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  • 1.
    Hedlin, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Men who are preschool teachers handling distrust2017Conference paper (Other academic)
  • 2.
    Hedlin, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Preschool-teacher and man: Handling gender-specific expectations.2017Conference paper (Other academic)
  • 3.
    Hedlin, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Touch in preschool - care or risk?: Paperpresentation.2018Conference paper (Other academic)
  • 4.
    Hedlin, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Åberg, Magnus
    Karlstads universitet, Sweden.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 2, p. 95-115Article in journal (Refereed)
    Abstract [en]

    Many countries call for more men to be teachers in early childhood education and care (ECEC). In Sweden, the issue has been discussed since the early 1970s, but despite these discussions there is little Swedish research that examines the notions and expectations associated with male teachers. International research has found that perceptions of men in ECEC can be very ambivalent and that physical contact between the male educator and children is a sensitive issue. By focusing on the interaction between educators and children, the purpose of this study is to investigate gender-specific beliefs about male preschool teachers. The empirical material consists of interviews with 50 informants. Of these, 17 are men and 33 are women. The results show that “the fun guy” and “the possible perpetrator” are two gender-specific positions that male informants are subjected to. The article discusses how men take up and resist the two positions, and argues for the need to further challenge gendered stereotypes in preschools.

  • 5.
    Hedlin, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Åberg, Magnus
    Karlstad university, Sweden.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching2019In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 27, no 3, p. 485-502Article in journal (Refereed)
    Abstract [en]

    In the present study we focus on physical touch that is judged to be just outside what is considered to be 'normal'. We explore how preschool teachers describe and explain situations where educators give children too much or too little touching. Semi-structured interviews have been conducted with 30 qualified preschool teachers working in Swedish preschools. When the informants talk about situations where educators give children too much touching, the descriptions involve a behaviour that does not lie within the preschool mission, teachers who do not set boundaries, and actions that have disadvantages for the children. On the other hand, situations where educators give children too little touching are described solely with reference to the teacher and that person's fear or cold personality. The results have been interpreted in relation to the discourse of preschool professionalisation and Hochschild's theory of emotional labour.

  • 6. Johansson, Caroline
    Perception of touch. : Developmental and personality factors in touch avoidance.2013Doctoral thesis, comprehensive summary (Other academic)
  • 7.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Views on and Perceptions of Experiences of Touch Avoidance: An Exploratory Study2013In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733, Vol. 32, no 1, p. 44-59Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore perceptions of physical touch by conducting semi-structured interviews with 14 participants, nine women and five men (M (age) = 25.1). A touch avoidance screening form was used to select subjects with the highest scores on touch avoidance as well as those with the lowest scores, that is, the greatest acceptance of touch, for the interviews (n = 7 in each group). Data were analyzed using Burnard's stage-by-stage process of coding and categorization. The identified superordinate themes were labeled: 1) safe haven, 2) skill, 3) physical appearance, 4) ambivalence and 5) fear. Among other findings, touch avoiders seemed to have a greater need for bodily intimacy as a confirmation of the romantic partner relationship than did touch accepters. It was concluded that the experience of physical closeness is complex, and the relationships with attachment theory were discussed. Further research was suggested to more thoroughly investigate the present findings on touch avoidance, as well as the origins of touch avoidance and its consequences for personal relationships and communication skills.

  • 8.
    Johansson, Caroline
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Hedlin, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Åberg, Magnus
    Karlstad University.
    A touch of touch: Preschool teacher education students' reflections about physical touch2018In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 28, no 4, p. 953-966Article in journal (Refereed)
    Abstract [en]

    International research has shown that several countries have adopted a cautious attitude towards physical touch between educators and children. Physical touch in preschool is a sensitive and difficult issue that requires preschool teacher education to address the question in a considerate and thoughtful manner. Nevertheless, the question of how students are prepared for the touch that is part of an educational environment with children has only been investigated to a limited extent. The aim of the present study is therefore to study how students perceive that the question of touch is handled in Swedish preschool teacher education. Data was collected through surveys (N = 204) and through semi-structured interviews with students and graduates in preschool teacher education. The results show that the informants felt that their interests and needs were not met. Instead, they were forced to take their own responsibility for raising the issue. To the extent that discussions about physical contact were addressed in education, it was primarily negative aspects that were raised. The results are discussed, for instance from a gender perspective. The men in the program are more affected by the lack of a clear place for touch in the program.

  • 9.
    Johansson, Caroline
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Åberg, Magnus
    Karlstad University, Sweden.
    Hedlin, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Touch the Children, or Please Don't: Preschool Teachers’ Approach to Touch2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-14Article in journal (Refereed)
    Abstract [en]

    ABSTRACT Physical touch between educators and children in preschool settings is a sensitive issue in many countries. The aim of the study is to examine how future and newly graduated preschool teachers relate to touch between preschool teachers and children in the Swedish preschool context. The study was conducted using: 1) a questionnaire study (n = 204) and 2) semi-structured interviews (n = 20). The results illustrate the informants’ desire to combine physical care of children with awareness of and respect for children’s bodily integrity.

  • 10.
    Ozolins, Andrejs
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Johansson, Caroline
    University of Kalmar, School of Human Sciences.
    Självvärdering hos elever i grundskolan - en totalundersökning av Vislandaskolan.2000Report (Other academic)
  • 11.
    Ozolins, Andrejs
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Sandberg, Caroline
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Development of a multifactor scale measuring the psychological dimensions of touch avoidance.2009In: International Journal of Psychology: A Biopsychosocial Approach, ISSN 1941-7233, no 3, p. 33-56Article in journal (Refereed)
    Abstract [en]

    The chief aim of this study was to develop a questionnaire to assess the level of touch avoidance (TA), i.e., attitudes towards physical touch in relation to others.

    Material, methods. In order to validate the Touch Avoidance Questionnaire, an attachment style questionnaire was distributed to 293 Swedish university students. Reliability and validity tests of the TAQ were assessed. Statistical analyses of TAQ yielded sound psychometric properties.

    Results showed that the TAQ contains five factors. Results relating to attachment style were similar to previous research; 'secure' and 'preoccupied' attachment styles do not correlate with touch avoidance, while 'fearful' and 'dismissing' showed interesting relations. Males showed more TA than females in relation to partner, family, and friends of the same sex.

  • 12.
    Terjestam, Yvonne
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Joupér, John
    Örebro Universitet.
    Johansson, Caroline
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Effects of Scheduled Qigong Exercise on Pupils’ Well-being, Self-image, Distress and Stress".2010In: Journal of Alternative and Complementary Medicine, ISSN 1075-5535, E-ISSN 1557-7708, Vol. 16, no 9, p. 939-944Article in journal (Refereed)
    Abstract [en]

    Objectives: Psychologic problems is increasing among pupils and has become a major problem in Sweden aswell as in other Western countries. The aim of this study was to explore whether scheduled qigong exercise couldhave an effect on well-being at school, psychologic distress, self-image, and general stress.Subjects: Pupils, 13–14 years, were assigned to either a qigong group or a control group.Intervention: The qigong group had scheduled qigong 2 times a week for 8 weeks.Measures: Self-reported well-being at school, psychologic distress, self-image, and stress were measured preandpostintervention.Results: The control group had reduced well-being at school during the semester and the qigong group wasstable. The qigong group reduced psychologic distress and stress, and had a tendency to improved self-image,whereas no changes were found in the control group. Self-image explains 47% (R2¼0.47) of well-being at school,and stress explains 29% (R2¼0.29) of psychologic distress.Conclusions: Scheduled qigong, meditative movement, is a possible way to improve well-being at school.

  • 13.
    Åberg, Magnus
    et al.
    Karlstad University, Sweden.
    Hedlin, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Johansson, Caroline
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Preschool anxieties: Constructions of risk and gender in preschool teachers' talk on physical interaction with children2019In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 17, no 2, p. 104-115Article in journal (Refereed)
    Abstract [en]

    Previous research shows that inexperienced preschool teachers experience anxiety in physical interaction with children. Against this backdrop, this article investigates how student-teachers and newly graduated preschool teachers talk about the risk of being accused of inappropriately touching children. This article is based on interviews with 20 women and men who recently started working in preschools, or who are soon to graduate as preschool teachers. Building on the notion of relational touch, the article shows that concerns over touch involve much more than the physical act itself. Relations among teachers, parents, children, management and policies are actualised in the informants' narratives, narratives that are also tied to notions of gender and gender equality. The article shows that anxiety over touch is not gender-specific. The concept of relational touch is suggested as a tool to gain a nuanced understanding of the worries that especially newly educated preschool teachers can experience in relation to touch.

1 - 13 of 13
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  • en-US
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