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  • 1.
    Alm, Maria
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Behandlingspedagogik för ungdoms- och missbruksvård2011Report (Other academic)
  • 2.
    Alm, Maria
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    När kunskap ska styra: Om organisatoriska och professionella villkor för kunskapsstyrning inom missbruksvården2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the changed governance of the public sector and what it can entail for professional work in substance abuse treatment. The point of departure is one of these new forms of governing, namely ‘knowledge governance’, which refers to a policy-driven process for promoting the use of evidence-based practice.  The overall aim is to contribute to understanding and knowledge of the meaning and the conditions for knowledge governance in substance abuse treatment. The thesis studies how knowledge is interpreted by professionals and adapted to local practice in relation to organizational and professional conditions. The thesis also highlights the implications that   these conditions may have for knowledge development on a professional and organizational level. The empirical material comprises three studies. Study 1 included a document analysis and a literature review. The document analysis examines how knowledge governance is described in official documents, while the focus of the literature review is on the concept of knowledge management. In Studies 2 and 3 focus group interviews were conducted with professionals who participated in a specific project, and professionals who use structured interview methods in their work (Addiction Severity Index, ASI, or Documentation of clients, DOC). The theoretical perspectives used in the thesis are neo-institutional theory, professional theory and perspectives on workplace learning.

     

    The results of Study 1 showed that knowledge governance embodies a steering of organizations, in comparison with knowledge management as a means for steering in organizations. The analyses from the focus group interviews demonstrate that knowledge governance becomes the subject of translations and edits to a local context. This process was affected by both organizational and professional conditions. The thesis is concluded with a discussion of the conditions that must be present if knowledge governance can lead to development of knowledge. The main result is that strategies must be tailored to each organization's specific condition and must be anchored throughout the organization.

  • 3.
    Alm, Maria
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Anderberg, Mats
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Lärandeseminarier i missbruksvården: - en utvärdering av ett samverkansprojekt2011Report (Other academic)
  • 4.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Lund University.
    Wästerfors, David
    Lund University.
    Hugo, Martin
    Jönköping University.
    Ekberg, Margareta Stigsdotter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Alm, Maria
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    School as a protection factor: An analysis of achievements, obstacles, collaboration, and identities in senior high school work with students who use alcohol and drugs2017In: Book of Abstracts: The 9th International Conference of the Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia, 17 – 19 May, 2017 / [ed] Gordana Hržica, Ivana Jeđud Borić, Gordana Hržica, Sandra Bradarić Jončić, Anita Jandrić Nišević, Jelena Kuvač Kraljević, Renata Martinec, Neven Ricijaš, Ana Wagner Jakab, Zagreb: Faculty of Education and Rehabilitation Sciences, University of Zagreb , 2017, p. 107-108Conference paper (Refereed)
    Abstract [en]

    Ethnography is a research method in which the researcher (1) engages in a social environment for a long period of time, (2) conducts regular observations of how the participants in this environment behave, (3) listens to and participates in the conversation, (4) interviews informants about phenomena that cannot be observed directly and about which the ethnographer is unclear, (5) collects documentary sources related to this group, (6) develops an understanding of the group’s culture and of human behaviour in the context of this culture, and (7) formulates a detailed account of this environment (Bryman 2016). This study is inspired by ethnographic methodology, where researchers reside within the environments, situations, and interactions they want to learn about. By observing what happens, listening to what is said, asking questions and collecting documents in the practice, the researcher can come to an understanding of the participantsʼ experiences. Adolescence is a unique period in which there is a high potential to influence and change both issues at school and drug abuse problems. However, it may require productive collaboration between professional in the social services and treatment centres and school staff. The environment at school can help create stability in a drug-abusing youths’ life, and the combination of education and treatment is a key factor necessary for these students to build independence. Much remains unknown about improving schooling for students with alcohol and drug problems and the factors involved should therefore be investigated. This study aims to identify and analyse (1) factors in practical and organizational work at senior high schools that are obstructive and promotive to students with alcohol and drug problems; (2) the circumstances teachers and other professional actors in the Swedish school system need to promote the success of students with alcohol and drug problems; (3) implications of school attendance for inclusion, learning, and change in these youths; and (4) implications for the identity construction of these young people related to school situations. By examining the details of the work done by professionals, the results from this study will provide missing knowledge about how to improve schooling for young people with alcohol and drug problems and how this contributes to their inclusion and participation in society. Our hope is that the study will identify conditions and opportunities needed to support young people with alcohol and drug problems in senior high school. Additionally, the information obtained will be used to develop a model for improved collaboration between schools, social services, and various treatment services to improve graduation rates for young people in the target group. In this specific target group, studies are lacking that identify factors that promote or obstruct such cooperation.

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