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  • 1.
    Andersson, Kjerstin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Utvärdering av BRIS Internetbaserade stödkontakter2012Report (Other academic)
    Abstract [en]

     

    In  this  evaluation,  children  who  contacted  BRIS via email  or  chat were asked to answer a few questions  concerning  their perceived well- being, the difficulties leading up to the contact, and how they feel they have been treated by BRIS. These questions  were asked immediately before and  after the  contact, as well as 10 days later. In  addition,  a request to participate in a questionnaire study went out to all children who had been active on the BRIS discussion  forums, where they were asked how often they visit the forum, what features they appreciate in the community and how they perceive the help they get in the forum.

    The children  have estimated  their  well-being on a scale from 1  to 9, where  1    represents  "Very  poor"  and  9  "Great".  A  total  of  6,193 children  were asked  to participate  in the  evaluation.  925 responses were submitted during  the period April 1st to June 7th (email & chat) and May 24th  - August 17th (discussion  forum).  The internal  loss is low, 5.05% for the entire  study. Complete  series  in which the child has answered all three questionnaires in the email and chat amounts to only 51,  however, between  220  and  432 questionnaires has  been submitted by the  different  occasions.  A total of 245 questionnaires have been submitted to the evaluation of the discussion  forum.

    The children  report  that their well-being increases  immediately  after the contact with BRIS, regardless  of modality. This however declines in the last follow-up. In general however, they still produce  a higher value than  at the first measurement. The children  reported  that they feel listened  to and that they feel that BRIS is taking them  seriously. The children  who contact BRIS through  discussion  forums  are even more satisfied with the assistance  they receive than the children  who use chat and email. Above all, the discussion  forum helps kids to feel they  are  not  alone  in  their  situation.   The  children   who  use  the discussion  forum  also very much  appreciate  the answers  from other children  and  the  opportunity  to  help  other  children  by answering others postings.

    A small group  of children,  indicate that they feel worse after contac- ting  BRIS. An analysis  of their  answers  describe  either  a dissatis- faction  with  the  provided  advice  or  an  incapacity  to  follow  the provided advice despite them being perceived relevant.

  • 2.
    Aronsson, Karin
    et al.
    Stockholms universitet.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Trust and the Contestation of Blame Narratives: Veiled Stances in an Institutional Assessment Context2013In: Dialogical approaches to trust in communication / [ed] Per Linell, Ivana Markova, Charlotte, NC: Information Age Publishing , 2013, 1, p. -267Chapter in book (Other academic)
    Abstract [en]

    A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University Trust has a constituent role in human societies. It has been treated as a scientific topic in many disciplines. Yet, despite the fact that trust and distrust come to life primarily in human communication and through language, it has seldom been analyzed from a communicative or linguistic perspective. This is the theme of this path-breaking volume. This volume contains 12 chapters, plus introduction and epilogue by the editors. They have been authored by leading specialists on trust in language and communication, coming from many disciplines and from different cultures and countries. Most of the authors share a conceptual basis in dialogical theories. This book is a follow-up volume to two previous volumes on trust within cultural psychology, Trust and Distrust (Marková & Gillespie, 2008) and Trust and Conflict (Marková & Gillespie, 2012). It will be of interest to anyone seriously interested in trust in societies, and in trust and distrust as displayed in communication and language.Show more Show less

  • 3.
    Bergnéhr, Disa
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lärande samspel: Ett manualbaserat skolprogram med barn- och relationsperspektiv och lokal anpassning2012Report (Other academic)
    Abstract [en]

    Title: ‘Learning in interaction’ – a locally adaptable manual-based refresher course for teachers, emphasising the child’s perspective and learning as an interactive process.

    The present report investigates a manual-based refresher course for school staff. The aim of the course is to provide the teachers with strategies on how to improve the relationship between children and teachers, and how to reduce behaviour that causes problems for learning/teaching. A central feature of the course is positive reinforcement as a way to behavioural change. The course consists of 8 meetings, 3 hours each, with 6-8 teachers and an instructor. The results are based on three different materials; a) text analysis of the course manual, b) notes from observations of course meetings, 3 groups of teachers from three schools, in total 24 course meetings, 72 hours and 250 pages, and c) 4 group interviews with teachers and 1 group interview with the instructors and developers of the course.

    Central findings:

    • The manual is based on acknowledged theories on learning, interaction and behavior where learning as an interactive process, between child and teacher, is emphasized.
    • The course provides the teachers with strategies on how to improve social relations and learning.
    • The child’s perspective is a central topic, reflected upon and discussed in all unfolding parts of the course.
    • The course admits to local adaptations tailored in relation to the targeted school, its teachers and students.
    • The course provides the teachers with an arena where interacttional aspects of teaching and learning, pedagogical issues and preventive strategies are discussed and shared, an arena not provided for within the ordinary school organization.
  • 4.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Danby, Susan
    Queensland University of Technology, Brisbane, Australia.
    Emmison, Michael
    University of Queensland, Brisbane, Australia.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Social Work.
    Cobb-More, Charlotte
    Queensland University of Technology, Brisbane, Australia.
    "Basically it's the Usual Whole Teen Girl Thing": Stage-of-Life Categories on a Children's and Young people's Helpline2018In: Symbolic interaction, ISSN 0195-6086, E-ISSN 1533-8665, Vol. 41, no 1, p. 25-44Article in journal (Refereed)
    Abstract [en]

    This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities—email and web-counseling sessions—to examine how category-generated features are relevantly occasioned, attended to, and managed by the parties in the course of interaction. This shows clients' use of MCDs in presenting their trouble and building a relevant case for their grievance. By examining counselors' subsequent receipts of the clients' complaints, we are able to trace some of the cultural knowledge that the clients' categorizations make relevant to the counselors. Moreover, the analysis demonstrates how the inherent flexibility of MCDs allows counselors to exploit these same categorial resources and to re-specify the clients' trouble in a more positive fashion to accomplish counseling work. In explicating how taken-for-granted notions of the lifespan as well as of family relations are mobilized by participants in KHL's sessions, the findings contribute to previous studies of social interaction in counseling, and to research on social identity and categorization more broadly.

  • 5.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Landqvist, Håkan
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Finding out what’s happened: Two procedures for opening emergency calls2012In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 14, no 4, p. 371-397Article in journal (Refereed)
    Abstract [en]

    This article examines two corpora of telephone calls to the Swedish emergency services SOSAlarm. The focus of analysis is on the procedural consequentiality of the routine opening by theoperator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning the nature of the incident. Through sequential and categorial analysis of the two collections, we highlight the distinct trajectories of action ensuing from the two opening protocols. The stand-alone emergency number opening typically results in callers asking for a specific service. In contrast, opening turns that endwith a direct query about the incident tend to solicit brief descriptions of the trouble. We discuss the benefits of the latter procedure in terms of topical progression and institutional relevance, proposing that the work of emergency assistance agencies worldwide might consider implementing opening routines with a similar design.

  • 6.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Managing and Exploiting Interruption in Multiparty Talk2006In: Advances in Communications and Media Research, New York: Nova Publishers , 2006, p. 103-127Chapter in book (Other academic)
    Abstract [en]

    In a society predicated on information, the media has a pervasive presence. From government policy to leisure television, the information age touches us all. The papers collected in this book constitute some of today's leading analyses of the information industry. Together, these essays represent a needed foundation for understanding the present state and future development of the mass media. Current trends in communications as well as media impact on public opinion are studied and reported on.

  • 7.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Working towards trouble: Some categorial resources for accomplishing disputes in a correctional youth facility2012In: Disputes in Everyday Life: Social and Moral Orders of Children and Young People / [ed] Susan Danby & Maryanne Theobald, Emerald Group Publishing Limited, 2012, p. 141-163Chapter in book (Refereed)
    Abstract [en]

    Volume 15 of Sociological Studies of Children and Youth investigates the interactional procedures used by children and young people as disputes arise in varying contexts of their everyday life. Disputes are a topic of angst and anxiety for children, young people and adults alike, and yet are important times for interactional matters to be addressed. A particular intention of the book is its ethnomethodological focus, bringing a fine-grained analysis and understanding to disputes and related interactional matters. Such analysis highlights the in situ competency of children and young people as they manage their social relationships and disputes to offer insight into how children arrange their social lives within the context of school, home, neighbourhood, correctional, club and after school settings. This volume offers a contemporary understanding of the relational matters of childrens peer cultures to better understand and address the complex nature of children and young peoples everyday lives in todays society. 

  • 8.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Persson Thunqvist, Daniel
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    Barn ringer 1122007In: Signalen - Tidningen "För ett tryggare samhälle" från SOS Alarm, ISSN 1651-6958, no 2, p. 28-30Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, Faculty of Arts and Sciences.
    Context that matters: Producing “thick-enough descriptions” in initial emergency reports2008In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 40, p. 927-959Article in journal (Refereed)
    Abstract [en]

    This article examines how troublesome events are described in children’s emergency calls. In focus forthe analysis are the procedures through which participants methodically deal with contextual informationconcerning the reported emergency event during the early phases of the call, i.e., up to the point where theoperator is able to set emergency priority. This choice is motivated by a set of institutional concerns thatsurface in the interaction typically, but not solely, through the operator’s ways of receiving and managing thecaller’s unfolding report. The initial phase of emergency calls thus offers a locus of order, a phenomenon initself, in addition to offering access to some of the finer details of sequential and categorical organisation ofinteraction in emergency calls. Applying Ryle’s (1968) distinction between ‘thin’ vs. ‘thick’ description(roughly, the description of an observed event vs. description of the meaning of an observed event) to thereporting of emergencies, we argue that determining the relevant level of ‘thickness’ is, above all, a task forthe participants themselves. Hence, our analysis shows that interaction during the early phases of emergencycalls is distinctively geared towards producing a ‘thick-enough’ description of the reported event. Thesefindings are discussed in terms of the methodological problem of how features of the context can enterinteraction analytic accounts of institutional exchanges. Specifically, we argue that relevant features ofcontext ‘brought along’ to emergency calls (to do, for instance, with operators’ institutional agendas orcallers’ situations) are also ‘brought about’ by the participants as part of the interactional work throughwhich one party’s observations are jointly transformed into descriptions that form accountable reports ofemergency events.

  • 10.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    ‘‘SOS 112 what has occurred?’’: Managing openings in children’s emergency calls2012In: Discourse, Context & Media, ISSN 2211-6958, Vol. 1, no 4, p. 183-202Article in journal (Refereed)
    Abstract [en]

    This article examines the initial exchanges in calls to the Swedish emergency services, focusing on callers’ responses to the standardised opening phrase “SOS one one two, what has occurred?”. Comparisons across three age groups – children, teenagers and adults – revealed significant differences in caller behaviour. Whereas teenagers and adults offered reports of the incident, child callers were more prone to request dispatch of specific assistance units. This pattern was only observable when children were accompanied by an adult relative, which leads us to propose that child callers may be operating under prior adult instruction concerning how to request help. The second part of the analysis examines the local organisation of participants' actions, showing how turn-design and sequencing manifest the local concerns of the two parties. The analysis thus combines quantitative and qualitative methods to explore the ways through which the parties jointly produce an early sense of emergency incidents. These results are discussed in terms of children's agency and competence as informants granted to them by emergency operators, and how such competence ascriptions run against commonsense conceptualisations of children as less-than-full-fledged members of society.

  • 11.
    Danby, Susan
    et al.
    Queensland University of Technology, Australia.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rendle-Short, Johanna
    Australian National University, Australia.
    Butler, Carly
    Loughborough University, UK.
    Osvaldsson Cromdal, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Emmison, Michael
    University of Queensland, Australia.
    Parentification: Counselling talk on a helpline for children and young people2015In: The Palgrave Handbook of Child Mental Health / [ed] Michelle O'Reilly & Jessica Nina Lester, Palgrave Macmillan, 2015, p. 578-596Chapter in book (Refereed)
    Abstract [en]

    This Handbook illustrates the importance of examining child mental health from a different perspective, one that assumes that psychiatric categories are made real in and through both written and spoken language. It gathers a range of applied and theoretical analyses from leading scholars and clinicians in order to examine the conversational practices of children diagnosed with mental health disorders alongside those of their parents, families and practitioners. The contributors move away from viewing mental illness as an objective truth; instead reintroducing the relevance of language in constructing and deconstructing the assumptions that surround the diagnosis and treatment of childhood mental health disorders. Including chapters on ADHD, autism, depression, eating disorders and trauma, this collection addresses the diversity involved in discussing child mental health.Divided into six parts: the place of conversation/discourse analysis; critical approaches; social constructions of normal/abnormal; situating and exploring the difficulties involved; managing problem behaviour and discussing different practices involved; this Handbook presents a comprehensive overview of child mental health. It is an essential reference resource for all those involved or interested in child mental health.

  • 12.
    Danby, Susan
    et al.
    Queensland University of Technology, School of Early Childhood .
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies.
    Bullying: The Moral and Social Orders at Play2011In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, no 4, p. 255-257Article in journal (Refereed)
  • 13.
    Johansson, Kerstin
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Processutvärdering av verksamheten Sköldpaddan2007Report (Other academic)
    Abstract [sv]

    Föreliggande rapport är en slutrapport där vi även summariskt redovisar förstudien. I huvudsak fokuseras de olika studentarbetena samt Kerstin Johanssons och Karin Osvaldssons insatser. Det är viktigt att poängtera att projektledarnas roll i denna rapport närmast kan beskrivas som en redaktörsroll. Studenternas arbeten är inte redovisade i egna kapitel. Vi har i stället valt ett tematiskt upplägg av rapporten då flera områden återkom i studenternas arbeten och vi kunde konstatera att rapporten annars riskerade att bli alldeles för omfattande. Vi har därmed, med studenternas tillåtelse, bearbetat och i vissa fall klippt in avgränsade delar av studentarbetena i texten. Studenternas arbeten finns i sin helhet att hämta ned från en hemsida vid Linköpings universitet http://www.ep.liu.se.

  • 14.
    Keselman, Henrich
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson Cromdal, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kullgard, Niclas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Holmqvist, Rolf
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Responding to mentalization invitations in psychotherapy sessions: A conversation analysis approach2018In: Psychotherapy Research, ISSN 1050-3307, E-ISSN 1468-4381Article in journal (Refereed)
    Abstract [en]

    Objective: Increase in the capacity to mentalize has been proposed to be an important mechanism of change in psychotherapy. However, mentalization has primarily been studied as an individual skill that people either possess or lack, rather than as an interactional phenomenon. 

    Method: In this study, excerpts from three different sessions in a therapy that aimed at increasing the patients mentalizing capacity were identified and studied using conversation analysis. 

    Results: The analysis indicated that resistance to mentalizing may not only be due to lack of capacity but also may be seen as a linguistic resource in which this resistance demonstrates precisely the ability to mentalize. 

    Conclusions: Consequences for psychotherapy practice and process research are discussed.

  • 15.
    Landqvist, Håkan
    et al.
    Mälardalen University, Sweden.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Om man frågar får man svar: Två öppningsrutiner för SOS-ärenden och deras konsekvenser för samtalens inledning2012In: Språk & Stil, ISSN 1101-1165, Vol. 22, no 2, p. 127-152Article in journal (Refereed)
    Abstract [en]

    This is a conversation analytic study examining how two ways of answering emergency calls have different implications and consequences for the ensuing interaction. In an older corpus of 22 calls to a Swedish emergency center, the calls were routinely answered with an identification phrase “ninety thousand” (i.e. the telephone number 90 000) or “SOS ninety thousand”, whereas the 52 calls in a recently collected corpus are routinely answered with an identification phrase followed by a question, taking the format “SOS 1-1-2, what has occurred?” The analysis shows how the different answering formats affect what is being brought up at different sequential positions during call beginnings, and also how the standardized relational pair of “help provider” and “help seeker”, each with its respective rights and obligations, is constructed. The article concludes with a discussion of the benefits of the latter way of answering emergency calls, arguing that it helps making the distribution of responsibilities among the interactants clear, and that it allows for a truncation of an unnecessary sequence. In this way, the latter format enhances topical progression and promotes institutional relevance.

  • 16.
    Möllerstrand, Anna
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Marie
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Vad tycker föräldrar om föräldrastöd?: Enkät i Valdemarsviks kommun2012Report (Other academic)
    Abstract [sv]

    När projektet Samverkande föräldrastöd startade i Östergötland kom frågan från Valdemarsviks kommun om det inom ramen för projektet kunde genomföras en enkätstudie i kommunen. Valdemarsvik är en liten kommun med knappt 8000 invånare. Då tidigare studier (redovisade i bl.a. SOU 2008:131) kring föräldrars syn på föräldrastöd inte särskilt berört behoven i en mindre kommun och det därför finns ett kunskapsglapp så valde vi att bemöta önskemålet. Under våren 2010 designades en enkät som sedan sändes ut till samtliga barns vårdnadshavare (barn i åldern 0 – 18 år) i Valdemarsviks kommun. För ökade möjligheter till jämförelser har vi ställt liknade frågor som i tidigare liknande undersökningar (Sarkadi m.fl. i SOU 2008).

    Studiens specifika frågeställningar är: Vad berättar föräldrar fungerar som stöd i deras föräldraskap? Vem vänder de sig till för stöd? Vilket ytterligare stöd önskar de? Hur samvarierar dessa frågor med bakgrundsvariabler som, arbete, ålder, ålder på barn, kön, utbildningsnivå? Sammanlagt 791 enkäter sändes ut med en svarsfrekvens på drygt 50 procent. Majoriteten som besvarat enkäten är kvinnor, nio av tio är gifta/sambo och de har i genomsnitt två barn. Huvuddelen av de svarande är 30 år och äldre. Mer än hälften har någon form av eftergymnasial utbildning och cirka hälften arbetar heltid. Tio procent av de svarande är föräldralediga.

    Resultaten av enkäten visar att det stora flertalet inte har saknat något stöd i sitt föräldraskap. Den viktigaste kontakten och den man i högst utsträckning vänder sig till vid svårigheter är den andre föräldern och det egna informella nätverket. Ensamstående har dock i högre utsträckning saknat eller behövt mer stöd från vänner och bekanta, jämfört med gifta eller samboende. Den form av stöd som högst andel är intresserade av (nära 60 procent) utgörs av en hemsida på Internet. Drygt 40 procent av föräldrarna är intresserade av föräldrautbildning och lika stor andel av en träfflokal. Något större andel är intresserade av individuell rådgivning. Webbaserad kurs är den form av stöd som har lägst andel intresserade.

    Om kommunen skulle erbjuda föreläsningar eller liknande önskar en klar majoritet av föräldrarna att detta sker kvällstid. Cirka en fjärdedel önskar möjlighet till barnpassning. I svaren på de öppna frågorna framkom att många är nöjda med det föräldrastöd som finns i Valdemarsvik. Här lyfts vikten av bra basverksamheter. Utveckling önskas kring kontakten mellan hem och skola, samt mer information om vad som finns att tillgå i kommunen. Flera ger uttryck för att det är viktigt att satsa på barn och unga och efterlyser ett politiskt engagemang kring barn, unga och familj.

    • Föräldrar i Valdemarsvik är framförallt måna om stöd i form av bra basverksamheter. Med detta menas bra barnomsorg och skolbarnomsorg och goda kontakter mellan hem och skola.
    • Det vardagliga stödet hämtas helst från den andre föräldern. Detta är ibland svårare för ensamstående föräldrar, vilka eventuellt skulle kunna behöva andra former av stöd.
    • Om Valdemarsviks kommun skulle börja erbjuda nya former av stöd som t ex föreläsningar kring relevanta ämnen ser föräldrarna helst att detta sker under kvällstid. Här rekommenderar vi att kommunen i så fall även erbjuder barnpassning, framförallt för ensamstående föräldrars skull.
    • Trots att många föräldrar i dagsläget inte använder Internet som hjälp i sitt föräldraskap anser en stor andel föräldrar att mer föräldrastöd skulle kunna erbjudas via en hemsida. Dock inte i form av en webbaserad kurs.
    • Vid behov av professionell rådgivning önskar flera en individuell sådan, snarare än gruppbaserad.
  • 17.
    Osvaldsson Cromdal, Karin
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Socialrådgivning på nätet: Rapport om FoU-projekt med stöd av lokala utvecklingsmedel2018Report (Other academic)
    Abstract [sv]

    Detta projekt har haft som syfte att följa kommunikationen mellan brukare och tjänsteman via frågeformulär (mejlsvar) och chatt och undersöka dess förutsättningar det första året Socialrådgivningen på nätet var igång (maj 2013 - maj 2014).

    Arbetet har i huvudsak bestått har bestått av att sammanställa och analysera innehållet i kontakterna, både kvalitativt och kvantitativt. Innehållet i chattarna är ingående analyserat genom närläsning och tematisering av både vad deltagarna diskuterar, men också hur de gör detta. Jag har också genomfört deltagande observationer av projektmöten och arbetsmöten och i samband med dessa genomfört intervjuer med socialrådgivare.

    Under året registrerades 1529 kontakter. Resultaten1 visar att den genomsnittlige användaren uppger sig vara runt 30 år (medianålder 29, medelålder 32). Denna är oftare kvinna än man. Den vanligaste kontaktorsaken rör ekonomiskt bistånd men frågor om familjerätt bostad och relationer är också vanliga. Det är betydligt vanligare att kontakten rör vuxna än barn och unga. Rådgivningen består av både upplysning och stöd. Detta är delvis knutet till de två formerna för kontakt med socialrådgivningen som finns.

    Frågeformuläret medger endast svar på fråga medan chattarna be-står av interaktion i realtid. De senare får betydligt oftare en stöd-karaktär. Om vi tänker oss att stödjande rådgivning behöver en utvecklad dialog är det i chattarna detta finns.

    Resultaten visar också att medborgarna är nöjda med rådgivningen, både att det går fort att komma i kontakt med rådgivningen men också med den hjälp rådgivningen erbjuder.

  • 18.
    Osvaldsson Cromdal, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Social Work.
    Sköld, Johanna
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    En professionaliserad röst för barnen?: Förändringar i en barnrättsorganisation2018Report (Other academic)
    Abstract [sv]

    I detta projekt undersöker vi organisatoriska förändringar som BRIS – Barnets rätt isamhället – genomfört under sin drygt 40-åriga historia. Tyngdpunkten ligger på den senaste omorganisationen, där BRIS i stället för att låta hundratals volontärer ta emot barns och ungas kontakter anställde knappt tjugo så kallade BRIS-kuratorer som idag ärde som tar emot telefonsamtal, chattar och mejl. Vi jämför denna omorganisering, med tidigare organisatoriska förändringar och med de ideologiska slitningar som BRIS genomgick precis när organisationen bildades. Resultaten visar att beslutet att ”professionalisera” kontakterna under 2010-talet genom att anställa personal föregåtts av flera tidigare diskussioner om professionaliseringsbehov. Vi kan visa att tidigare professionaliseringsdiskussioner drevs främst med argument ombehov av ökad kvalitet i kontakter med unga, men att förarbetet till den senasteprofessionaliseringen hade en ytterligare komponent: ekonomiska hänsyn. Andra resultat rör de förändringar av rollerna som förbundsordförande och senare generalsekreterare haft i organisationen, samt vilka ideologiska motsättningar som funnits i organisationens historia. Slutligen undersökte vi BRIS utåtriktade arbete, genom en analys avdebattartiklar och dagspress. Framförallt intresserade vi oss för vem eller vilka som beskrevs som problembärare och/eller ansvariga för svårigheter i barns och ungaslivsvillkor. Här finner vi en tydlig förändring. Under tidigt 1970-tal är det föräldrar och barns svaga rättsliga ställning som ses som de stora problemen. De senaste tio åren harBRIS debattinlägg handlat i mycket lite grad om detta. I stället har debatten riktat in sig på samhällets offentliga verksamheter av betydelse för barn och unga, främst skola, BUP och socialtjänst och deras problem med att fullfölja sitt uppdrag.

  • 19.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Allvarlig barnmisshandel dubbelt så vanlig i kärnfamiljen2007In: Våga se, ISSN 1404-3211, no 2, p. 24-24Article, review/survey (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 20.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Barnövergrepp och effekter på vuxna nära relationer2006In: Våga se, ISSN 1404-3211, no 1, p. 23-23Article, review/survey (Other (popular science, discussion, etc.))
  • 21.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bullying in Context: Stories of Bullying on an Internet Discussion Board2011In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, no 4, p. 317-327Article in journal (Refereed)
    Abstract [en]

    The paper examines how young people describe experiences of bullying when participating in an Internet community dedicated to young people experiencing mental health problems. The micro-analytic focus demonstrates how young people construct their identities in relation to their telling about their experiences of being victims of bullying, reporting on two distinct ways that they framed their postings. The posters either disclosed their experiences about bullying in relation to a wider self-presentation of experiences of bullying (bullying being part of their past and a partial reason for their problems), or more straightforwardly asked for help and advice from other participants to find ways of dealing with ongoing bullying. Finally, the paper demonstrates how contributors orient to the Internet community, and calls for more research based on unsolicited naturalistic data for such issues as bullying.

  • 22.
    Osvaldsson, Karin
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Early Social Interaction: A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory, Michael A. Forrester (Cambridge University Press, 2015)2017In: Research on Children and Social interaction, ISSN 2057-5807, Vol. 1, no 2, p. 243-246Article, book review (Other academic)
  • 23.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Får jag bara säga en grej...: Att göra sig hörd: Deltagande och deltagarperspektiv på särskilda ungdomshem2003In: Blir det bättre med behandling?: en konferens i Göteborg 8-9 april 2003 / [ed] Forskningsrådet för arbetsliv och socialvetenskap.; Centralförbundet för socialt arbete., Stockholm: FAS , 2003, p. 66-74Chapter in book (Other academic)
  • 24.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Gruppterapi ger bättre psykisk hälsa för utsatta2007In: Våga se, ISSN 1404-3211, Vol. 9, no 1, p. 22-22Article, review/survey (Other (popular science, discussion, etc.))
  • 25.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Harvey Sacks, socialisation och ungdomsforskning.2009In: Den väsentliga vardagen. Några diskursanalytiska perspektiv på tal, text och bild., Stockholm: Carlssons , 2009, 1, p. 75-93Chapter in book (Other academic)
    Abstract [sv]

      Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för  professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 26.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies.
    I don't have no damn cultures. Doing normality in a deviant setting.2004In: Qualitative Research in Psychology, ISSN 1478-0887, E-ISSN 1478-0895, Vol. 1, no 3, p. 239-264Article in journal (Refereed)
  • 27.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Mammarollen kräver stöd i nära relationer2006In: Våga se, ISSN 1404-3211, no 2, p. 23-23Article, review/survey (Other (popular science, discussion, etc.))
  • 28.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Många sätt att berätta om övergrepp2005In: Våga se, ISSN 1404-3211, no 4, p. 23-23Article, review/survey (Other (popular science, discussion, etc.))
  • 29.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Mödrars stöd viktigt för barn som berättar2007In: Våga se, ISSN 1404-3211, Vol. 9, no 1, p. 23-23Article, review/survey (Other (popular science, discussion, etc.))
  • 30.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Om barnintervjuer och utredningsarbete2006In: Våga se, ISSN 1404-3211, no 1, p. 22-23Article, review/survey (Other (popular science, discussion, etc.))
  • 31.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies.
    On laughter and disagreement in multiparty assessment talk2004In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 24, no 4, p. 517-545Article in journal (Refereed)
    Abstract [en]

    This study examines the interactional upshots of laughter in multiparty network conferences. It focuses on the tightly coordinated interactive work preceding, overlapping with, and following upon laughter in exchanges characterized by participants' displays of disagreement. The data are part of a larger corpus from a project focusing upon discursive practices in youth detention homes in Sweden. In sequences of disagreement, parties would often laugh, make use of others' laughter, or noticeably not laugh. Laughter was found to establish participants' orientation toward a situation as sensitive or tense. Typically, the participants seemed to laugh at an awkward situation rather than at a particular person. Laughter occurred at specific locations in the flow of talk, often when it seemed difficult to continue the interaction along the lines of current disagreement. Moreover, in relation to laughter, the analysis accentuates other salient features of interaction. For instance, laughter is shown to be an efficient tool for structuring interaction, as it provided both lay and professional participants opportunities to participate meaningfully in the flow of talk without actually expressing much through words. The findings are discussed in terms of locally situated means of participating in multiparty adversative exchanges in formal network meetings.

  • 32.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Riskbeteende större hos utsatta vuxna2006In: Våga se, ISSN 1404-3211, no 2, p. 23-23Article, review/survey (Other (popular science, discussion, etc.))
  • 33.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Seeing the inside from the outside of children’s minds: displayed understanding and interactional competence2015In: Discursive psychology: classic and contemporary issues / [ed] Cristian Tileaga, Elizabeth Stokoe, Abongdon: Routledge, 2015, 1, p. 147-161Chapter in book (Refereed)
  • 34.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies.
    Social accounts in conference talk: A case study on the voice of a girl in an assessment centre.1999In: Samtal och språkanvändning i professionerna / [ed] Per Linell, Lars Ahren berg, Linda Jönsson, Uppsala: Association suédoise de linguistique appliquée (Svenska fören. för tillämpad språkvetenskap) (ASLA) , 1999, p. 181-188Chapter in book (Other academic)
  • 35.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Starkt socialt stöd viktigt när övergrepp avslöjas2006In: Våga se, ISSN 1404-3211, no 3, p. 22-23Article, review/survey (Other (popular science, discussion, etc.))
  • 36.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Talking trouble: Institutionality and Identity in a Youth detention Home2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores talk, and what talking may amount to, in terms of social organization. It was carried out in a Swedish Youth Detention Home specializing in assessments. The analyses draw on conversational data from multiparty conferences, so-called network meetings, involving the assessment of ten girls/young women. Apart from the young person herself and her family, the detention home staff, social workers and sometimes other persons also took part in the meetings. One chapter also analyzes ten research interviews conducted with the girls/ymmg women. The epistemological framework of the thesis rests on several discourse-oriented approaches to the analysis of talk, notably on the interrelated research programs of ethnomethodology, conversation analysis and discursive psychology, all of which advocate a practice-based program of social inquiry. A central research problem deals with how institutionality may bear on and infonn identity descriptions and the interactional work through which different identities are collaboratively constructed. In tenns of institutionality, the present study highlights some formalizing devices, which orient the interaction towards particular organizational goals. In addition, a systematic production of iriformality was observed to facilitate the organization's work, and a locally relevantpreference stmcture is introduced to account for these findings.

    Important parts of the meetings proceeded according to set agendas and, for someone who was not directly addressed, considerable effort was required to take a turn at talk. Here laughter was found to be a particularly useful tool for the structuring of interaction, as it provided both lay and professional participants with opportunities to participate meaningfully in the flow of talk without actually expressing much through words. The analyses focus on the fine-grained and delicateaspects that comprised social interaction at the juncture of distinct institutional projects, highlighting the production of contrastive versions, which cast the young person as either accountable or not accountable for past events. In this sort of competition or politics ofrepresentation, participants could, for example, be seen to "do nonnality" as a situated accomplislunent of talk. In sum, the thesis highlights various devices used to manage institutional categorizations and identities, invoking different notions of accountability and different notions of normality/deviance. In Swedish discussions concerning directions for social work, the virtue of involving members of the clients' social network in the assessment and treatment work has beenstressed. Yet, the present fmdings show the ways in which such meetings are highly complex. The participants need to orient to various subtle contextualization cues. In this complex undertaking, the monitoring work of a chair is crucial, especially when the girl/young woman under assessment is present at the meeting, listening to different versions of ascribed problems and identities that concern her past and future.

  • 37.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Viktigt att få koppla samman erfarenheter och känslor2007In: Våga se, ISSN 1404-3211, Vol. 9, no 3-4, p. 30-31Article, review/survey (Other (popular science, discussion, etc.))
  • 38.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Viktigt förstå komplexa mönster i terapi2005In: Våga se, ISSN 1404-3211, no 4, p. 22-23Article, review/survey (Other (popular science, discussion, etc.))
  • 39.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Vittnespsykolog undersöker barns trovärdighet som vittnen. Farligt med förenklingar kring hur barn minns övergrepp.2006In: Våga se, ISSN 1404-3211, no 4, p. 22-23Article, review/survey (Other (popular science, discussion, etc.))
  • 40.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Young persons’ internet communication about psychological suffering.2009In: Newsletter from The Swedish Council for Working life and Social research, no 2, p. 3-3Article, review/survey (Other (popular science, discussion, etc.))
  • 41.
    Osvaldsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Pedagogiska praktiker och institutionell vardag på ett särskilt ungdomshem2007Report (Other academic)
  • 42.
    Osvaldsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Pranks or accidents?: Problematic calls to the emergency services2011In: Abstracts: 12th International Pragmatics Conference, 2011 / [ed] IPRA, 2011, p. 280-280Conference paper (Other academic)
  • 43.
    Osvaldsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Comprehension checks, clarifications, and corrections in an emergency call with a nonnative speaker of Swedish2013In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 17, no 2, p. 205-220Article in journal (Refereed)
    Abstract [en]

    This article reports on a case study of an emergency call with a 12-year-old girl, who is hearably not a native speaker of Swedish. A sequential analysis of the recorded call revealed two interesting interactional practices through which the participants can be seen to pursue mutual understanding. The first type of practice involves the participants’ orientation toward potential or projected problems of comprehension and should therefore be understood in terms of preemptive management of mutual understanding. This is chiefly accomplished by either party (a) making sure that the other party has understood; (b) checking the correctness and adequacy of one’s own understanding; and finally (c) displaying one’s own understanding of the other party en passant, that is, without requiring the other party’s confirmation. The second type of practice, commonly known as conversational repair, is used to deal with established problems of comprehension. The methods through which these problems are managed involve (d) repeating and paraphrasing preceding turns or their problematic fragments; (e) finding alternative ways of talking about demonstrably noncomprehended information; and finally (f) postponing such problematic exchanges. The study demonstrates that despite the institutionally asymmetric character of emergency calls, both participants are actively engaged in working toward intersubjectivity, and the analysis identifies several different ways through which the parties orient to and handle interactional trouble so as to secure mutual comprehension in a socially smooth yet efficient manner.

  • 44.
    Osvaldsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Sociology. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att säkra förståelse i larmsamtal: Förtydliganden och korrigeringar i SOS-samtal med personer som har svenska som främmandespråk2007In: Språklig mångfald och hållbar samhällsutveckling / [ed] Jarmo Lainio, Annaliina Leppänen, Uppsala: Swedish Science Press , 2007, p. 241-264Chapter in book (Other academic)
  • 45.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    "SOS 112 - Vad har inträffat": När barn ringer och ber om hjälp2012In: Delaktighetens praktik: Det professionella samtalets villkor och möjligheter / [ed] Bulow, Pia, Persson Thunqvist, Daniel, Sandén Inger, Malmö: Gleerups Utbildning AB, 2012, 1, p. 57-73Chapter in book (Other academic)
    Abstract [sv]

    Delaktighet och kommunikation är centrala ideal inom vård, omsorg och socialt arbete. Men vad innebär delaktighet i praktiken och hur kan teorier om delaktighet och professionella samtal förstås i olika praktiska sammanhang? Med utgångspunkt i svensk och internationell forskning ger den här boken en djupare inblick i villkor och möjligheter för professionella samtal. I ett tvärvetenskapligt perspektiv på kommunikation presenteras exempel från nya studier på vad delaktighet innebär inom en rad miljöer: nödsamtal, akut- och specialistsjukvård, äldreomsorg, biståndsbedömning, arbetsrelaterad rehabilitering och vårdutbildning.

    Boken passar väl för utbildningar till sjuksköterska, socionom, arbetsterapeut, sjukgymnast och läkare. I boken beskrivs även olika metoder för datainsamling och analys av data. Det innebär att boken med fördel kan knytas till metodundervisning och examensarbete på avancerad nivå.

  • 46.
    Persson-Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Språkligt arbete i nödsamtal: En kunskapsöversikt med forskningsutblickar2008In: Språk & Stil, ISSN 1101-1165, Vol. 18, p. 67-92Article in journal (Refereed)
    Abstract [en]

    Emergency calls are an important public service and comprise the first step in an emergency response.This service is essentially mediated through talk. The article presents a review of conversationanalytic studies of the interaction taking place in real-life emergency calls. Some of thesestudies focus on analyzing the highly specialized conversational structure of calls to the emergencyservices. Others explore a variety of routine interactional troubles, including, for instance, misunderstandingsarising from the asymmetries in knowledge about the institutional setting, as well asdifferent expectations the parties bring to the interaction. A further subset of studies includes analysesof deviant cases, in which emergency calls not only evinced interactional troubles but alsoproved seriously consequential for the response operation. The present review reveals that there isa lack of studies targeting emergency calls with certain specific categories of callers that may provecommunicatively problematic, such as non-native callers and children. An analysis of a few exchangesbetween an immigrant child and the operator serves to illustrate some specific languagerelatedsources of interactional trouble. This demonstrates, more broadly, the need for analytic researchto highlight the procedures through which the parties work to manage and remedy such interactionalproblems, thus allowing for the accomplishment of a successful emergency assistance.

  • 47.
    Sköld, Johanna
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Andersson, Klara
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Letters Intended for Someone Else: Ethical Reflections on Access to Historical Experience in Private Collections2019Other (Other (popular science, discussion, etc.))
    Abstract [en]

    In her famous work Dust: Archive and the Cultural History (2001), Carolyn Steedman stated that “the Historian who goes to the Archive must always be an unintended reader, will always read that which was never intended for his or her eyes.” (Steedman 2001: 75). The fact that we are the unintended readers have ethical consequences, especially when the sources concern experiences of sensitive personal matters. In Sweden, when accumulating such sources from an archive, access will be regulated by rules enforced by law or by the archive. In order to safeguard the integrity of the historical subjects the archive might allow restricted access to sources, for example by redacting any personal information in the data made available to the researcher. However, when using private collections that are not stored in an archive, no professional gatekeeper is present to safeguard the integrity of the historical subjects. Instead we must rely on our own ethical judgements. Moreover, in several countries, ethical vetting boards now also have to approve of research projects on sensitive matters that involve individual historical – though possibly still living – actors. But what if the historian’s ethical judgement conflicts with the ethical vetting board’s? What happens to historical research if we adjust our knowledge interests towards queries and sources ethical vetting boards are likely to approve? In this blog post we discuss two cases from Sweden where the Regional Ethical Vetting Board at Linköping University has evaluated two research projects, which have dealt with letters in private collections. The respective decision processes illustrate the dilemmas and problems that the process of ethical vetting might pose to historians....

  • 48.
    Weatherall, Ann
    et al.
    Victoria University of Wellington, New Zealand.
    Danby, Susan
    Queensland University of Technology, Australia.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Emmison, Michael
    University of Queensland, Australia.
    Pranking in children's helpline calls2016In: Australian Journal of Linguistics, ISSN 0726-8602, E-ISSN 1469-2996, Vol. 36, no 2, p. 224-238Article in journal (Refereed)
    Abstract [en]

    Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a subcollection of possible pranks, extracted from a larger corpus of Australian children’s counselling helpline calls. Drawing on ethnomethodology and conversation analysis we aim to understand the inferential and sequential resources involved in pranking within telephone-mediated counselling services for children and youth. Our analysis shows pranksters know the norms of counselling helplines by their practices employed for subverting them. YouTube pranksters exploit next turns of talk to retrospectively cast what the counsellor has just said as a possible challenge to the perception of the call as anormal counselling one. One practice evident in both sources was the setting up of provocative traps to break a linguistic taboo. This detailed study of pranking in interaction provides documentary evidence of its idiosyncratic yet patterned local accomplishment in telephone-mediated counselling services aimed at children and youth.

  • 49.
    Wiberg, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson Cromdal, Karin
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Socialt arbete i virtuella rum2018In: Gränsöverskridande socialt arbete: Teorier, tillämpningar, tolkningar / [ed] Magnus Dahlstedt, Malmö: Gleerups Utbildning AB, 2018, 1, p. 149-168Chapter in book (Other academic)
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