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  • 1.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    ”Det ska vara kul att lära!”: Skolan som den bästa platsen för lärande2012In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 8, p. 41-49Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Inom ramen för denna artikel diskuterar vi såväl den psykosociala som den fysiska miljön i skolan. Vidare argumenterar vi för att skolans miljö är av betydelse för elevernas möjligheter att lära sig, likväl som för deras upplevelser av lärandesituationerna. Särskilt intressant blir då att lyssna till eleverna. Syftet med denna artikel är därför att synliggöra och diskutera elevers röster i förhållande till hur skolan kan bli den bästa platsen för lärande. Detta görs med utgångspunkt i forskningsprojektet ”Skolan suger” eller?, där drygt 200 elever i åldrarna 11–15 år deltog. Eleverna fick skriftligen reflektera över hur skolan ska bli en riktigt bra lärandemiljö. För att utveckla skolan till den bästa platsen för lärande uttryckte eleverna en önskan att kunna påverka sin lärandemiljö, att uppnå ömsesidighet och samspel, att kunna hantera tidsregleringen i skolan, samt att uppfylla behov för välbefinnande.

  • 2.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    ”Skolan suger” ... eller?: Att ge röst åt barns och ungdomars erfarenheter av psykosocial hälsa i sin lärandemiljö2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, p. 9-15Chapter in book (Other (popular science, discussion, etc.))
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  • 3.
    Andersson, Anna-Lena
    et al.
    Töreskolan, Kalix.
    Öhman, Helena
    Töreskolan, Kalix. Kalix kommun.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching. Töreskolan, Kalix.
    Nyström, Lena
    Norrbottens kommuner.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Nursing and Medical technology. Norrbottens kommuner.
    "När hela hjärtat var med" - personal och elever arbetade hälsofrämjande på Töreskolan2021In: Elevhälsa och en hälsofrämjande skolutveckling: I teori och praktik / [ed] Eva Hjörne; Roger Säljö, Gleerups Utbildning AB, 2021, p. 255-264Chapter in book (Other academic)
  • 4.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Improving the School Environment from a Student Perspective: Tensions and opportunities2012In: Education Inquiry, E-ISSN 2000-4508, Vol. 3, no 1, p. 19-35Article in journal (Refereed)
    Abstract [en]

    Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.

    Download full text (pdf)
    fulltext
  • 5.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Learning within and beyond the classroom: compulsory school students voicing their positive experiences of school2012In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 5, p. 555-570Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.

  • 6.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Mental well-being and philosophy for persons with acquired brain injuries2017Conference paper (Refereed)
    Abstract [en]

    According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.

  • 7.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    P4PABI: Philosophy for persons with acquired brain injuries2012In: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012, p. 102-103Conference paper (Refereed)
    Abstract [en]

    Aim

    The aim of this study is to examine to what extent philosophical dialogue can be a good tool for persons with acquired brain injuries (ABI) to regain lost abilities and develop new capabilities that are relevant for participating in the society.

    Methodological framework

    The empirical data has been collected during nearly two years of philosophical practice with students at the Brain injury program at Framnäs folk high school in northern Sweden. All students at the program have ABI. Persons with ABI may have lost their ability to take positions and they often have difficulties to give arguments and to express themselves clearly. The students that participated in this study have had an ABI and are left with such severe residual functional capacity that their lives have totally changed. The philosophical practice has been inspired by basic ideas from philosophy with children. It is important that individuals with disabilities are viewed as experts in their own recovery process, where their feelings and experiences are treated as valuable in guiding subsequent rehabilitation decisions. Both students and staff have been provided the opportunity to make their voice heard during this project. Hereby, we have approached the experienced utility of philosophical dialogues for persons with ABI from three perspectives; that of the students, the staff and us as participating researchers in the project group.

    Conclusions

    In general, the preliminary results indicate that the philosophical practice with the students with ABI has been positive for the students to regain lost abilities and develop new capabilities relevant for participating in society.

    Relevance to Nordic educational research

    In Sweden, research on philosophical practice is still highly infrequent, which makes research on philosophical dialogue in educational institutions that are special and typical for Sweden very important. However, research on philosophical dialogue with persons with ABI is very rare - to our knowledge, non-existing, apart from our study - and is not only important for Nordic educational research, but for the entire research community.

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  • 8.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    P4PABI: Philosophy for persons with acquired brain injuries2012Conference paper (Refereed)
  • 9.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Research methods for the Swedish research project Education for Participation : Philosophizing back a ‘new’ life after acquired brain injury2017Conference paper (Refereed)
    Download full text (pdf)
    fulltext
  • 10.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Humans and technology.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury2018In: Parecidos de familia: Propuestas actuales en Filosofía para Niños / [ed] García, F; Duthie, E. & Robles, R., Madrid: Anaya , 2018, p. 482-490Chapter in book (Refereed)
    Abstract [en]

    Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. 

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  • 11.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Philosophy with Children - How and why?2012In: Abstract book to the 40th Annual Congress of the Nordic Educational Research Association, Nordic educational research association, NERA , 2012, p. 92-93Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 12.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Franklin, Anders
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Results from a PwC Intervention in a Swedish Socio-economically Disadvantaged School – A Multiple Case Study of Students Diagnosed with Neurodevelopmental Disorders2022Conference paper (Refereed)
    Abstract [en]

    We will present results from a multiple case study based on interviews with students diagnosed with neurodevelopment disorders and their school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. Two small school classes participated in 12 philosophical dialogues each (ranging from 45 to 60 minutes) during a total of seven weeks. Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues. 

    The philosophical dialogues mainly followed a ”routine” procedure, but a few differences can be noted. First, one of the facilitators wrote short stories prompting interest in contestable issues during the intervention, which helped the stimuli to get adapted to the groups’ developing interests. Second, in the start-up phase of several dialogues, the students were encouraged to practice dialogic skills through randomly assigned individual and group tasks based on both the jointly decided rules for interaction and on ART for kids (a tool for children to become aware of and evaluate dialogic quality and progress in inquiry dialogic sessions). During meta-dialogue, the groups returned to these tasks in order to increase meta-cognitive awareness, evaluate group performance, and set up short term goals for the upcoming session. Third, during two sessions, the sessions were organized in the form of a dialogic puzzle. 

    The sample in this multiple case study contains students from two school classes (school years 3 and 4) in a Swedish elementary school. The school was small (about 150 students in total), rural, and ranked among the 10 % most socio-economically disadvantaged in Sweden. The school included students from around 20 different countries and about 20 % of the schools’ students were asylum seekers. All the students in the multiple case study were diagnosed with different neurodevelopmental disorders, such as attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), autism spectrum disorder (ASD), and severe developmental language disorder (DLD).

    We interviewed the students, four teachers who participated in the dialogues, and the school principal. The students were interviewed individually in direct connection to the end of the intervention about their experiences from the dialogues and their perceptions about the influence of the dialogues. The interviewed teachers (two in each grade) were those who had participated in the dialogues. They were interviewed in pairs, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. The staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. All interviews were semistructured. 

    For each student, we present data from both student and staff interviews. We strive to give a representative picture of both the advantages and disadvantages expressed by students and staff. 

  • 13.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Filosofiska samtal för kommunikativ delaktighet2019In: Tidningen Afasi, ISSN 2001-9564, no 4, p. 26-27Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    En forskargrupp vid Luleå tekniska universitetet har bedrivit filosofiska samtal med ungdomar och vuxna med förvärvade hjärnskador och deras personal i en folkhögskola och i en dagverksamhet.

  • 14.
    Engren, Maria
    et al.
    Luleå University of Technology.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sandberg, Karl W.
    National Institute for Working Life.
    Does the use of information and communication technology improve quality of life for people with disabilities1999In: Proceedings of the 10th year anniversary of M. Sc. ergonomics: conference, Luleå, Sweden, 29-30 October 1999 / [ed] John Abeysekera; Emma-Christin Lönnroth; D. Paul T. Piamonte; Houshang Shahnavaz, Luleå: Luleå University of Technology. Department of Human Work Sciences. Division of Industrial Ergonomics , 1999, p. 293-297Conference paper (Refereed)
  • 15.
    Gardelli, Teodor
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching. Luleå University of Technology, Department of Arts, Communication and Education, Media, audio technology and theater.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Philosophical dialogues in education for persons with acquired brain injuries2016Conference paper (Refereed)
    Download full text (pdf)
    fulltext
  • 16.
    Gardelli, Teodor
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Philosophy for persons with acquired brain injuries: Results from a Swedish study2013Conference paper (Refereed)
  • 17.
    Gardelli, Viktor
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Franklin, Anders
    Luleå municipality school, Sweden.
    Gardelli, Åsa
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    ’You Talk and Try to Think, Together’ - A Case Study of a Student Diagnosed with Autism Spectrum Disorder Participating in Philosophical Dialogues2023In: Childhood & Philosophy, ISSN 2525-5061, E-ISSN 1984-5987, Vol. 19, p. 1-28Article in journal (Refereed)
    Abstract [en]

    We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues, mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about wether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains.

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    fulltext
  • 18.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: From Violence to Caring2008Other (Other (popular science, discussion, etc.))
  • 19.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    "Det handlar om ett värdigt liv": människor med funktionshinder införlivar IKT i sina vardagliga liv2004Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    Studien fokuserar på människor med funktionshinder och hur de kan påverka sin livssituation med informations- och kommunikationsteknologin (IKT) som verktyg. Människor med funktionshinder ses i många sammanhang som om de vore en enhetlig grupp utan att man beaktar att funktionshinder är en av de samhälleliga skillnader som, liksom ålder, kön, klass, geografisk region etc., påverkar människors livssituation. Människor med funktionshinder är, liksom alla andra, individer med likheter och olikheter. Den svenska handikappolitiken bygger på målsättningar som full delaktighet, jämlikhet och alla människors lika värde. Levnadsvillkor för enskilda och för grupper av individer påverkas av hur samhället är organiserat, och ju större behov av stöd och särskilda insatser som en människa har, desto viktigare blir frågan om hur de samhälleliga strukturerna ser ut för att möta behovet av insatser. I såväl forskningsrapporter som statliga utredningar framhålls ofta IKT som ett kraftfullt verktyg för att stärka demokratin. Samtidigt ifrågasätts i rapporter, om den nya tekniken är en teknik för alla. Studiens syfte är att beskriva och analysera, och därigenom utveckla kunskap om, huruvida människor med funktionshinder kan påverka sina vardagliga liv med IKT som verktyg, och om så är fallet, på vilket sätt de kan göra detta och vad det i så fall får för betydelse för deras liv. Vidare belyses på vilka villkor människor med funktionshinder införlivar IKT i sina vardagliga liv - vilka möjligheter och vilka hinder som har funnits när det gäller IKT-användandet. Under närmare åtta år, 1996-2004, har olika forskningsprojekt pågått på Luleå tekniska universitet, där människor med funktionshinder har använt IKT i hemmen, i sina vardagliga liv. Från projekten finns omfattande material insamlat och en stor del av avhandlingen bygger på erfarenheterna från projekten - dels egna erfarenheter som doktorand och projektledare i dessa projekt, dels erfarenheter från de människor med funktionshinder som deltagit i den longitudinella studien kring projekten. Deltagarna från det ursprungliga projektet har följts under närmare åtta år och ytterligare deltagare med funktionshinder har tillkommit. Avhandlingen är en utveckling av den licentiatuppsats som huvudsakligen hade ett av projekten, som pågick 1996-1998, som grund. Studien vilar på en empirisk bas. Arbetet och angreppssättet är utpräglat tvärvetenskapligt och flera olika metoder har kombinerats för att få en mer heltäckande bild av livssituationen för människor med funktionshinder och deras IKT-användande. I studien ligger fokus på att den omfattande mängden empiri som ligger till grund för studien får tala, för att ge röst åt människor med funktionshinder och låta deras erfarenheter komma fram. Detta görs delvis med utgångspunkt från den narrativa kunskapstraditionen, med hjälp av livsberättelser kring några av de personer med funktionshinder som deltagit i projekten. Alla deltagarna i studien införlivade IKT i sina vardagliga liv på olika sätt. Det visade sig samtidigt att det fanns problem och hinder som överskuggade nyttan med att använda IKT för några av deltagarna i studien. De flesta av deltagarna använde IKT varje dag och de blev mycket vana IKT-användare. För dem blev IKT ett näst intill omistligt verktyg som användes i mycket stor omfattning till många nödvändiga göromål. För andra blev hindren svåra att överbrygga och de blev mer av icke-användare under tiden som studien pågick. Skillnaderna mellan deltagarna ökade under den longitudinella studien.

  • 20.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    ICT as a tool for empowerment for people with disabilities2008In: From violence to caring: gendered and sexualised violence as the challenge on the life-span. Conference proceedings / [ed] Vappu Sunnari; Suvi Pihkala; Mervi Heikkinen; Tujia Huuki; Sari Manninen, University of Oulu, 2008, p. 193-201Conference paper (Refereed)
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  • 21.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    IKT som verktyg för ökad delaktighet för personer med funktionsnedsättning2012In: E-hälsa: innovationer, metoder, interventioner och perspektiv, Lund: Studentlitteratur AB, 2012, p. 163-191Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Philosophical inquiry: a tool for inclusive education for people with acquired brain injuries2012In: Educating for complex thinking through philosophical inquiry. Models, advences and proposals for the new millennium: Proceedings from the 14:th ICPIC Conference in Padua, Italy / [ed] Marina Santi; Stefano Oliverio, Padua, Italy: Liguori , 2012, p. 169-182Conference paper (Refereed)
  • 23.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vilja, våga, kunna använda informations- och kommunikationstekniken: människor med funktionshinder i samarbete med universitet och handikapprörelse2000Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Informations- och kommunikationstekniken har för många människor blivit en naturlig och viktig del i deras dagliga liv. Den öppnar för stora möjligheter men kan också innebära stora omställningar för människor. En återkommande fråga i den allmänna debatten är om alla människor i samhället kommer att kunna ta del av denna teknik. Flera studier och utredningar har visat att människor med funktionshinder är diskriminerade och marginaliserade i samhället på olika sätt. Det finns stora brister i synsätt på, attityder till och bemötande av människor med funktionshinder. Bristerna är stora även beträffande tillgängligheten, såväl när det gäller den fysiska miljön som tillgången till information och möjligheterna till kommunikation. De flesta funktionshindrade är vuxna och de är i större utsträckning utanför arbetsmarknaden och omfattas inte i lika stor utsträckning av de datorsatsningar som görs i skola och arbetsliv. I licentiatuppsatsen avhandlas informations- och kommunikationsteknikens betydelse för människor med funktionshinder i Norrbottens glesbygd. I studien redovisas och analyseras en modell som har utvecklats i ett EU-projekt, EuroConnect, vid Luleå tekniska universitet. Projektet var ett samarbete mellan universitetet, Länsstyrelsen, Landstinget, Kommunförbundet, Länsarbetsnämnden, Försäkringskassan samt HSO Norrbotten (Handikappföreningarnas samarbetsorgan). Målgruppen var kvinnor och män i Norrbotten i olika åldrar, med olika typer av funktionshinder och utan tidigare vana att använda dator för kommunikation och informationssökning. I projektet fick deltagarna möjlighet att lära att använda datorn för kommunikation och informationssökning, enligt en individuellt upplagd plan. Träffar på universitetet varvades med datoranvändning i hemmet. En viktig ambition var att deltagarna successivt själva skulle bli aktörer och delta i projektet på olika sätt utifrån förmåga och behov. Resultatet visar att datorn blev ett viktigt och användbart verktyg för deltagarna. Efter vunna kunskaper om användning av informations- och kommunikationstekniken, kunde deltagarna på egen hand utifrån sina intressen och behov kommunicera med omvärlden. Denna möjlighet visade sig vara mycket viktig för människor med funktionshinder. Deltagarna var aktiva och delaktiga i projektets framväxande och ansvarade för många arbetsuppgifter i projektet. Alla deltagarna utom en fortsatte att använda datorn efter projektslut. En slutsats är att datoranvändandet gett människor med funktionshinder en möjlighet att påverka sin livssituation.

  • 24.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Villkoren för vuxna personer med dövblindhet och dövhet att delta i vuxenutbildning: möjligheter och hinder2011In: Nordisk tidskrift för hörsel- och dövundervisning NTD, ISSN 1651-6036, no 1-2, p. 24-30Article in journal (Refereed)
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  • 25.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vuxenutbildning för personer med dövblindhet och dövhet: möjlighet till personlig utveckling?2011In: Nordisk tidskrift för hörsel- och dövundervisning NTD, ISSN 1651-6036, Vol. 2011, no 3, p. 16-21Article in journal (Refereed)
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  • 26.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jacobsson, Lars
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation. Luleå University of Technology, Department of Health Sciences, Medical Science.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Utbildning för delaktighet: att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada2018In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 49-52Chapter in book (Other academic)
    Abstract [sv]

    Ett stort antal personer i Sverige drabbas varje år av förvärvade hjärnskador, ofta med livslånga konsekvenser som nedsatta kognitiva, kommunikativa och sociala förmågor, samt minskat välbefinnande. Detta kan leda till utanförskap, svårigheter med studier, långvarig arbetslöshet och stort lidande för den drabbade och anhöriga, liksom till stora samhälleliga kostnader. Filosofiska samtal har visat sig ha positiva effekter för barn. Vår studie visar att sådana samtal framgångsrikt kan användas också i utbildning för personer med förvärvade hjärnskador. Den antyder positiva effekter inom bland annat kognitiv, kommunikativ och social utveckling.

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    Resultatdialog_VR_2018
  • 27.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Campana, Jillian
    University of Montana.
    Collaborating across disciplines and countries2009In: Academic Exchange Quarterly, ISSN 1096-1453, Vol. 13, no 1, p. 174-179Article in journal (Refereed)
    Abstract [en]

    This article discusses how an American and a Swede from two distinct academic fields began to collaborate together to use Information and Communication Technology and Drama in the brain injury survivor's recovery process. A specific project in collaboration with the Swedish rehabilitation facility, Framnäs Folk high school, is documented.

  • 28.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hedström Durhan, Peter
    Luleå kommun.
    Det behövs bättre kunskap om AKK2017In: Intra, ISSN 1102-4143, no 4Article in journal (Refereed)
    Abstract [sv]

    Att kommunicera är en grundläggande mänsklig rättighet och kommunikation är en förutsättning för delaktighet, medbestämmande och självständighet. Många personer med funktionsnedsättningar har kommunikationssvårigheter. För att de ska kunna utöva sin rätt till självbestämmande och inflytande bör därför personal inom Socialförvaltningens verksamheter kunna ge stöd till kommunikation. I Luleå har man utbildat all LSS-personal i AKK (Alternativ kompletterande kommunikation). Det har gett fina resultat.

  • 29.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Teachers' reflections on students' stories about educational conditions: guidance for professional development?2012In: International Journal of Humanities and Social Science, ISSN 2220-8488, E-ISSN 2221-0989, Vol. 2, no 23, p. 28-36Article in journal (Refereed)
    Abstract [en]

    The starting point is the ongoing processes of changes within school systems and new discourses about education that arises. The present paper is an extension of a study where students were invited to write stories about their school situation. We took the results from the students study back to their teachers and invited the teachers to write reflections on their students’ stories. How are the discourses of educational conditions visible in teachers’ reflections? In total, 16 teachers reflected on four different topics. Data analysis was inspired by critical discourse analysis. Three discourses appeared; teacher focus, student focus, and frame focus. All discourses are present in almost every teacher’s reflections, which reveal dialectics in the teacher’s role. Ongoing changes in compulsory schooling require reconsiderations of the teacher’s role and professional development.

  • 30.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Agneta
    Datoranvändandets betydelse för vuxna personer med utvecklingsstörning2008Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Fem vuxna personer med svår utvecklingsstörning och flerfunktionshinder i en daglig verksamhet valdes ut att delta i ett datorprojekt. Personer med utvecklingsstörning kan själva ha svårt att ge uttryck för sina behov av stimulans och aktivitet. Därför är det mycket angeläget att personal i den dagliga verksamheten kan finna meningsfulla aktiviteter för målgruppen som kan stödja deras aktivitetsförmåga och självbestämmande. Projektets huvudsakliga syfte var att bidra till att skapa kunskap om datoranvändande i daglig verksamhet för vuxna personer med olika grad av svår utvecklingsstörning och flerfunktionshinder. Ett delsyfte var att belysa betydelsen av datorn som aktivitet samt att studera om personerna som aktiva verktygsanvändare i samspel med personal kunde utveckla olika förmågor. Det var viktigt att aktiviteten utformades så att varje person efter sin förmåga, kunde prova på och använda olika kommunikations- och styrsätt i interaktion med sin omgivning. För att kunna använda dator som aktivitet för målgruppen krävdes utbildning i datorkunskap, för den personal som deltog i projektet. I projektet ingick fem personal, fyra som hade sin fasta tjänst i verksamheten och en projektledare. I projektet ingick även en utomstående forskare som också var handledare till personalen. Insamling av data för målgruppen gjordes på flera sätt som exempelvis genom dagboksanteckningar och videoinspelningar av aktivitetstillfällen med dator. Intervjuer med personal gjordes före och efter projektslut. Resultaten av projektet visade att samtliga deltagande personer ökade sin aktivitetsförmåga och sitt dator- och verktygsanvändande. Det blev tydligt att den pedagogik och det förhållningssätt personal använde i samspelet med personerna hade stor betydelse för deras utveckling och bemästringsstrategier. Att personerna utvecklade alternativa bemästringsstrategier i datoranvändandet berodde sannolikt på att personalen tillät och uppmuntrade detta. Resultatet av datoranvändandet bidrog även till en ökad dator- och teknikmognad hos personalen.

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  • 31.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sandberg, Karl W.
    Luleå University of Technology.
    Kan datorn ge människor med funktionsnedsättningar ett bättre liv?1999In: Arbete, människa, miljö och Nordisk ergonomi, ISSN 1402-859X, no 1, p. 21-28Article in journal (Refereed)
  • 32.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Stålnacke, Britt-Marie
    Umeå universitet.
    Jacobsson, Lars
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Folkhögskola: en aktivitetsarena för personer med förvärvad hjärnskada2016In: Hjärnkraft, ISSN 1654-7446, Vol. 3, p. 12-13Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Kokkola, Lydia
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Öqvist, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lindström, Lisbeth
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Improving learning outcomes in the Swedish school system2018In: Addressing Societal Challenges / [ed] Editors Johan Frishammar Åsa Ericson, Luleå: Luleå University of Technology, 2018, p. 53-70Chapter in book (Refereed)
    Abstract [en]

    The lack lustre performance of Swedish compulsory schoolsover the past few decades does not need to define its future.As this report will show, the main challenges facing the Swedisheducation system do not stem from a lack of resources.The effective implementation of research based innovationsand improvements in organization could tackle many of thesystemic weaknesses in the education system, thereby ensuringa brighter future. By addressing existing difficulties in theteaching and delivery of the curriculum and ensuring pupilswho are at risk are able to flourish, learning outcomes will beimproved. This, in turn, will reduce inequality, thereby improvingthe life-opportunities of young people and maintaining thehigh standard of living enjoyed in Sweden.

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  • 34.
    Näslund, Rebecka
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    I know, I can, I will try: youths and adults with intellectual disabilities in Sweden using information and communication technology in their everyday life2013In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 28, no 1, p. 28-40Article in journal (Refereed)
    Abstract [en]

    This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants’ agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways?

  • 35.
    Näslund, Rebecka
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Humans and technology.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    ‘We Can and We Want To’: People with Disabilities Intra-acting with Researchers and Technology in Research2019In: Work Based Learning e-Journal International, ISSN 2044-7868, Vol. 8, no 1, p. 67-84Article in journal (Refereed)
    Abstract [en]

    This article aims to offer insights into how people living with intellectual disabilities by intraacting with researchers and technology, can inform and improve participation in research and the dissemination of it. It draws upon the experiences from adults with intellectual disabilities and researchers participating in the production of audio-visual material. The audio-visual material was initiated and produced by a team in UK with participants living with intellectual disabilities and was based on an earlier article written by the two researchers. This current article highlights the importance of enabling people with disabilities to participate in the research (in various phases, settings, and ways) and as such also make accountable knowledge claims which can bear effects on the life of people with disabilities in their everyday practices and in relation to technology (such as information and communication technology, ICT). The approach, based on a material-semiotic and intra-actional understanding sheds light on the following questions: How can research be guided so that people with intellectual disabilities, the target groups of the research, become involved as actors and participants in the various phases of research concerning them? Can technology, such as Information and Communication Technologies (ICT), empower people with intellectual disabilities to become involved in research concerning them? And if so, in what ways.

  • 36.
    Perzon, Håkan
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Business Administration and Industrial Engineering.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching. Luleå University of Technology, Department of Arts, Communication and Education, Media, audio technology and theater.
    Integrationskurs som motiverar2014In: NU 2014: Umeå 8-10 oktober : abstracts, Umeå: Umeå universitet. Pedagogiska institutionen , 2014, p. 152-Conference paper (Refereed)
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  • 37.
    Sandberg, Karl W.
    et al.
    National Institute for Working Life, Östersund, Sweden; Department of Information Technology and Media, Mid Sweden University, Sundsvall, Sweden.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Stubbs, Jonathan
    VocConsult Services, Luleå, Sweden.
    The use of Information and Communication Technology (ICT) in the rehabilitation of individuals with severe functional impairments in a municipal care service system2005In: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 24, no 3, p. 229-238Article in journal (Refereed)
    Abstract [en]

    This article explores the development of a scheme to use Information and Communication Technology (ICT) in the training of individuals with severe functional impairments. Computers were used as an integral part of a rehabilitation programme for training, and the authors found that the resource was a useful addition to other treatment methods. This article describes the development and subsequent setting up of computers for training and how the study progressed. The study used a somewhat unique bottom up approach that first trained care-giving staff in computer skills. The caregivers in turn worked with and trained some of those they served. This learning strategy drew upon the concept of learning, empowerment and the motivation of all involved in a system and process. The study found that by using ICT all involved felt a greater sense of empowerment and improvement in the quality of life. That caregivers were involved at all stages was valuable in that they felt an ownership of the process and that they also benefited from being involved because they also learned new skills

  • 38.
    Öhrling, Kerstin
    et al.
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Projekt: "Skolan suger"... eller? Att ge röst åt barns och ungdomars erfarenheter av psykosocial hälsa i sin lärandemiljö2011Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att ge röst åt barns och ungdomars erfarenheter av psykosocial hälsa i sin lärandemiljö Vi är en forskargrupp från institutionerna för Pedagogik och lärande och Hälsovetenskap som fått finansiering från Vetenskapsrådet för att under 2009 – 2011 bedriva ett forskningsprojekt. Nära relationer i form av tillit och respekt påverkar elevers hälsa och välmående positivt, och effekterna av lärande är beroende av såväl lärandemiljön som de erfarenheter som görs. En lärandesituation som uppmuntrar samverkan och delaktighet bidrar sannolikt till ett positivt psykosocialt klimat och välmående hos både elever och lärare. I anslutning till diskussioner om elevers erfarenheter av psykosocial hälsa i skolan kan detta innebära att fokus ligger mot att hantera negativa aspekter av psykosocial hälsa. I motsats till problemlösningsmodellen finns det uppskattande hälsoperspektivet som istället fokuserar positiva aspekter och friskfaktorer.

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