Children with special needs are often considered as a vulnerable group, who faces double risk  than general peer groups to be bullied. Bullying interventions are a useful method that can be used to help children enhance their self-esteem and coping skills. The aim of this systematic review is to explore anti-bullying interventions programs for children with special needs, and intervention outcomes. A search for scholarly articles has been carried out in four databases,739 articles were identified and six articles included in the analysis after applying inclusion and exclusion criteria. The anti-bullying interventions were beneficial for children with special needs to reduce risk of bullying , while the results were varied. This study combined  Bronfenbrenner's ecological model with various anti-bullying intervention designs to discuss the results. This study make up a lttle gap in the area of anti-bullying intervention for children with special needs, and provide an overview of  these program. Limitations of the study and further research will be discussed. / 有特殊需要的儿童通常被视为弱势群体， 并且面临着两倍于同龄人的被霸凌风险。欺凌干预作为一种有效手段，可以用来帮助儿童增强自尊和应对能力。本系统综述的目的是探讨针对有特殊需要的儿童的反欺凌干预方案和干预效果。在四个数据库中搜索了学术文章，得到738个结果，并最终得到满足条件的六篇文章。反欺凌干预措施对于有特殊需要的儿童有利于减少欺凌的风险，但干预结果却各不相同。这项研究结合了Bronfenbrenner的生态模型与各种反欺凌干预设计来讨论干预结果， 弥补了对有特殊需要的儿童的反欺凌干预方面的一点空白，并提供了这些计划的概述。研究的局限性和进一步的研究将讨论。

Närvaro i skolan har positiva samband med elevers kognitiva utveckling, socialisering och lärande, därför är det betydelsefullt att elever ges goda förutsättningar att kunna och känna lust att närvara i skolan då utbildningen ges. Med utgångspunkten att elevers perspektiv är viktiga i skolans närvarofrämjande arbete kartläggs i denna studie, med hjälp av webbenkäter och en kvantitativ ansats, vad elever upplever är viktigt för att de ska närvara i skolan. I korthet visar resultatet att det finns stor variation och vissa betydande likheter i elevers upplevelser av vad som är viktigt för att de ska närvara i skolan. I en jämförelse mellan elever med problematisk frånvaro och andra elever fanns stora likheter mellan grupperna och fåtalet mindre skillnader i deras upplevelser av angivet fenomen. Studiens resultat diskuteras i ljuset av tidigare forskning och denna diskussion genererar slutsatsen att elevers närvaro påverkas positivt av samspel i skolan som eleverna uppfattar som meningsfulla, engagerande samt trygg- och gemensamhetsskapande. Med stöd i denna slutsats argumenteras för att elevers olikheter, förutsättningar och behov bör vara en central utgångspunkt i skolans arbete med att främja närvaro, förebygga och åtgärda frånvaro, tillika för att inkludering kan vara en metod som främjar närvaro i skolan.

Attention/deficit hyperactivity disorder (ADHD) affects a sizable number of children ages 4 to 17 and can be impairing into adulthood. Genetics are partly responsible, but research shows that psychosocial disparity and the interaction of select demographic factors significantly influence ADHD prevalence. There is limited research on the primary factors for an ADHD diagnosis in Hispanic elementary school-aged children. The purpose of this quantitative cross-sectional survey research was to determine the impact of disparity and interaction of psychosocial factors on an ADHD diagnosis. The research questions asked whether there was a relationship between the independent variables (mother's marital status, family income, insurance coverage, gender, age, Spanish spoken at home) and the dependent variable (an ADHD diagnosis) and whether the independent variables were predictive of an ADHD diagnosis. The theoretical framework was derived from Vygotsky and Bronfenbrenner who posited that an individual's culture influences development and a child's development is affected by the environment and external forces, respectively. Elementary school parents (N = 105) completed a self-administered survey to assess the independent variables' impact on an ADHD diagnosis. Data were analyzed using descriptive statistics, chi-square analysis, and binary logistic regression. Results showed males (23.8%) more likely than females to be diagnosed with ADHD. Results also found gender (p = .002) and age [X2(7) = 15.302, p = .032] to be significant overall, R2 = .31. These findings could result in positive social change by fostering awareness, early identification, and treatment of ADHD in Hispanic children and similar communities and may also decrease health care costs.

Studiens intention är att utforska förskollärares resonemang gällande möjligheten att likvärdigt bemöta alla barn i behov av särskilt stöd inom förskolan. För att konkretisera syftet användes tre frågeställningar: Vilka potentiella möjligheter resonerar förskollärare om i arbetet med att likvärdigt bemöta barn i behov av särskilt stöd, Vilka eventuella utmaningar resonerar förskollärare om i arbetet med att likvärdigt bemöta barn i behov av särskilt stöd, samt Vilka resurser finns det i arbetet med att bemöta barn i behov av särskilt stöd likvärdigt enligt förskollärare. I studien används semistrukturerade intervjuer och resultatet analyseras utifrån Bronfenbrenners ekologiska systemteori. Utifrån förskollärarnas resonemang visar resultatet att det finns möjligheter i arbetet med att bemöta barn i behov av särskilt stöd likvärdigt. Dessa möjligheter är exempelvis att ha en stöttande rektor samt ett välfungerande samarbete mellan avdelningarna. I resultatet synliggörs även utmaningar i arbetet utifrån förskollärarnas resonemang. Utmaningar kan exempelvis bestå av en brist av ekonomiska medel samt vårdnadshavares motstånd. Förskollärarna beskriver även olika former av resurser som en väsentlig del, det kan exempelvis vara i form av materiella resurser eller stöd av olika professionella, exempelvis specialpedagog. / Children in need of special support, Bronfenbrenner, Preschool, Preschool teacher, Equality, Opportunities, Resources, Challenges / Nej

Aim: The overall aim of this thesis is to explore School health nursing through school nurses’ descriptions of schoolchildren’s health and to analyse factors influencing the recording of school-children’s health in the School Health Record (SHR). An additional aim is to evaluate fam-ily nursing interventions as a tool for the school nurses in the School Health Service (SHS). Methods: The thesis comprises four papers. A combination of qualitative and quantita-tive methods was used through individual interviews with a strategic sample of school nurses (n=12) (PI), a national survey to a representative sample of school nurses (n=129) (PII, III) and the implementation of family nursing models developed in Canada with girls in their early ad-olescence with recurrent health complaints and their families (n=4) in co-operation with their school nurses (n=2) (PIV). The Strengths and Difficulties Questionnaire (SDQ) was used as pre and post test. Evaluation interviews were conducted with the families and the nurses separate-ly. Qualitative content analyses were used to analyze the interview text with the school nurs-es and the families. Manifest content analysis was used to analyze the free text answers of the survey and the evaluation interview with the school nurses. Descriptive statistical analyses were used to describe demographic data in all four papers. The SDQ was hand-scored statistically. Findings: The findings showed that nurses judged the schoolchildren’s mental health as dete-riorated, especially in socially disadvantaged areas and more generally among girls expressed as psychosomatic symptoms. Individual factors related to lifestyle affected the schoolchildren’s physical health, and the mental health was, to a large extent, affected by the school environ-ment and family relations. The latter seemed to be the most important factor affecting school-children’s mental health. The basis for the school nurses judgement of the physical health was health check-ups and the health dialogues. Spontaneous visits were more commonly used to judge the mental health. Recording schoolchildren’s mental health was a challenge for school nurses. Difficulties were related to ethical considerations, tradition, lack of time and the im-proper structure of the SHR. Fears of marking the schoolchild for life related to the schoolchild itself, the parents or to other authorities/successive caregivers were brought up as hinders for recording mental and social health. Family sessions may be useful within the profession when handling recurrent health complaints among adolescence girls. The girls and their families ex-perienced relief, they felt confirmed and that their feelings and reactions were normal in that situation. The families became aware of their own strengths and possibilities and this was sup-ported by the SDQ which showed an increased well-being. The school nurses valued this way of working and meant that the sessions seemed to start a changing process within the families. Conclusions: The results indicate that school nurses have a deep knowledge about schoolchil-dren’s health which is not used to its full potential in a public health perspective. However, the experienced difficulties recording schoolchildren’s mental health seem obvious, which would de-mand developing the SHR for the needs of today. Family sessions in SHS with the school nurse as a collaborator with the family seemed useful and may be transferable to other health problems expressed by the schoolchildren. Bronfenbrenner’s ecological systems theory and other models for health determinants are used to illustrate the school nurse as a mediator working on the bridge over different health streams with schoolchildren’s health on an individual and a population level.

This study focused on stress and resilience among teachers in 15 urban secondary schools serving areas of multiple and complex disadvantage in the Greater Manchester and Merseyside regions of England (UK). It utilised the mixed-methods approach to gather and analyse the data. This consisted of a questionnaire survey of 150 teachers and interviews of 20 teachers. It examined person characteristics of teachers in these schools; key stress risks in the schools; coping strategies employed by these teachers and their protective factors. The main quantitative analysis methodologies used in the study were descriptive analysis; factor analysis and regression analysis. Qualitative findings were analysed using thematic analysis and teacher pen portrait and school case study presentations. Integrative analysis of quantitative and qualitative findings was then conducted in the discussion of main findings. This study found that the teachers’ major force characteristics were self-efficacy; persistence; personal attitudes towards one’s job; personality and temperament and commitment to the job. Their main resource characteristic was experience while their major demand characteristic was their professional role. These teachers were also exposed to person, proximal processes, context and time risks. There were risks associated with force and demand person characteristics. The main process risks were within their interactions with pupils, parents, colleagues and senior management. There were also context risks in their microsystem, mesosystem, exosystem and macrosystem. There were also time risks across the microtime, mesotime and macrotime. To cope, teachers in this sample utilised both direct-action and palliative coping strategies. Results also indicated that these teachers’ protective factors were in their resource and force characteristics; proximal processes; context and time.

Autobiographical life-writing as literary métissage about cool through stories grounded in auto-ethnographic reflection as a|r|t|ographer. An act of literary sharing. A past to present summed up as parts, as portraits or vignettes, building towards an attempted understanding of cool. Introspective reflection on cool supported by photographs, drawing, paintings, and poetry. A consideration of Franco Ontarian minority language secondary school population adolescent conceptions and notions of cool (Drolet et al, 2009). An inquiry into cool presented as a bioecological album (Urie Bronfenbrenner, 1979, 1994). A life-long journey from developing childhood cool to middle school cachet cool to high school contrarian cool to old school cool. Childhood to contrarian to cachet to Bieber’d [fucked] to adult cool. Historical cool. What is cool?

Ett syfte med denna kvalitativa studie var att undersöka erfarna familjeterapeuters syn på hinder och möjligheter för familjeterapins tillgänglighet i Sverige från 1970-tal till nutid. Ett annat syfte var att undersöka erfarna familjeterapeuters syn på familjers attityder till familjeterapi över tid. Sju erfarna psykoterapeuter med inriktning familj- och system samt även handledarutbildning intervjuades med hjälp av semistrukturerade frågor.   När det gäller frågan om hur utvecklingen sett ut vad gäller hinder och möjligheter för familjeterapin i Sverige har den ett komplext svar. Det som tycks tydligt är att familjeterapins utveckling är kontextberoende, det omgivande samhället har stor påverkan. Detta belyses genom att som teoretisk grund använda Bronfennbrenners utvecklingsekologiska system som har arbetats fram till sex intervjuteman; Samhällets förändring, Från kollektiv till individ, Forskning, evidens och Socialstyrelsen, Familjeterapins utveckling, familjens förändring över tid samt Familjeterapi och tydlighet. Den rådande samhällssynen på människan påverkar den politiska styrningen vilket har betydelse för vilket utrymme familjeterapin lyckas ta eller inte.   Familjers attityder till familjeterapi handlar om, förutom det omgivande samhällets påverkan, även om familjeterapeuters attityder till familjer. Familjers attityder påverkas också av hur familjeterapeuter tydliggör familjeterapi.

Syftet med den aktuella studien är att undersöka vilka insatser och åtgärder som upplevs som hjälpsamma för att återintegrera elever med problematisk frånvaro till skolan. Forskningsansatsen är kvalitativ med tematisk analys (TA) som metod. De fyra informanterna var pedagoger och dem intervjuades med hjälp av en semistrukturerad enkät. Det teoretiska ramverket utgörs av allmän systemteori och Bronfenbrenners utvecklingsekologiska modell. Resultatet blev att tre huvudområden identifierades: relationer, resurser och relevanta anpassningar. De viktigaste framgångsfaktorerna är fungerande relationer med såväl vårdnadshavare som eleven, men också samverkan med andra instanser. Därefter nämns organisatoriska förutsättningar i form av tid, matchning med rätt mentor och anpassad lärmiljö. Likaså är elevens intrapersonella resurser betydelsefulla. Slutligen behöver eleven känna tillhörighet samt elevens behov av samtalsstöd bemötas. Utvecklingsområden är bland annat smidigare sekretesslagstiftning, tidigare diagnosticering av funktionsnedsättningar och fungerande närvarorutiner, Vidare omnämns särskilda undervisningsgrupper och bättre förutsättningar att genomföra kartläggningar. Slutligen uttrycks önskemål om elevassistenter vid övergångar samt samtalsstöd. / The aim of the current study is to investigate what interventions and measures are perceived as helpful in reintegrating students with problematic school absenteeism to school. The current research was well suited to a qualitative research strategy as the objective was to explore individual experiences of sucess factors returning to school following problematic school absenteeism. Four semi-structured interviews were conducted with four pedagogues. The theoretical framework is based on system theory and Bronfenbrenner’s ecological systems theory of human development.The result was divided in to three main areas, relationships, resources and accurate adaptations. Firstly, findings of the current study offer an in-depth understanding of the importance of trusting relationships both with guardians as well as with the student. Secondly, in order for the intervention to be succesful a set of organizational conditions needed to be in place: time, a good match between students and teacher and a supportive educational setting. The students individual abilities also had an impact on the level of success. Finally, the student has to feel a sense of belonging and that invidual needs are meet. Areas of desirable support included a smoother approach to privacy leglislation, earlier diagnosis of disabilites and supportive attendance routines. Further smaller tuition groups, better mapping possibilites where mentioned. Finally, requests for student assistants are expressed during transitions and counselling support.

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