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  • 1.
    Aafjes-van Doorn, Katie
    et al.
    Adelphi University, NY 21402 USA; University of Oxford, England.
    Lilliengren, Peter
    Stockholm University, Sweden.
    Cooper, Angela
    Dalhousie University, Canada.
    Macdonald, James
    Headington Psychotherapy, England.
    Falkenström, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Uppsala University, Sweden.
    Patients Affective Processes Within Initial Experiential Dynamic Therapy Sessions2017In: Psychotherapy, ISSN 0033-3204, E-ISSN 1939-1536, Vol. 54, no 2, p. 175-183Article in journal (Refereed)
    Abstract [en]

    Research has indicated that patients in-session experience of previously avoided affects may be important for effective psychotherapy. The aim of this study was to investigate patients in-session levels of affect experiencing in relation to their corresponding levels of insight, motivation, and inhibitory affects in initial Experiential Dynamic Therapy (EDT) sessions. Four hundred sixty-six 10-min video segments from 31 initial sessions were rated using the Achievement of Therapeutic Objectives Scale. A series of multilevel growth models, controlling for between-therapist variability, were estimated to predict patients adaptive affect experiencing (Activating Affects) across session segments. In line with our expectations, higher within-person levels of Insight and Motivation related to higher levels of Activating Affects per segment. Contrary to expectations, however, lower levels of Inhibition were not associated with higher levels of Activating Affects. Further, using a time-lagged model, we did not find that the levels of Insight, Motivation, or Inhibition during one session segment predicted Activating Affects in the next, possibly indicating that 10-min segments may be suboptimal for testing temporal relationships in affective processes. Our results suggest that, to intensify patients immediate affect experiencing in initial EDT sessions, therapists should focus on increasing insight into defensive patterns and, in particular, motivation to give them up. Future research should examine the impact of specific inhibitory affects more closely, as well as between-therapist variability in patients in-session adaptive affect experiencing.

  • 2.
    Aagaard, Kirsten
    et al.
    VIA University College, Denmark.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halttunen, Timo
    University of Turku, Finland.
    Hansen, Brian Benjamin
    VIA University College, Denmark.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning2017In: The Learner at the Centre: Validation of Prior Learning strengthens lifelong learning for all / [ed] Ruud Duvekot, Dermot Coughlan and Kirsten Aagaard, Houten/Aarhus: European Centre Valuation of Prior Learning/ VIA University College , 2017, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.

  • 3.
    Aagard Nielsen, Kurt
    et al.
    Roskilde Universitet, Denmark.
    Svensson, Lennart
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Action Research and Interactive Research: Beyond pratice and theory2006Book (Other (popular science, discussion, etc.))
  • 4.
    Aagard Nielsen, Kurt
    et al.
    Roskilde Universitet.
    Svensson, Lennart
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life.
    How to Learn Action Research2006In: Action Research and Interactive Research: beyond practice and theory / [ed] Kurt Aagaard Nielsen and Lennart Svensson, Hamburg: Shaker Verlag , 2006, p. 389-398Chapter in book (Other academic)
  • 5.
    Aarsand, P.A.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Frame switches and identity performances: Alternating between online and offline2008In: Text and Talk, ISSN 1860-7330, Vol. 28, no 2, p. 147-165Article in journal (Refereed)
    Abstract [en]

    This study problematizes activity frames and participation frameworks (Goffman 1981), exploring how students deploy online (MSN Messenger) and offline activity frames in identity performances. One problem in analyzing participation frameworks and particularly notions of subordinate forms, like crossplay, byplay, and sideplay, is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data, which consist of video recordings of computer activities in a seventh-grade classroom. It is shown how MSN (online) identities were invoked in subsequent and intermittent face-to-face interaction, a dialogue that started on MSN would continue in face-to-face interaction, and vice versa. This means that frame switches constituted important features of the students' identity work. Similarly, the students employed nicknames or what are here called tags, that is, textual-visual displays of speaker identities, located in the boundary zone between online and offline activities. In the classroom interactions, there was thus not one dominant activity frame, but rather the activities involved borderwork, and more specifically frame switches and a strategic use of tags. © Walter de Gruyter 2008.

  • 6.
    Abbass, Allan
    et al.
    Dalhousie University, Canada.
    Bernier, Denise
    Dalhousie University, Canada.
    Kisely, Steve
    University of Queensland, Australia.
    Town, Joel
    Dalhousie University, Canada.
    Johansson, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. Dalhousie University, Canada.
    Sustained reduction in health care costs after adjunctive treatment of graded intensive short-term dynamic psychotherapy in patients with psychotic disorders2015In: Psychiatry Research, ISSN 0165-1781, E-ISSN 1872-7123, Vol. 228, no 3, p. 538-543Article in journal (Refereed)
    Abstract [en]

    The aim of this pilot study was to evaluate the changes in symptom severity and long-term health care cost after intensive short-term dynamic psychotherapy (ISTDP) individually tailored and administered to patients with psychotic disorders undergoing standard psychiatric care. Eleven therapists with different levels of expertise delivered an average of 13 one-hour sessions of graded ISTDP to 38 patients with psychotic disorders. Costs for health care services were compiled for a one-year period prior to the start of ISTDP (baseline) along with four one-year periods after termination. Two validated self-report scales, the Brief Symptom Inventory and the Inventory of Interpersonal Problems, were administered at intake and termination of ISTDP. Results revealed that health care cost reductions were significant for the one-year post-treatment period relative to baseline year, for both physician costs and hospital costs, and the reductions were sustained for the follow-up period of four post-treatment years. Furthermore, at treatment termination self-reported symptoms and interpersonal problems were significantly reduced. These preliminary findings suggest that this brief adjunctive psychotherapy may be beneficial and reduce costs in selected patients with psychotic disorders, and that gains are sustained in long-term follow-up. Future research directions are discussed. (C) 2015 Elsevier Ireland Ltd. All rights reserved.

  • 7.
    Abbass, Allan
    et al.
    Dalhousie University, Canada.
    Johansson, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rasic, Daniel
    Dalhousie University, Canada.
    Town, Joel M.
    Dalhousie University, Canada.
    Johansson, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Long-term healthcare cost reduction with Intensive Short-term Dynamic Psychotherapy in a tertiary psychiatric service2015In: Journal of Psychiatric Research, ISSN 0022-3956, E-ISSN 1879-1379, Vol. 64, p. 114-120Article in journal (Refereed)
    Abstract [en]

    Objective: To evaluate whether a mixed population of patients treated with Intensive Short-term Dynamic Psychotherapy (ISTDP) would exhibit reduced healthcare costs in long-term follow-up. Methods: A quasi-experimental design was employed in which data on pre- and post-treatment healthcare cost were compared for all ISTDP cases treated in a tertiary care service over a nine year period. Observed cost changes were compared with those of a control group of patients referred but never treated. Physician and hospital costs were compared to treatment cost estimates and normal population cost figures. Results: 1082 patients were included; 890 treated cases for a broad range of somatic and psychiatric disorders and 192 controls. The treatment averaged 7.3 sessions and measures of symptoms and interpersonal problems significantly improved. The average cost reduction per treated case was $12,628 over 3 follow-up years: this compared favorably with the estimated treatment cost of $708 per patient. Significant differences were seen between groups for follow-up hospital costs. Conclusions: ISTDP in this setting appears to facilitate reductions in healthcare costs, supporting the notion that brief dynamic psychotherapy provided in a tertiary setting can be beneficial to health care systems overall. (C) 2015 Elsevier Ltd. All rights reserved.

  • 8.
    Abdollahi, Farzaneh Zamiri
    et al.
    Univ Social Welf & Rehabil Sci, Iran.
    Ahmadi, Tayebeh
    Univ Social Welf & Rehabil Sci, Iran.
    Manchaiah, Vinaya
    Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research. Lamar Univ, TX 77710 USA; Audiol India, India.
    Lotfi, Yones
    Univ Social Welf & Rehabil Sci, Iran.
    Auditory Brainstem Response Improvements in Hyperbillirubinemic Infants2016In: JOURNAL OF AUDIOLOGY AND OTOLOGY, ISSN 2384-1621, Vol. 20, no 1, p. 13-16Article in journal (Refereed)
    Abstract [en]

    Background and Objectives: Hyperbillirubinemia in infants have been associated with neuronal damage including in the auditory system. Some researchers have suggested that the bilirubin-induced auditory neuronal damages may be temporary and reversible. This study was aimed at investigating the auditory neuropathy and reversibility of auditory abnormalities in hyperbillirubinemic infants. Subjects and Methods: The study participants included 41 full term hyperbilirubinemic infants (mean age 39.24 days) with normal birth weight (3,2003,700 grams) that admitted in hospital for hyperbillirubinemia and 39 normal infants (mean age 35.54 days) without any hyperbillirubinemia or other hearing loss risk factors for ruling out maturational changes. All infants in hyperbilirubinemic group had serum bilirubin level more than 20 milligram per deciliter and undergone one blood exchange transfusion. Hearing evaluation for each infant was conducted twice: the first one after hyperbilirubinemia treatment and before leaving hospital and the second one three months after the first hearing evaluation. Hearing evaluations included transient evoked otoacoustic emission (TEOAE) screening and auditory brainstem response (ABR) threshold tracing. Results: The TEOAE and ABR results of control group and TEOAE results of the hyperbilirubinemic group did not change significantly from the first to the second evaluation. However, the ABR results of the hyperbilirubinemic group improved significantly from the first to the second assessment (p=0.025). Conclusions: The results suggest that the bilirubin induced auditory neuronal damage can be reversible over time so we suggest that infants with hyperbilirubinemia who fail the first hearing tests should be reevaluated after 3 months of treatment.

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  • 9. Order onlineBuy this publication >>
    Abdulla, Afrah
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology, Högskolan Väst, Trollhättan, Sweden.
    Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about newly arrived adult migrants’ meaning making and learning in Swedish society during the two years’ introduction period, after they have received the residence permit. I have specifically studied Arabic speaking adults’ meaning making and learning, by carrying out observations and individual in-depth interviews with 12 migrants. The introduction period consists mainly of three so called introduction measures; the civic orientation course, Swedish for immigrants (SFI), and different work related activities, such as internship at different work places.

    The results show that etablering is about shaping the newly arrived adult migrants into ”good” citizens, through the introduction measures, among other things in the civic orientation course, which is regulated through the policy documents, and which so to say provides meaning to the newly arrived. The “good” citizen has some specific characteristics, which, roughly, are that he or she is independent (and advocates individuality), free, equality thinking, secularized, law-abiding (which includes being honest), responsible, and a “good” parent. These characteristics are expressed in different ways in the civic orientation course, for instance through the course material. The Swedish society is described as something desirable, and different from what is implied to be ”Arabic” values and ways of thinking. The idea of the “good” citizen appears to aim at constructing the adult migrants’ (and their families’) identity, something which many of the study’s respondents make a resistance to.

    As concerns the migrant’s new experiences, it is, for example, those which the migrant get through the contact with the Swedish Public Employment Service (SPES) that affect the meaning making in the new society. The meaning which most of the respondents have made of the SPES’s measures for them is that this authority only offers “prepackaged” solutions, and does not provide the help or support that they need. Also the experiences which the migrant has in the civic orientation course, and the meaning which ”old” migrants give to him or her, play a role when he or she makes meaning of Sweden and Swedes, and of his or her new life situation. Further, it has been shown that it is those experiences that the adult individual has been socialized through, and those which he or she has gained through work or education in his or her country of origin, which affect his or her meaning making in Sweden. It is mostly values which concern child upbringing and religion that lead to a certain understanding and construction of one’s new life. These values, when related to the values which are included in the ”good” citizen idea, also lead to either a resistance or a readiness towards the meaning giving that is embedded in the ”good” citizen notion.

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    Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden
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  • 10.
    Abdulla, Afrah
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Risenfors, Signild
    Högskolan Väst.
    Kursen samhällsorientering för nyanlända: mobilisering och integration för deltagare2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Lisbeth Eriksson, Gunilla Nilsson, Lars A. Svensson, Göteborg: Daidalos, 2013, p. 117-138Chapter in book (Other academic)
  • 11.
    Abela, Charles
    Linköping University, Department of Behavioural Sciences and Learning.
    Understanding the Dynamics of the Employability Agenda in Further Education Colleges in England: New Cross College - A Case Study2008Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study explores the dynamic of what happens within a further education college in order to develop an understanding of the cultures, systems and processes that are used to socially construct meaning around work and employability.  It is an inductive approach and is based on a case study of a further education college in South London.  The case study is analysed through the metaphor of an “extended family” and draws on social learning theory which is predicated on meaning and identity being created through social interaction (Wenger, 1998).  What has become apparent from being immersed within that extended family of the College, from interviews with staff and students, interacting in social activities, observing classes and reviewing many of its artefacts is perhaps an unremarkable conclusion.  The work of the family is not primarily about imparting a given set of skills (although that plays an important part) but in the formation of identity: “because learning transforms who we are and what we can do, it is an experience of identity” (Wenger, 1998, p. 215).  A major task for the College is to build self belief in developing the identity of learners and assist them to make new meaning so that they can transact effectively in economic life.  To the extent that one can examine and comprehend the organisational DNA of a further education college there are markers here, genes if you will, that can be passed across generations of learners that adapt and shift to survive in life beyond the boundaries of this community.  This study constructs a narrative around that research experience to respond to that primary research question about how the dynamics of the employability operate within a college.  The answer is partial, limited and perhaps only grabs at a corner of what is really going on within the College.  With those caveats and disclaimers what follows is the story of how a discourse takes root and flourishes within a learning community.  It points to the need to re-set the relationship between FE colleges and government to promote greater coherence between policy and practice.

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    Understanding the Dynamics of the Employability Agenda in Further Education Colleges in England
  • 12.
    Abrahamsson, Kenneth
    et al.
    Department of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.
    Abrahamsson, LenaDepartment of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.Björkman, TorstenDepartment of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.Ellström, Per-ErikLinköping University, HELIX Vinn Excellence Centre. 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.Johansson, JanDepartment of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.
    Utbildning, kompetens och arbete2002Collection (editor) (Other academic)
    Abstract [sv]

    Syftet med denna bok är att ge en översiktsbild av forskning om samspelet mellan utbildning, yrkesverksamhet och lärande. Avsikten är också att överbrygga klyftan mellan en i huvudsak utbildningsinriktad forskning och en forskning med tonvikt på lärande, utveckling och förändring. Fokus är kompetensförsörjningen till och inom arbetslivet. Uppmärksamhet ägnas även överutbildning och underlärande, dvs. den klassiska frågan om matchning mellan utbud och efterfrågan. Innehållet belyser även yrkesbegreppet och hur kvalifikationskraven ändras eller är stabila över tid i olika verksamheter samt villkoren för lärande på arbetsplatsen.

    Förutom en översikt av aktuell svensk forskning syftar boken till att skapa underlag för policyutveckling och konkreta insatser när det gäller villkoren för kompetensförsörjning och lärande i arbetslivet. Boken riktar sig till utbildningar i högskolan i allmänhet och lärarutbildningar i synnerhet med syfte att skapa ökad insikt om hur kunskap utvecklas och nyttiggörs i utbildning och arbetsliv. En annan målgrupp är politiker, utbildningsplanerare och företrädare för arbetsmarknadspolitik och arbetsmarknadens parter med intresse för hur utbildning, arbetsmarknad och välfärd utvecklas i Sverige.

  • 13.
    Abrahamsson, Nina Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Sandström, Anna
    Linköping University, Department of Behavioural Sciences and Learning.
    "Jag känner mig ju hel med extra tillagt liksom": En diskursanalytisk intervjustudie med personer som kan kategoriseras som mixed race i dagens Sverige2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Kritiska mixed race-studier är ett forskningsområde som internationellt växer sig allt större, men i en svensk kontext saknas forskning på personer som klassificeras som mixed race. I denna studie har tretton personer intervjuats med syfte att se hur de talade om sitt identitetsskapande i förhållande till sin blandade identitet samt om omgivningens bemötande. För att analysera materialet användes Foucauldiansk diskursanalys som metod.

    Resultatet visar att deltagarna på varierande sätt konceptualiserar vad den blandade identiteten innebär och om eller hur den har betydelse för dem. De diskurser som var tillgängliga för deltagarna när de talade om sin blandade identitet, var diskurser kring kultur, etnicitet, nationalitet, ras och svenskhet. Den blandade identiteten konceptualiserades som något en får genom tillgång till flera kulturer eller genom blodsband samt som kroppsliga markörer. Hur deltagarna förhållit sig till den beskrivs ha varierat under deras liv liksom i olika kontexter. Deltagarna förhåller sig till att benämnas halv: vissa använder själva detta som beskrivande benämning medan andra tar avstånd från den och beskriver sig som hela, dubbla och trippel.

    Deltagarna beskriver hur deras svenskhet ifrågasätts och hur de på olika sätt förhandlar om sin tillgång till den. Det framställs hur de ofta ställs inför frågan ”var kommer du ifrån, egentligen?”. Vissa framställer praktiker som lättare ska låta dem klassas som svensk/vit, alternativt gör motstånd mot att klassas som detta. Ytterligare framförs hur deras utseende låter dem uppfattas som tillhörande gruppen invandrare, och att detta ibland kan ge fördelar. Slutligen beskrivs även rasifierande praktiker som sker i en skärningspunkt mellan ras och kön. Deltagare som identifierar sig som kvinnor beskriver hur de översexualiseras och hur deras utseende exotifieras medan de som kategoriseras som män talar om hur de misstänkliggörs. I vårt resultat blir det tydligt att ras som en socialt konstruerad kategori påverkar individers erfarenheter och villkor i dagens Sverige.

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  • 14.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    "Becoming" a professional :: an interdisciplinary analysis of professional learning2011Book (Refereed)
    Abstract [en]

    ‘Becoming’ is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of ‘becoming’, as well as the arguments in the book are intended to encourage professionals—and those engaged in their education—to reflect on what it means to be a ‘professional’ in the twenty-first century, an era dominated by the discourses of globalisation, ‘new mangerialism’, multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic ‘public-service’ principle, are no longer tenable.

    The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual’s professional identity through formal education, workplace interactions and popular culture. It advocates the ‘ongoing’ modality of developing a professional self throughout one’s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional.

  • 15.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Learning Physiotherapy: Physiotherapy students' ways of experiencing the patient encounter1998In: Physiotherapy Research International, ISSN 1358-2267, E-ISSN 1471-2865, Vol. 36, no 4, p. 257-273Article in journal (Refereed)
    Abstract [en]

    Background and PurposeThe aim of this paper was to describe and analyse the impact of formal education and professional experience on physiotherapy students' ways of experiencing interaction within a patient encounter.MethodTwo groups of physiotherapy students were interviewed on two occasions; during the second and last term of their formal education programme, and during the last term and after 18 months' professional experience. Data were subjected to a qualitative analysis. Changes in conceptions between the two interview occasions were described quantitatively.ResultsSubjects' ways of experiencing interaction within a patient encounter could be described in four main categories: Mutuality; Technicalism; Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes involved in the encounter, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred one.ConclusionsThe results show a trend as regards direction of change in conceptions from separated to integrated perspectives on the communicative and problem-solving processes after the formal education programme. After 18 months' professional practice the Mutuality category dominated.

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  • 16.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Course objectives and students' study strategies in computer engineering, psychology and physiotherapy2000In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 28, no 4, p. 309-329Article in journal (Refereed)
    Abstract [en]

    The central theme of the investigation concerns the role of course objectives in relation to students' study strategies in problem-based learning (PBL). The results comprise data from three different PBL programmes at Link÷pings Universitet, a Bachelor's programme in physiotherapy, a Master's programme in psychology, and a Master's programme in Computer Engineering, respectively. In all three programmes, the faculty provides course objectives with the intention that these should function as a supportive structure and guide for the students' independent studies. The results show that the objectives were used differently in the different programmes, as an integrated tool in the learning process, as an administrative schedule or as a retroactive checklist, respectively. The students' use of the course objectives in the learning process varied according to how the objectives were formulated and conceived. The relationship between the format of objectives provided by the faculty and how students deal with them in the learning process could also denote fragments of the different educational cultures within the three programmes and how the meaning of problem-based learning is interpreted.

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  • 17.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Portraits of PBL: The Differential Impact of Assessment on Students' Approaches to Learning in Psychology, Computer Engineering, and PhysiotherapyManuscript (preprint) (Other academic)
    Abstract [en]

    The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe the impact of assessment on students' approaches to learning in the three programmes. The PBL programmes are a Master's programme in Psychology, Master's programme in Computer Engineering, and a Bachelor's programme in Physiotherapy. Data were gathered through semi-structured interviews, which were transcribed and analysed qualitatively. The results reveal both an idiosyncratic and a common pattern of categories describing the students’ approaches to learning. The idiosyncratic categories Confronting of perspectives, Reaching consensus, and Clinical reasoning appear to reflect fragments of the kinds of knowledge that are valued and sought-after within Psychology, Computer Engineering and Physiotherapy, respectively. The categories Reflecting, Memorising and Tactical planning appear across all three programmes, portraying deep as well as surface and strategic approaches to learning.

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    Portraits of PBL: The Differential Impact of Assessment on Students' Approaches to Learning in Psychology, Computer Engineering, and Physiotherapy
  • 18.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Portraits of problembased learning: a cross faculty comparison of students' experiences2010Book (Refereed)
    Abstract [en]

    This book compares university students'experiences of problem-based learning in three professional educational programmes; Psychology, Engineering and Physiotherapy. Twenty students from each of the programmes were interviewed and the transcriptions subsequently subjeced to a qualitative analysis.The ways the different groups of students perceive of the characteristics of the pedagogical approach, the meaning and function of course objectives and their accounts of the varying approaches to studying in relation to course examinations, provide three distinct portraits of problem-based learning. The book suggests that the differences in how students perceive of the pedagogical approach reflect different perspectives of knowledge and learning embedded in their respective professional discipline. The book is challenging university teachers intending to implement problem-based learning in their courses to reflect on how their own epistemological standpoints impact on their views on learning and teaching.

  • 19.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Torget, Kliniken och Meritagenturen: Didaktik för vuxna i praktiken2008 (ed. 1)Book (Other academic)
    Abstract [en]

    Human resources are the social capital of a firm or business, based on trust as well as on expertise, values, and cultural diversity. This calls for cross-cultural knowledge — an understanding of gender issues and individual differences in the social capital of the firm and society. The dialogue between women entrepreneurship and social capital theory/ research strengthens the fragmented voice of women entrepreneurship, providing the landscape for women entrepreneurs as creators of, and created by, social capital. It indicates how women entrepreneurs appear to have a special position in forming, developing, and reorganizing the social capital in the business world. This book explores social capital in the multiple relationships between gender, management, and entrepreneurship. Twenty-six researchers, representing a variety of disciplines from different parts of the world, provide findings on diverse aspects of the dialogue between women entrepreneurship and social capital. As a consequence, the central concepts — social capital, entrepreneurship, and gender — are given a variety of meanings. Women entrepreneurs and business owners — regardless of their cultural context, branch, and education — provide interesting ideas to the global debate on equality and social capital.

  • 20.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Bjuremark, Anna
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Reshaping doctoral education :: international approaches and pedagogies2012Book (Refereed)
    Abstract [en]

    The number of doctorates being awarded around the world has almost doubled over the last ten years. The authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education & the shape of change in this arena.

  • 21.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Health Sciences.
    Bjuremark, Anna
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning.
    The seminar enacted doctoral pedagogy2012In: Reshaping doctoral education: international approaches and pedagogies / [ed] Alison Lee, Susan Danby, London: Routledge, 2012, Vol. Sidorna 56-68, p. 56-68Chapter in book (Other academic)
    Abstract [en]

    The focus of this chapter is the seminar, constructed as a critical element of doctoral education. The seminar has a long history as a teaching form in the university and has played different roles in different times and context.

  • 22.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Carlsson, IrmaLinköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lärande på vuxnas vis - Vetenskap och beprövad erfarenhet2009Collection (editor) (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 23.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Foreman, Dawn
    Curtin University, Perth, Australia.
    Emerging criteria for assessment of interprofessional conference. Straddling the contexts of professional education and clinical practice2011Conference paper (Other academic)
  • 24.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Medical Pedagogics. Linköping University, Faculty of Health Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Learning professional practice through education2012In: Practice, Learning and Change: Practice-theory perspectives on professional learning. / [ed] Paul Hager, Ann Reich & Alison Lee, Dordrecht: Springer Publishing Company, 2012, 1, p. 183-197Chapter in book (Other academic)
    Abstract [en]

    In this chapter we discuss a case of professional learning in higher education with a particular focus on health care. We focus in particular on what aspects of professional education become visible if we shift our viewpoint from a cognitive learning perspective on professional education, to a practice theory perspective, viewing this case of professional education as a practice, or a set of practices, in itself. Introducing a practice theory perspective on pedagogy on professional health care education might allow a new gaze on a field that for a long time been has been dominated by cognitive discourses about how to improve students’ learning. We focus on how the socio-materiality of professional practice is realised within the curriculum of the professional programs through three cycles, the courses Health, Ethics and Learning, part 1 and 2, and the Student Training Ward. We show how the relations between different sets of actors are connected, both as important mediating conditions through broader societal discourses, national legislation, local institution and organisation, as well as in terms of how every day educational practice is enacted. The chapter highlights the need for serious consideration of how to use the material arrangements in the educational setting to enable a collaborative practice to unfold.

  • 25.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Dyrdal Solbrekke, Tone
    Oslo universitet, Norway.
    Karseth, Berit
    Oslo Universitet, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    From university to professional practice: students as journeymen between cultures of education and work2014In: International handbook of research in professional and practice-based learning / [ed] Stephen Billett, Christian Harteis, Hans Gruber, Dordrecht: Springer Netherlands, 2014, 1, p. 461-484Chapter in book (Refereed)
    Abstract [en]

    The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.

  • 26.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Grosjean, Garnet
    University of British Columbia, Vancouver, Canada.
    Lee, Alison
    University of Technology, Sydney, Australia.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    The graduate school in the sky: emerging pedagogies for an international network for doctoral education and research2011In: Reshaping doctoral education: international approaches and pedagogies / [ed] Alison Lee, Susan Danby, London: Routledge , 2011, 1, p. 173-186Chapter in book (Refereed)
    Abstract [en]

    A brief narrative description of the journal article, document, or resource.The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: (1) the changing nature of doctoral education; (2) the need for systematic and principled accounts of doctoral pedagogies; (3) the importance of disciplinary specificity; (4) the relationship between pedagogy and knowledge generation; and (5) issues of transdisciplinarity. "Reshaping Doctoral Education" provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. After an introduction, this book is divided into three parts. Part I, Old Basics/New Basics?, contains the following: (2) Framing Doctoral Pedagogy As Design and Action, Susan Danby and Alison Lee; (3) Writing as Craft and Practice in the Doctoral Curriculum (Claire Aitchison and Anthony Pare); (4) Learning from the Literature: Some Pedagogies (David Boote); (5) "Team" Supervision: New Positionings in Doctoral Education Pedagogies (Catherine Manathunga); (6) The Seminar as Enacted Doctoral Pedagogy (Madeleine Abrandt Dahlgren and Anna Bjuremark); (7) Taking a Break: Doctoral Summer Schools as Transformative Pedagogies (Miriam Zukas and Linda Lundgaard Andersen); and (8) "What's Going on Here?" The Pedagogy of a Data Analysis Session (Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and Members The Transcript Analysis Group (Tag)). Part II, Disciplinary and Transdisciplinary Pedagogies, contains the following: (9) Designing (In) the PhD in Architecture: Knowledge, Discipline, Pedagogy (Charles Rice and Linda Matthews); (10) Pedagogies for Creativity in Science Doctorates (Liezel Frick); (11) Creative Tensions: Negotiating the Multiple Dimensions of a Transdisciplinary Doctorate (Juliet Willetts, Cynthia Mitchell, Ku mi Absurdity and Dena Fame; (12) Cognitive Apprenticeship: The Making of a Scientist (Barbara J. Gabey's and Alina Bletch); and (13) Pedagogies of Industry Partnership (Barbara Adkins, Jennifer Summer ville, Susan Dan by and Judy Matthews). Part III, Inter-National and Intercultural Pedagogical Spaces, contains the following: (14) The Graduate School in the Sky: Emerging Pedagogies for An International Network for Doctoral Education and Research (Madeleine Brandt-Walgreen, Sofia Nostrum, Garnet Grossman and Alison Lee); (15) Ignorance and Pedagogies of Generative Equality: Internationalizing Australian Doctoral Education Programs and Pedagogies through Engaging Chinese Theoretical Tools (Michael Sing and Fang Chen); and (16) Expanding Pedagogical Boundaries: Indigenous Students Undertaking Doctoral Education (Liz McKinley and Barbara Grant). [Foreword by Erica McWilliam.]

  • 27.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, MariaLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Conference proceedings (editor) (Other academic)
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    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 28.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Professional practice, education and learning: A sociomaterial perspective2018In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 239-241Article in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 29.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Learning for professional life: Student teachers’ and graduated teachers’views of learning, responsibility and collaboration2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 8, p. 991-999Article in journal (Refereed)
    Abstract [en]

    The focus of this study is on how final-semester students and newly-graduated teachers experience theformal objectives of teacher education, with a particular view of the concepts of learning, responsibilityand collaboration. The ways of experiencing these concepts varied from conceptions in which only onedimension is discerned from in the student teachers group to conceptions in which several dimensions ofthe phenomena are discerned in the graduate teachers group.

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  • 30.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Prepared for the social dimension of teaching for sustainable development? - Student teachers' and teachers' views on learning, responsibility and collaboration in relation to education and professional work2008In: AARE 2008 International Education Conference,2008, 2008Conference paper (Other academic)
  • 31.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Johansson, Kristina
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering2006In: Studies in Higher Education, ISSN 0307-5079, Vol. 31, no 5, p. 569-586Article in journal (Refereed)
    Abstract [en]

    This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master's programmes at Linkping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as senior students and later as novice workers with 18 months of work experience; (ii) identify features of discourses of knowledge and competence operating in the programmes and working life; and (iii) to relate the results to differences in the way the programmes are designed. The results indicate that the psychology programme prepares for working life in a rational way, that is, the generic skills and substantive knowledge acquired seem to correspond to the demands of professional work. The other programmes stand out as preparing for working life either by providing generic skills that need to be transformed in professional work, or by containing elements that mainly play a ritual role rather than corresponding to the demands of working life.

  • 32.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Mendel, Maria
    Dyrdal Solbrekke, Tone
    Cackowska, Malgorszata
    Struzunska, Ania
    Structural and cultural conditions of higher education2010In: Students as Journeymen Between Cultures of Higher Education and Work: A longitudinal European Study of the Transition from Higher Education to Work Life / [ed] Lars Owe Dahlgren, Saarbrücken, Germany: Lambert Academic Publishing, 2010Chapter in book (Other academic)
    Abstract [en]

    The book reports on a longitudinal European resesrch project aiming at understanding how the transition between higher education and work life is experienced by the students. Informants are selected from a variety of study programs such as Psychology, Political science, Engineering and Law. The students are interviewed at the end of their studies and later after about one and a half year of work life experience. The aim is to describe and understand in what ways the studies have prepared the students for work life. The results indicate great differences between programs and also between the participating universities located in Sweden, Norway, Poland and Germany.

  • 33.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Petocz, Peter
    Macquarie University, Sydney.
    Learning for the professions: Lessons from linking international research projects2008In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 56, no 2, p. 129-148Article in journal (Refereed)
    Abstract [en]

    At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students' future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation. © 2007 Springer Science + Business Media B.V.

  • 34.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Rystedt, HansDepartment of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.Felländer-Tsai, LiDepartment of Clinical Science, Intervention and Technology (CLINTEC) Division of Orthopedics and Biotechnology, Karolinska Institutet, Stockholm, Sweden.Nyström, SofiaLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Simulation in Health Care: Materiality, Embodiment, Interaction2019Collection (editor) (Refereed)
    Abstract [en]

    Series editors abstract:

    A key goal of this book series is to contribute to discussions about and processes for improving the enactment of occupational capacities through professional practice- based experiences. A related goal is associated with understanding and enhancing the contributions that different kinds of experiences can make to the formation and continuity of those occupational practices. The volumes in this series have contrib- uted a range of perspectives, approaches and outcomes to these discussions. This volume continues that tradition through considerations of how simulation-based activities can contribute to enhancing occupational practices in which working and learning progresses inter- and intra-professionally within healthcare settings. The procedural concern here is to enhance patient safety through improving the quality of collaborative working and learning by healthcare workers. The conceptual concern here is to understand how such working and learning can be understood more fully as a process of interdependence amongst practitioners, and how such co- working and learning progresses, in what ways and for what outcomes. Added here are the ways in which technology comes to mediate and support that process. Perhaps only through such considerations, focused empirical work and detailed analysis will our understanding of human capacities, their enactment and evaluation transcend from either wholly individualised or wholly socialised accounts.

    The sections comprising this book are drawn from a large collaborative study hosted by three institutions that have longer and solid traditions of making contribu- tions to understanding the development of professional capacities through interpro- fessional practices (i.e. Linkoping), dedicated focuses on improving healthcare practices (Karolinska) and the use of technology in working and learning (Gothenburg). These collaborations have been informed and enriched by contribu- tors from other institutions who bring explanatory concepts. The attempt to utilise, accommodate and optimise these different contributions is exercised within the organisation of the sections of the book and chapters within it, highlighted by a process of dual considerations and separate commentaries. Each of these sections provides an overview, statements about procedural matters (e.g. how to conduct inquiries or how to analyse data), proposing and advancing particular explanatory accounts, and also offering perspectives on how educational or work practice might be enhanced. This structuring is particularly helpful as it provides focused consid- erations of particular phenomena (e.g. team-based approaches to simulation, use of video recordings, doing simulations) through description, analysis and commentary.

    In these ways, this volume offers contributions to discussions about the goals for, processes of and outcomes of professional and practice-based learning in a manner that is highly consistent with the ambitions of this book series.

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  • 35.
    Adamovic, Dragan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lärarkontroll eller elevers självkontroll: En studie om vilken ledarstil gymnasieelever föredrar i klassrummet2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ledarstilar i klassrummet kan rangordnas på ett kontrollkontinuum med hög grad av lärarkontroll i den ena ändenoch hög grad av elevers självkontroll i den andra änden. Syftet med studien var att undersöka vilken ledarstil gymnasieelever på ett naturvetenskapsprogram föredrar i klassrummet. En enkätundersökning har genomförts med 31 elever i årskurs 1 och 24 elever i årskurs 3. Undersökningen visar att en majoritet av gymnasieleverna föredrar ledarstilar som präglas av lärarkontroll. Undersökningen visar också att eleverna överlag vill vara delaktiga i planeringen av undervisningen och bedömningen av kunskaper. Dock är de flesta av eleverna överens om att läraren är den som skapar och bibehåller ordningen i klassrummet. En möjlig förklaring till iakttagelsen är att eleverna vill utöva ett inflytande i klassrummet men saknar de färdigheter som krävs. En annan förklaring är att de är skeptiska till ett inflytande eftersom de inte vill riskera att bli dömda av klasskompisar eller läraren för sina åsikter och värderingar.I jämförelsen mellan elever i årskurs 1 och årskurs 3, föredrar de äldre eleverna i större utsträckning lärarkontroll i klassrummet. I jämförelsen mellan meritvärdesgrupper, föredrar de högpresterande eleverna i större utsträckning lärarkontroll i klassrummet än de låg och mellanpresterande. En trolig förklaring är att de äldre eleverna och de högpresterande eleverna inte vill ta det inflytande och ansvar som erbjuds eftersom det är både energikrävande och tar för mycket tid av den viktiga ämnesundervisningen.

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  • 36.
    Adborn, Elin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares yrkesetik.: En litteraturstudie.2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka hur läraretik definieras, motiveras och förvärvas enligt yrkesetisk litteratur för lärare och lärarstudenter. Förhoppningen är att undersökningen ska bidra till att ge kunskap om den etiska dimensionen i lärares arbete och om den kompetens lärare behöver för att kunna hantera etiska konflikter i skolans vardag.

    Uppsatsen är en kvalitativ textanalys av tre böcker om yrkesetik som används på lärarprogrammen i Sverige. Böckerna är:

    • Läraren i etikens motljus av Trygve Bergem, professor i pedagogik.

    • Lärares yrkesetik av Roger Fjellström, docent i praktisk filosofi.

    • Den värdefulla praktiken av Kennert Orlenius, fil.dr. i pedagogik och Airi Bigsten, förskollärare och

      doktorand i pedagogik.

      Böckerna analyseras utifrån följande frågor:

    • Varför finns det yrkesetik för lärare?

    • Vad innefattar lärares yrkesetik?

    • För vem är yrkesetiken bra?

    • Hur förvärvas/utvecklas yrkesetiken?

      Undersökningen visar att:

      • Skolan består av en etisk/moralisk dimension inför vilken läraren behöver god

        handlingsberedskap.

      • Introduktionen av yrkesetik bör ske under lärarutbildningen, vilket ökar möjligheten för läraren att

        tidigt utveckla sin etiska kompetens.

      • Yrkesetiken är viktig för att yrket skall ses som en profession. 

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  • 37.
    Adeback, Petra
    et al.
    Karolinska Institute, Sweden.
    Schulman, Abbe
    Karolinska Institute, Sweden.
    Nilsson, Doris
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Child and Adolescent Psychiatry in Linköping. Karolinska Institute, Sweden.
    Children exposed to a natural disaster: psychological consequences eight years after 2004 tsunami2018In: Nordic Journal of Psychiatry, ISSN 0803-9488, E-ISSN 1502-4725, Vol. 72, no 1, p. 75-81Article, review/survey (Refereed)
    Abstract [en]

    Background: There is a need for studies that follow up children and adolescents for many years post disaster since earlier studies have shown that exposure during natural disasters constitutes a risk factor for poor psychological health.Aims: The main aim was to examine whether there was an association between severity of exposures during a natural disaster experienced in childhood or adolescence and posttraumatic stress symptoms, psychological distress, self-rated health, diagnosis of depression, anxiety or worry, thoughts about or attempted suicide, physical symptoms or daily functioning eight years later in young adulthood. A second aim was to compare psychological distress and self-rated health of exposed young adults with a matched population-based sample.Method: Young adults, who experienced the 2004 tsunami as children between 10 and 15 years of age, responded to a questionnaire eight years post disaster. The results were compared to a matched population sample.Results: The results showed that the likelihood for negative psychological outcomes was higher for those who had been exposed to several types of exposures during this natural disaster.Conclusions: The negative psychological impact on children and adolescents can still be present eight years post-disaster and seems to have association with the type of exposure; loss, physical presence and subjective experience. It is important for clinicians, who meet young adults seeking help, to be conscious about the impact as long as eight years post disaster and to be aware of possible clinical implications associated with severity of exposures.

  • 38.
    Adebäck, Petra
    et al.
    Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
    Lundh, Lena
    Academic Primary Health Care Centre, Region Stockholm, Sweden.
    Nilsson, Doris
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Children or adolescents who lost someone close during the Southeast Asia tsunami 2004 – The life as young2022In: Brain and Behavior, E-ISSN 2162-3279, Vol. 12, no 5, article id e2563Article in journal (Refereed)
    Abstract [en]

    Introduction: To lose a person close suddenly, during childhood or adolescence, can be devastating. Many children or adolescents experienced the 2004 Indonesian tsunami when they were between 10- and 15-years-old. This study, from Stockholm, Sweden, describes the long-term effects of loss, eight- or nine-years post disaster, in young adulthood.

    Method: A mixed-method approach was used including statistical analyses (n = 210) and interpretative phenomenological analysis (IPA).

    Results: It was shown that there was a significant difference between bereaved (n=34) and nonbereaved (n = 176) respondents concerning, psychological distress, posttraumatic stress symptoms, and self-rated health. Three themes were found by using the IPA approach (n=9): Living in traumas, carrying heavy baggage, and living with change.

    Conclusion: The respondents described personal feelings of grief that are not expressed in their outward appearance or behavior in their daily living. When meeting young adults that have lost someone close in childhood or adolescence, this is important to have in mind.

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  • 39.
    Adebäck, Petra
    et al.
    Division of Family Medicine and Primary Care, Karolinska Institute, Huddinge, Sweden.
    Lundh, Lena
    Division of Family Medicine and Primary Care, Academic Primary Health Care Center, Karolinska Institute, Region Stockholm, Sweden.
    Nilsson, Doris
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Late Reminders Nine Years Post Disaster in Adults Who As Children or Adolescents Were Exposed to the 2004 Southeast Asian Tsunami2022In: Child Care in Practice, ISSN 1357-5279, E-ISSN 1476-489X, Vol. 28, no 3, p. 290-304Article in journal (Refereed)
    Abstract [en]

    Objective: The main aim of this study was to determine if young adults, who as children and adolescents were heavily exposed to the 2004 tsunami in Southeast Asia, had late reminders of this disaster nine years post disaster and, if so, how they handled these late reminders.

    Method: The subjects who had been exposed when they were between 10 and 15 years old were interviewed nine years post disaster when they had reached adulthood.

    Results: All those interviewed stated that they had experienced different late reminders of the 2004 tsunami even nine years later. They said that they could plan in advance or deal with late reminders should they occur. Two types of reminders were identified, one type designated as external and the other as internal. The interview subjects described how they had handled these reminders by striving for balance by thinking, talking, letting feelings out, doing something else or by avoiding.

    Conclusions: These young adults strived to find a balance between their function as adults in society and continued effects from the 2004 tsunami. A person, even if not affected functionally, can be affected in different ways in adulthood by the natural disaster they had experienced during childhood or adolescence. This is something important for anyone to think about when he or she meets persons who have been heavily exposed to a natural disaster many years earlier.

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  • 40. Adebäck, Petra
    et al.
    Nilsson, Doris
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Child and Adolescent Psychiatry in Linköping.
    Social Support for Exposed Children and Adolescents Who Experienced the 2004 Indian Ocean Tsunami - Associations with Psychological Health in Young Adulthood2019In: Journal of Health science and Education, Vol. 3, no 6, p. 1-10Article in journal (Refereed)
    Abstract [en]

    Background: Lack of social support is a risk factor for negative psychological outcomes post disaster. However, we do not know if this is the case after many years.

    Aim: The aim was to examine the association between remembered social support directly after the 2004 tsunami or social support eight years post disaster and psychological distress, posttraumatic stress symptoms, self-rated health, worry or anxiety and suicide ideation in 2012 for exposed children and adolescents.

    Subjects and Methods: A questionnaire was distributed to young adults who experienced the tsunami when they were 10-15 years of age. The questionnaire included Crises Support Scale, General Health Questionnaire, Impact of Events Scale Revised and questions of Worry and Anxiety, Self-rated Health, and Suicidal ideation and questions specially made.

    Results: Low levels of perceived social support given in 2004 or 2012 were associated with higher levels of psychological distress, additional posttraumatic stress symptoms, low self-rated health, more worry or anxiety and more suicidal ideation in 2012.

    Conclusion: The results show that providing social support for children and adolescents who have experienced a disaster create better psychological health many years later

  • 41.
    Adegren, Anna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Aidanpää, Ingela
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Att mäta avkodning: En jämförande undersökning av olika testers användbarhet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utifrån teorier om läsutveckling och språkets nivåer jämför vi olika avkodningstester som används i skolan. Syftet är att undersöka olika testers användbarhet gällande mätning av elevers avkodningsförmåga i årskurs 1. Fyrtioåtta elever delades upp i två grupper om 24 elever i varje grupp. Data samlades in i form av elevers poäng på tio olika deltester som mäter avkodning. En statistisk analys visade att de standardiserade testerna LegiLexi, LäSt och OLAF korrelerar högt med varandra och lärarskattningar. Dessa kan identifiera elever i risk för lässvårigheter samt fånga upp hela spridningen av avkodningsförmåga både i gruppen adekvata läsare och gruppen elever i risk för att utveckla lässvårigheter. LäsEttan och Skolverkets bedömningsstöd korrelerar lågt med andra tester och lärarskattning och uppvisar på grund av höga takeffekter och tveksam träffsäkerhet/sensitivitet en begränsad förmåga att identifiera elever i risk för lässvårigheter eller elever med adekvat läsförmåga. Vissa delar av bedömningsstödet är inte bättre än slumpen på att identifiera elever i risk för lässvårigheter. Vår rekommendation är att dessa två test bör kompletteras med andra avkodningstest med bättre psykometriska egenskaper.

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  • 42.
    Adelswärd, Viveka
    et al.
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    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.
    Evaldsson, Ann-Carita
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Den väsentliga vardagen2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 9-12Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander 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.

  • 43.
    Adolfsson, Sanna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Söderberg, Mimmi
    Linköping University, Department of Behavioural Sciences and Learning.
    Pratiga föräldrar och babblande barn: En analys av föräldrars mental-state-talk och sambandet med tvååriga barns språkutveckling2020Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Föräldrar pratar olika med sina barn och ett sätt att prata på är med mental-state-talk vilket har visats främja barns utveckling på olika sätt. Föreliggande studie syftade till att beskriva föräldrars mental-state-talk och analysera sambandet med barns språkutveckling samt mängden tid ägnad åt läsning för barnet i hemmet. För att undersöka detta transkriberades inspelade filmer där föräldrar (N=78) narrativt berättade en saga från en bilderbok för sina barn i tvåårsåldern. Utifrån transkriptionerna räknades totalt antal ord och föräldrarnas mental-state-talk kodades och analyserades. Det korrelerades sedan med barnens språkutveckling utifrån ordförråd, pragmatik och grammatik mätt med The Swedish Early Communicative Development Inventory - Words and Sentences (SECDI-w&s).

    Resultatet visade att föräldrarna pratade mest om kognitiva mentala tillstånd och riktade flest ord om mentala tillstånd till karaktärer i boken. Inga signifikanta skillnader hittades mellan mammor och pappor. Resultaten visade positiva signifikanta samband mellan föräldrarnas mental-state-talk och barnens ordförråd och grammatik, men ingen signifikant korrelation med barnens pragmatik. Föräldrarnas totala mängd ord hade endast ett positivt samband med barnens grammatik. Föräldrarnas mental-state-talk korrelerade inte signifikant med mängden tid som ägnades åt läsning för barnet i hemmet. Resultaten tyder på att det är sättet som föräldrar pratar på, om de pratar mycket om mentala tillstånd, snarare än hur mycket de pratarsom har samband med barns språkutveckling.

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  • 44.
    Agelin, Sebastian
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Rörlig bild för lärande: Läraresintentionerochvillkorföratteleverskagörafilmiskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete handlar om hur lärare kan uppfatta hur elever inom grundskolan lär och vad de kan lära genom att göra egna filmer. Arbetet beskriver lärares syften med att låta elever skapa film i skolan och vad som krävs av lärare och elever för att arbetet ska fungera och svara upp mot läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Undersökningen består dels av en litteratursökning och dels resultatet från en kvalitativ intervju av lärare. Lärarna som intervjuats berättar att det är ett arbetssätt som fungerar mycket bra för dem. Eleverna är ofta väl motiverade och många skolämnen kan integreras. Dock kan inte all undervisning ske på detta sätt eftersom arbetet tar mycket tid och kan orsaka stress. En del av arbetet sker dessutom på lärarnas egen fritid. Elever lär sig att skapa berättelser som kan filmatiseras. Det finns även intention om att elever som arbetar med film genom sina erfarenheter att berätta och få fram sitt budskap ska kunna bli mer kritiska gentemot det mediala utbudet.

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  • 45.
    Agnebrink, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Liljegren, Kristina
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Flerspråkighet och läs- och skrivsvårigheter: Framgångsfaktorer för upptäckt och kartläggning av läs- och skrivsvårigheter hos flerspråkiga elever i åk 1-32019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Idag har ca 20% av alla elever i grundskolan annat modersmål än svenska. Resultat från PISA-undersökningar visar att läsförståelseförmågan hos elever med utländsk bakgrund är lägre än hos elever med svensk bakgrund (Skolverket 2006:10) vilket innebär en stor utmaning för oss pedagoger som verkar i svensk skola. I uppdraget som speciallärare ingår att kartlägga och bedöma flerspråkiga elevers läs- och skrivutveckling. Bakgrunden till vår studie är svårigheterna i att skilja på flerspråkiga elevers andraspråksutveckling och eventuella läs- och skrivsvårigheter. Många gånger är det komplext och man väntar länge med att utreda dessa elevers svårigheter. Syftet med studien är att studera framgångsfaktorer i arbetet med att upptäcka och kartlägga flerspråkiga elever med läs- och skrivsvårigheter genom att ta del av ett antal pedagogers och rektorers erfarenheter och uppfattningar. En del i studien har varit att undersöka de organisatoriska förutsättningarna för det arbetet. Det är en kvalitativ intervjuundersökning som genomförts på fyra grundskolor i samma kommun. Undersökningen innefattar tre speciallärare, en specialpedagog, tre klasslärare, tre modersmålslärare samt tre rektorer. För analys av det empiriska materialet har vi använt tematisk analys och teoretiska synsätt inom specialpedagogik har diskuterats. Resultatet visar att speciallärares samarbete och samverkan med olika yrkeskategorier, speciellt modersmålslärare och föräldrar uppfattas som en framgångsfaktor. Studien visar också att tidig upptäckt, kartläggning på båda språk genom adekvata tester samt kunskap i andraspråksinlärning är framgångsfaktorer i arbetet med flerspråkiga elever med läs- och skrivsvårigheter. En slutsats som dras i studien är att de organisatoriska förutsättningarna för att pedagogerna ska ha tid till att mötas och samverka kring de flerspråkiga eleverna ser olika ut på skolorna idag och behöver utvecklas.

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  • 46.
    Agsjö, Ester
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Collin, Ebba
    Linköping University, Department of Behavioural Sciences and Learning.
    Undervisning av religionskunskap i multikulturella klassrum: - utmaningar och förtjänster2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 47.
    Ahlberg, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Körkortsutbildning efter GDE-matrisen: Hur trafiklärare uppfattar sin pedagogiska roll2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kandidatuppsats undersöker hur trafiklärare uppfattar målen med Transportstyrelsens nya kursplan (2006) och hur de undervisar för att eleven ska nå målen i kursplanen.

    Studien är av explorativ karaktär och därför valdes en kvalitativ ansats med empiri i form av intervjudata. Sex trafiklärare intervjuades och materialet analyserades med meningskoncentrering och kategorisering.

    Den teoretiska referensramen bygger på Mezirows ”transformativa vuxenundervisning”, samt forskning inom kognitiv neuropsykologi.

    Resultatet visar att trafiklärarna i studien övervägande är positiva till den nya kursplanen och att de försöker undervisa på ett sätt så att eleven ska nå målen och uppfylla kraven. Till exempel rapporterar samtliga lärare att de jobbar mera med självvärdering, men även med insiktshöjande pedagogiska metoder.

    Av resultatet framgår att trafiklärarna är mycket negativa till förarprovet som de uppfattar som en begränsande faktor i utbildningssystemet. Av den anledningen är de också pessimistiska till hur nyblivna körkortsinnehavare kommer klara sig i framtiden.

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  • 48.
    Ahlberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Siggelsten, Marcel
    Linköping University, Department of Behavioural Sciences and Learning.
    Arbetsbaserade Formella Utbildningar: En Fallstudie2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna fallstudie är av kvalitativ metod och syftar till att undersöka och öka förståelsen för hur formella arbetsbaserade utbildningar används i praktiken och vilken roll de spelar för utbildningssatsande företag inom detaljhandeln. Studien behandlar både ledare och medarbetares syn på de tillhandahållna utbildningarna.

    Resultaten tyder på att formella arbetsbaserade utbildningar kan fungera som en grund för informellt lärande på arbetsplatsen. Medarbetarna tryckte på vikten av att inkludera diskussionsmoment i utbildningarna för ge de möjlighet att öppna upp sig för alternativa tolkningar. Vidare tyder resultaten på att ökat reflekterande lärande sannolikt leder till att de anställda bättre kan anpassa sina metoder efter olika kontexter. Våra resultat visade även på att motivationen till att gå på utbildningarna minskas i det fall den är repetition. Således bör utbildningarna i högre individanpassas.

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  • 49.
    Ahldén, Ingegerd
    et al.
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Alehagen, Siw
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Josefsson, Ann
    Linköping University, Department of Clinical and Experimental Medicine, Obstetrics and gynecology. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Centre of Paediatrics and Gynecology and Obstetrics, Department of Gynecology and Obstetrics in Linköping.
    Parents' Expectations About Participating in Antenatal Parenthood Education Classes2012In: The Journal of Perinatal Education, ISSN 1058-1243, Vol. 21, no 1, p. 11-17Article in journal (Refereed)
    Abstract [en]

    Our objective was to assess parents' expectations about participating in antenatal parenthood education classes and to determine whether their expectations might be related to gender, age, and educational level. Data from 1,117 women and 1,019 partners residing in three cities in Sweden were collected with a questionnaire in a cross-sectional study. Participants believed that antenatal education classes would help them to feel more secure as parents and to be better oriented toward childbirth. Men had more positive expectations about the childbirth than the women. The participants mostly wanted help in preparing for parenthood and in learning infant care skills, followed by help in preparing for childbirth. The participants' expectations were affected by gender, age, and educational level. The expectant parents appeared to want more focus on preparation for parenthood than on childbirth.

  • 50.
    Ahlgren, Thorbjörn
    et al.
    Avdelningen för beteendevetenskap och socialt arbete, Hälsohögskolan, Jönköping University.
    Näslund, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 20082009Report (Other academic)
    Abstract [sv]

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

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

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

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    Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 2008
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