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  • 1.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    A Program for "Others like Me". Children Talking about Their TV-habits.1998In: Children and Social Exclusion Conference,1998, 1998Conference paper (Refereed)
  • 2.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Changing Childhood2002In: Child in the City Conference,2002, 2002Conference paper (Refereed)
  • 3.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Frisk luft och fantasi2000In: Förskoletidningen, ISSN 0348-0364, Vol. 2, p. 37-42Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability.
    'If I tell them then I can' - Ways of relating to adult rules2004In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 11, no 1Article in journal (Refereed)
    Abstract [en]

    This article explores how Swedish children relate to adult discussions and rules concerning children's play and television habits. It is argued that the children interviewed are well aware of adult ideas concerning children, TV and play. In accounting for these rules, the children present themselves as regulated by adults, but also as valuable to their parents. A closer look at the accounts reveals that the children sometimes oppose the descriptions imposed on them and are able to argue against the perceived adult opinion. It is important to point out, however, that the children broadly express a trust in adults and their judgements.

  • 5.
    Eckert, Gisela
    Linköping University, Department of Behavioural Sciences.
    If I Tell Them then I Can. Ways of Relating to Adult Rules.2004In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 11Article in journal (Refereed)
  • 6.
    Eckert, Gisela
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Notions of Children and Childhood Parents Talking about Children's TV-habits1998Report (Other academic)
    Abstract [en]

    The general purpose of my study is to examine what different notions of children and childhood emerge when parents talk about children's TV-habits. More specifically, this paper concentrates on two aspects of children's use of television in which parents' concern about protecting children becomes evident. The two aspects are: the question of whether children should be allowed to watch the news and the question of limiting the time children are allowed to spend in front of the TV.

  • 7.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Notions of Children and Childhood Reflected in Parents' Discussions of Toys2003In: The 2nd International Toy Research Conference,1999, Stockholm: SITREC, KTH , 2003, p. 89-Conference paper (Refereed)
  • 8.
    Eckert, Gisela
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Wasting time or having fun?: Cultural meanings of children and childhood2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores contemporary cultural meanings of children and childhood in a Swedish context. Its point of departure is an understanding that the meanings ascribed to what it is to be a child and what childhood is, are part of culture and, as such, transform through time and space. As a way to access everyday ideas of children and childhood, two groups of children and their parents were interviewed about one of two child activities, namely children's play or children's TV-habits. In order to create a situation in which they could reflect on the topics discussed and express a variety of ideas, the interviews were semi-structured.

    The analysis was inspired by the work of Strauss and Quinn (1997) and their cognitive theory of cultural meaning, as well as by Billig et al.'s (1988) concept of ideological dilemmas. According to Strauss and Quinn (1997), cultural meanings can be traced in expressions of typical everyday ideas - shared among a group of people - about a phenomenon. In line with this, the interviews were scrutinized with the aim of finding shared expressions, arguments, metaphors and/or interpretations evoked in talk about children's play or TV-habits. These shared themes, in turn, have been looked upon as cultural meanings of children and childhood.

    The analysis resulted in the formulation of several cultural meanings of children and childhood. There is the educational childhood that focuses on learning, the idyllic childhood that stresses harmony, and the child-guided childhood that takes its point of departure from pleasure and fun. Additionally, there is the vulnerable child who needs adult protection, the robust child who can endure some problems, and children as small people who should be negotiated with. Moreover, there are the preferred innocent and the potentially evil child. In the interviews, accounts forming the basis of the different cultural meanings were intertwined. At times, these accounts were contradictory. This could take the form of overt reasoning around a particular dilemma. It could also be manifested in more salient dilemmas. For example, in the TV interviews it proved to be difficult to associate TV with accepted forms of relaxation. The children, in turn, presented their views on how the adult world talks about children, play and TV. In their discussions, children were characterized as vulnerable and potentially evil, but valuable. The children sometimes argued against the perceived adult view by putting themselves in a more competent and active position. However, it was also possible to trace widespread trust in adults.

  • 9.
    Eckert, Gisela
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Alm, Charlotte
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Estling, Fanny
    Jakobsson, Ebba
    Tyrberg, Mårten
    Du kan väl spela psykolog. Att få en känsla av kontinuitet och progression. Ett nytt sätt att undervisa i samtals- och testmetod på ett psykologprogram.2006In: Utvecklingskonferensen,2005, Lund: CED, Lunds universitet , 2006, p. 110-Conference paper (Refereed)
  • 10.
    Eckert, Gisela
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability.
    Alm, Charlotte
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Jakobsson, Ebba
    Schröder, Emelie
    Tyrberg, Mårten
    Externally Imposed Internally Driven Learning - A Paradox?2007In: The 13th International Conference on Thinking,2007, 2007Conference paper (Refereed)
  • 11.
    Eckert, Gisela
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Grewin, Ann-Margret
    Hjälpsamma robotar och hälsosam luft åt alla. Barn funderar kring framtiden.2003Other (Other (popular science, discussion, etc.))
  • 12. Grewin, Ann-Margret
    et al.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Hur ser barn på framtiden? Inledningstext till lärarhandledningen Barn ser på framtiden.2004Other (Other (popular science, discussion, etc.))
  • 13.
    Simonsson, Maria
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Eckert, Gisela
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability.
    Hur går det för glutenintoleranta barn i förskolan?2006In: Mat vitaminer och bättre hälsa vid celiaki. Den 8:e Celiaki dagen i Norrköping,2006, 2006Conference paper (Other academic)
  • 14.
    Svedhem, Cecilia
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences.
    Eckert, Gisela
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Wijma, Barbro
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Living with genito-pelvic pain/penetration disorder in a heterosexual relationship: an interpretative phenomenological analysis of interviews with eight women2013In: Sexual and Relationship Therapy, ISSN 1468-1994, E-ISSN 1468-1749, Vol. 28, no 4, p. 336-349Article in journal (Refereed)
    Abstract [en]

    Vaginismus means an involuntary contraction of the muscles in the outer third of the vagina that causes the woman pain and/or coital difficulties. Earlier research has concentrated on causes and treatment of vaginismus. This study investigates the experiences of women living with vaginismus. Interviews were conducted with eight women with vaginismus, living in a heterosexual relationship. The interviews were analysed using interpretative phenomenological analysis. Five different experiences were identified, which are presented beneath the headings Fear, Failure, Loneliness, Loss and It does not make a great difference. According to the women, the relationship to the partner, the duration of the problem and the personality of the woman mediate their experience of living with vaginismus. This study also suggests that the image of sexuality that the woman and the surrounding society have influences how the vaginismus affects self-experienced psychological health.

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