To Örebro University

The everyday lives of young children with speech sound disorder (SSD) are not well described, with few studies taking a holistic view with interaction in focus. The aim of this study was to investigate how SSD affects communicative activity and participation in everyday life of four children in a Swedish context. The study involved 4 triads: 4 children with SSD aged 4 to 7, their parents (n = 4), grandmothers (n = 2) and pedagogues, i.e. preschool teachers (n = 2). The research design was a case series, including speech language tests, questionnaires and structured interviews. The International Classification of Functioning, Disability and Health (ICF) served as an analytical framework. Results showed reduced speech intelligibility in all children. Interrupted thought processes, tantrums and social withdrawal were negative effects of the SSD. Having a friend in the out-of-home environment was a facilitating factor, enabling the children with SSD use their full capacity in social interaction. When knowledge about SSD is shared in all environments, all forces that influence the child positively may be aligned in a collaborative effort and a holistic understanding can be reached. To accomplish this, ICF serves as a valuable conceptual framework.

INTRODUCTION: Traumatic brain injury (TBI) is a global health issue and a leading cause of long-term disabilities and mortality worldwide. There is growing evidence that TBI rehabilitation should be differentiated and individualised according to gender to provide more effective healthcare and rehabilitation. However, there is a lack of reviews focusing on the rehabilitation for women with TBI and there is a need to summarise existing knowledge to guide and individualise their rehabilitation. This scoping review aims to identify and map evidence on content and outcome of non-pharmacological rehabilitation for women with TBI aged below 65 years.

METHODS AND ANALYSIS: This scoping review will follow the methodological guidelines of the Joanna Briggs Institute (JBI) and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR). The databases searched will be PubMed, CINAHL and PsycINFO. The following inclusion criteria will be applied: peer-reviewed studies published in English over the years 2000-2024 including description of content and outcomes of non-pharmacological TBI rehabilitation for women aged between 16 and 65 years in both inpatient and outpatient contexts. All severities of TBI ranging from concussion through to extremely severe will be included. Text and opinion papers, conference abstracts and grey literature will be excluded. Studies fulfilling the inclusion criteria will be independently reviewed by three researchers. A data extraction form will be used including specific details about the participants, concept, context, study methods and key findings. The results will be presented in tabular format accompanied by a narrative summary.

ETHICS AND DISSEMINATION: Due to the nature of data, no approval from an ethics committee is required. Dissemination of results are planned in an open-access peer-reviewed journal and in professional networks.

REVIEW REGISTRATION NUMBER: OSF, https://doi.org/10.17605/OSF.IO/QUY3T.

INTRODUCTION: Parents with intellectual and developmental disabilities (IDDs) often need parenting support, but there are few evidence-based programmes adapted to their cognitive needs. Parenting Young Children (PYC), a home-based programme for parents with IDDs, is perceived as beneficial by parents and practitioners, but it is unclear if PYC improves parenting. The purpose of the proposed mixed-methods study is therefore to evaluate the PYC programme for improved parenting in parents with IDDs.

METHODS AND ANALYSIS: The quantitative evaluation will have a multi-centre, pretest-posttest study design and include parents with IDDs (children aged 0-9) in need of adapted parenting support. Goal-attainment in parenting skills, parental self-efficacy and child mental health will be measured outcomes. Interviews will be used to explore the perspectives of parents and children on PYC.

ETHICS AND DISSEMINATION: Particpation is based on informed consent from parents and guardians of the participating children. Ethical approval was granted by the Swedish Ethical Review Authority.

Parents with intellectual and developmental disabilities (IDDs) often need parenting support, but there are few evidence-based support programs adapted to these parents’ cognitive needs. Parenting Young Children (PYC) is a home-based parenting support program developed for parents with IDDs in Australia and has then been implemented in Sweden. PYC emphasizes individualized goals, breaking down complex skills into smaller steps, and collaborating with the parents. To investigate the usefulness and acceptability of PYC, it is of vital importance to explore how the intervention is perceived by the parents.

The aim of the present study was to explore how PYC is perceived by Swedish parents with IDD, in need of adapted parenting support when there is a risk for neglect.

Parents' experiences of PYC were explored shortly after completing PYC, using individual, semi-structured interviews that are audio-recorded and transcribed. Data were analysed using reflexive thematic analysis. In total, 15 parents (8 mothers, 7 fathers) have been interviewed. Participating parents have mild ID or other cognitive difficulties (e.g., ASD) and have children between 0-9 years of age.

The parents experienced increased security in parenting, improvements in parenting skills, and strengthened self-confidence. PYC influenced parent-child relationships so that the child's needs were put in focus. The parents also emphasized that their parental competence developed in a trusting, participatory process in which it was important to feel included and treated positively. A prerequisite was that the PYC-social worker cooperates with the parent and is sensitive to the parent’s specific needs and wishes. According to the parents, the PYC-social worker should focus on the relationship between the parent and the PYC-social worker, and parents' knowledge and skills to increase the parent's competence. It was also of vital importance to include the needs of both the child and the parent.

BACKGROUND: Research on how parents with intellectual and developmental disabilities perceive the Parenting Young Children (PTC) support program for the development of parenting skills is scarce. The study explored parents' experiences of PYC's methodology.

METHOD: Interviews were conducted with 15 Swedish parents (8 mothers, 7 fathers) at risk for child neglect who had received PYC for 6 months or longer. The interviews were analysed with reflexive thematic analysis.

RESULTS: Two main themes, with six subthemes, were identified: "Developing a trusting relationship with the PYC practitioner" and "Tailored support, planning, and training in collaboration." One overarching theme was also created: "The PYC methodology facilitates learning of parenting skills through a trusting and collaborative process guided by adapted support."

CONCLUSION: Parents with intellectual and developmental disabilities perceived the PYC methodology as helpful and well-adapted. The study highlights that learning parenting skills can be facilitated by a collaborative and tailored approach using behavioural teaching strategies.

This study investigates how older adults in Residential Aged Care (RAC) perceive and navigate their sexuality. Employing a qualitative approach with semi-structured interviews, it examines older adults’ perceptions of sexuality while living in RAC, the barriers they encounter, and the ways they maintain or adapt their sexuality. Data were collected from 15 participants in Swedish RAC facilities. Nine identified as women and six as men, with a mean age of 87.3. The analysis identified three principal themes: The Sexual Script for Older Adults, Co-creating the Script, and Navigating the Script. These themes highlight how older adults articulate their sexuality, respond to institutional norms, and sometimes resist expectations. The findings suggest that sexuality remains a substantial aspect of life for many older adults, even when they face age-related stigma or institutional limitations. This study underscores the need for RAC to better support the sexuality of older adults and advocates for policies that recognize and facilitate their sexual autonomy and well-being.

Objectives: Sexuality in residential aged care is a complex and often overlooked aspect of aged care. Te attitudes of both staf and residents signifcantly infuence how sexuality is perceived and addressed in these settings. Tis scoping review aims to compile, analyse, and identify gaps in the existing research concerning the attitudes of residents and staf towards sexuality within the context of residential aged care.

Methods: Te scoping review involved a systematic search across eight databases, yielding 469 unique articles, with 29 included studies.

Results: Tematic synthesis within the selected studies disclosed three themes: hollow attitudes, postsexual residents, and organizational setbacks.

Discussion: Te results emphasize the signifcance of treating sexuality as a fundamental right, emphasizing that it should be not only acknowledged in theory but also implemented in practice.

Syftet är att med stöd av Bertha Reynolds teori om lärande och undervisning inom socialt arbete presentera den modell om fem faser som utvecklats för att förstå och bli medveten om den utvecklingsprocess som studenten kan genomgå för att mogna i professionen.

Presentationen bygger på ett kapitel som jag nyligen publicerat i antologin, Socialt arbete – i gränslandet mellan teori och praktik, där Reynolds modell fått en renässans. Även om modellen har sitt ursprung från 1940-talet finns beröringspunkter med dagens socionomutbildning i form av kopplingen mellan teori och praktik, personlig och professionell utveckling och verksamhetsförlagd utbildning.

Under presentationen exemplifieras de fem faserna; (I) den självcentrerade fasen, (II) bära- eller bristafasen, (III) förståelse av situationen utan förmåga att handla utifrån förståelsen, (IV) förmågan att förstå och handla utifrån förståelsen, (V) förmågan att förmedla det egna yrkeskunnandet, i syfte att ge redskap som studenten, handledaren och läraren kan förhålla sig till. Studenten behöver förstå den kontext varinom socialt arbete verkar men den behöver också reflektera över sig själv i detta sammanhang. Modellen är ett stöd för egenreflektion men också ett stöd för handledare och lärare genom att tillämpa modellens faser som en vägledning i denna process.