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The transition to working life is a difficult process for young people with neuropsychiatric disabilities. The transition to adulthood involves a complex interplay between one's visions, social and economic “opportunity structures'' that society delivers. In this essay, the focus has been to cast light on young adults with neuropsychiatric diagnosis, how their experiences and perception has shaped them to choose to further educate themselves or establish themselves in the labor market. The method “life stories'' has been used as inspiration to bring out the interviewees' stories and to look back on their previous schooling. The study was also performed using a qualitative method. Theoretical starting points for this study were the concepts of inclusion, exclusion, and stigma. The transcribed interviews have been analyzed according to the method thematic analysis and the following main themes were identified: experiences of knowledge level about NPD among teachers, experiences of exclusion and inclusion in the school environment, strategies that have emerged to manage their everyday school life,experiences of support in previous schooling, the desire for more information about what support measures are available in further studies and the transition between further studies and establishment in the labor market. In summary the results showed a huge lack of knowledge among teachers regarding NPD andhow the support needs to be adapted for students with NPD. The results also showed that teachers stigmatized NPD students by negative statements related to NPD and NPD students’need of adapted support. This has resulted in that needs of NPD diagnoses have been identified during the later parts of the schooling period for most of the interviewed persons. This early exclusion and stigmatization resulted in a late inclusion during the schooling. The experiences of the interview persons also showed a lack of support and information when making their choice to continue their education or establishment on the labor market. There are also positive experiences that interviewees felt included in the education at some points during their schooling. However, the positive experiences were very few. Choosing to either study further or establish oneself in the labor market after high school is ultimately an individual choice based on people's previous experiences, but also personal interests.

Problematic school absenteeism is a growing problem that affects society as a whole. Every youth is unique and the educational path does not look the same for everyone. The aim of this qualitative study was to investigate how social workers handle and collaborate on problematic school absenteeism in Sweden. Semi-structured interviews were conducted with six social workers from different professional fields. When analyzing results, the bioecological model and its system levels were applied. Internal factors that were shown to contribute to absenteeism were anxiety, communication difficulties and neuropsychiatric diagnoses. External factors that emerged were the institutional policies, norms, family, school and relational conditions. The social workers consider home visits to the pupils' families and close relationships as some important and successful factors in reducing school absenteeism. Cooperation needs to take place on several levels for pupils to return to school and integrate into society.

Title: Locally Integrated Groups – A special education alternativeAuthor: Jennie ArvidssonType of essay: Exam essay, second level (15 credits)Supervisor: Barbro Bruce, Examiner: Lisbeth OhlssonProgram: Special Education Program at Malmö Högskola, SwedenDate: 2012-01-12Present study is an attempt to describe how staff perceive their working operations in seven locally integrated groups, for pupils in special educational needs. By submitting a questionnaire to all professions within the groups I have tried to find similarities and differences in their statements from both structured and unstructured questions. The study is an attempt to contribute knowledge about how these groups can be understood and developed, based on a special education perspective, systems theory and sense of coherence (KASAM). The results shows that there is a consensus among the majority of staff opinions of the systems’ opportunities as well as dilemmas. On the other hand, it is possible to discern some differences in how the different professions describe their working operations according to how satisfied they are with didactic activities, interaction with others and the resources the groups has at its disposal. The basis for these differences lies in a variety of factors that have an effect on the staff opinions.Retrospectively, the study shows that the staff of the local integrated groups are looking for a central control of operations, and a clearer formulation of goals and visions. The staff also expressed a desire to establish a network between the groups, which may contribute to an exchange of experiences and increase the feeling of togetherness. More time for planning, developing further skills and continuous supervision are other resources that are sought after.

Yoga has been increasingly utilized as a potential intervention to improve cognitive functioning in patients with neuropsychiatric disorders. However, evidence-based review is limited. Further, whether the observed yoga-related changes in cognitive function are systematically related to specific neuropsychological domains or specific neuropsychiatric disorders remains underexplored. Thus, the aim of this review is to systematically evaluate randomized controlled trials that objectively measure global cognitive function and/or other neuropsychological domains (e.g., attention, executive functioning, social cognition, etc.) in neuropsychiatric populations. Four broad clusters of neuropsychiatric disorder are discussed: focal neurobehavioral syndromes; major neuropsychiatric disorders; neurological conditions with cognitive, emotional, and behavioral features; and comorbid neuropsychiatric and neurological conditions. / Kinesiology

Det finns forskning som visar att neuropsykiatriska funktionsnedsättningar, även kallat NPF-diagnoser hos barn, är starkt förknippade med ett nedsatt välbefinnande hos föräldrarna. Syftet med den här studien var att undersöka hur föräldrar till barn med NPF-diagnos påverkas till följd av sitt barns diagnos och deras upplevelser av samhällets och omgivningens stöd och bemötande med fokus på stigmatisering. Studien har en kvalitativ ansats och bygger på strukturerade intervjuer från fem föräldrar. Resultaten av studien visar att föräldrarnas välbefinnande i positiv bemärkelse är förknippat med en rad faktorer som vikten av samverkan mellan professioner, samhällets och omgivningens bemötande, kunskap och respekt för föräldrarnas expertis kring det egna barnet. Föräldrarna är även i behov av stöd och avlastning och möjlighet till återhämtning. Resultatet visade även på negativa aspekter där skolan och bristande kommunikation, okunskap och dömande förhållningssätt var det som främst bidrog till ett minskat förtroende och till att upprätthålla och förstärka stigmatiseringen av föräldrarna och barnen. / There is research that shows that neuropsychiatric disorders, also called NPF- diagnoses among children, is strongly associated with an impaired well-being among parents. The purpose of this research was to examine how parents with children with NPF-diagnosis are affected as a consequence of their child's diagnosis, including how they experience the support of the society and how they are approached and met, focusing on stigmatization. The study has taken a qualitative approach and is based on structured interviews from five parents. The result shows that the well-being of parents in a positive sense is associated with several factors such as the importance of interaction between professions, how they are approached by society and the knowledge and the respect of the parent´s expertise of the child. The parents are also in need of support and relief and the possibility for recovery. The result also showed some negative aspects, in which the school and lack of communication, ignorance and judgment mainly contributed to a decrease in trust and maintained and reinforced the stigmatization of the parents and the children.

Parents of children with a neuropsychiatric disorder faces a lot of difficulties regarding their role as a parent. The purpose of this study is to gain a better knowledge of the challenges and needs the parents experience due to their child’s disorder. The study was based on theories of stigma and salutogenesis. By analyzing autobiographies with a narrative thematic method, we studied the subject from the parents’ perspective. Earlier studies have found that parents of children with neuropsychiatric disorders faces a variety of challenges but also find ways to cope with the situation. We found two major challenges and a variety of ways in which the parents cope with this. The main difficulties we found was the stigmatization, including both general stigmatization as well as family stigmatization and self-stigmatization, and the lack of time and energy the parents experience. When it comes to handling the everyday life, we identified four key aspects: support, a general life balance, interpersonal traits and understanding and acceptance from others.  The findings indicate that there is a connection between stigmatization and how the everyday life is handled due to stigmatization interfering with all aspects of the parents’ life.

Bakgrund: Barn med neuropsykiatriska funktionsnedsättningar är överrepresenterade avseende problematisk skolfrånvaro. Långsiktiga konsekvenser av skolfrånvaron kan vara nedsatt social funktion, sämre förutsättningar till examen, försämrad hälsa och kortare livslängd. Skolsköterskans hälsofrämjande och förebyggande insatser syftar till att minska risk för ohälsa samt stärka hälsa och skyddsfaktorer. Skolsköterskans roll kopplas till känsla av sammanhang, KASAM, samt involvera barn och förälder i omvårdnaden. Syfte: Syftet är att beskriva skolsköterskors erfarenhet av hälsofrämjande insatser för att öka skolnärvaron hos barn med neuropsykiatriska funktionsnedsättningar i åk. F till 6. Metod: Kvalitativ metod med induktiv ansats. Datainsamlingen utfördes genom semistrukturerade intervjuer med tio skolsköterskor. Materialet analyserades genom kvalitativ innehållsanalys. Resultat: Studien resulterade i tre kategorier: Vara flexibel och tillgänglig, Samordna insatser och Främja delaktighet. Hälsosamtalen är grundläggande för skolsköterskans arbete med barnets behov i centrum, för att kunna främja stöd och åtgärder som kan öka skolnärvaron. Skolsköterskor lyssnar in barnet, för dennes talan samt stöttar föräldrar som har svårt att få till rutiner och bidrar därigenom till ökad skolnärvaro. Konklusion: Skolsköterskans roll är komplex och central i det hälsofrämjande arbetet med barn som har neuropsykiatriska funktionsnedsättningar, för att öka skolnärvaro. Skolsköterskor kan genom flexibilitet, tillgänglighet och delaktighet tidigt upptäcka barn med svårigheter och begynnande skolfrånvaro. Samverkan beskrivs som centralt för att möta barnens behov. / Background: Children with neuropsychiatric disabilities are over-represented regarding problematic school absence. Long-term consequences of school absence can be reduced social function, poorer conditions for graduation, deteriorated health and shorter lifespan. The school nurses´ health promotion and prevention efforts aim to reduce the risk of ill health and strengthen health and protective factors. The school nurses´ role is linked to a sense of context, KASAM, as well as involving children and parents in nursing. Aim: The purpose is to describe school nurses' experience of health-promoting efforts to increase school attendance among children with neuropsychiatric disabilities in school, in degrees F to 6. Method: Qualitative method with inductive approach. The data collection was carried out through semi-structured interviews with ten school nurses´. The material was analyzed through qualitative content analysis. Findings: The study resulted in three categories: Be flexible and available, Coordinate efforts and Promote participation. The health talks are fundamental to the school nurses´ work with the child's needs, to promote support and measures that can increase school attendance. School nurses listen to, speak up for the child, and support parents with difficulties getting into routines and thereby contribute to increased school attendance. Conclusion: The school nurses´ role is complex and central in the health promotion work with children who have neuropsychiatric disabilities, to increase school attendance. Through flexibility, availability and participation, school nurses´ can early detect children with difficulties and incipient absenteeism. Collaboration is described as central to meeting the children's needs. / <p>Det finns övrigt digitalt material (t.ex. film-, bild- eller ljudfiler) eller modeller/artefakter tillhörande examensarbetet som ska skickas till arkivet.</p><p>There are other digital material (eg film, image or audio files) or models/artifacts that belongs to the thesis and need to be archived.</p>

<p>Abstract</p><p>The purpose for this essay has been to illuminate some teachers opinions of integration of students with Aspergers syndrom in the compulsory school, then compare it with the statue documents and see similarities and differences.</p><p>The studie has been of a quality character, based on quality intervjues to get the teachers understanding at a deeper level. The questions in the intervju are based on open questions with purpose not to control the person during the intervju.</p><p>The most obvious result which was that it appered two perspective of integration of students with Aspergers syndrom. One in the short run and one in the long run.</p><p>In the long run it was the integration of the individual into the society and in the short run integration in school.</p><p>For the perspective in the long run, the opinions from the teachers in compulsory school is good corresponding to the statue documents, that the integration is necessary for our democratic and human values that our sociaty are based on.</p><p>In the short run, during the years when the students are in school, it came out great difficulties to integrate children with Aspergers syndrom. To proceed an integration that works out for the students, the teachers took site from the individual and not from the society. If we do not look at integration from an individual base we are probably not going to succeed to integrate in society.</p><p>Searchwords: Aspergers syndrom, neuropsychiatric funktional disorders, integration, inclusion, segregation.</p> / <p>Sammanfattning</p><p>Syftet med min uppsats har varit att belysa några grundskollärares uppfattningar om integrering av elever med Asperger syndrom för att sedan jämföra med styrdokumenten och se om de stämmer överens.</p><p>Studien har varit av kvalitativ karaktär, baserad på kvalitativa intervjuer för att få lärares uppfattningar på ett djupare plan. Intervjufrågorna baseras på öppna frågor med syfte att inte styra de intervjuade.</p><p>Det mest framträdande resultatet var att det framkom två perspektiv på integrering av elever med Asperger syndrom. Ett långsiktigt och ett kortsiktigt perspektiv.</p><p>Det långsiktiga är en integrering av individen i samhället och det kortsiktiga är en integrering i skolan.</p><p>I det långsiktiga perspektivet så stämmer grundskollärarnas uppfattning väl överens med styrdokumenten, att integrering är nödvändig för att värna våra demokratiska och humanistiska värden som samhället bygger på.</p><p>I det kortsiktiga perspektivet, elevens skolgång, framkom stora svårigheter vad det gäller att integrera elever med Asperger syndrom. Som utgångspunkt för att få en fungerande integrering av eleven, så utgick lärarna från individen och inte samhället. Om vi inte ser på integration utifrån individen så kommer vi troligtvis inte att lyckas med integrationen i samhället.</p><p>Sökord: Asperger syndrom, neuropsykiatriska funktionshinder, integration, inkludering, segregation.</p>

<p>Syftet med denna kvalitativa studie var att undersöka hur elever med neuropsykiatriska funktionshinder upplever tiden i grund- och gymnasieskolan. Mina frågeställningar handlade om i vilka sammanhang eleverna upplevde svårigheter kopplade till funktionshindren, på vilka sätt skolan visade förståelse för dessa svårigheter, hur skolan löste de problem som uppstod, vad skolan kunde ha gjort mer samt vilka starka sidor hos eleverna som var betydelsefulla i skolan. Jag intervjuade sex ungdomar i åldrarna 18 - 21 år. Jag använde mig av halvstrukturerade intervjuer. Resultatet, som analyserades ur ett sociokulturellt perspektiv, visade att eleverna upplevde svårigheter i skolan i flera olika sammanhang. Stora klasser och störande ljud i klassrummet förvärrade elevernas koncentrationssvårigheter. Projektarbeten utan strikta ramar och att tvingas redovisa inför klassen utgjorde ett stort hinder för flera av eleverna, medan undervisning på för låg nivå ledde till bristande studiemotivation. Under högstadietiden upplevde eleverna stress och svårigheter att hitta till klassrummen. Annat som medförde problem var bland annat fobier, sömnstörningar och att delta i skolidrotten. Utanförskap och mobbing i elevgrupperna var vanligt förekommande. Även lärare utsatte eleverna för kränkande särbehandling genom utpekande handlingar, skuldbeläggande och bestraffningar. Eleverna upplevde att de oftast möttes av oförståelse och okunskap från skolan. Endast enstaka lärare visade förståelse. Skolans åtgärder sattes oftast in väldigt sent och lösningarna på problemen blev därför kortvariga. Vissa åtgärder gjorde till och med större skada än nytta. Eleverna berättade om sina starka sidor och menade att dessa hjälpte dem genom åren i skolan. Av resultatet framgick att mindre klasser, men också kunskap hos lärarna och förmågan att samtala med eleverna och lyssna på dem, är viktiga medel för att kunna ta tag i problemen på ett tidigt stadium och skapa en skola för alla.</p> / <p>The purpose of this qualitative study was to get knowledge of experiences of the years in compulsory school and upper secondary school by pupils with neuropsychiatric disabilities. The questions dealt with when and where in school the pupils had difficulties connected to their neuropsychiatric disabilities, in what way they were met with understanding for their difficulties, how the school solved the problems, what the school could have done more and what qualities the pupils possessed that helped in school. I interviewed six youngsters in the ages of 18 - 21. I used half-structured interviews. The result was analysed in a sociocultural perspective and showed that the pupils had difficulties in many ways at school. Big classes and noises in the classroom made their concentration difficulties worse. Projects in school without strict directions as well as appearances before the class became huge barriers for some of the pupils, while teaching at a too low level led to a lack of motivation. In upper level of compulsory school the pupils felt stress and difficulties in finding classrooms. Some other problems were phobias, insomnia and participating in school gymnastics. Bullying and exclusion from fellowship was usual. Even teachers were insulting the pupils by indicating them as outsiders, blaming them for their difficulties and punishing them. The pupils experienced that they were mostly met with misunderstanding and a lack of knowledge from the school. Just a few teachers were sympathetic. The school mostly took measures very late and the solutions therefore became short-lived. Some of the measures made the problems even worse. The pupils told me about their strong sides that helped them through school. The result showed that smaller classes as well as teachers knowledge and ability to converse and listen to the pupils are important instruments to be able to face the problems in an early phase and create a school for all kinds of minds.</p>