lnu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Hellberg, Kristina
Publications (10 of 31) Show all publications
Bolic Baric, V., Hellberg, K., Kjellberg, A. & Hemmingsson, H. (2018). Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population. Journal of Attention Disorders, 22(12), 1131-1139
Open this publication in new window or tab >>Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population
2018 (English)In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, no 12, p. 1131-1139Article in journal (Refereed) Published
Abstract [en]

OBJECTIVE: Adolescents' leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD.

METHOD: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use.

RESULTS: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities.

CONCLUSION: Internet activities may provide adolescents with ADHD accessible means of social interaction.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
adolescent ADHD, computer games, principal components analysis, peer relationships
National Category
Occupational Therapy Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-57895 (URN)10.1177/1087054715613436 (DOI)000444488700005 ()26610742 (PubMedID)2-s2.0-85053699147 (Scopus ID)
Available from: 2016-11-09 Created: 2016-11-09 Last updated: 2019-08-29Bibliographically approved
Elvstrand, H., Hallström, J. & Hellberg, K. (2018). Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan: [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]. NorDiNa: Nordic Studies in Science Education, 14(1), 37-53
Open this publication in new window or tab >>Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan: [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]
2018 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 1, p. 37-53Article in journal (Refereed) Published
Abstract [en]

In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

Place, publisher, year, edition, pages
Oslo: Nasjonalt senter for naturfag i opplæringen, 2018
Keywords
technology, preschool technology education, preschool teachers, conceptions, experiences, teknik, pedagogers uppfattning, förskola
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71411 (URN)10.5617/nordina.2670 (DOI)
Available from: 2018-03-06 Created: 2018-03-06 Last updated: 2019-07-09Bibliographically approved
Anderberg, M., Dahlberg, M. & Hellberg, K. (2018). Ökad förekomst av ADHD-diagnos bland ungdomar med alkohol- och narkotikaproblem. Socialmedicinsk Tidskrift, 95(1), 71-85
Open this publication in new window or tab >>Ökad förekomst av ADHD-diagnos bland ungdomar med alkohol- och narkotikaproblem
2018 (Swedish)In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 95, no 1, p. 71-85Article in journal (Refereed) Published
Abstract [sv]

Från ett tillstånd som tidigare har kopplats till en relativt begränsad andelbarnoch ungdomar har ADHD-diagnosen nu fått en större roll och betydelsei detsvenska samhället. Syftet med denna artikel är att analyseraoch diskuteraförekomsten av ADHD-diagnoser hos ungdomar som påbörjaröppenvårdför alkohol- och narkotikaproblem och hur diagnosen kan relaterastillsocialaförhållanden, droganvändning och psykisk hälsa. Studien baseraspå struktureradeintervjuer med 2169 ungdomar från nio städer för åren2013, 2014 och 2015. Resultaten visar att en betydande andel ungdomarsom vändersig till öppenvård också har en ADHD-diagnos, att det har sketten stor ökning de senaste åren, att det är en stor lokal variation och attdennagrupp ungdomar är psykosocialt utsatta med omfattande probleminom många livsområden. Den ökade förekomsten bland både pojkar ochflickor och den stora lokala variationen väcker frågor om ADHD-diagnosersorsak, tillförlitlighet och konsekvenser.

Place, publisher, year, edition, pages
Stockholm: Socialmedicinsk tidskrift, 2018
Keywords
Ungdomar, missbruk, ADHD, prevalens
National Category
Social Work
Research subject
Education, Substance Abuse Treatment
Identifiers
urn:nbn:se:lnu:diva-82084 (URN)
Funder
Public Health Agency of Sweden , 030672015
Available from: 2019-04-23 Created: 2019-04-23 Last updated: 2019-07-09Bibliographically approved
Baric, V. B., Hemmingsson, H., Hellberg, K. & Kjellberg, A. (2017). The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder. Journal of autism and developmental disorders, 47(3), 667-679
Open this publication in new window or tab >>The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
2017 (English)In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, no 3, p. 667-679Article in journal (Refereed) Published
Abstract [en]

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Transition, Autism spectrum disorders, Employment, Education, Qualitative research, Services
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-64206 (URN)10.1007/s10803-016-2986-z (DOI)000396815400014 ()28005233 (PubMedID)2-s2.0-85006944037 (Scopus ID)
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2019-08-29Bibliographically approved
Bolic, V., Hellberg, K., Kjellberg, A. & Hemmingsson, H. (2016). Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder. Autism, 20(2), 183-195
Open this publication in new window or tab >>Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder
2016 (English)In: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, no 2, p. 183-195Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder.

Place, publisher, year, edition, pages
Sage Publications, 2016
Keywords
Autism Spectrum Disorders, ADHD/ADD, psychosocial support, education, educational provision, services, qualitative research, special needs students
National Category
Learning Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-47656 (URN)10.1177/1362361315574582 (DOI)
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-12-29Bibliographically approved
Hallström, J., Elvstrand, H. & Hellberg, K. (2015). Gender and technology in free play in Swedish early childhood education. International journal of technology and design education, 25(2), 137-149
Open this publication in new window or tab >>Gender and technology in free play in Swedish early childhood education
2015 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, no 2, p. 137-149Article in journal (Refereed) Published
Abstract [en]

In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.

Place, publisher, year, edition, pages
Springer, 2015
Keywords
Preschool, Technology education, Free play, Gender, Sweden
National Category
Pedagogy Didactics
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-47648 (URN)10.1007/s10798-014-9274-z (DOI)
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-12-29Bibliographically approved
Jansson, M., Elvstrand, H. & Hellberg, K. (2014). Att göra medborgarkunskap: möjligheter, hinder och dilemman. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Att göra medborgarkunskap: möjligheter, hinder och dilemman
2014 (English)Report (Other academic)
Abstract [sv]

Rapporten är skriven inom ramen för projektet Samverkan, integration och kunskap (SIK), vid Linköpings universitet och är finansierad av Europeiska integrationsfonden. I projekten sker en analys av medborgarkunskap som fenomen. Analysen bygger på en kvalitativ studie av de projekt som under tidsperioden 2010-2013 beviljats med från Integrationsfonden för att arbeta med åtgärden medborgarkunskap. Det empiriska materialet i rapporten består av dokumentanalys, observationer av projektaktiviteter samt intervjuer med projektledare och projektmedarbetare. Studiens huvudresultat visar att medborgarkunskap är ett nytt och komplext utbildningsområde som det behövs ökas kunskap kring. Vidare behöver lärandeinnehållet i medborgarkunskap problematiseras ytterligare speciellt gällande värdefrågor. Utan detta finns en uppenbar risk att fastna i stereotypa bilder och kategoriseringar gällande exempelvis gällande ”vi- och dom”. Avslutningsvis visar resultatet att det är svårt att tillvarata målgruppens delaktighet vilket också är ett område där pedagogiska arbetsformer skulle behöva utvecklas och systematiseras.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 41
National Category
Political Science
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-47640 (URN)978-91-7519-288-8 (ISBN)
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2015-12-08Bibliographically approved
Hellberg, K. (2014). Att som lärare möta elevers olikheter i en specialpedagogisk kontext. In: Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg (Ed.), Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman (pp. 75-81). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Att som lärare möta elevers olikheter i en specialpedagogisk kontext
2014 (English)In: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköping University Electronic Press, 2014, p. 75-81Chapter in book (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014
Keywords
Specialundervisning, Lärare
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-47641 (URN)9789175192031 (ISBN)
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-12-29Bibliographically approved
Wedin, A.-S., Markström, A.-M. & Hellberg, K. (2014). Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman. Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande
Open this publication in new window or tab >>Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman
2014 (English)Book (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. p. 157
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-47644 (URN)9789175192031 (ISBN)
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-12-29Bibliographically approved
Bolic, V., Hellberg, K., Kjellberg, A. & Hemmingsson, H. (2014). Support in school and the transition to further education and/or work: young adults with Asperger’s Disorder and ADHD. In: 16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan: . Paper presented at 16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan.
Open this publication in new window or tab >>Support in school and the transition to further education and/or work: young adults with Asperger’s Disorder and ADHD
2014 (English)In: 16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan, 2014Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Introduction

Individuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.

Objectives

The aim of this study was to describe and explore young adults’ with Asperger’s Disorder syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

Methods

Semi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  A qualitative data analysis was used. 

Results

Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school.  Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.

Conclusion

The experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation.  

Contribution to the practice/evidence base of occupational therapy

Based on the students’ perspectives this study showed that different forms of support in school are important for learning and participation.  Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.

National Category
Occupational Therapy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-47658 (URN)
Conference
16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan
Note

Ej belagd

Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-12-29Bibliographically approved
Organisations

Search in DiVA

Show all publications