tjejer som svarat ja. Resultatet visar också att 131 personer (15,1 %) kan tänka sig att utföra sexuella tjänster mot ersättning. I svaren kan vi också utläsa att 348 personer (40,1%), mestadels killar, accepterar att andra utför sexuella tjänster mot ersättning.

    När det gäller i vilka kretsar de som säljer sex umgås är det tydligt att ungdomarna tittar mer på porr, att det är vanligare att de visar sig i sexuella situationer och att de har mindre tolerans mot homosexuella. Samlagsdebuten var ett år tidigare än hela undersökningsgruppen. Det är vanligare att man blivit utsatt för olika sexuella handlingar mot sin vilja, men man har också utsatt andra för sexuella handlingar mot deras vilja. Sammantaget kan vi se att ungdomarna i denna studie som sålt sex lever ett påtagligt mer sexualiserat liv än vad andra ungdomar i motsvarande ålder gör.

  • 2.
    Barimani, M.
    et al.
    Karolinska Institute, Sweden.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, A.
    Karolinska Institute, Sweden.
    Childbirth and parenting preparation in antenatal classes2018In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 57Article in journal (Refereed)
    Abstract [en]

    Objectives: to describe topics (1) presented by midwives during antenatal classes and the amount of time spent on these topics and (2) raised and discussed by first-time parents and the amount of time spent on these topics. Design: qualitative; data were gathered using video or tape recordings and analysed using a three-pronged content analysis approach, i.e., conventional, summative, and directed analyses. Setting and participants: 3 antenatal courses in 2 antenatal units in a large Swedish city; 3 midwives; and 34 course participants. Findings: class content focused on childbirth preparation (67% of the entire antenatal course) and on parenting preparation (33%). Childbirth preparation facilitated parents understanding of the childbirth process, birthing milieu, the partners role, what could go wrong during delivery, and pain relief advantages and disadvantages. Parenting preparation enabled parents to (i) plan for those first moments with the newborn; (ii) care for/physically handle the infant; (iii) manage breastfeeding; (iv) manage the period at home immediately after childbirth; and (v) maintain their relationship. During the classes, parents expressed concerns about what could happened to newborns. Parents questions to midwives and discussion topics among parents were evenly distributed between childbirth preparation (52%) and parenting preparation (48%). Key conclusions: childbirth preparation and pain relief consumed 67% of course time. Parents particularly reflected on child issues, relationship, sex, and anxiety. Female and male participants actively listened to the midwives, appeared receptive to complex issues, and needed more time to ask questions. Parents appreciated the classes yet needed to more information for managing various post-childbirth situations. Implications for practice: while midwifery services vary among hospitals, regions, and countries, midwives might equalise content focus, offer classes in the second trimester, provide more time for parents to talk to each other, allow time in the course plan for parents to bring up new topics, and investigate: (i) ways in which antenatal course development and planning can improve; (ii) measures for evaluating courses; (iii) facilitator training; and (iv) parent satisfaction surveys.

  • 3.
    Barimani, Mia
    et al.
    Karolinska Institutet, Division for Reproductive Health, Women's and Children's Health, Sweden.
    Vikström, Anna
    Karolinska Institutet, Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Berlin, Anita
    Karolinska Institutet, Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad.
    Facilitating and inhibiting factors in transition to parenthood – ways in which health professionals can support parents2017In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 31, no 3, p. 537-546Article in journal (Refereed)
    Abstract [en]

    Background

    The transition to parenthood is an overwhelming life event. From a theoretical perspective, transition to parenthood is a developmental transition that contains certain phases and patterns.

    Aim

    This study aim was twofold (i) discover, describe and comprehend transitional conditions that parents perceive as facilitating and inhibiting during transition to parenthood and to (ii) use that knowledge to develop recommendations for professional interventions that support and facilitate transition to parenthood.

    Design

    Meleis transition theory framed the study's deductive qualitative approach – from planning to analysis.

    Methods

    In a secondary analysis, data were analysed (as per Meleis transition theory) from two studies that implemented interviews with 60 parents in Sweden between 2013 and 2014. Interview questions dealt with parents’ experiences of the transition to parenthood – in relation to experiences with parent-education groups, professional support and continuity after childbirth.

    Ethical issues

    A university research ethics board has approved the research.

    Results

    These factors facilitated transition to parenthood: perceiving parenthood as a normal part of life; enjoying the child's growth; being prepared and having knowledge; experiencing social support; receiving professional support, receiving information about resources within the health care; participating in well-functioning parent-education groups; and hearing professionals comment on gender differences as being complementary. These factors inhibited transition to parenthood: having unrealistic expectations; feeling stress and loss of control; experiencing breastfeeding demands and lack of sleep; facing a judgmental attitude about breastfeeding; being unprepared for reality; lacking information about reality; lacking professional support and information; lacking healthcare resources; participating in parent-education groups that did not function optimally; and hearing professionals accentuate gender differences in a problematic way.

    Conclusion

    Transition theory is appropriate for helping professionals understand and identify practices that might support parents during transition to parenthood. The study led to certain recommendations that are important for professionals to consider.

  • 4.
    Berlin, Anita
    et al.
    Karolinska Inst, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Barimani, Mia
    Karolinska Inst, Sweden.
    Walk the talk: Leader behavior in parental education groups2018In: Nursing and Health Sciences, ISSN 1441-0745, E-ISSN 1442-2018, Vol. 20, no 2, p. 173-180Article in journal (Refereed)
    Abstract [en]

    Expectant and new parents are offered parental education groups as a way to support their transition to parenthood. Group leadership in these groups has been found to be challenging. Using a qualitative and summative design, the aim of the present study was to investigate how health professionals describe their role in parental education groups compared to their actual behavior. Thirteen health professional leaders in antenatal and child health services were interviewed. These descriptions were compared with the leaders actual behavior in video and audio-recordings of 16 different group sessions. The results revealed that regardless of how the leaders described their role, they acted as experts and left little time to parents for discussions and active participation. In particular, leaders who described themselves as discussion leaders did not walk the talk; that is, they did not do what they said they do when leading groups. That could be explained by lack of professional awareness, group leadership, and pedagogical skills. In order to provide high-quality parental support, leaders need training in group leadership and pedagogy combined with supervision and support on a regular basis.

  • 5.
    Blomberg, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Relationships between organizational factors, bullying occurrence, health factors, and people’s experience of work2015Conference paper (Other academic)
  • 6.
    Blomberg, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Andersson, Gerhard
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Fears, hyperacusis and musicality in Williams syndrome2006In: Research in Developmental Disabilities, ISSN 0891-4222, E-ISSN 1873-3379, Vol. 27, no 6, p. 668-680Article in journal (Refereed)
    Abstract [en]

    The study investigated the prevalence of fear and hyperacusis and the possible connections between fear, hyperacusis and musicality in a Swedish sample of individuals with Williams syndrome (WS). The study included 38 individuals and a cross-sectional design, with no matched control group. Two persons, who knew the participant well, completed a questionnaire. On reported fears, 58% of the participants scored higher than +2S.D., compared to a psychometric study. Thirteen percent scored above the suggested cut-off for hyperacusis, compared to 2.5% in a psychometric study. Female participants generally had higher reported fears and hyperacusis compared to male participants. There were also startling findings of correlations between reported fears and hyperacusis. This preliminary report supports a hypothesis that fears and anxiety could be associated with hyperacusis in the WS population. A hypothesis that musicality could serve as a protective factor and prevent anxiety, received no or very limited support. A hypothesis that hyperacusis could be connected to a general, readily arousal, tendency in the sympathetic nervous system and could be seen as vulnerability for psychopathology is discussed. © 2005 Elsevier Ltd. All rights reserved.

  • 7.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Academic dishonesty, ethical norms and learning2009In: ASSESSMENT and EVALUATION IN HIGHER EDUCATION, ISSN 0260-2938, Vol. 34, no 5, p. 505-517Article in journal (Refereed)
    Abstract [en]

    This study is aimed to deduce which ethical norms and considerations are implicitly present in the students answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items regarded as cheating? What characterises the items not regarded as cheating? The implicit logic in the students attitudes is: The lower the degree of effort and work, the lower degree of learning can be expected; the lower is the degree of learning, the higher will be the degree of academic dishonesty. If the academic dishonesty does promote learning, it can be morally justified by mixed arguments from three ethical theories, consequentialist, deontology and virtue ethics.

  • 8.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Förväntningar och verklighet - Teknologers förväntningar på och erfarenhet av sina studier vid LiTH:s Y-program 2002Report (Other academic)
  • 9.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    On becoming a student of engineering.2001In: ECER konferens i Lille 5-8 september, 2001Conference paper (Refereed)
    Abstract [en]

    n/a

  • 10.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Bierberg, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hagman, Karin
    unknown.
    Att börja på Y-programmet- förväntningar och verklighet. Teknologers förväntningar på och erfarenhet av första årets studier vid LiTH:s Y-program läsåret 1999-20002002Report (Other academic)
    Abstract [en]

    n/a

  • 11.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Bierberg, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hagman, Karin
    unknown.
    Förväntningar och verklighet- teknologers förväntningar på och erfarenhet av första årets studier vid LiTH:s Y-program läsåret 1998-992002Report (Other academic)
    Abstract [en]

    n/a

  • 12.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    The role as moderator and mediator in parent education groups - a leadership and teaching approach model from a parent perspective2015In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 24, no 13-14, p. 1966-1974Article in journal (Refereed)
    Abstract [en]

    Aims and objectives. To investigate the didactic and social leadership in parent education groups based on a parent perspective, and to conceptualize parent experiences of the leader roles in these groups.

    Background.  Leadership in parent education groups has been associated with a lack of confidence in one's ability to function in that role. Research on how it can be delivered to produce a favourable outcome is scarce. It can be difficult to abandon the role of expert and let participants set their own learning agenda. To facilitate these processes requires leadership skills, knowledge of group dynamics, as well as pedagogical skills.

    Design.  Qualitative interview study.

    Methods. Semi-structured interviews with parents (25 participants, 21 interviews). Transcripts were analysed using, first, thematic analysis, then comparative analysis.

    Results.  The study resulted in a four-field model, The Leadership – Teaching Approach model. It consists of the dimensions "Teaching approaches" ("Knowledge is imparted" and "Knowledge is jointly constructed "), and "Leadership approaches" ("Instrumental approach" and "Investigative approach").

    Conclusions. Using an investigative approach is necessary in order to get a well-functioning group that can help the expectant and new parents in the transition to parenthood. Supervision can help develop an awareness of one's professional role as a nurse and leader of a parent education group.

    Relevance to clinical practice.  The actions and choices of nurses as leaders of parent groups have an impact on how the participants perceive and take in the content and purpose of the group, and whether they perceive it as meaningful. Getting support in reflecting about one’s role as a leader in this context can help create a learning environment in which the participants can become engaged in the activities and be strengthened by the experience. 

  • 13.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, Anita
    Karolinska Institutet, Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad.
    Barimani, Mia
    Karolinska Institutet, Division for Reproductive Health, Women's and Children's Health.
    With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups2016In: Health Promotion International, ISSN 0957-4824, E-ISSN 1460-2245, Vol. 31, no 4, p. 899-907Article in journal (Refereed)
    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.

  • 14.
    Granström, Kjell
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Hau, Stephan (Contributor)
    Psykologiska institutionen, Stockholms universitet.
    Hylander, Ingrid (Contributor)
    Institutionen för Neurobiologi, Vårdvetenskap och Samhälle (NVS), H1, Sektionen för allmänmedicin, Karolinska institutet.
    Näslund, Johan (Contributor)
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael (Contributor)
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Demonstrationer och sporthändelser: En bok om poliser, demonstranter, idrottssupportrar, kravaller och folkfest2016Collection (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.

  • 15.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hylander, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Reclaim the streets: En analys av strategiska händelser i samband med olovliga gatumanifestationer2005Report (Other academic)
    Abstract [sv]

     

    Rapporten beskriver två olovliga manifestationer som utspelade sig samma dag i Linköping och Stockholm. Dessa händelser observerades och beskrivs i rapporten  – från förarbetet till avslutning  – i form  av ett antal berättelser (narrativer). Syftet med denna studie var att undersöka vad som kan hända i interaktionen  mellan  polisen  och aktivister  vid aktioner  genomförda  utan polisens tillstånd. Utöver observationer har även data samlats in genom olika former   av  kontakt   med  polis   och  aktivister.   Även   om  storleken   på manifestationerna skilde sig åt var det gemensamma att båda var anordnade i en "Reclaim the streets"-anda.

    Analysen baseras på erfarenheter från Göteborgsdemonstrationerna 2001, där mekanismer   som   kan   leda   till  "krig"   och   till  "fred"   lyftes   fram. Erfarenheterna från Linköping och Stockholm  är båda bra exempel  på och illustration  av  att  "fredsskapande"  är  möjligt i  samband  med  olovliga manifestationer  i stil  med de Reclaim  the street aktiviteter  som beskrivits i denna rapport.

  • 16.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hylander, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Riots and Disturbances: How riots start and how order is secured2009Report (Other academic)
  • 17.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hylander, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Salemmanifestationerna 2004: Ett samspel med flera geografiska och ideologiska fokus2005Report (Other academic)
    Abstract [sv]

     

    Denna studie handlar om de olika demonstrationer eller manifestationer som skedde i samband med den nationalistiska  s.k. Salemmanifestationen.  Till skillnad  från  tidigare  rapporter,  där  krigs-  och  fredsskapande processer studerades mellan demonstranter och polisen (Granström, 2002; Granström, Guvå, Hylander & Rosander, 2005), är denna av lite annan art då det handlar om politiska  grupper  med klart  motsatta åsikter  och intressen,  där polisen agerar som tredje part för att skilja grupperna åt. Data samlades in genom observation av 5 olika händelser under en och samma dag – både med fokus på demonstranter  och på polisen.  Utöver  detta  har  även intervjuer  med demonstranter och polisen genomförts. Det övergripande syftet med studien var att skapa kunskap om de processer som uppstår när polis möter anta- gonistiska demonstrantgrupper som framför sina budskap offentligt.

    Resultatet visar att när grupper som har antagonistiska budskap demon- strerar  kan  fred  upprätthållas  om  samtliga  grupper  har  en intention  att genomföra fredliga  manifestationer,  grupperna hålls åtskilda  i tid och rum samt  om  polis  och  demonstranter  förhåller  sig  fredsskapande gentemot varandra  och upprätthåller  en dialog.  Vidare,  att det inte  räcker med en enstaka provokation, en kaotisk situation, en stereotyp kategorisering för att det ska uppstå konfrontation mellan grupper utan det är just kombinationen av mellan  alla  tre krigsskapande  processer som är avgörande. Om krigs- skapande handlingar möts av icke-handlingar kan det även ha en påtagligt fredsskapande funktion.  Det betyder att krigsskapande  handlingar  från en grupp inte behöver "neutraliseras" med aktivt fredsskapande handlingar från den andra gruppen. Ett passivt eller avvaktande förhållningssätt kan leda till att  krigsrisken   rinner   ut  i sanden.  Detta  gäller   för  såväl  poliser   som demonstranter. Slutligen, när en grupp beter sig som om den hade tilltro till en annan grupp  kommer den andra gruppens medlemmar  att förstärkas i sin kollektiva tilltro till den första gruppen.

  • 18.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences.
    Hylander, Ingrid
    Linköping University, Department of Behavioural Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Emilsson, K.
    Lind, M.
    The Gothenburg Riots - Identity formation and attitude changes through participation in peaceful demonstrations and violent tumult2003In: The group as a paradox : proceedings from a conference on group and social psychology, Stockholm university, May 2002, GRASP 2002 / [ed] Svante Hovmark, Stockholm: Stockholm University , 2003, p. -147Chapter in book (Other academic)
  • 19.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Näslund, Johan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Lekmannateorier om orsaker till oroligheter och kravaller i samband med stora demonstrationer2009Report (Other academic)
    Abstract [en]

    As a part of a democratic society political demonstrations take place occasionally, such arrangements are usually carried out orderly and peacefully. However, in some cases such mass events result in confrontations and riots. Most riot research has concentrated on the activists or to some degree the police forces and their actions and strategies. The behaviour of demonstrators or police officers may sometimes, to an outsider appears strange. In order to understand means and measures taken by a group you need to know something about the nature of assumptions, expectations and stereotypes kept by the confronting groups. Each group has implicit theories about the other group. Such naive theories have been called lay theories. These types of theories or assumptions govern peoples’ attitudes and their behaviour. Consequently, in order to understand peoples’ actions it is necessary to take part of their lay theories.

    This study accounts for lay theories among police officers, traditional demonstrators and post-modern demonstrators, the last group often called autonomous groups. The different groups’ narratives disclose that their lay theories to same degree coincident, but also differ. Probably the character of these differences is an important explanation why riots break out.

  • 20.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Destruktivt grupptänkande1997In: Forskning och framsteg, ISSN 0015-7937, Vol. 32, no 5, p. 18-23Article in journal (Refereed)
  • 21.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Fredsbevarande gruppsprocesser vid “Reclaim the streets”-aktiviteter2010In: Demonstrationer och sporthändelser - om poliser, demonstranter, idrottssupportrar, kravaller och folkfest / [ed] Kjell Granström, Lund: Studentlitteratur , 2010, p. 87-100Chapter in book (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.

  • 22.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Friedensbewahrende Intergruppenprozesse zwischen Polizei und Demonstranten bei den"Reclaim the street"-Protesten2008In: Zeitschrift für Freie Assoziation, ISSN 1434-7849, no 3, p. 51-64Article in journal (Refereed)
  • 23.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Irrationella beslut i politik och samhällsliv1996In: Tvärsnitt, ISSN 0348-7997, Vol. 18, p. 27-39Article in journal (Refereed)
  • 24.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Lärdomar från masshändelser2010In: Demonstrationer och sporthändelser: en bok om poliser, demonstranter, idrottssupportrar, kravaller och folkfest / [ed] Kjell Granström, Lund: Studentlitteratur , 2010, p. 213-223Chapter in book (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.

  • 25.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Police officers and teachers. Their views on violence, democracy and mass media2006Conference paper (Other academic)
  • 26.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Sharing your Nuts2006In: Nya villkor för lärande och undervisning, 9:e universitetspedagogiska konferensen vid Linköpings universitet 17 oktober 2005,2005, Linköping: Linköpings universitet , 2006, p. 25-Conference paper (Refereed)
  • 27.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing your Nuts – Teacher Collaboration in Groups as a Means for Competence2010In: International Journal of University Teaching and Faculty Development, ISSN 1949-4947, Vol. 1, no 2, p. 89-102Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to get teachers to collaborate in a group throughout acourse as an incentive for professional development as tutors in PBL. Data was gatheredthrough participant observation, written documents and informal interviews and analysedby means of a qualitative content analysis. Six informants participated in a three yearlong project. The results show that the tutors had mostly positive experiences and thatthis way of working helps make everyday work as a tutor easier, reduces uncertainty andenhances the tutors’ toolbox. Getting collegial support in the daily work to develop andimprove the skills required has been successful. One important aspect is that this issomething that takes place on a continuous basis and in direct contact with the actualwork, i.e. it has given the tutors an opportunity to stop acting as squirrels and insteadshare their nuts.

  • 28.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development2012In: University Teaching and Faculty Development Research Compendium / [ed] Luis Miguel Villar Angulo; Olga María Alegre de la Rosa, New York: Nova Science Publishers, Inc , 2012, p. 289-Chapter in book (Other academic)
    Abstract [en]

    This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

  • 29.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development2012In: University Teaching and Faculty Development Research Compendium / [ed] Luis Miguel Villar Angulo; Olga María Alegre de la Rosa, New York: Nova Science Publishers, Inc , 2012, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

  • 30.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Wiggins, Sally
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forming groups: Enhancing psychological literacy through a group selection exercise2017Conference paper (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.

  • 31.
    Hylander, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hotbilder och kollektiv tilltro. Om konsekvenserna av krigs- och fredsskapande intentioner i mötet mellan stora grupper2006Conference paper (Other academic)
  • 32.
    Hylander, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Forskning om grupper och sociala system2005Report (Other academic)
  • 33.
    Hylander, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    War and peace. Processes of riots and demonstrations2006Conference paper (Other academic)
  • 34.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Relationships between students strategies for influencing their study environment and their strategic approach to studying2009In: Studies in Higher Education, ISSN 0307-5079, Vol. 34, no 2, p. 139-152Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to investigate the relationship between student influence, students strategic approaches to studying and academic achievement, and to examine differences between students in a Masters programme in Engineering with conventional teaching and one based on problem-based learning in a sample of 268 students. A version of the Approaches and Study Skills Inventory for Students and a questionnaire measuring students attempts to influence their study environment were used. The results showed that informal strategies for influencing the study environment and academic achievement were related to the strategic approach to studying, and that students in the programme based on problem-based learning employed more informal and social strategies to influence their studies. These findings indicate that an informal influence strategy is an aspect of the strategic approach to studying, and that problem-based learning could improve teacher-student relationships, increase the students involvement and their use of strategic approaches to studying.

  • 35.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Self-efficacy and strategies to influence the study environment2010In: TEACHING IN HIGHER EDUCATION, ISSN 1356-2517, Vol. 15, no 6, p. 647-659Article in journal (Refereed)
    Abstract [en]

    This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Masters programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student self-efficacy beliefs is important not only in academic performance, but also in influencing in a positive way the institutional atmosphere.

  • 36.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Changing to a project-based approach to education – a comparison between experiences from traditional and project-based education in engineering2003Conference paper (Other academic)
  • 37.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Crowd dynamics as interaction between and within groups2009Conference paper (Other academic)
  • 38.
    Rosander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Forskning om masshändelser2010In: Demonstrationer och sporthändelser: en bok om poliser, demonstranter, idrottssupportrar, kravaller och folkfest / [ed] Kjell Granström, Lund: Studentlitteratur , 2010, 1, p. 29-40Chapter in book (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.

  • 39.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning.
    Från hårdhandskar till silkesvantar2011In: Modern Psykologi, ISSN 2000-4087, Vol. 3, no 6, p. 52-55Article in journal (Other (popular science, discussion, etc.))
  • 40.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Konformitet på Internet2011In: Områdesgruppen för grupp- och socialpsykologi, 16-17 maj, Linköping, Sweden, 2011Conference paper (Other academic)
  • 41.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Peaceful outcome of a crowd event as an identification process2011In: The 16th EASP General Meeting 12-16 July, Stockholm, Sweden, 2011Conference paper (Refereed)
  • 42.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, Anita
    Barimani, Mia
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Föräldrar är inga passiva mottagare av kunskap2015In: Barnbladet, ISSN 0349-1994, Vol. 15, no 5, p. 16-19Article in journal (Other (popular science, discussion, etc.))
  • 43.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Blomberg, Stefan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Region Östergötland, Heart and Medicine Center, Occupational and Environmental Medicine Center.
    The WHOLE picture: Measurement of Psychosocial Work Environment2018Report (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.

  • 44.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Eriksson, Oskar
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Conformity on the Internet – The role of task difficulty and gender differences2012In: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 28, no 5, p. 1587-1595Article in journal (Refereed)
    Abstract [en]

    Conformity and the effects of social influence have been studied for a long time in face-to-face situations but have received less attention in contexts of computer-mediated communication (CMC) such as the Internet. The purpose of this study was to investigate conformity behavior in use of the Internet. The social context for the participants was the Internet communities from which they were recruited. Four hypotheses were tested by a survey containing knowledge and logic questions. Half the participants were subjected to conformity manipulations and the result showed a clear conformity to erroneous majority alternatives. Of the participants in the Conformity group (n = 477) 52.6% conformed at least once, with an average 13.0% of participants conforming on each critical question. The conformity increased with higher task difficulty, both subjective and objective. The fourth hypothesis, that women would conform to a higher degree than men, received no support. Instead, the results showed higher conformity for men on both difficult and logical questions. Reasons for conformity on the Internet such as turning to the group for guidance, avoiding social isolation and protecting one’s self-esteem are discussed with reference to theory and earlier research.

  • 45.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Barimani, Mia
    Division for Reproductive Health, Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Berlin, Anita
    Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad, Karolinska Institutet, Stockholm, Sweden.
    How to support midwives when working with parent education groups2016Conference paper (Other academic)
  • 46.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Granström, Kjell
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Stiwne, Dan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    Group mind in Christian communities2006In: Nordic Psychology, ISSN 1901-2276, E-ISSN 1904-0016, Vol. 58, p. 74-88Article in journal (Refereed)
    Abstract [en]

    In this study, group movements in different Christian communities were analysed by use of an expanded model of Janis' (1972, 1982) concept groupthink (Granstrom & Stiwne, 1998). Much research in the psychology of religion has focused on individual differences. The focus of this study was on religious groups qua group, and processes that may influence their work and primary task. The groups studied were classified in one of three organisational clusters based on their way of organising work - ranging from more teamwork to more hierarchical oriented organisations. The results showed that there were considerable differences between different religious groups as to their groupthink tendencies, indicating that religiosity as such is not a sufficient explanation of group dynamics in such groups. However, the way of organising work may be an important factor for understanding groupthink tendencies. Another contribution was the application of the concept groupthink to rather ordinary religious groups. Groupthink has mainly been used to explain political, military or industrial fiascos. In this case the concept was applied to everyday life pointing to its explanatory value.

  • 47.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Demonstrations as a communicative interplay between demonstrators and the police2009Conference paper (Other academic)
  • 48.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    “Don’t call them demonstrators”, dealing with activists in the autonomous setting2007Conference paper (Other academic)
  • 49.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Keeping the peace: Police behaviour at a mass event2012In: Journal of Investigative Psychology and Offender Profiling, ISSN 1544-4759, E-ISSN 1544-4767, Vol. 9, no 1, p. 52-68Article in journal (Refereed)
    Abstract [en]

    This study examined the collective behaviour of the police during a football match at the 2006 Football World Cup. What peacekeeping and aggravating processes could be identified and what were their consequences? Data were collected using observation and field interviews. Some critical situations could have escalated into riots; however, the police showed trust in the majority of the supporters’ intentions to be peaceful. Distrust was reserved for selected individuals who were under surveillance. This, together with tactics involving using different forces for different tasks and an overall organizational strategy focusing on the festivity of the event, was the main reason for the peaceful outcome. A friendly, but firm, approach was successful in keeping the peace.

  • 50.
    Rosander, Michael
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Guvå, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Polisens aktiva bidrag till fredlig utveckling vid fotbolls-VM 20062010In: Demonstrationer och sporthändelser: En bok om poliser, demonstranter, idrottssupportrar, kravaller och folkfest / [ed] Kjell Granström, Lund: Studentlitteratur , 2010, 1, p. 187-200Chapter in book (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.

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