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  • 901.
    Zetterqvist, Vendela
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Kaldo, Viktor
    Karolinska Institutet, Stockholm.
    Leva med tinnitus2013 (oppl. 1)Bok (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Har du ett klingande, ringande, tjutande, brusande, surrande, visslande ljud i huvudet eller öronen som påverkar ditt dagliga liv? Ett stort antal personer i Sverige upplever att tinnitus inverkar på deras mående, sömn, koncentrationsförmåga och livskvalitet.Ljudet kan uppfattas störande i ett flertal situationer och ljudmiljöer såsom i tystnad, vid restaurangbesök eller vid samtal. Vissa upplever inte längre samma glädje i aktiviteter som de tidigare uppskattade. Andra känner en oro och frågar sig om deras tinnitus kommer att bli värre, eller om den är tecken på något allvarligt fel.Leva med tinnitus är en självhjälpsbok som bygger på material som arbetats fram och prövats med goda resultat under flera år av forskning och som tillvaratar den senaste utvecklingen inom tinnitusbehandling. Metoderna i boken är hämtade från kognitiv beteendeterapi (KBT) och acceptance and commitment therapy (ACT). Läsaren får arbeta med olika beprövade tekniker och tillägnar sig nya förhållningssätt. Syftet är att tinnitus inte längre ska behöva ta lika stor plats i den enskildes liv.

  • 902.
    Zwerenz, Rüdiger
    et al.
    Department of Psychosomatic Medicine and Psychotherapy, University Medical Center Mainz, Johannes Gutenberg University Mainz, Mainz, Germany.
    Becker, Jan
    Department of Psychosomatic Medicine and Psychotherapy, University Medical Center Mainz, Johannes Gutenberg University Mainz, Mainz, Germany.
    Johansson, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Frederick, Ronald J
    Center for Courageous Living, Los Angeles, CA, United States.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institutet, Stockholm, Sweden.
    Beutel, Manfred E
    Department of Psychosomatic Medicine and Psychotherapy, University Medical Center Mainz, Johannes Gutenberg University Mainz, Mainz, Germany.
    Transdiagnostic, Psychodynamic Web-Based Self-Help Intervention Following Inpatient Psychotherapy: Results of a Feasibility Study and Randomized Controlled Trial.2017Inngår i: JMIR mental health, ISSN 2368-7959, Vol. 4, nr 4, artikkel-id e41Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND: Mental disorders have become a major health issue, and a substantial number of afflicted individuals do not get appropriate treatment. Web-based interventions are promising supplementary tools for improving health care for patients with mental disorders, as they can be delivered at low costs and used independently of time and location. Although psychodynamic treatments are used frequently in the face-to-face setting, there has been a paucity of studies on psychodynamic Web-based self-help interventions.

    OBJECTIVE: The objective of this study was to determine the feasibility and preliminary efficacy of a transdiagnostic affect-focused psychodynamic Web-based self-help intervention designed to increase emotional competence of patients with mental disorders.

    METHODS: A total of 82 psychotherapy inpatients with mixed diagnoses were randomized into two groups. Following discharge, the intervention group (IG) got access to a guided version of the intervention for 10 weeks. After a waiting period of 10 weeks, the wait-list control group (WLCG) got access to an unguided version of the intervention. We reported the assessments at the beginning (T0) and at the end of the intervention, resp. the waiting period (T1). The primary outcome was satisfaction with the treatment at T1. Secondary outcome measures included emotional competence, depression, anxiety, and quality of life. Statistical analyses were performed with descriptive statistics (primary outcome) and analysis of covariance; a repeated measurement analysis of variance was used for the secondary outcomes. Effect sizes were calculated using Cohen d and data were analyzed as per protocol, as well as intention-to-treat (ITT).

    RESULTS: Patients were chronically ill, diagnosed with multiple diagnoses, most frequently with depression (84%, 58/69), anxiety (68%, 47/69), personality disorder (38%, 26/69), and depersonalization-derealization disorder (22%, 15/69). A majority of the patients (86%, 36/42) logged into the program, of which 86% (31/36) completed the first unit. Satisfaction with the units mastered was rated as good (52%, 16/31) and very good (26%, 9/31). However, there was a steady decline of participation over the course of the program; only 36% of the participants (13/36) participated throughout the trial completing at least 50% of the sessions. According to the ITT analysis, participants improved statistically significantly and with moderate effect sizes (Cohen d) compared with the WLCG regarding depression (d=0.60), quality of life (d=0.53), and emotional competence (d=0.49). Effects were considerably stronger for the completers with respect to depression (d=1.33), quality of life (d=0.83), emotional competence (d=0.68), and general anxiety (d=0.62).

    CONCLUSIONS: Although overall program satisfaction and benefit of the program were favorable with respect to the indicators of emotional disorders, the rate of completion was low. Our findings point to the need to target the intervention more specifically to the needs and capabilities of participants and to the context of the intervention.

    TRIAL REGISTRATION: Clinicaltrials.gov NCT02671929; https://clinicaltrials.gov/ct2/show/NCT02671929 (Archived by WebCite at http://www.webcitation.org/6ntWg1yWb).

  • 903.
    Ängarne-Lindberg, Teresia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Wadsby, Marie
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Barn- och ungdomspsykiatri. Linköpings universitet, Hälsouniversitetet.
    Psychosocial risk-mothers and their babies: Opinions about interaction treatment2013Inngår i: Child Care in Practice, ISSN 1357-5279, E-ISSN 1476-489X, Vol. 19, nr 1, s. 49-60Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Studies focusing on mothers' own reports of their experience with intervention programmes are rare, so very little has been known about their evaluations of the programmes and what they have learned. The aim of the present study was to use interviews to evaluate these aspects of an intervention programme. The interviews were designed to capture the mothers' memories and thoughts about their experiences and to learn about the knowledge they acquired in a short-term intervention programme. Forty-six mothers identified as being at psychosocial risk were interviewed. The interview materials were analysed using qualitative content analysis. Two categories were identified: emotional context, and knowledge. The material assigned to the second category was further divided into three sub-categories. The study results point to the equal importance of actual knowledge and to the emotional dimension.

  • 904.
    Öberg, Marie
    et al.
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Teknisk audiologi. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Sinnescentrum, Öron- näsa- och halskliniken US.
    Brännström, Jonas
    Lunds Universitet, Lund, Sverige.
    Laplante.Lévesque, Ariane
    Eriksholms Research Centre, Denmark.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Lunner, Thomas
    Eriksholm Research Centre, Denmark.
    Hörselrehabilitering och Internet2012Konferansepaper (Annet vitenskapelig)
  • 905.
    Öberg, Marie
    et al.
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för neuro- och inflammationsvetenskap. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Sinnescentrum, Öron- näsa- och halskliniken US.
    Wänström, Gunilla
    Region Östergötland, Sinnescentrum, Öron- näsa- och halskliniken US.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Lunner, Thomas
    Eriksholm Research Centre, Denmark.
    Behandlingsprocessens betydelse vid hörapparatanpassning2015Konferansepaper (Annet vitenskapelig)
  • 906.
    Östergren, Rickard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Mathematical Learning Disability: Cognitive Conditions, Development and Predictions2013Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the innate number representational system (e.g., ANS), e) multiple deficit hypothesis states that MLD could be related to more than one deficit.

    Three studies examined the connection between cognitive abilities and arithmetic. Study one and three compared different groups of children with or without MLD (or risk of MLD). Study two investigated the connection between early number knowledge, verbal working memory and the development of arithmetic ability.

    The results favoring the multiple deficit hypothesis, more specifically the result indicate that number sense deficit together with working memory functions constitutes risk-factors to the development of MLD in children. A simple developmental model that is based on von Asters and Shalev´s (2007) model and the present results is suggested, in order to understand the development of MLD in children.

    Delarbeid
    1. Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities
    Åpne denne publikasjonen i ny fane eller vindu >>Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities
    2012 (engelsk)Inngår i: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 22, nr 6, s. 701-714Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    The study sought out to extend our knowledge regarding the origin ofmathematical learning disabilities (MLD) in children by testing different hypotheses in the same samples of children. Different aspects of cognitive functions and number processing were assessed in fifth- and sixth-graders (1113 years old) withMLD and compared to controls. The MLD group displayed weaknesses withmost aspects of number processing (e.g., subitizing, symbolic number comparison, number-line estimation) and two cognitive functions (e.g., visualspatial working memory). These findings favor the defective approximate number system (ANS) hypothesis, but do not fit well with the access deficit hypothesis. Support is also provided for the defective object-tracking system (OTS) hypothesis, the domain general cognitive deficit hypothesis and to some extent the defective numerosity-coding hypothesis. The study suggests that MLD might be caused by multiple deficits and not a single core deficit.

    sted, utgiver, år, opplag, sider
    Elsevier, 2012
    Emneord
    Mathematical learning disabilities, Cognitive functions, Number processing, Subitizing, Enumeration
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-77933 (URN)10.1016/j.lindif.2012.05.004 (DOI)000312683900007 ()
    Forskningsfinansiär
    Swedish Research Council, 421-2007-1881
    Tilgjengelig fra: 2012-05-31 Laget: 2012-05-31 Sist oppdatert: 2017-12-07bibliografisk kontrollert
    2. Early number knowledge and cognitive ability affect early arithmetic ability
    Åpne denne publikasjonen i ny fane eller vindu >>Early number knowledge and cognitive ability affect early arithmetic ability
    2013 (engelsk)Inngår i: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 115, nr 3, s. 405-421Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Previous literature suggests that early number knowledge is important for the development of arithmetic calculation ability. The domain-general ability of verbal working memory also has an impact on arithmetic ability. This longitudinal study tested the impact of early number knowledge and verbal working memory on the arithmetic calculation ability of children in preschool (N = 315) and then later in Grade 1 using structural equation modeling. Three models were used to test hypotheses drawn from previous literature. The current study demonstrates that both early number knowledge and the domain-general ability of verbal working memory affect preschool and Grade 1 arithmetic ability. Early number knowledge had a direct impact on the growth of arithmetic ability, whereas verbal working memory had only an indirect effect via number knowledge and preschool arithmetic ability. These results fit well with von Aster and Shalevs developmental model of numerical cognition (Developmental Medicine and Child Neurology, 2007, Vol. 49, pp. 868-873) and highlight the importance of considering arithmetic ability as independent from early number knowledge. Results also emphasize the importance of training early number knowledge before school entry to promote the development of arithmetic ability.

    sted, utgiver, år, opplag, sider
    Elsevier, 2013
    Emneord
    Early number knowledge; Mental number line; Numerical knowledge; Arithmetic calculation; Verbal working memory; Arithmetic development
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-96454 (URN)10.1016/j.jecp.2013.03.007 (DOI)000320740400002 ()
    Tilgjengelig fra: 2013-08-23 Laget: 2013-08-20 Sist oppdatert: 2017-12-06
    3. Cognitive conditions of children at risk of developing mathematical learning disabilities
    Åpne denne publikasjonen i ny fane eller vindu >>Cognitive conditions of children at risk of developing mathematical learning disabilities
    2013 (engelsk)Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Various hypotheses have been advanced regarding the origin of mathematical learning disabilities (MLD). The present study set out to test a number of hypotheses regarding the underlying condition for the development of MLD, namely: the domain general hypothesis, number sense deficit, numerosity coding deficit, access deficit and multiple deficits. These hypotheses were tested on a sample of eight-year-old children that was divided into three groups: MLD (N = 13), typical achievers (TA, N = 57) and high achievers (HA, N = 25) based on a longitudinal approach of stability in performance on arithmetic tests. The development of the three groups was also assessed using data from preschool to grade two. The results revealed support for the hypothesis of multiple deficits that are primarily located in intraparietal sulci (IPS) and manifest themselves as both number sense deficits and deficits in spatial processing. This type of deficit is supported by less developed general abilities in the domains of both phonological ability and nonverbal intelligence, resulting in poorer number knowledge for those children at risk of MLD. The HA group displayed a superior early number knowledge in combination with superior domain general abilities, which support the development of number knowledge.

    Emneord
    Mathematical learning disability, development of arithmetic skills, number knowledge, spatial ability, number sense deficit
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-96798 (URN)
    Tilgjengelig fra: 2013-08-27 Laget: 2013-08-27 Sist oppdatert: 2013-08-27bibliografisk kontrollert
  • 907.
    Östergren, Rickard
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Skagerlund, Kenny
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Träff, Ulf
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Cognitive conditions of children at risk of developing mathematical learning disabilities2013Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Various hypotheses have been advanced regarding the origin of mathematical learning disabilities (MLD). The present study set out to test a number of hypotheses regarding the underlying condition for the development of MLD, namely: the domain general hypothesis, number sense deficit, numerosity coding deficit, access deficit and multiple deficits. These hypotheses were tested on a sample of eight-year-old children that was divided into three groups: MLD (N = 13), typical achievers (TA, N = 57) and high achievers (HA, N = 25) based on a longitudinal approach of stability in performance on arithmetic tests. The development of the three groups was also assessed using data from preschool to grade two. The results revealed support for the hypothesis of multiple deficits that are primarily located in intraparietal sulci (IPS) and manifest themselves as both number sense deficits and deficits in spatial processing. This type of deficit is supported by less developed general abilities in the domains of both phonological ability and nonverbal intelligence, resulting in poorer number knowledge for those children at risk of MLD. The HA group displayed a superior early number knowledge in combination with superior domain general abilities, which support the development of number knowledge.

  • 908.
    Östergren, Rickard
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Träff, Ulf
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Early number knowledge and cognitive ability affect early arithmetic ability2013Inngår i: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 115, nr 3, s. 405-421Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous literature suggests that early number knowledge is important for the development of arithmetic calculation ability. The domain-general ability of verbal working memory also has an impact on arithmetic ability. This longitudinal study tested the impact of early number knowledge and verbal working memory on the arithmetic calculation ability of children in preschool (N = 315) and then later in Grade 1 using structural equation modeling. Three models were used to test hypotheses drawn from previous literature. The current study demonstrates that both early number knowledge and the domain-general ability of verbal working memory affect preschool and Grade 1 arithmetic ability. Early number knowledge had a direct impact on the growth of arithmetic ability, whereas verbal working memory had only an indirect effect via number knowledge and preschool arithmetic ability. These results fit well with von Aster and Shalevs developmental model of numerical cognition (Developmental Medicine and Child Neurology, 2007, Vol. 49, pp. 868-873) and highlight the importance of considering arithmetic ability as independent from early number knowledge. Results also emphasize the importance of training early number knowledge before school entry to promote the development of arithmetic ability.

  • 909.
    Östling, Ann-Katrine
    et al.
    Rehabiliteringsmedicinska klinkken, Sandvikens sjukhus, Landstinget i Gävleborg.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Department of Clinical Neuroscience, Division of Psychiatry, Karolinska Institutet, Stockholm, Sweden.
    Behandling av beteendeproblem2014Inngår i: Klinisk neuropsykologi / [ed] Håkan Nyman och Aniko Bartfai, Lund: Studentlitteratur AB, 2014, 2, s. 411-423Kapittel i bok, del av antologi (Annet vitenskapelig)
16171819 901 - 909 of 909
RefereraExporteraLink til resultatlisten
Permanent link
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  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
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