Studien undersöker föräldrars syn på problematiskt spelande hos barn och ungdomar och därigenom vilka aspekter föräldrar anser problematiska samt vilka strategier de anser centrala i hanteringen av fenomenet. Ovanstående syfte besvaras med hjälp av teorin om disciplinering samt teorin om problembarnet och det goda föräldraskapet. Dokumentstudien, som utgörs av en innehållsanalys av diskussionsforum på nätet, utmynnade i teman kring förväntningar på föräldrarollen och föräldrars relation till barnet, barnets ansvar över vardagslivet samt barnets utveckling. Studien påvisar en förändring i föräldrars definition av problematiskt spelande mellan två olika tidsnedslag. Skillnaden innebär att barn inom det senare tidsnedslaget har kommit att ses mer som aktörer kring spelande, vilket även gjorde att föräldrars reglering blev mer liberal. Vidare skedde även en förändring i synen på spelande som aktivitet eftersom detta normaliserades i det senare tidsnedslaget samtidigt som spelproblematik sågs mer som en sjukdom. Slutligen kunde föräldrars syn på spelproblematik härledas till föreställningar om gott föräldraskap och normala barn, vilka bestämdes utifrån interaktioner mellan föräldrar på diskussionsforumen. Dessa fynd belyser vikten av att föräldrars syn och hantering av spelproblematik blir fortsatt beforskade för att bättre kunna hantera en komplex problematik hos barn och unga i framtiden.

Pornography use has been reported to have harmful effects on relationships and individuals. However, research on effective treatment for problematic pornography use (PPU) is limited. This manuscript reviews the previous treatment literature for PPU and highlights the gaps that need further study. Then, I discuss how I performed a qualitative study of 11 couples who had successfully been treated for PPU in order to analyze the key mechanisms of change that were employed in their recovery process and address the missing gaps in this field of research. The five major emerging themes from this study are Catalysts for Recovery, Foundation of Support for Recovery, The Work of Recovery, Healing Perspective of Recovery and Meaning Making, and Hindrances and Recovery Cautions (see figure in Appendix E). These themes are outlined with associated subthemes and representative quotes. Key implications for clinicians and future research are discussed.

In Sweden schooling is compulsory between the ages of six and sixteen. This also includes a right toeducation. Despite that there are situations where students are absent. Absent in a way that forthemselves can be problematic. In order to contribute to an understanding of the phenomenon ofproblematic school absence and how the school can work with that student group, the aim of the studywas thus to investigate the underlying factors surrounding problematic school absence and how theschool can work to promote the presence of the students based on selected literature and its authors.The authors are different practitioners who work or research the subject of problematic schoolabsence.The method used was a qualitative content analysis based on 4 different types of literature onthe subject of problematic school absence.The results show that there is no single explanation for why students develop a problematic schoolabsence. This becomes clear as the study's selected biography only to some extent gives a problempicture similar to what the rest of the material shows. The reasons for the absence are many and theycan often be related to each other. The results also show the difficulty of having a general definition ofwhat problematic school absences mean. Usually several different concepts are used, home-sitting andproblematic school absence are two examples. The results also show that the school has a large andimportant role in working to ensure that the student enjoys school where the relationship betweenteacher and student can be seen as a presence-promoting factor. Finally, it is difficult to find examplesof a single working method to promote school attendance. One of the reasons may be that there are somany different reasons for the absence and no absence is the sameKeyword: Problematic school absence, Promoting school attendance, School refusal

Indiana University-Purdue University Indianapolis (IUPUI) / Despite the World Health Organization’s longstanding guidelines encouraging exclusive breastfeeding, less than half of babies are breastfed exclusively in Indonesia, a country experiencing a disproportionately high infant mortality rate believed to be related to inadequate access to clean water and health care. Questions remain concerning women’s decision-making about infant feeding, and we know very little about Indonesian women’s decisions and behaviors regarding breastfeeding. The current research explored Indonesian women’s perceptions about their communication with their support persons as they contemplated the best and most appropriate way to feed their infants. During two trips to Indonesia in 2018, semi-structured qualitative interviews and focus groups were conducted with 84 mothers and 36 breastfeeding support persons including spouses, their infants’ grandmothers, midwives, and lactation consultants on Java, Bali, and Flores Islands. Using the constant comparative method, results revealed infants’ grandmothers and fathers as primary sources of breastfeeding support for mothers. Notably, despite their prominence, grandmothers and fathers were not always perceived to be effective sources of support; rather, mothers often described experiencing support that was unwanted or ineffective. Commonly mothers described a grandmother’s attempted support as being couched in criticism or guided by myths, and a father’s ineffective support as the result of lack of knowledge. Conflict with grandmothers was especially problematic given cultural expectations regarding elders. Findings are discussed in the context of Problematic Integration Theory, a general theory that describes the role of communication in experiencing and managing tensions between expectations and desires. Specifically, findings revealed that breastfeeding challenges fundamentally involve negotiating these dilemmas, which are co-created, exacerbated, transformed, and managed through communication between mothers and their support persons. This study demonstrates the centrality of communication in breastfeeding decision-making, highlights the role of grandmothers and fathers in breastfeeding promotion, and emphasizes the importance of informed social support for new mothers. / 2021-10-01

Deficits in conversation skills can be one barrier to developing and maintaining relationships for individuals with autism spectrum disorder (ASD). Individuals with ASD may deter conversation partners if they do not stay on topic or if they dwell on topics. Several interventions have been identified in targeting the reduction of problematic (off-topic or perseverative) speech, and withheld attention for its occurrence. In addition to leveraging attention as a reinforcer, one study provided signaled access to preferred topics contingent on talking about non-perseverative or therapist-selected topics. Despite showing clear improvements in on-topic speech and stimulus control of preferred topics, little is known about the additive effects of including contingent access to preferred topics. A free operant assessment was used to evaluate participant preference for including access to preferred topics. The results indicated that participants preferred the proposed intervention with access to a leisure item.

No description available.

Bakgrund: Kunskap, kompetenser och utbildning är ett folkhälsopolitiskt målområde som lyfter vikten av utbildning för barn och unga. Skolan utgör en viktig roll i arbetet med att uppnå en jämlik hälsa på nationell nivå, vilket gör skolan till en arena av betydelse vid hälsofrämjande arbete. Att arbeta närvarofrämjande skapar goda förutsättningar för en individ att uppnå en god hälsa över hela livsförloppet. Det hälsopromotiva arbetet bör fokusera på att stärka friskfaktorer och rikta uppmärksamheten till barn och ungdomars styrkor och resurser.  Metod: Systematisk litteraturöversikt där främjande faktorer för skolnärvaro sammanställdes utifrån sju artiklar publicerade mellan 2015–2023, begränsade till barn och ungdomar i åldern 6–18 år. Fem kategorier utvecklades utifrån analysen: socialt stöd, delaktighet, ökad medvetenhet, belöning och hälsoförbättringar med skolsköterska  Resultat: Socialt stöd främjar närvaro genom tillgängliga lärare, partnerskap mellan lärare och vårdnadshavare, samtal mellan lärare och elever, lärare och vårdnadshavare samt hembesök. Delaktighet främjar närvaro genom att både lärare och elever involveras i kring hälsorelaterade policyer. Medvetenhet innebär att samtal om frånvaro genom att identifiera inställningen till skolgång ökar medvetenheten och förändrar beteenden positivt. Belöning lyfter fram vikten av positiva incitament för att främja närvaro. Hälsoförbättringar med skolsköterska belyser skolsköterskans förmåga att anpassa programmet till skolans behov, vilket förbättrar närvaron.  Slutsats: Alla elever behöver bli sedda och hörda av en vuxen för av att trivas och känna sig trygga i skolan. Barn som går i skolan ges möjlighet att utveckla grundläggande förmågor vilket i ett långsiktigt perspektiv skapar förutsättningar för god hälsa. Genom denna litteraturöversikt har ytterligare ljus riktats mot vad som är viktigt för skolnärvaro. Fokus bör läggas för att främja närvaro hos elever oavsett låg närvaro, problematisk frånvaro eller förväntad närvaro. / Background: Knowledge, skills and education is a public health policy target area that highlights the importance of education for children and young people. The school plays an important role in the work to achieve equal health at the national level, which makes the school an important arena for health promotion work. Working to promote attendance creates good conditions for an individual to achieve good health over the entire course of life. The health promotion work should focus on strengthening health factors and direct attention to the strengths and resources of children and young people.  Method: Promoting factors for school attendance were compiled with a systematic literature review based on seven articles published between 2015–2023, limited to children and adolecents aged 6–18 years. Five categories were developed based on the analysis: social support, participation, increased awareness, reward, and health improvements with the school nurse.  Results: Social support promotes attendance through available teachers, partnerships between teachers and guardians, conversations between teachers and students, teachers and guardians, and home visits. Participation promotes attendance through the involvement of both teacher and student in health-related activities. Awareness means that conversations about absence by identifying the attitude to schooling raise awareness and change behavior positively. Reward highlights the importance of positive incentives to promote attendance. Adaptations as needed highlight the school nurse's ability to adapt the program to the needs of the school, which improves attendance.   Conclusion: All students need to be seen and heard by an adult in order to thrive and feel safe at school. Children who go to school are given the opportunity to develop basic abilities, which in a long-term perspective creates the conditions for good health. Through this literature review, further light has been directed towards what is important for school attendance. Focus should be placed on promoting attendance among students regardless of low attendance, problematic absence or expected attendance.

No description available.

Growing concern for the problematic use of video games has prompted new research in a now growing field of literature. Internet Gaming Disorder (IGD) is a proposed behavioral addiction in the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5). To examine the proposed criteria for IGD, a self-report problematic gaming behavior scale (PGBS) was developed for adults residing in the United States. One hundred eighty-nine participants completed an online questionnaire comprised of demographic items, general gaming information, the PGBS, and the Internet Gaming Disorder-20 Test (IGD-20 Test). Statistical analyses conducted at the conclusion of the study were consistent with previous research on the PGBS. Cronbach’s alpha was .908 for the 19-item PGBS, one item was removed to improve reliability. Exploratory factor analysis strongly indicated a 1-factor structure to the PGBS. Logistic regression models were fit to analyze the predictive value of the PGBS total score. The PBGS total score did not predict positive endorsement of any of the four outcome items.

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.