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  • 1.
    Andersson, Maria
    et al.
    Umeå universitet, Institutionen för socialt arbete.
    Eklund, Mona
    Lunds universitet.
    Sandlund, Mikael
    Umeå universitet, Psykiatri.
    Markström, Urban
    Umeå universitet, Institutionen för socialt arbete.
    Freedom of choice or cost efficiency?: the implementation of a free-choice market system in community mental health services in Sweden2016In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 18, no 2, p. 129-141Article in journal (Refereed)
    Abstract [en]

    This case study investigates the implementation of a free-choice market system in community mental health services using the example of day centres for people with psychiatric disabilities. It was conducted in a major city that was about to implement a free-choice market system due to a new legislation that made it feasible. Eighteen semi-structured interviews were conducted. Agents situated in different parts of the organization were interviewed one year before and two years after the free-choice system was launched in 2010. Data showed a top–down political process. A majority of the intentions of the legislation advocated individual autonomy as the market system's main purpose; only one concerned organizational efficiency. Data reflected, however, that financial efficiency dominated the agents' experiences of the implemented system. The twofold market purpose was clearly reflected in the interviews. Front-line staff hoped for improvements mainly for the users, whereas managers mainly focused on the market as a resource allocator.

  • 2. Dag, Munir
    et al.
    Kullberg, Christian
    Dalarna University, School of Education, Health and Social Studies, Social Work.
    Can they work it out and do they get any satisfaction?: Young Swedish physically disabled men’s and women’s work involvement and job satisfaction2010In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, no 4, p. 287-303Article in journal (Refereed)
  • 3.
    Nilholm, Claes
    et al.
    Department of Education, Jönköping University.
    Almqvist, Lena
    CHILD, School of Sustainable Development of Society and Technology, Sweden.
    Göransson, Kerstin
    School of Education, Culture and Communication, Mälardalen University, Sweden.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Is it possible to get away from disability-based classifications in education?: An empirical investigation of the Swedish system2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
    Abstract [en]

    Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show that: 1) disability-based categories are seen as less needed in practice by chief education officers than by principals; 2) disability-based classifications have stronger support among school staff than in the guiding documents and among principals and chief education officers; 3) a disability-based approach has stronger support at the compulsory school level than at the preschool level; 4) the group most in favour of disability-based classifications is teachers and those most against are chief education officers, principals and SENCOs.

  • 4.
    Schön, Ulla-Karin
    Department of Social Work, Stockholm University, Stockholm, Sweden.
    The power of identification: Peer support in recovery from mental illness2010In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, no 2, p. 83-90Article in journal (Refereed)
    Abstract [en]

    Abstract: Peer support has been described as facilitating individuals’ recovery from mental illness and offer useful support, hope and encouragement. The aim of this study was to explore how individuals with experience of severe mental illness in Sweden perceived peer support facilitating their recovery.

    The results from the grounded theory analysis of 24 in depth interviews illustrated that despite diagnoses of severe mental illness, often described in terms of an inability to interact with other people, the identification when meeting others with similar experiences was powerful. The participants described how peer support meant an end to isolation and became an arena for identification, normalization, connection and being important to others. Involvement in the peer support group was related to time and recovery stage, the participants pay attention to their own achievements in relation to peers and their recovery progress, comparing their level of wellness with that of their peers.

  • 5.
    Schön, Ulla-Karin
    Dalarna University, School of Education, Health and Social Studies, Social Work.
    User and carer involvement in social work education: reasons for participation2016In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 18, no 2, p. 154-163Article in journal (Refereed)
    Abstract [en]

    In many countries, user involvement in social work (SW) education is common practice, while in other countries, initiatives for inclusion are currently expanding. No matter how far the progress of user involvement in education has come, issues on clarity, sustainability and accountability need to be addressed. In this paper, users’ reasons for wanting to participate in SW education and the way they define their potential contribution are explored. These experiences can provide important information contributing to sustainable, meaningful, and accountable collaborations between users, university staff and students. Participants (n = 33) answered a questionnaire including demographic data and four open-ended questions about their expectations of participation in a SW programme at the University of Dalarna in Sweden. The results from the open-ended questions were analysed using qualitative content analysis. Results show that users’ main reasons for wanting to get involved were to contribute through sharing their lived experience of SW education, to help improve services and also to obtain respect for their own personal knowledge and experience. The respondents described themselves both as carriers of valuable knowledge and as accountable experts on the subject.

  • 6. Talman, L.
    et al.
    Wilder, J.
    Stier, Jonas
    Dalarna University, School of Humanities and Media Studies.
    Gustafsson, C.
    Staff’s and managers’ conceptions of participation for adults with profound intellectual disabilities or profound intellectual and multiple disabilities2019In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, no 1, p. 78-88Article in journal (Refereed)
    Abstract [en]

    One goal of disability policies in Sweden and other countries is to ensure that people with disabilities are afforded an equal level of daily life participation as other citizens. However, few studies have examined this in adults with profound intellectual disabilities (PID) or profound intellectual and multiple disabilities (PIMD). This study used a phenomenographic approach to interview managers and staff at a social care organisation in a medium-sized Swedish municipality. It aimed to elucidate and describe conceptions of participation to highlight conceptual variations. Divergent conceptualisations were found, reflecting a lack of organisational consensus about the meaning of participation. Trying to fulfil policy goals of daily life participation for adults with PID or PIMD without a common understanding of the meaning of participation is difficult, so people at all levels of an organisation need to have a shared understanding and definition of it. © 2019 The Author(s).

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