Mot bakgrunden av att ungdomar mår psykiskt allt sämre som hindrar skolarbete och vardagsliv var studiens syfte att göra en triangulering mellan vad som står i skoldokument om insatser för att förebygga, främja och stärka elevers psykiska hälsa och hur elever upplever sin psykiska hälsa för att kunna förbättra insatserna utifrån elevernas erfarenheter. Urvalsgruppen var gymnasieelever i årskurs 2-3. Frågeställningarna gällde hur skolans pedagogiska insatser såg ut beträffande elevers psykiska hälsa och hur frekventa elevernas erfarenheter var av problemgrupperna psykosomatiska besvär, depressiva symptom, kränkningar, mobbning och diskriminering, identitetsproblem utifrån kroppsuppfattning samt problem med lärarsupport samt hur framstod förhållandet vid en jämförelse mellan resultaten. För att bättre kunna anpassa insatserna på ett meningsskapande sätt för elevernas psykiska hälsa utifrån eleverna, situation och kontext kan studien ge kunskaper om behovet av diskussion och kartläggning för bättre insikter om elevernas problem, känslor och behov av pedagogiska insatser för psykisk hälsa. Genom mix metod kombinerades kvalitativ innehållsanalys av text i skolans dokument med kvantitativ metod utifrån deskriptiv statistik grundad på elevernas enkätsvar om självupplevda problem. Resultaten visade att de pedagogiska insatserna var olika handlingar, förhållningssätt och rekommendationer. Erfarenheter fanns i samtliga problemgrupper med olika frekvens. Flickor var mer drabbade än pojkar. Majoriteten av eleverna upplevde stress, koncentrations- och sömnsvårigheter och många hade känt nedstämdhet samt igångsättningssvårigheter. Kränkningar, mobbning och diskriminering var begränsade och ingen kände sig diskriminerad på grund av handikapp eller sexuell läggning. Triangulering av resultaten i övriga problemgrupper kunde tyda på en diskrepans mellan de pedagogiska insatserna och elevernas erfarenheter. Slutsatsen var att jämförelsen tydde på en kunskapslucka rörande lärarsupport och behov av att beakta könsskillnader för rätta insatser samt att skolor behöver testa kunskapen om sina elevers olika problem för att få en helhetsbild som kan visa att resurserna används rätt efter elevernas behov och problemfrekvens. Studien har genererat teorin att en satsning på att öka förmågan till kommunikation och empati genom att höja mental och emotionell medvetenhet skulle förbättra möjligheterna till elevers psykiska hälsa för en långsiktig hållbar utveckling. / With the background knowledge of the psychological deterioration of adolescents which hinder school work and everyday life was the study’s aim to make a triangulation between what is stated in the school document on measures to prevent, promote and strengthen the mental health of students and how students experience their mental health in order to improve the efforts based on students experiences. The study group was secondary school students in grades 2-3. The questions were about how the school's educational efforts directed towards student's mental health was demonstrated and how frequent the students experiences of psychosomatic disorders, depressive symptoms, violations, bullying and discrimination, identity problems based on body perception as well as problems with teacher support and how the relationship was perceived when comparing the results. In order to better adapt the efforts in a meaningful way to the mental health of students based on the students, situation and context could the study provide knowledge about the need for discussion and mapping for better insight into the students problems, feelings and needs for educational efforts for mental health. Through mix method was qualitative content analysis of text in the school's documents combined with quantitative method based on descriptive statistics from students questionnaire about self-perceived problems. The results showed that the educational efforts were different actions, practical approaches and recommendations. Experiences was found in all of the above mentioned problem groups at different frequencies. Girls were more affected than boys. The majority of the students experienced stress, concentration and sleep difficulties and many had low mood as well as startup difficulties. Violations, bullying and discrimination were limited and no one felt discriminated because of disability or sexual orientation. Triangulation of the results in other problem groups could indicate a discrepancy between the educational efforts and the students experiences. The conclusion was that the comparison indicated a knowledge gap, both regarding teacher support and the need to consider gender differences for correct educational efforts and that schools need to test their knowledge of their students different problems in order to get a holistic picture that can show that the resources are used correctly according to students needs and problem frequencies. The study has generated the theory that an effort to increase the capacity for communication and empathy by raising mental and emotional awareness would improve the prospects for students mental health for long-term sustainable development.

<p>In this work, I have studied whether if one can detect AD / HD in preschool. I have read some literature and searched on the Internet. I have also tried to get to interview people who are familiar with this topic, which has not been easy. I have questioned 13 persons if they would participate in an interview, but most have refused because they do not have time. I succeeded anyhow to get three persons, two special educators and a nurse on the BVC. Special Student teachers are working to put the various educational activities in the preschool / school when children are in need of assistance. Children nurse is working with children to look up at the controls as they come in and where they can see if there is something not as it should. The answer I came up with through the literature and interviews is that AD / HD is a neuro-psychiatric disability and is logically divided into three groups that they have to Impulsivity problems, over activity and attention problems. Special Student teachers tell of the symptoms / signs of AD / HD as the first notice are that the children with AD / HD have problems in concentrating in a task. What distinguishes boys from girls is that boys are more hyperactive and ports in more trouble than girls do. Girls are more reclusive and shy and have been easier to become depressed and anxious. It is difficult to detect AD / HD in preschool unless the kids have severe problems with attention, impulsivity and over activity</p><p> I also got answer to that one can detect AD / HD if you're looking for it, but it’s not the essential, the important is to support children with AD / HD in the learning and development. Special Student teachers talked a lot of work how to help children in preschool with various educational activities such as solid framework, transparency and daily schedules. They can also work in small groups but that is not always suitable for all children. Then we can bring the children who have problems at the front near the teacher in order to give praise and jacking.</p>

In this work, I have studied whether if one can detect AD / HD in preschool. I have read some literature and searched on the Internet. I have also tried to get to interview people who are familiar with this topic, which has not been easy. I have questioned 13 persons if they would participate in an interview, but most have refused because they do not have time. I succeeded anyhow to get three persons, two special educators and a nurse on the BVC. Special Student teachers are working to put the various educational activities in the preschool / school when children are in need of assistance. Children nurse is working with children to look up at the controls as they come in and where they can see if there is something not as it should. The answer I came up with through the literature and interviews is that AD / HD is a neuro-psychiatric disability and is logically divided into three groups that they have to Impulsivity problems, over activity and attention problems. Special Student teachers tell of the symptoms / signs of AD / HD as the first notice are that the children with AD / HD have problems in concentrating in a task. What distinguishes boys from girls is that boys are more hyperactive and ports in more trouble than girls do. Girls are more reclusive and shy and have been easier to become depressed and anxious. It is difficult to detect AD / HD in preschool unless the kids have severe problems with attention, impulsivity and over activity  I also got answer to that one can detect AD / HD if you're looking for it, but it’s not the essential, the important is to support children with AD / HD in the learning and development. Special Student teachers talked a lot of work how to help children in preschool with various educational activities such as solid framework, transparency and daily schedules. They can also work in small groups but that is not always suitable for all children. Then we can bring the children who have problems at the front near the teacher in order to give praise and jacking.

Background: The care for the older adults is facing major challenges with the growing proportion of older people. This entails a need to find new ways to cope with the tasks of elderly care, and digitalization is seen as part of the solution. In order to succeed with digitalizing, the first-line managers in elderly care needs knowledge of change management and digitalization. That knowledge needs to be obtained via educational efforts. Aim: The aim of the study was to examine the experiences of first-line managers within elderly care after they recieved training in change management and digitalization. The aim was further to examine their perspectives on the influencing factors when it comes to leading change management in digitalization. Method: The method was a qualitative interview study with an inductive research approach and the sample consisted of first-line managers within elderly care in a medium-sized Swedish municipality. Semi-structured interviews were conducted which were analyzed by qualitative inductive content analysis.  Results: Four main categories emerged; perspectives on implemented educational efforts; identified potential, barriers and needs in change management and digitalization; responsibilities and roles in change management and digitalization; and perspectives on care users when using health and welfare technology. Potential and barriers included assent from management, cooperation between colleagues, influence of the first-line managers' level of interest, resources, goals and strategies. It also included prioritization of daily operations, employee needs, resistance and information about purpose, implementation process and technology. In order for the first-line managers in elderly care to achieve the expected benefit with training on change management and digitalization, the expectations needs to be well defined. Conclusion: Educational efforts in change management and digitalization alone are not enough to achieve a successful implementation of health and welfare technology in municipal care for the elderly. Digitalization is an ongoing process of changes and the first-line managers can-not do it by themselves. The preferred practice is to be able to create the conditions for interested employees to drive the work of digitalization within their respective operation.