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  • 1.
    Altin, Carolina
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Kvist Lindholm, Sofia
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Wejdmark, Mats
    Nature School, Municipality of Nynäshamn, Stockholm, Sweden.
    Lättman-Masch, Robert
    Nature School, Municipality of Nynäshamn, Stockholm, Sweden.
    Boldemann, Cecilia
    Karolinska Institutet, Stockholm, Sweden; Centre for Epidemiology and Community Medicine, Stockholm County Council, Stockholm, Sweden .
    Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process2015In: Health Promotion Practice, ISSN 1524-8399, E-ISSN 1552-6372, Vol. 16, no 4, p. 583-591Article in journal (Refereed)
    Abstract [en]

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

  • 2.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nguyen, Thu Hang
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bullying the meek: A conceptualisation of Vietnamese school bullying2015In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-11Article in journal (Refereed)
    Abstract [en]

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

  • 3.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Social and Emotional Programmes at School: Manuals and Practice2015Manuscript (preprint) (Other academic)
  • 4.
    Kvist Lindholm, Sofia
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Students’ Reproduction and Transformation of Norms Incorporated into a Programme for Social and Emotional Learning2017In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 12, no 3, p. 294-310Article in journal (Other academic)
    Abstract [en]

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

  • 5.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The Paradoxes of Socio-Emotional Programmes in School: Young people’s perspectives and public health discourses2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

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

    List of papers
    1. "Apparently I've Got Low Self-Esteem": Schoolgirls' perspectives On a School-Based Public Health Intervention
    Open this publication in new window or tab >>"Apparently I've Got Low Self-Esteem": Schoolgirls' perspectives On a School-Based Public Health Intervention
    2015 (English)In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 5, p. 473-483Article in journal (Refereed) Published
    Abstract [en]

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

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

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

    Available from: 2015-01-22 Created: 2015-01-22 Last updated: 2017-12-05Bibliographically approved
    2. Schoolgirls’ perspectives on self-disclosure in a group-based mentalhealth intervention at school: acquiring friends or risking harassment?
    Open this publication in new window or tab >>Schoolgirls’ perspectives on self-disclosure in a group-based mentalhealth intervention at school: acquiring friends or risking harassment?
    2015 (English)In: Advances in School Mental Health Promotion, ISSN 1754-730X, E-ISSN 2049-8535, Vol. 8, no 3, p. 141-155Article in journal (Refereed) Published
    Abstract [en]

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

    Place, publisher, year, edition, pages
    Taylor & Francis, 2015
    Keywords
    student's perspectives, self-disclosure, psycho-education, school-based intervention, therapeutic culture
    National Category
    Sociology Public Health, Global Health, Social Medicine and Epidemiology
    Identifiers
    urn:nbn:se:liu:diva-122454 (URN)10.1080/1754730X.2015.1044253 (DOI)
    Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2017-12-01Bibliographically approved
    3. Students’ Reproduction and Transformation of Norms Incorporated into a Programme for Social and Emotional Learning
    Open this publication in new window or tab >>Students’ Reproduction and Transformation of Norms Incorporated into a Programme for Social and Emotional Learning
    2017 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 12, no 3, p. 294-310Article in journal (Other academic) Published
    Abstract [en]

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

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

    The previous status of this article was Manuscript.

    Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2018-02-09Bibliographically approved
    4. Social and Emotional Programmes at School: Manuals and Practice
    Open this publication in new window or tab >>Social and Emotional Programmes at School: Manuals and Practice
    2015 (English)Manuscript (preprint) (Other academic)
    Keywords
    Social and Emotional Learning; SET; SEL; SEAL; Manual-based Programmes in Practice; Bullying Prevention
    National Category
    Sociology Public Health, Global Health, Social Medicine and Epidemiology
    Identifiers
    urn:nbn:se:liu:diva-122456 (URN)
    Available from: 2015-11-02 Created: 2015-11-02 Last updated: 2015-11-06Bibliographically approved
  • 6.
    Kvist Lindholm, Sofia
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Nelson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    "Apparently I've Got Low Self-Esteem": Schoolgirls' perspectives On a School-Based Public Health Intervention2015In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 5, p. 473-483Article in journal (Refereed)
    Abstract [en]

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

  • 7.
    Kvist Lindholm, Sofia
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Nelson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Schoolgirls’ perspectives on self-disclosure in a group-based mentalhealth intervention at school: acquiring friends or risking harassment?2015In: Advances in School Mental Health Promotion, ISSN 1754-730X, E-ISSN 2049-8535, Vol. 8, no 3, p. 141-155Article in journal (Refereed)
    Abstract [en]

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

  • 8.
    Wickström, Anette
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University.
    Kvist Lindholm, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Nyanserad förståelse av ungas psykiska ohälsa2019In: Elevhälsa, p. 6-12Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 9.
    Wickström, Anette
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Nelson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    DISA är ett problematiskt verktyg i skolan2015In: Svenska Dagbladet, ISSN 1101-2412, no 25 septArticle in journal (Other (popular science, discussion, etc.))
  • 10.
    Wickström, Anette
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Nelson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elever tvingas leta efter negativa tankar: Forskare kritiserar program som används i skolan2015In: SocialPolitik, ISSN 1104-6376, Vol. 22, no 4, p. 34-36Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Wickström, Anette
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Nelson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Fel förstärka negativa tankar hos unga2015In: Svenska Dagbladet, ISSN 1101-2412, no 19 septArticle in journal (Other (popular science, discussion, etc.))
  • 12.
    Zetterqvist Nelson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Säg STOPP! – ett antimobbningsprojekt från Kulturskolan i Katrineholm: Forumteater och dramapedagogik när elever i år fyra utarbetar strategier mot mobbning (2009-2011). En utvärderingsrapport2012Report (Other academic)
    Abstract [en]

    This report presents  a research-based  evaluation with a special focus on the child’s perspective on a locally designed  anti-bullying  project called "Say STOP!" conducted in the Katrineholm  Municipality  from 2009 to 2011. "Say STOP!" was developed at the Katrineholm  Culture School as part of the school’s ongoing effort to reach out to the city’s primary  schools.  The  project  was  carried  out  in  cooperation  with representatives  of the Katrineholm  Child and Youth Project, a major initiative to promote well-being and health including counteract bully- ing among children and young people in Katrineholm,  funded by the Swedish   National   Institute   of  Public   Health.   "Say  STOP!"  was inspired  by Forumteater, a drama  pedagogy programme designed  to make  children  aware of alternative  actions  and  options  in  encoun- tering  bullying situations.  The aim was to inspire  children  to reflect on how bullying  takes place in a social context in which  onlookers play a key role in the continuation and outcome of the bullying.

    Jenny  Wistbacka,  a  teacher  at  the  Culture  School,  co-produced  – together  with a group of young people from the group "Cool without Drugs" ("Drag utan Drog") – a short film that depicts a bullying situa- tion. The scene in question  was framed by two children who introdu- ced  the  film.  Immediately   after  the  brief  bullying  scene,  the  two speakers  turned  to the  viewers with an  analysis  of what happened. They ended their discussion  with a call to come up with suggestions for how the situation  could have been dealt with in another  way. The premise  of the project was that  the film was to be shown  to school children   who  would  afterward  be  asked  to  draw,  write,  tell,  and perhaps  make a film about their ideas about alternative solutions and other  possible  ways of  behaving.  The  project  ran  for  one  to  two months  in each school.

1 - 12 of 12
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