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Luthra, R., Högdin, S., Westberg, N. & Tideman, M. (2018). After upper secondary school: Young adults with intellectual disability not involved in employment, education or daily activity in Sweden. Scandinavian Journal of Disability Research, 20(1), 50-61
Open this publication in new window or tab >>After upper secondary school: Young adults with intellectual disability not involved in employment, education or daily activity in Sweden
2018 (English)In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 20, no 1, p. 50-61Article in journal (Refereed) Published
Abstract [en]

There is limited knowledge about young persons with intellectual disability who are Not in Employment, Education or Daily activity (NEED) in Sweden. The aim of the study was to explore the post-upper secondary school situation for persons with intellectual disability not involved in traditional occupations. A national database containing 2955 persons, representing 24.1% of the total (N=12,269) was used. The results revealed a heterogeneous group where financial support was common and few made use of disability services. Gender, municipality, programme type, financial support and disability services were significantly associated with not having an occupation as opposed to being in employment, education or daily activity. Time was a central factor, as the early years after upper secondary school appear to be an important period for changing NEED status. This is the first large scale study to describe these persons not involved in traditional occupations in Sweden and further research is required.

Place, publisher, year, edition, pages
Stockholm: Stockholm University Press, 2018
Keywords
Intellectual disability, post-school occupation, Not in Employment Education or Daily activity (NEED), Not in Employment Education or Training (NEET)
National Category
Social Work
Identifiers
urn:nbn:se:hh:diva-35036 (URN)10.16993/sjdr.43 (DOI)
Note

The study received financial support from Halmstad University and MISA AB, Stockholm, Sweden.

Available from: 2017-10-04 Created: 2017-10-04 Last updated: 2018-02-06Bibliographically approved
Eriksson, H., Högdin, S. & Isaksson, A. (2018). Education and Career Choices: How the School Can Support Young People to Develop Knowledge and Decision-making Skills. Universal Journal of Educational Research, 6(9), 1900-1908
Open this publication in new window or tab >>Education and Career Choices: How the School Can Support Young People to Develop Knowledge and Decision-making Skills
2018 (English)In: Universal Journal of Educational Research, ISSN 2332-3205, E-ISSN 2332-3213, Vol. 6, no 9, p. 1900-1908Article in journal (Refereed) Published
Abstract [en]

Contemporary society is characterized by rapid changes in the labor market, increased flow of information, and more opportunities to make choices in relation to education and career. Previous research has demonstrated how many young people in school don't think they get the support they need to make such choices. The overall aim of this article is to contribute to more in-depth knowledge of what kind of support and knowledge young adults describe as important in order to be able to make informed choices. This knowledge might help school to better support young people in acquiring the knowledge, skills, and attitudes in relation to their education and career choices. The article is based on interviews with 25-year-old men and women. 23 interviews were conducted. In sum, the analysis indicates that guidance activities that aims to contribute to knowledge about the labor market, programs and courses and requirements for different education programs would probably be perceived as more fruitful by the young adults if they are organized in a combination of different levels, i.e. both as group activities (exhibitions, general information/discussion) and individual activities (personal information/discussion). Further, the authors demonstrate that roles and expectations between pupils, teachers and guidance counselors should be discussed and clarified.

Place, publisher, year, edition, pages
Alhambra, CA: Horizon Research Publishing, 2018
Keywords
Education and Career Choice, School, Guidance Counselors, Counseling, Teachers
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-37886 (URN)
Note

Funding: Municipality of Falkenberg, Region Halland, and the County Administrative board in Halland, Sweden.

Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2018-09-04Bibliographically approved
Luthra, R., Westberg, N., Högdin, S. & Tideman, M. (2018). ‘Just Because One has Attended a Special Class Does Not Mean that One Isn’t Capable’: The Experiences of Becoming and Being Not Involved in Traditional Occupations for Young People with Intellectual Disability. Nordic Social Work Research
Open this publication in new window or tab >>‘Just Because One has Attended a Special Class Does Not Mean that One Isn’t Capable’: The Experiences of Becoming and Being Not Involved in Traditional Occupations for Young People with Intellectual Disability
2018 (English)In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588Article in journal (Refereed) Epub ahead of print
Abstract [en]

Young adults with intellectual disability face challenges in securing post-secondary school occupations. This can result in being Not in Employment, Education, or Daily activity (NEED). This qualitative interview study analyzes the subjective experiences of the process to becoming and being NEED. The analysis focuses on individual as well as structural factors, and how these are experienced in different arenas in society and in interactions with agencies. Interviews with 10 participants followed by thematic analysis were conducted. The results indicate that the process from secondary school to being outside of traditional occupations is not linear. Individual factors such as desires, abilities, and health problems, combined with structural factors of limited or unsuitable post-school occupations and challenges with formal support contribute to understanding people with intellectual disability who are NEED. The experiences of being NEED relate to social exclusion underlined with notions of normality and stigmatization of having an intellectual disability.

Place, publisher, year, edition, pages
Philadelphia, PA: Routledge, 2018
Keywords
Intellectual disability, Not in Employment, Education, or Daily activity (NEED), post-secondary school
National Category
Social Work
Identifiers
urn:nbn:se:hh:diva-38510 (URN)10.1080/2156857X.2018.1553734 (DOI)
Note

The study received financial support from Halmstad University and MISA AB, Stockholm, Sweden.

Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-17Bibliographically approved
Högdin, S. (2017). Att identifiera och förebygga hedersrelaterad utsatthet i skolan. In: Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz (Ed.), Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet (pp. 137-147). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Att identifiera och förebygga hedersrelaterad utsatthet i skolan
2017 (Swedish)In: Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet / [ed] Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz, Malmö: Gleerups Utbildning AB, 2017, p. 137-147Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017
Keywords
Socialt arbete, skola, skolsocialt arbete, hedersrelaterat våld och förtryck
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-33885 (URN)978-91-40-69578-9 (ISBN)
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-07-10Bibliographically approved
Wilhsson, M., Svedberg, P., Carlsson, I.-M., Högdin, S. & Nygren, J. (2017). Handling Demands of Success Among Girls and Boys in Primarly School: A Conceptual Model. Journal of School Nursing, 33(4), 316-325
Open this publication in new window or tab >>Handling Demands of Success Among Girls and Boys in Primarly School: A Conceptual Model
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2017 (English)In: Journal of School Nursing, ISSN 1059-8405, E-ISSN 1546-8364, Vol. 33, no 4, p. 316-325Article in journal (Refereed) Published
Abstract [en]

Stress among adolescents in Western societies is becoming an issue of increasing concern, and the global trend of adolescents’ health shows a gradual deterioration that is independent of national differences and increases with age. The aim of this study was to explore the main concern of adolescents and about how they cope with demands in everyday life. Participants were 14–16 years old, and data were collected from three sources. A constructivist grounded theory was used as a method for generating a model of the adolescents’ description of how they cope with demands in their everyday lives. The main concern described by participants in this study was to strive to be successful and to succeed in the present and throughout their lives. We conclude that differences between girls and boys, in terms of coping with demands in their everyday lives, are important to consider in the development of health promotion initiatives targeted at adolescents. © The Author(s) 2016

Place, publisher, year, edition, pages
Thousand Oaks, CA: Sage Publications, 2017
Keywords
adolescents, stress, coping, demand, gender, school nursing
National Category
Nursing
Identifiers
urn:nbn:se:hh:diva-31727 (URN)10.1177/1059840516654743 (DOI)000406074800009 ()27311316 (PubMedID)2-s2.0-85025177566 (Scopus ID)
Note

Funding: municipality of Halmstad, Länsförsäkringar Halland and Ljungbergska foundation

Available from: 2016-08-09 Created: 2016-08-09 Last updated: 2018-03-22Bibliographically approved
Högdin, S. (2017). Samverkan kring hedersrelaterat våld och förtryck: En studie av projektet Kärleken är fri 2014-2017. Stockholm
Open this publication in new window or tab >>Samverkan kring hedersrelaterat våld och förtryck: En studie av projektet Kärleken är fri 2014-2017
2017 (Swedish)Report (Other academic)
Abstract [sv]

Utgångspunkten för den här studien har varit att ett projekt som bygger på samverkan mellan ett stort antal olika aktörer kring en så konfliktfylld fråga som hedersrelterat våld och förtryck, vilket projektet Kärleken är fri gör, oundvikligen påverkas av den polariserade debatten och oenigheten som råder på fältet. Projektet bygger på samverkan mellan ett stort antal aktörer med olika agendor och utgångspunkter i sitt arbete. Det övergripande syftet med studien har varit att öka kunskaperna om vilka utmaningar och möjligheter det finns för att samverka i arbetet med att metodutveckla socialverksamhet kring hedersrelaterat våld och förtryck. Studien tar avstamp i tidigare forskning , vilket även inkluderar den offentliga debatten (Larsson & Englund 2004; Grutzky och Åberg 2013; Ekström 2009) och olika perspektiv på HRV som har lyfts fram i tidigare kunskapsöversikter (NCK 2009). Därtill har målet varit att undersöka skolans möjligheter att förebygga HRV och de motsättningar som det kan innebära för skolans likabehandlingsarbete (Darvishpour, Lahdenperä & Lorentz 2010; Lövkrona & Rejmer 2016; Högdin 2007). Andra utgångspunkter för studien är civilsamhällets möjligheter att driva metodutveckling (Bauböck 1996) och teoretiska utgångspunkter som möjliggör samverkan mellan ett stort antal aktörer (Danermark 2004).

Place, publisher, year, edition, pages
Stockholm: , 2017. p. 109
Series
Allmänna arvsfondens utvärderingsrapport
Keywords
Hedersrelaterat våld och förtryck, civilsamhället, samverkan, sociala projekt
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hh:diva-35230 (URN)
Available from: 2017-10-19 Created: 2017-10-19 Last updated: 2017-10-20Bibliographically approved
Backlund, Å. & Högdin, S. (2017). Skolan som arena för integration?: Begrepp, perspektiv och dilemman. In: Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz (Ed.), Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet (pp. 125-135). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Skolan som arena för integration?: Begrepp, perspektiv och dilemman
2017 (Swedish)In: Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet / [ed] Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz, Malmö: Gleerups Utbildning AB, 2017, p. 125-135Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017
Keywords
Socialt arbete, skola, skolsocialt arbete, integration, nyanlända
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-33884 (URN)978-91-40-69578-9 (ISBN)
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-07-10Bibliographically approved
Backlund, Å., Högdin, S. & Spånberger Weitz, Y. (2017). Skolsocialt arbete – en introduktion. In: Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz (Ed.), Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet (pp. 15-20). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Skolsocialt arbete – en introduktion
2017 (Swedish)In: Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet / [ed] Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz, Malmö: Gleerups Utbildning AB, 2017, p. 15-20Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017
Keywords
Socialt arbete, skola, skolsocialt arbete
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-33882 (URN)978-91-40-69578-9 (ISBN)
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-07-10Bibliographically approved
Backlund, Å., Högdin, S. & Spånberger Weitz, Y. (2017). Socialt arbete i skolan – uppgifter, perspektiv och dilemman. In: Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz (Ed.), Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet (pp. 221-230). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Socialt arbete i skolan – uppgifter, perspektiv och dilemman
2017 (Swedish)In: Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet / [ed] Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz, Malmö: Gleerups Utbildning AB, 2017, p. 221-230Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017
Keywords
Social arbete, skola, skolsocialt arbete
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-33883 (URN)978-91-40-69578-9 (ISBN)
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-07-10Bibliographically approved
Wilhsson, M., Svedberg, P., Högdin, S. & Nygren, J. M. (2017). Strategies of Adolescent Girls and Boys for Coping With School-Related Stress. Journal of School Nursing, 33(5), 374-382
Open this publication in new window or tab >>Strategies of Adolescent Girls and Boys for Coping With School-Related Stress
2017 (English)In: Journal of School Nursing, ISSN 1059-8405, E-ISSN 1546-8364, Vol. 33, no 5, p. 374-382Article in journal (Refereed) Published
Abstract [en]

Stress among adolescents in Western societies is becoming an issue of increasing concern of adolescent’s health. The aim of this study was to gain greater knowledge about how girls and boys perceive and cope with school-related stress. Participants were 14- to 15-year-old adolescents from a medium-sized municipality in southern Sweden. The data were collected from focus group interviews. The data were subjected to qualitative content analysis. The findings show that adolescents ‘‘prioritizing the future or the present by making choices, finding their own private sphere to relax, and recovering with family and friends.’’ There were gender differences in how these strategies were used. The findings could be used for initiating and planning health promotion interventions in school with focus on supporting girls’ and boys’ equal terms to cope with school-related stress in present and for the future and to give equal condition for future studies and opportunities in life. © The Author(s) 2016

Place, publisher, year, edition, pages
Thousand Oaks, CA: Sage Publications, 2017
Keywords
adolescent, school-related stress, gender, well-being, school nursing
National Category
Nursing
Identifiers
urn:nbn:se:hh:diva-32176 (URN)10.1177/1059840516676875 (DOI)000411073700006 ()2-s2.0-85029446880 (Scopus ID)
Note

Funding: Municipality of Halmstad, Länsförsäkringar Halland & Ljungbergska foundation

Available from: 2016-10-10 Created: 2016-10-10 Last updated: 2017-11-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5232-2525

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