Syftet med studien är att undersöka hur personal i fritidshem utformar undervisningen för elever med neuropsykiatriska funktionsnedsättningar. För att kunna förstå varför undervisningen utformas på ett visst sätt används ett barndomssociologiskt perspektiv där vår syn placeras på eleverna och sätter deras villkor i centrum. Studien genomfördes med hjälp av semi-strukturerade intervjuer där totalt nio lärare som arbetar i fritidshem intervjuades. Fyra av respondenterna är utbildade förskollärare och fem av dem är utbildade lärare i fritidshem. Vid intervjutillfället arbetade samtliga respondenter i fritidshem. Alla respondenter intervjuades enskilt.  Den insamlade datan tematiserades och fyra teman som lämpade sig för vårt forskningsfokus framkom. Relationer, förhållningssätt, samverkan och anpassningar. Resultatet visar hur lärare i fritidshem arbetar med elever med NPF samt vilka metoder och tillvägagångssätt de använder för att inkludera alla elever. I slutsatsen lyfts vikten av goda relationer, anpassningar, samarbete och behovet av att se den enskilda eleven.

Problematisk skolfrånvaro är ett aktuellt socialt problem som ökar i omfattning. Detta examensarbete syftar därför till att undersöka skolans, socialtjänstens samt barn- och ungdomspsykiatrins arbete med att främja skolnärvaro samt återintegrera grundskoleelever i undervisningen. Vidare syftar arbetet till att undersöka hur samverkan ser ut mellan dessa aktörer. Denna kvalitativa studie baseras på sju semistrukturerade intervjuer med yrkesverksamma inom skola, socialtjänst samt barn- och ungdomspsykiatrin. Datamaterialet har analyserats utifrån handlingsutrymme, samverkan, ekologisk systemteori samt tidigare forskning. Studiens resultat visar att skolnärvaro utgör en friskfaktor för barns välbefinnande och utveckling. Av resultatet framgår även att neuropsykiatriska funktionsnedsättningar är den främsta orsaken till problematisk skolfrånvaro, detta eftersom stödinsatserna är bristfälliga. Likväl påvisar samtliga intervjupersoner att arbetet med problematisk skolfrånvaro upplevs som en utmaning. Studien redogör även att en välfungerande samverkan är avgörande vid arbetet med problematisk skolfrånvaro. Våra resultat synliggör däremot att både den interna och externa samverkan gällande problematisk skolfrånvaro är bristfällig. Studien belyser således vikten av att finna fungerande arbetssätt för att främja skolnärvaro och kunna återintegrera elever i undervisningen. / Problematic school absenteeism is a current and increasing societal problem. The purpose of this master thesis is to create an understanding for the school, social services, and the children and youth psychiatry’s work to promote school attendance and reintegrate elementary school students into the education system. The thesis also aims to portray the cooperation between these actors. This qualitative study is based upon seven semi-structured interviews with professionals within the school, social services, and the children and youth psychiatry. Room of action, cooperation, ecological system theory as well as prior research has been used to analyze the data. What the study concludes is that school attendance contributes to children’s wellbeing, and development. Furthermore, the results showed that neuropsychiatric disabilities is the primary cause of problematic school absenteeism due to a lack of sufficient support. In addition, we learn that problematic school absenteeism is perceived by all interviewees as a challenge. The thesis also unveils that effective cooperation is essential when facing the issue. However, our results prove that both internal, and external cooperation is lacking in relation to problematic school absenteeism. Thus, the study displays the importance of finding functioning work methods to combat problematic school absenteeism and reintegrate students back into the education system.

Background: Anti-NMDA receptor encephalitis (NMDAR-E) is an autoimmune encephalitis (AE) mainly affecting young females. It typically presents with isolated psychiatric symptoms (e.g. depressed mood) at first and neurological abnormalities (e.g. seizures, movement disorders) only develop later. Thus, there is a high risk of overlooking NMDAR-E in patients with preexisting psychiatric illness due to symptom overlap in the prodromal period of the disease when treatment is most effective. Although rare, concomitant or sequential development of a demyelinating disorder is increasingly recognized as an associated disease entity (overlap syndrome), with immediate diagnostic and therapeutic implications. Case presentation: We report a patient with a borderline personality disorder (BPD), which developed NMDAR-E and an overlapping demyelinating disorder with anti-Myelin oligodendrocyte glycoprotein (MOG) -IgG positivity. The initial clinical presentation with predominantly affective symptoms (e.g. mood lability, anxiety, depressed mood) lead us to suspect an exacerbation of the BPD at first. However, acute changes in premorbid behavior, newly developed psychotic symptoms and memory deficits lead us to the correct diagnosis of an AE, which was further complicated by the development of a demyelinating disorder. As a result of impaired illness awareness and psychosis, diagnostic and treatment was difficult to carry out. The symptoms completely remitted after treatment with methylprednisolone 1 g daily for 5 days and 5 cycles of plasma exchange. Conclusions: Continuous awareness for neuropsychiatric clinical warning signs in patients with a pre-diagnosed psychiatric disorder is important for a timely diagnosis. Therefore, we believe that the diagnostic and therapeutic algorithm provided here, for the first time specifically addressing patients with preexisting psychiatric illness and integrating overlap syndromes, can be a useful tool. Moreover, in order to timely perform diagnostics and treatment, judicial approval should be obtained rapidly.

Background: Data regarding both drug-related and non-drug-related costs in patients with Parkinson's disease (PD) are scarce, mainly due to the difficulties in data acquisition in experimental designs. Likewise, the reported impact of drug costs on total direct costs varies across different studies. In addition, the influence of comorbidities on both treatment costs and health-related quality of life has not been adequately evaluated. Methods: A sample of office-based neurologists (n = 315) in Germany was asked to examine up to five consecutive patients with PD (n = 1449) on a specified day during the study period. Patients of all ages were eligible and their evaluation was performed using standardized questionnaires. Results: PD-specific therapy costs increased with the stage of the disease, early onset of the disease and disease duration. The major costs were due to PD-related therapy, whereas other medications only resulted in minor costs. Disease stage mainly influenced direct therapy costs, with an observed increase of total daily costs from €7.3 to €11.3/day. In addition, disease onset at age < 65 years resulted in total daily costs of €11.2 compared to late onset of disease (> 75 years) with daily therapy costs of €5.3. In this patient group neuropsychiatric comorbidities such as dementia and depression were only insufficiently treated. In addition, these comorbidities severely affected health-related quality of life. Conclusion: Therapy costs were influenced by disease stage, disease onset as well as present comorbidities. Furthermore, comorbidities such as depression and dementia were diagnosed but were not adequately treated.

Studien syftar till att synliggöra hur verksamma lågstadielärare arbetar med elever som har neuropsykiatriska funktionsnedsättningar (NPF-diagnoser) i det ordinarie matematikklassrummet. Bakgrundsdelen inleds med en redogörelse för hur matematiksvårigheter kopplat till olika NPF-diagnoser ser ut. Därefter tas begreppet inkluderande matematikundervisning upp samt förslag på hur lärare eller andra pedagoger kan jobba med dessa elever i skolan, detta baserat på tidigare, vetenskaplig forskning. Studiens data har samlats in genom kvalitativa intervjuer med fem lågstadielärare på skolor runt om i landet. Intervjuerna spelades in som ljudfiler för att sedan transkriberas och tolkas utifrån innehållsanalysen olika steg. Studien har sin teoretiska utgångspunkt i det sociokulturella- samt i det relationella perspektivet. Resultat visar att elever med NPF-diagnoser drar nytta av att följa en tydlig struktur som upprepar sig från lektion till lektion. Eftersom eleverna ofta har bristande uppmärksamhets- och koncentrationsförmåga är det viktigt att de får kortare arbetspass, blandat med mer pauser än övriga klasskamrater. Vidare visar resultatet att det är viktigt att eleverna får möjlighet att variera sina arbetssätt och arbetsformer, samtidigt som de får kontinuerlig återkoppling och stöd under hela undervisningsprocessen. / The purpose of the study is to highlight how primary school teachers work in the regular classroom while teaching pupils, diagnosed with neuropsychiatric disabilities, mathematics. The background section begins with an account of how mathematics challenges, associated with these specific disabilities, may appear. Thereafter the concept of inclusive mathematics teaching is discussed along with suggestions on how teachers and other educators can work with these pupils, based on previous scientific research. The study data has been gathered through qualitative interviews with five primary school teachers in schools throughout the country. The interviews were recorded as audio files to later be transcribed and interpreted in regards to the content of the analysis' different steps. The study has its theoretical point of departure in the sociocultural, but also in the relative perspective. The result shows that pupils with neuropsychiatric disabilities benefit from following a clear structure which is repeated from lesson to lesson. Since the pupils often lack attention and concentration ability it is important that they have shorter work periods along with more frequent breaks than other classmates. Furthermore, the result shows that it is important that the pupils have the opportunity to vary their working methods and working routines, while at the same time receiving continuous feedback and support throughout the entire teaching process.

The purpose of this thesis is to investigate whether young people with neuropsychiatric disabilities feel that they have a spiritual longing. The research questions are also about what young people experience that which their spiritual longing is expressed and what conditions and obstacles exist to meet their longing and needs. With the help of role theory, language theory, and the theory of the illusionist world, new knowledge about young people's spiritual longing is gained.   The essay uses a qualitative method and collects empirical data by having two (2) group interviews, the first was with key people who are active in the business. And the second interview was with some young people who are active in the same business. With the help of the key people, broader knowledge has been achieved. By interviewing young people, their spiritual longing has been identified.   The essay shows that young people have a spiritual longing and that it must be allowed to take place and be taken seriously. The young people and the key people show signs that a language and an expression of spiritual longing is something that needs to be explored and developed. The essay concludes that young people have a spiritual longing and there are good conditions for further development, but more knowledge is needed when dealing with young people and their spiritual longing. The Church of Sweden has come a long way on its journey to a community, but there are still unexplored paths to follow.

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Milic Pavlovic, Ljiljana (2021). Student health guidance. A case study about special educators' work. Master degree in Special education, School development and Leadership, Faculty of Education and Society, Malmo UniversityThe purpose of the study is to investigate how consultants from the Central Student Health's specialist team support compulsory school educators for early school years in relational competence when they meet students with neuropsychiatric disabilities. The study means to illustrate opportunities and obstacles that arise during the support process. The relational pedagogy and the special pedagogical perspectives are theoretical frameworks for the study. The study is about four consultants at a centrally organized student health institute and therefore the case study methodology is being used as the motivated research approach. The study focuses on the consultants' perceptions of their work as well as descriptions of opportunities and obstacles that arise when they support educators in the field of relational competence towards students with neuropsychiatric disabilities. The study also intends to show how the support is organized, implemented, and evaluated and how it contributes to the teachers' competence development in the meeting with students with neuropsychological disabilities. Since the study focuses on the consultants' perceptions, semi-structured interviews are the chosen method. The results show that the consultants perceive their support as a combination of different types of consultations and tutorials, with an appearance of the collaborative consultation (Sundqvist &amp; Ström, 2015). The consultants identify the schools' explicit focus on the categorical perspective as the biggest obstacle to their supporting work. At the same time, the consultants identify several opportunities that can be created through successful consultation. One opportunity is the change of perspective to the relational perspective where, a permanent development of relational competence in pedagogical contexts and opportunities for collegial learning and development has been identified. It could gradually lead to a broad impact on all students' learning and development, regardless of whether students have a disability or not. The consultants also see an opportunity for consultation from a preventive perspective which in combination with education in neuropsychiatric disabilities could improve schooling for students with neuropsychiatric disabilities. There are variations in the consultants' perceptions of their work that can be interpreted based on the concept of inclusion and equivalent education, something that could create both opportunities and obstacles for the school's compensatory mission. The organizing of consultation can be presented as a timeline, in a chronologic order from the beginning to the end. The timeline extends throughout the process, from the application for seeking support to Central Student Health to the conclusion of the support work. It also contains a continuous evaluation that follows the consultation process with adaptations to the educators' needs. The consultation process has been identified as a circle where each consultation opportunity creates opportunities for new initiatives in the practical work in the classroom, but also modification or confirmation of the implemented initiatives. In this way, the effects are created at all three levels, namely conclusion level, teacher level and student level. These effects contribute to learning and development for all parties involved

Tidigare forskning har visat att det förekommer brister i samverkan mellan socialtjänsten och andra professioner utifrån att det inte finns en gemensam bild av barnet och den unges svårigheter. Syftet med denna studie är att undersöka hur socialsekreterare på socialförvaltningen och biståndshandläggare på vård- och omsorgsförvaltningen LSS upplever samverkan i ärenden som rör barn och unga med NPF- diagnoser. Detta är en samverkansuppsats med socialförvaltningens barn och ungdomsenhet vilket innebär att vi har slagit ihop vår idé om det ämne vi från början tänkt att skriva om tillsammans med förvaltningen. För att uppnå syftet harvi genomfört en intervjustudie med åtta antal yrkesverksamma i olika verksamheter. Studiensempiriska material är analyserat med hjälp av kvalitativ innehållsanalys samt samverkansteori och Lipksys teori om gräsrotsbyråkrati. Av resultatet framkommer det att handläggarna från respektive förvaltning upplever hinder i samverkan mellan varandra utifrån organisationens olika regelverk samt utifrån handläggarnas olika synsätt om varandras arbeten. Resultatet visar ocksåatt handläggare från respektive förvaltning upplever att det finns behov av samverkan mellan varandra i vissa ärenden som rör barn och unga med olika NPF- diagnoser. Detta för att tillsammans kunna tillgodose klientens behov genom att arbeta utifrån ett helhetsperspektiv. Dessutom skildrar resultatet i hur intervjupersonerna menar att samverkan kan stärkas, då handläggarna berättar att ökad kommunikation mellan förvaltningarna ökar kunskap hos handläggare om varandras arbeten vilket resulterar i att förbättra förutsättningarna för samverkan.

Syftet med studien var att studera tidigare forskning om barn med funktionsnedsättningar som fått tidiga insatser i skolan, för att förstå vilka värden som tillmäts betydelse för en likvärdig skolgång. Studiens upplägg bygger på en litteraturstudie som har genomförts genom en metaanalys. Den teoretiska delen har varit en central del av arbetet, för att kunna förstå och besvara mina frågeställningar. Empirin som har samlats in och studiens resultat har analyserats med hjälp av teorierna om jämlikhet/ojämlikhet eller rättvisa och livsvillkor eller livskvalité. Resultatet visar att värden som fysisk hälsa, psykisk hälsa, hur närvarande vuxna spelar en viktig roll, hur samverkan går till eller vilka verktyg man använder i tidiga insatser samt skolledningens betydelse är centrala delar för barnens livsvillkor och livskvalité för att främja jämlikhet och rättvisa. Det framkommer även att det finns underlag för tidiga interventioner hos barn med funktionsnedsättningar som förbättrar barnens olika förmågor. / The purpose of the study was to examine previous research on children with disabilities who received early interventions in school, in order to understand the values attributed to ensuring equal educational opportunities. The study design was based on a literature review conducted through a meta-analysis. The theoretical framework was a central part of the work to understand and address my research questions. The empirical data collected, and the study's findings were analysed using theories of equality/inequality or justice and living conditions or quality of life. The results show that values such as physical health, mental health, the presence of supportive adults, collaboration methods, tools used in early interventions, and the importance of school leadership are crucial for children's living conditions and quality of life to promote equality and justice. It also emerged that there is evidence for early interventions in children with disabilities that improve their various abilities.