oru.sePublications
Change search
Refine search result
1 - 39 of 39
CiteExportLink 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bruhn, Anders
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Lindahl, Robert
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Promoting constructive relations between children in foster care and welfare officials2015Conference paper (Refereed)
    Abstract [en]

    The relationship between children in foster care and ‘their’ welfare official has recently been accentuated on political level in Sweden. In this paper we will discuss how Honneths theory of recognition can be applied on this relation – which is a very multifaceted one – not least because the role of the official is multi-dimensional. Besides ensuring official policy, law and regulation (the authority role) he/she shall represent the child vis-à-vis other actors’ and institutions involved (the advocacy role), and be a stable and trustful adult for the child to attach to socially/emotionally (the attachment role). The latter is now emphasized in Swedish law.

         Recently, in the framework of an evaluation we interviewed children in foster care. When asked about how they experience “their” official most of them show a quite negative or indifferent attitude referring first and foremost to the authority role, i.e. someone controlling and administering their foster-home placement. However, those most positive of “their” official highlights the attachment dimension, indicated by a deeper and more developed relation based on mutual trust. And, such a relation seems desired by most interviewed children. By Honnet’s theory of recognition we may reach deeper insights about how and under what circumstances a professional role that promotes such relations can be developed without undermining the authority role of the welfare official. The theory elucidates three types of recognition-relations needed for an individual to develop a positive identity: through primary relations of mutual emotional attachment self-confidence of importance for being able to articulate personal needs is developed. Through legal relations the individual is recognized as an adequate partner in interaction, i.e. as a person entitled to the same legal status and treatment as all other persons (universal dimension). This infuses self-respect. In complement to this – to care and legal recognition – the individual needs to be recognized for unique capacities and achievements via belonging to a community of shared values. The paper discusses if, how and what the welfare official can offer here on the basis of his/hers position in the welfare bureaucracy.

  • 2. Eriksson, Björn
    et al.
    Lindberg, Odd
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Daneback, Kristian
    Skolan - en arena för mobbning: en forskningsöversikt och diskussion kring mobbning i skolan2002Book (Other academic)
  • 3. Flygare, Erik
    Den psykiatriska problematiken och den problematiska psykiatrin: Sociologiska perspektiv på mental ohälsa1999Doctoral thesis, monograph (Other academic)
  • 4.
    Flygare, Erik
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Healing relationships as interaction ritual: on emotionally based relations in recovery from mental ill-health2006Book (Other academic)
  • 5.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Läkande relationer som interaktionsritualer: om emotionella band vid återhämtning från svåra psykiska störningar2008In: Det sociala livets emotionella grunder / [ed] Åsa Wettergren, Bengt Starrin, Gerd Lindgren, Malmö: Liber , 2008, p. 187-211Chapter in book (Other academic)
  • 6.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning i skolan: ett socialt problem med individuella grundorsaker?2002In: Vänskap vinner: om mobbning och kränkande behandling i skolan : dokumentation från en idé- och kunskapskonferens / [ed] Ewa Menckel, Halmstad: Högskolan i Halmstad , 2002, p. 60-70Conference paper (Other academic)
  • 7.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Relationsarbete i spänningsfältet mellan agerande individer och sociala system2018In: Relationer i socialt arbete: I gränslandet mellan profession och person / [ed] Anders Bruhn och Åsa Källström, Stockholm: Liber , 2018, p. 16-36Chapter in book (Other academic)
  • 8.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Sociala interaktioner och transaktionella behov: hur behandlingsrelationer kan generera hälsa hos personer med psykiska funktionshinder2008In: Vårdkommunikation i teori och praktik / [ed] Rolf Stål, Lund: Studentlitteratur , 2008, p. 125-144Chapter in book (Other academic)
  • 9.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Frånberg, Gun-Marie
    Umeå universitet, Umeå, Sweden.
    Gill, Peter
    Högskolan i Gävle, Gävle, sweden.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lindberg, Odd
    Örebro University, School of Humanities, Education and Social Sciences.
    Osbeck, Christina
    Karlstad universitet, Karlstad, Sweden.
    Söderström, Åsa
    Karlstad universitet, Karlstad, Sweden.
    Evaluation of anti-bullying methods2011Report (Other academic)
  • 10.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Frånberg, Gun-Marie
    Umeå universitet, Umeå, Sverige.
    Gill, Peter
    Högskolan i Gävle, Gävle, Sverige.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lindberg, Odd
    Örebro University, School of Law, Psychology and Social Work.
    Osbeck, Christina
    Karlstad universitet, Karlstad, Sverige.
    Söderström, Åsa
    Karlstad universitet, Karlstad, Sverige.
    Utvärdering av metoder mot mobbning2011Report (Other academic)
    Abstract [sv]

    Denna utvärdering ger besked om insatser och arbetssätt som effektivt förebygger och åtgärdar mobbning. Utvärderingen är unik genom att den omfattar stora mängder data, både kvalitativa och kvantitativa från 39 skolor, att enskilda individers utsatthet följs upp vid tre tillfällen och att den omfattar flera program samtidigt.Resultaten visar bland annat att olika insatser har olika effekt för pojkar och flickor samt olika effekt beroende på om mobbningen är social eller fysisk. Den visar också att ingen enskild insats har dramatiskt positiva effekter. För att en skola ska lyckas förebygga och åtgärda mobbning krävs ett systematiskt arbete och en kombination av insatser. Åtta namngivna program som används mot mobbning har ingått i utvärderingen: Farstametoden, Friends, Lions Quest, Olweusprogrammet, SET - Social och emotionell träning, Skolkomet, Skolmedling samt Stegvis. I utvärderingens fristående metodfördjupning Utvärdering av metoder mot mobbning. Metodappendix och bilagor till rapport 353, (endast publicerad som pdf ) redovisar forskarna utförligt utvärderingens design och redogör för tillvägagångssättet vid datainsamling och analys.

  • 11.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Gill, Peter Edward
    University College Gävle, Gävle, Sweden.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lessons From a Concurrent Evaluation of Eight Antibullying Programs Used in Sweden2013In: American Journal of Evaluation, ISSN 1098-2140, E-ISSN 1557-0878, Vol. 34, no 2, p. 170-189Article in journal (Refereed)
    Abstract [en]

    Sweden has a low prevalence of bullying and Swedish schools are legally obliged to have anti-bullying policies. Many commercial programs are available. A mixed methods, quasi-experimental, concurrent evaluation of 8 programs, chosen from a pool of 21 widely used anti-bullying programs, was planned. Preliminary data, based on 835 stakeholder interviews, both individual and group, revealed extensive program-contamination in "treatment" schools (n = 31), and extensive program use in nominally designated control/comparison schools (n = 8). An evolved evaluation strategy focused on arrays of program components, use of which was assessed through detailed qualitative data gathered from principals, teaching and non-teaching staff, anti-bullying teams, and pupils. Bullying victimization, Grades 4-9, in 39 schools, was assessed by questionnaire, administered in three waves. Response rates were 76.1% (with N = 10,919) at the first wave, 74.3% (of 10,660) at the second wave, and 70.6% (of 10,523) at the final wave. Longitudinal aggregate and individual outcomes (3,487 pupils answered all three questionnaires) were assessed. Prevalence of victimization was 8.1% at first wave and (7.4% at last). Based on individual data, persistent victimization (bullied at both waves) was estimated at 1.5% with 4.7% experiencing a worsening situation (not bullied at the first wave but bullied at last) and 4.8% with an improved situation. Hierarchical cluster analysis was used to designate intervention types (shared arrays of strong, weak, or absent component use) and schools with similar approaches. A quasi-experimental, longitudinal design with individual data and an aggregate cross-sectional follow-up indicated differences in effective, ineffective, and iatrogenic components, component clusters (intervention types), and successful schools.

  • 12.
    Flygare, Erik
    et al.
    Örebro University, Department of Social and Political Sciences.
    Hopkins, Debra
    Chronic illness, emotion and the provision of health care: how people regain and maintain emotional health through social interactions2005Conference paper (Other academic)
  • 13.
    Flygare, Erik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Johansson, Björn
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Anpassningsproblem och sociala band före och efter behandling: en pilotstudie om unga män med allvarlig social problematik vid Granhults behandlingshem2006Report (Other academic)
  • 14.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Elever som utsätts för kränkningar och mobbning av skolpersonal2013In: Kränkningar i skolan: – analyser av problem och lösningar, Stockholm: Skolverket , 2013, p. 92-111Chapter in book (Other academic)
  • 15.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Friends och Friendsprogrammet: En programteoretisk analys av utbildningsprogrammets bakgrund, framväxt och uppbyggnad2016Report (Other academic)
  • 16.
    Flygare, Erik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Johansson, Björn
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Från 'dåligt sällskap' till 'gott umgänge': en CFA analys om förändrade relationsmönster hos ungdomar med sociala anpassningsproblem2007Conference paper (Other academic)
  • 17.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning och kränkningar på nätet: – omfattning och effekter av skolans insatser2013In: Kränkningar i skolan: – analyser av problem och lösningar, Stockholm: Skolverket , 2013, p. 134-153Chapter in book (Other academic)
  • 18.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    New and overlooked types of bullying, cyberbullying and teachers who bully students2012Conference paper (Other academic)
  • 19.
    Flygare, Erik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Johansson, Björn
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Psykisk sjukdom och brott: en insatsanalys2008Report (Other academic)
  • 20.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    The Problem of Program Contamination in Evaluation: An Example From an Evaluation of Anti-bullying Programs in Sweden2013In: Evaluation Practice in the Early 21st Century. Washington DC, USA, October 14-19, 2013, 2013Conference paper (Refereed)
    Abstract [en]

    Swedish schools are legally obliged to have anti-bullying policies. Many commercial programs are available. During the study of the practical experiences of working with eight (named) programs, the research team was forced to modify the main question: whether schools that use specific anti-bullying programs were more effective than schools without such programs. All nominally designated treatment schools, as well as non-treatment schools, were found to be contaminated. This discovery overthrew the planned quasi-experimental design approach. Instead of attempting to evaluate anti-bullying programs as complete entities, an evolved evaluation strategy was developed to evaluate an array of program components, use of which was assessed on the basis of detailed qualitative data. Hierarchical cluster analysis was used to designate intervention types and schools with similar approaches. The purpose of using cluster analysis in this context was to construct empirically based classifications of types of interventions and approaches to bullying.

     

    IMPLICATIONS

    A mixed methods approach, based on questionnaires and interviews, was used in the evaluation. This approach provides a number of significant insights into evaluation practice. A major difficulty in program evaluations is associated with monitoring program fidelity. Rather than taking program fidelity for granted, as well as ‘‘pure’’ control conditions (which is often a prerequisite in experimental controlled trials or in randomized controlled trials), the mixed methods approach provide data about whether, in this case the schools, actually use the constituent intervention elements (program components) in real-world conditions, i.e. more realistic and reliable information about what schools actually do compared to evaluation approaches where use of program elements in a prescribed manner is taken for granted. Through the gathering of extensive qualitative data our evaluation revealed a profound program contamination. The solution to this evaluation challenge was to focus on program elements, or components. Since component use is highly context dependent, the array of components was identified on the basis of the context of everyday practice in all participating schools. One implication of this is that any comprehensive program evaluation ought to consider contextual circumstances in order to gain detailed data about actual component use. Furthermore, results from this evaluation emphasize the importance of gathering contextual data because an effective component in one circumstance may prove ineffective or ever counter effective in outwardly similar circumstances.

  • 21.
    Flygare, Erik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Våldsamma personer med samsjuklighet: riskfaktorer, insatser och samverkansproblem i ett livsloppsperspektiv2009Report (Other academic)
  • 22.
    Flygare, Erik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Johansson, Björn
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Lorentsson, Anna
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Kränkande behandling - förekomst och motverkande insatser: redovisning av enkätresultat från skolor i Lerums kommun HT 2007 och av intervjuer med föräldrar, elever, elevrådsrepresentanter, lärare och annan skolpersonal VT 20082008Report (Other academic)
  • 23.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Integritetshotande handlingar som äventyrar elevers utveckling och lärande2019In: Skolans konflikter: Vad varje lärare bör veta / [ed] Ann S. Pihlgren, Lund: Studentlitteratur AB, 2019, 1, p. 55-74Chapter in book (Other academic)
  • 24.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Kränkande behandling : förekomst och förändring: redovisning av enkätresultat från skolor i Lerums kommun HT 20082009Report (Other academic)
  • 25.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Kränkande behandling: förekomst och förändring : redovisning av enkätresultat från skolor i Lerums kommun HT 20092010Report (Other academic)
  • 26.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Kränkande behandling, trakasserier och diskriminering i årskurs 4 till 9: Redovisning av Örebro-enkäten i Lerums kommun HT 20182019Report (Other academic)
  • 27.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Kränkande behandling, trakasserier och diskriminering: Redovisning av Örebro-enkäten i Lerums kommun HT 20162017Report (Other academic)
  • 28.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Långvarig utsatthet drabbar hårt2013In: Kränkningar i skolan: - analyser av problem och lösningar, Stockholm: Skolverket , 2013, p. 68-91Chapter in book (Other academic)
  • 29.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Redovisning av Örebro-enkäten om kränkande behandling: redovisning av enkätresultat från skolor i Lerums kommun HT 2010 och jämförelser med tidigare mätningar 2007-20092011Report (Other academic)
  • 30.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Trivsel, trygghet och kränkande behandling: redovisning av Örebro-enkäten från skolor i Lerums kommun HT 2011 och jämförelser med tidigare mätningar 2007-20102012Report (Other academic)
  • 31.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Trivsel, trygghet och kränkande behandling: redovisning av Örebro-enkäten i Lerums kommun HT 20132014Report (Other academic)
  • 32.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Trivsel, trygghet och kränkande behandling: redovisning av Örebro-enkäten i Lerums kommun HT 20142015Report (Other academic)
  • 33.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Trivsel, trygghet och kränkande behandling: redovisning av Örebro-enkäten i Lerums kommun HT 20152016Report (Other academic)
  • 34.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Trygghet, delaktighet och hälsa: en uppföljning av enkätresultat från eleverna i årskurs 3 till 9 i Sundsvalls kommun läsåret 2011/2012 jämfört med läsåret 2010/20112012Report (Other academic)
  • 35.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Godkänd eller icke godkänd? : En studie om hur erfarenheter av mobbning, skolk och socialt umgänge inverkar på elevers skolprestationer2017Report (Other academic)
  • 36.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Pass or fail?: A study concerning how experiences of bullying, truancy and social relations influence pupils’ academic performance2018Report (Other academic)
  • 37.
    Lindberg, Odd
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Forskningen om mobbning2010In: Elevhälsa, ISSN 1102-3112, no 1, p. 11-13Article in journal (Other academic)
  • 38.
    Lindberg, Odd
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Ritualer, skam och sociala band2010In: Elevhälsa, ISSN 1102-3112, no 1, p. 16-24Article in journal (Other academic)
  • 39.
    Nordahl, Thomas
    et al.
    Høgskolen i Hedmark, Rena, Norge.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Drugli, May Britt
    Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
    Relasjoner mellom elever2013Report (Other academic)
1 - 39 of 39
CiteExportLink 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