Denna studie syftar till att undersöka hur barn vars syskon har en neuropsykiatrisk funktionsnedsättning eller intellektuell funktionsnedsättning påverkas och upplever att det är att leva med ett syskon med en funktionsnedsättning. Studien utförs som en kvalitativ litteraturstudie i form av en scoping-review. 15 vetenskapliga artiklar identifierades och sammanställdes utifrån tematisk analysmetod. De vetenskapliga artiklarna analyserades efter Goffmans teori om stigma, Eriksons utvecklingsteori och Bronfenbrenners utvecklingsekologiska perspektiv. Resultatet visade att barn vars syskon har en neuropsykiatrisk funktionsnedsättning eller intellektuell funktionsnedsättning behöver göra anpassningar och kompromisser i sin vardag relaterat till syskonets svårigheter och behov av anpassningar. Flertalet sociala konsekvenser identifierades då barnen sällan vågade bjuda hem vänner samt valde att stanna hemma för att inte riskera att bli mobbad eller retad på grund av sitt syskon. Många av barnen behövde ta ett stort ansvar för sitt syskon i en tidig ålder vilket resulterade i att de mognade snabbare än andra jämnåriga. Det framkom även att barnen utvecklade positiva egenskaper som empati, tålamod och acceptans. / The aim of this study is to investigate how children with siblings who have a neuropsychiatric disability or intellectual disability experience their everyday life and how it has affected them. The study is conducted as a qualitative literature review as a scoping review. Fifteen scientific articles were identified and compiled using thematic analysis methods. The scientific articles were analyzed based on Goffman's theory of stigma, Erikson's developmental theory, and Bronfenbrenner's ecological systems theory. The results showed that children with siblings who have a neuropsychiatric disability or intellectual disability need to make adjustments and compromises in their daily lives related to their sibling's difficulties and need for adaptation. Several social consequences were identified, as the children rarely dared to invite friends home and often chose to stay at home to avoid the risk of being bullied or teased because of their sibling. Many of the children had to take on significant responsibilities for their sibling at an early age, which resulted in them maturing faster than their peers. It also emerged that the children developed positive qualities such as empathy, patience, and acceptance.

Bakgrund: ADHD är en förkortning för attention deficit hyperactivity disorder och är en neuropsykiatrisk funktionsnedsättning. För att en person ska få diagnosen ADHD behöver flera olika diagnoskriterier uppfyllas. Det första kriteriet är att personen upplever flera olika former av svårigheter med uppmärksamhet och/eller hyperaktivitet och impulsivitet, vilket skapar ett lidandeför personen i minst två olika delar av personens liv, till exempel det privata och det professionella. Personen ska även ha haft symtomen innan 12 års ålder. En del i att ha ett lidande inom det privata kan vara just inom det sexuella och relationella. Tidigare forskning visar på att kvinnor med ADHD kan uppleva en negativa påverkan på sin sexuell lust, orgasm, sexuella funktion och självkänsla utifrån sina funktionshinder. Det finns ett behov av ökad förståelse för dessa frågor, särskilt för kvinnor. Syfte: Undersöka de sexuella och relationsmässiga utmaningar som kvinnor med ADHD upplever i relation till sin diagnos, samt de strategier de använder för att hantera dessa utmaningar. Metod: Genom semistrukturerade intervjuer och tematisk analys identifierades tre huvudteman med två underteman på det första och tredje temat. Resultatet: Det tre huvudteman som identifierades var: ”Att ha en funktionsnedsättning innebär olika funktionshinder”, ”Skapandet av strategier inom det sexuella och relationella" och ”Acceptans behövs hos både personen med ADHD och närstående”. Dessa teman belyser hur respondenternas sexuella och relationella hälsa och självkänsla påverkas av deras ADHD. Särskilt framträdde ett mönster som visade en förändring av utmaningar före och efter diagnos, där acceptans och kommunikation framstår som centrala strategier. Att finna acceptans kunde ske genom mindfulness, tantrasex, terapi eller partner som också bröt mot funktionsnormer. Vidare utforskades påverkan av samhälleliga förväntningar och könsnormer på dessa utmaningar, vilket understryker behovet av anpassat stöd och förståelse inom kliniska sammanhang. Vidare forskning: Förslag på framtida forskning inkluderar longitudinella studier för att undersöka förändringar över tid och undersökningar av hur ADHD-diagnosen påverkar partners sexuella och relationsmässiga hälsa. / Background: ADHD, stands for attention deficit hyperactivity disorder and is a neuropsychiatric disability. For a person to be diagnosed with ADHD, several different diagnostic criteria must be met. The first criterion is that the person experiences various forms of difficulties with attention and/or hyperactivity and impulsivity, which cause suffering for the individual in at least two different areas of their life, such as personal and professional settings. The individual must also have had symptoms before the age of 12. One aspect of suffering in personal life can be within sexual and relational domains. Previous research indicates that women with ADHD may experience negative impact on sexual desire, orgasm, sexual function, and self-esteem due to their disabilities. There is a need for increased understanding of these issues, especially for women. Aim: To investigate the sexual and relational challenges that women with ADHD experience in relation to their diagnosis, as well as the strategies they use to manage these challenges. Method: Through semi-structured interviews and thematic analysis, three main themes with two sub-themes on the first and third theme were identified. Results: The three main themes identified were: "Having a disability entails different impairments," "Creating strategies within the sexual and relational context," and "Acceptance is needed by both the individual with ADHD and their close ones." These themes highlight how respondents' sexual and relational health and self-esteem are affected by their ADHD. Particularly prominent was a pattern showing a change in challenges before and after diagnosis, where acceptance and communication emerge as central strategies. Acceptance could be achieved through mindfulness, tantric sex, therapy, or having a partner who also deviates from functional norms. Furthermore, the impact of societal expectations and gender norms on these challenges was explored, emphasizing the need for tailored support and understanding within clinical contexts. Further research: Suggestions for future research include longitudinal studies to examine changes over time and investigations into how the ADHD diagnosis affects partners' sexual and relational health.

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This study investigates the impact social vulnerability has on subjective mental health among adolescents. Furthermore, this study aims to measure which of the independent variables that represent social vulnerability has the most effect on mental health. The independent variables include sex, gender, NPD-diagnosis, ethnic background, and subjective social status. Several studies have investigated these topics before, but few studies measure different kinds of socially vulnerable groups together and compare them side by side. A quantitative approach is used, namely cross-table analysis and regression analysis. The theoretical framework consists of theories on gender, minority stress, social fields, social status, and a holistic approach to the understanding of health. The results show that 16 percent of the variation within subjective mental health can be traced to social vulnerability. The most vulnerable to subjective mental health issues were adolescent girls (in the biological sense), followed by adolescents with NPD-diagnosis, and then adolescents with a queer gender identity. The least vulnerable to subjective mental health issues were adolescents with low social status. However, it seems that an adolescent’s social status within the school is more important than their family’s social status in society.

The purpose of the study is to acquire knowledge and understanding of successful school development, with a focus on students' cognitive abilities. The survey focuses on the implementation of development work and its effects on the organization and students' development. The theoretical framework is based on special educational perspectives, salutogenic perspective and organizational theory. Two contiguous preschool class‑third grade schools are included in the study and primary data consists of interview responses from school staff. The study also includes questionnaire responses from guardians of children in third grade. However, the response rate from the guardians is insufficient for conclusions. The results show that school development changed the view of students' differences and needs. Furthermore, the schools have shifted their focus to group and organizational level, as well as to more promotional and preventive work. Fewer students are included in the student health team and the number of action plans has decreased. The development of the schools is characterized by a shift towards a more critical perspective and has been conducted through strengthened meaningfulness in the form of defined values, consensus in purpose and vision and collegial cooperation. The conditions that enable successful school development are characterized by a strong sense of coherence, in both leadership and conditions. Increased focus on the environment, as well as enhancement of comprehensibility, manageability and meaningfulness, are also factors that have benefited students' development. Factors that hinder school development can be traced to a compensatory and dilemma perspective, as well as to a lack of sense of coherence. Above all concerning attitudes among school staff and external demands placed on the school activities. Our conclusion is that both school development and students' cognitive abilities can be promoted through the application of a salutogenic perspective.

I denna studie undersöks yrkesverksamma inom skola och socialtjänst perspektiv på problematisk skolfrånvaro ifrån yrkesverksamma inom skola och socialtjänst. Studien är en kvalitativ semistrukturerad intervjustudie där nio intervjuer genomförts och inkluderade tio deltagare. Intervjumaterialet har analyserats utifrån ekologisk systemteori och symbolisk interaktionism. Resultatet från studien visade på att problematisk skolfrånvaro ansågs uppstå av flera olika anledningar och att det inte är eleven som enbart är problemet utan att det är också samhället som brister när problematisk skolfrånvaro uppstår. Problematisk skolfrånvaro beskrivs som ett samlingsbegrepp för att elever inte är i skolan av olika anledningar eller inte hänger med i studierna. De insatser som studiens deltagare uppfattade vara mest effektiva mot problematisk skolfrånvaro var att kartlägga barnets situation, skapa en relation till barnet vårdnadshavare för att kunna ge rätt stöd och att personal gör sällskap med barnet till skolan. / This study explores problematic school absence through the perspectives of professionals from schools and social services. It is a qualitative semi-structured interview study involving nine interviews with ten participants. The interview material was analyzed through ecological systems theory and symbolic interactionism. The study indicates that problematic school absence is attributed to a variety of reasons and that the problem lies not solely with the pupils but also with society when problematic school absence occurs. Problematic school absence is described as an umbrella term for pupils not being in school for various reasons or not keeping up with their studies. The interventions perceived as most effective by the professionals interviewed were to map the child's situation, build a relationship with the child to provide the right support, and for staff to accompany the child to school.

De senaste decennierna har förutsättningarna på arbetsmarknaden förändrats till följd av bland annat den tekniska utvecklingen och ökade krav på stresstolerans och social kompetens. Vi har upptäckt ett forskningsgap gällande möjligheter för individer med autismspektrumtillstånd att delta på den svenska arbetsmarknaden genom anställning. Studiens syfte var att undersöka Stockholms stads styrdokuments beskrivning av krav och ideal på medarbetare samt vilka insatser som bedrivs. Detta för att undersöka möjligheterna för individer med neuropsykiatrisk funktionsnedsättning i allmänhet och autismspektrumtillstånd i synnerhet att delta genom arbete i kommunens verksamheter. Vi har genomfört en dokumentstudie och använt induktiv tematisk analys för att söka förståelse. Vår slutsats är att kraven på medarbetarna tenderar hindra deltagande i arbete för studiens fokusgrupp särskilt gällande krav på social kompetens och utveckling av kommunens verksamheter. Kravet på individanpassning kan tyda på ökade möjligheter till deltagande. Då insatserna på daglig verksamhet har bristande incitament att nå reguljär arbetsmarknad kan fokus på insatser i verksamheterna hindra möjligheterna till deltagande i arbete för fokusgruppen / The last decades, prerequisites on the labour market have changed due to technical development and elevated demands on stress-resistance and social skills. We have distinguished a research gap in terms of examining the possibilities to attend the competitive labour market for adults with autism spectrum disorder in Sweden. The aim of this study is to examine regulatory documents from Stockholm municipality and how they describe requirements and ideals on their employees and which efforts they conduct. This to examine the possibilities for individuals with neuropsychiatric disabilities in general and autism spectrum disorder specifically to participate through employment within the municipality’s various functions. Our conclusion is that the demands on the employees tend to hinder participation in work for the focus group because of demands on social competencies and constant development of the organisations various functions. The demand on personal adaption could contribute to increase participation. Since the efforts within daily activities tend to lack incentives to reach the competitive labour market, a large focus on these efforts might hinder further participation in work for the focus group.

The aim of the study is to contribute knowledge and increase the understanding of teaching dance to students aged 16-18 with autism and ADHD in upper secondary school in Sweden by investigating teachers understanding of adaptation and the reason for students experiencing difficulties related to their diagnosis. The study also investigates the different strategies used by the teachers to adapt their teaching. The study uses a qualitative method and empirical data was collected through semi-structured interviews with four dance teachers. The data was analysed within the framework of a sociocultural perspective using concepts such as mediation, affordance and intellectual tools defined as given models for thinking. The results of the study show firstly that teachers’ understanding of different ways to adapt teaching and ways of understanding the reason for students experiencing difficulties, affects how they adapt and design their teaching. Secondly the study shows that the strategies used by the teachers mainly strives for making the teaching clear and predictable, to improve students’ self-esteem and to build good relationships to the students, and among the students. The study concludes that more knowledge about the subject is needed to further support the teachers in their work.