1 - 2 of 2
rss atomLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
  • Presentation: 2017-10-06 13:00 9C 203 (Nyqvistsalen), Karlstad
    Andersson, Eva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förutsättningar för elevinflytande i grundsärskolan: Tillit, lyhördhet och vilja2017Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The curricula that defines special needs education in Swedish grammar schools states that students with intellectual disabilities should be given the possibility to participate in the planning and shaping of teaching and learning activities. The purpose of the study is to examine conditions regarding special needs students’ influence and how this influence is mediated. The focus of the study is subject based classroom situations. The method for collecting data has been observations. The empirical data consists of around 16 hours of video recordings, in addition to field notes. The observations took place in two special schools and all together 10 pupils, 5 teachers, and two student assistants participated. The theoretical framework is based on sociocultural theory with a specific focus on mediation. By using the theoretical terms object and subject positioning, the study also focuses on how teachers and students position themselves and each other. The results show that the students with intellectual disabilities are given opportunities for influence, but not very frequently.  

    The most important mediating factors to promote influence are the teachers´ trust in the students´ abilities and skills, and the teacher’s keen responsiveness to the students’ expressed personal will. Influence is mediated both through the possibilities of participation that teachers offer, and the teachers’ affirmation of the students’ requests. Furthermore, the study shows that students are more likely to gain influence in one-to-one meetings with the teacher, where the focus is on the student’s individual interests and preferences. In order to provide increased levels of influence to all students with intellectual disabilities, teachers need to plan the education with focus on democratic processes.

  • Presentation: 2017-10-06 14:00 11C 413 Undén
    Draxler, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies.
    Project Support i svensk socialtjänst: En genomförbarhetsstudie av ett föräldrastödsprogram för våldsutsatta föräldrar och deras barn som utvecklat beteendeproblematik2017Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    Project Support (PS) is a parenting programme that has been developed in the United States for mothers and children exposed to intimate partner and for their children with subsequent emotional and behavioural problems. The aim of this licentiate thesis is to explore how the programme was received by counsellors and parents in the context of Swedish social service, taking account of the differences between the countries.

    Two studies were conducted. In the first study (study I), counsellors (n 11) and mothers (n 13) from three municipalities and Sweden’s largest shelter were interviewed about their experiences of giving and receiving the parenting intervention. The interviews were separately analysed using thematic analysis and were unitised by a following synthesis. The results were grouped into six themes, which indicated initial doubts to the intervention, and doubts about the participants’ own capability. The themes also showed that working with PS led to an experience of positive change in children’s behaviour, as well as highlighted the need of competent counsellors and adaptation for cultural differences. The second study (study II) evaluated the effect of the intervention according to parents’ parenting capacity (n 35) and their children’s psychological symptoms (19 boys and 16 girls, mean age 6year). The results showed that the effectiveness of PS in Sweden can be sustained to almost the same extent as shown in previous studies done in the US. Primarily, the children’s emotional symptoms, conduct problems and hyperactivity decreased, and the parents behaved more positively with their children. The parents also experienced reduced helplessness and fear in their relationships with their children. There was also a covariance between the parents’ emotions (helplessness and fear) and the children’s conduct problems and hyperactivity as they decreased.

    The conclusions drawn in this licentiate thesis are first, that PS is a feasible parenting programme for parents exposed to intimate partner violence and their children who have developed emotional and behavioural problems, and second, that organisational conditions need to be met in order for the programme to be implemented in Swedish social services.