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Traumelidelser og psykomotorisk fysioterapi i Spesialisthelsetjenesten, sett fra terapeuters perspektiv. En kvalitativ studie.
Full text linkSammendrag
Formål: Å utforske hva terapeuter i spesialisthelsetjenesten legger til grunn når de henviser pasienter med traumelidelser til psykomotorisk fysioterapi, og hvilke endringer de erfarer hos pasienter med samtidig behandling.
Metode: Kvalitativt design med åtte individuelle intervjuer. Data ble analysert ved hjelp av systematisk tekstkondensering.
Funn: Funnene beskrives ut fra fire resultatkategorier; 1) Ordløst landskap,2) Kroppslig ubehag, 3) Tilgang til ord og følelser og 4) Lette i kroppslig ubehag og dissosiasjon.
Konklusjon: Terapeutene ga uttrykk for at de henviser pasienter med traumelidelser der de opplever at pasientene har lite ord for tanker og følelser, der de har kroppslig ubehag, dissosierer og har utfordring med nærhet og grenser. Terapeutene beskrev at de opplevde endring av samtidig behandling i form av at pasientene i større grad åpnet seg opp i samtaler, at de fikk lettere tilgang til for eksempel følelser, at de opplevde reduksjon av dissosiative tilstander, samt at de ble mer bevisst sine grenser og fikk mindre smerter.
Nøkkelord: Psykomotorisk fysioterapi, traumer, spesialisthelsetjenesten, erfaringer, terapeuter og samtidig behandling.Abstract
Objective: To explore what therapists in the specialist health service use as a basis when referring patients with trauma disorder to psychomotor physiotherapy, and whether they experience any change in patients with concomitant treatment.
Method: Qualitative design with eight individual interviews. Data was analysed using systematic text condensation.
Findings: The findings are described based on four result categories; 1) Wordless landscape,2) Bodily ailments, 3) Easier access to words and feelings and 4) Ease of bodily discomfort and dissociation.
Conclusion: The therapists expressed that they refer patients with trauma disorders where they feel that the patients have little word for thoughts and feelings, that they have pain and bodily discomfort, that they dissociate and has challenges with closeness and boundaries. The therapists described that they experienced a change in concomitant treatment in the form of the patients opening to a greater extent in conversations, that they had easier access to, for example emotions, that they experienced a reduction in dissociative states, they became more aware of their boundaries, and they had less pain.
Keywords: Norwegian psychomotor physiotherapy, trauma, specialist health service, experiences, therapists and simultaneous treatment
Betydningen av fysisk og digital infrastruktur for regional innovasjon: En sammenligning av Hamar- og Gjøvikregionene
Full text linkDenne masteroppgaven undersøker hvordan fysisk og digital infrastruktur påvirker re-gional innovasjon i Hamar- og Gjøvikregionene, med utgangspunkt i et sammensatt teo-retisk rammeverk: Regionale Innovasjonssystemer (RIS), Local Buzz & Global Pipelines, Proximity theory og SEKI-modellen. Metodisk er studien forankret i en kvalitativ, itera-tiv SDI-tilnærming. Ni strategisk utvalgte nøkkelaktører fra regionalt næringsliv og of-fentlig forvaltning ble intervjuet, og funnene ble triangulert med dokumentanalyse. Te-matisk koding avdekket seks infrastrukturblokker: fysisk transport, digital basisinfra-struktur, energi-/kraftkapasitet, kunnskaps- og møteplasser, sosial og institusjonell konnektivitet samt politisk styring. Funnene viser et asymmetrisk innovasjonslandskap der Hamar nyter godt av nærhet til Oslo, og Gjøvik kompenserer noe gjennom sterk di-gital infrastruktur og akademisk tyngde. Likevel hemmer kraftmangel og lav institusjo-nell konnektivitet innovasjonsevnen i begge regioner. Studien konkluderer med at infra-struktur er nødvendig, men ikke tilstrekkelig alene, og anbefaler en samordnet politikk på tvers av transport, energi og kunnskapsutvikling.
Nøkkelord: regional innovasjon, infrastruktur, RIS, SDI, Hamar, Gjøvik, geografi.This master’s thesis investigates how physical and digital infrastructure affect regional innovation in the Hamar and Gjøvik regions, drawing on a composite theoretical framework: Regional Innovation Systems (RIS), Local Buzz & Global Pipelines, Proximi-ty theory and the SECI model. Methodologically, the study is anchored in a qualitative, iterative SDI approach. Nine strategically selected key actors from the regional business community and public administration were interviewed, and the findings were triangu-lated with document analysis. Thematic coding uncovered six infrastructure blocks: physical transport, core digital infrastructure, energy-/power capacity, knowledge and meeting arenas, social and institutional connectivity, and political governance. The re-sults reveal an asymmetric innovation landscape in which Hamar benefits from its prox-imity to Oslo, while Gjøvik partly compensates through strong digital infrastructure and academic strength. Nevertheless, power shortages and low institutional connectivity constrain the innovation capacity in both regions. The study concludes that infrastruc-ture is necessary but not sufficient on its own, and recommends a coordinated policy across transport, energy and knowledge development.
Keywords: regional innovation, infrastructure, RIS, SDI, Hamar, Gjøvik, geography
The land of opportunity? Ukraine refugee parents’ reflections on their children’s sport participation in Norway
Full text linkChildren's sport participation has several positive outcomes regarding physiological, psychological, and social factors. We have limited knowledge of how Ukrainian parents perceive their children's inclusion in Norwegian sports. Taking Bourdieu's (1990, The logic of practice. Polity press) three fundamental forms of capital into account (economic, cultural, and social – considered as resources needed to function in society and to enter specific fields such as sport), this study analyzes the reflections of ten refugee families regarding their children's inclusion in sports activities in Norway, based on interviews with the parents. Given the lack of knowledge about Ukrainian refugees and Norwegian sports, an inductive approach was used during the interviews, followed by a deductive design during the analysis. The analysis followed Braun and Clarke's (2022, Thematic analysis: A practical guide. Sage Publications) six phases of reflexive thematic analysis. The findings highlight three main points: (i) Sport as an opportunity for cultural and social capital investments. (ii) Lack of social and cultural capital related to local sports organizations. (iii) Lack of economic capital for sport participation. Overall, the parents wanted their children to participate in sports for both intrinsic and instrumental reasons: sport serves as a distraction from children's sedentary cellphone lifestyle and is considered a tool for learning the new language and integrating into Norwegian society. Some parents also had experiences as athletes themselves. However, many parents expressed uncertainty about how to navigate access to sport, which they felt was more familiar and straightforward for local families. We argue that a certain volume of each of the three basic forms of capital – economic, social, and cultural – is necessary. It also appears important for refugees to understand the doxa of Norwegian sport, and that it operates primarily through voluntary structures rather than through formal state institutions. Thus, an implication of these results for politicians and practitioners is to proactively provide information and open access to sports for all citizens.publishedVersio
De Utrolige Årene i barnehagen
Full text linkFormålet med denne studien er å undersøke hvordan De Utrolige Årene implementeres i norske barnehager, med fokus på samspillet mellom evidensbaserte programmer og barnehagens verdigrunnlag, samt hvilke implikasjoner programmet kan ha for arbeidet i barnehagen. Problemstillingen lyder slik:
«Hvilke implikasjoner kan implementeringen av programmet «De Utrolige Årene» ha for arbeid med det sosiale fellesskapet blant barna i barnehagen, og hvordan forholder disse implikasjonene seg til Rammeplan for barnehagen sitt verdigrunnlag og innhold?»
Studien tar utgangspunkt i kvalitative intervjuer og teoretiske analyser av programmet som en pedagogisk tilnærming, der danning, demokrati og barns aktive deltakelse står sentralt, med utgangspunkt i John Deweys teori. Oppgaven søker å utforske hvordan slike programmer anvendes i praksis, hvilke erfaringer barnehagelærere har med De Utrolige Årene og hvilke muligheter eller begrensninger programmet medfører for barns medvirkning og fellesskap. Funnene synliggjør hvordan programmet både kan bidra til struktur og systematikk i det pedagogiske arbeidet, samtidig som det må tilpasses barnehagens komplekse og mangfoldige hverdag. Gjennom kritisk analyse understrekes betydningen av profesjonelt skjønn, etikk og refleksjon i implementeringen, og hvordan konteksten i barnehagen påvirker arbeidet med programmet. Resultatene viser at programmets styrke ligger i hvordan det anvendes, ikke bare i innholdet, og at tilpasning til barnas individuelle behov og barnehagens verdier er avgjørende for resultatet.The purpose of this study is to examine how The Incredible Years is implemented in Norwegian kindergartens, focusing on the interaction between evidence-based programs and the kindergarten’s values, and the implications the program may have for the work in kindergartens. The research question is as follows:
«What implications can the implementation of the program «The Incredible Years» have for work with the community among children in kindergarten, and how do these implications relate to the foundational values and content of Rammeplanen?»
The study is based on qualitative interviews and theoretical analysis of the program as a pedagogical approach, where education, democracy, and children’s active participation are fundamental, based on John Dewey’s theory. The thesis seeks to explore how such programs are applied in practice, what experiences kindergarten teachers have with The Incredible Years, and what opportunities or limitations the program entails for children’s participation and community. The findings highlight how the program can contribute to structure and systematics in the pedagogical work, while simultaneously requiring adjustment to the kindergarten’s complex and diverse everyday life. Through critical analysis, the importance of professional judgment, ethics and reflection in the implementation is emphasized, and how the context in the kindergarten affects the work with the program. The results show that the strength of the program lies in how it is applied, not just in the content, and that adaptation to the children’s individual needs and the kindergarten’s values is crucial for the outcome
«Læreren min endrer på teksten sånn at det blir lettere»: En kvalitativ studie om tiltak og tilrettelegging ved lese- og skrivevansker på 5.-7. trinn
Full text linkDenne masteroppgaven undersøker tiltak og tilrettelegging for elever med lese- og skrivevansker på 5.-7. trinn Problemstillingen fokuserer på hva pedagoger og elever forteller om effektiv undervisning for disse utfordringene, og er utformet slik:
Hva forteller pedagoger og elever om tiltak og tilrettelegging i undervisningen ved lese- og skrivevansker på 5.-7. trinn?
Forskningsspørsmålene som utforskes inkluderer: Hvilke tiltak og tilrettelegginger forteller pedagoger om? Hva forteller elever om tiltak og tilrettelegging ved lese- og skrivevansker? Hvordan kommer mestring og elevmedvirkning til syne i tiltak og tilrettelegging for elever med lese- og skrivevansker?
Studien tar for seg perspektivene til både pedagoger og elever. Det er gjennomført tre kvalitative intervjuer med pedagoger som har varierende bakgrunn og erfaring. I tillegg har elever på mellomtrinnet med lese- og skrivevansker deltatt i et anonymt kvalitativt spørreskjema. Spørsmålene i begge datainnsamlingene fokuserer på erfaringer med tiltak, tilrettelegging, medvirkning og mestring.
Funnene viser at digitale hjelpemidler, lærertetthet, og tilpasning av fagstoff er blant de mest vektlagte tiltakene og tilretteleggingene av begge grupper. Det er en klar sammenheng i erfaringer og oppfatninger mellom pedagogene og elevene. Drøftingen viser hvordan teorier og tidligere forskning korrelerer med empiriske funn på en kritisk måte.
Konklusjonen fremhever at tiltak og tilrettelegging bør være individuelt tilpasset, og at kartlegging hjelper med å forstå den proksimale utviklingssonen hos elevene. Lærerens rolle og holdninger er avgjørende i dette arbeidet. Videre viser konklusjonen at slike tiltak og tilrettelegging er essensielle for mestring, både for elever med lese- og skrivevansker og andre elever.This master's thesis explores measures and adaptations for students with reading and writing difficulties in the school years 5-7. The main research question investigates what educators and students report about effective teaching strategies for addressing these challenges:
What do educators and students tell about measures and adaptation of teaching for students with reading and writing difficulties in the school years 5-7?
The specific research questions include: What measures and adaptations do educators describe? What do students say about the measures and adaptations for reading and writing difficulties? How is mastery and student involvement reflected in these measures and adaptations?
The study considers both the perspectives of educators and students. Three qualitative interviews were conducted with educators from diverse backgrounds and experiences. Additionally, students at the intermediate level with reading and writing difficulties participated in an anonymous qualitative questionnaire. The questions in both data collections focus on experiences with measures, adaptations, involvement, and mastery.
The findings indicate that digital tools, teacher density, and adaptation of subject matter are among the most emphasized measures and adaptations by both groups. There is a clear correlation between experiences and perceptions between the educators and the students. The discussion demonstrates how theories and previous research align with empirical findings critically.
The conclusion highlights that measures and adaptations should be individually tailored, and that assessments help understand the student´s zone of proximal development. The teacher's role and attitude are crucial in this process. Furthermore, the conclusion shows that such measures and adaptations are essential for mastery, both for students with reading and writing difficulties and other students
Eat, Sleep, Repeat: Resting Behaviour of Wolves in Scandinavia
Full text linkResting and sleeping are mutually exclusive to important behaviours such as foraging and reproducing, and yet these restitution behaviours are an essential part of mammalian life. In a landscape of fear created by humans, anthropogenic activity can shape resting behaviour and influence resting site selection. Using 18 years’ worth of data from predation studies on GPS collared wolves (Canis lupus) in Scandinavia, I delved into different aspects of their resting behaviour during the time they exploit a carcass.
I analysed selection of habitat at resting sites, and how the habitat differed between resting sites and carcass sites. Furthermore, I explored time spent at resting sites and the distance between carcass and resting sites. I predicted that wolves selected resting sites on steep, south-exposed slopes, at higher elevations, in dense tree cover, and far from human infrastructure, and that these features would also distinguish resting sites from associated carcass sites. I further predicted that time spent at resting sites would diminish with small prey, packs of ≥ 3 wolves, and time since death of the prey, and increase when resting sites were more concealed or during daytime. Finally, I predicted that wolves would rest farther from carcasses when the carcass site was exposed or near human activity, and as time since death increased.
Wolves selected for intermediate elevations, steep slope, dense tree cover and choose areas further from human infrastructure, in relation to availability and compared to the carcass sites. Time spent at resting sites was longest when they arrived around sunrise and shorter when arriving later in the day. They spent longer time at resting sites when they were located further away from paved roads. Notably, they also spent longer time at resting sites if the carcass was located close to a road and the resting site was far from a paved road. None of the habitat variables explained the variation in distance moved away from carcass to resting site, but this distance increased as time since death increased.
The findings from this study suggest that wolves are highly selective as to where, when and for how long they rest. These patterns of resting site selection and resting behaviour are emblematic of the “landscape of fear” – suggesting that humans shapes activity patterns of nature’s own apex predators. This study can help future conservation of wolves by preserving important areas for rest and mitigate human-wildlife conflicts that stems from fear rooted in unpredictability of wolves’ activity.
Keywords: Resting site selection, resting behaviour, Canis lupus, Scandinavia, human disturbance, concealment, overlookResting and sleeping are mutually exclusive to important behaviours such as foraging and reproducing, and yet these restitution behaviours are an essential part of mammalian life. In a landscape of fear created by humans, anthropogenic activity can shape resting behaviour and influence resting site selection. Using 18 years’ worth of data from predation studies on GPS collared wolves (Canis lupus) in Scandinavia, I delved into different aspects of their resting behaviour during the time they exploit a carcass.
I analysed selection of habitat at resting sites, and how the habitat differed between resting sites and carcass sites. Furthermore, I explored time spent at resting sites and the distance between carcass and resting sites. I predicted that wolves selected resting sites on steep, south-exposed slopes, at higher elevations, in dense tree cover, and far from human infrastructure, and that these features would also distinguish resting sites from associated carcass sites. I further predicted that time spent at resting sites would diminish with small prey, packs of ≥ 3 wolves, and time since death of the prey, and increase when resting sites were more concealed or during daytime. Finally, I predicted that wolves would rest farther from carcasses when the carcass site was exposed or near human activity, and as time since death increased.
Wolves selected for intermediate elevations, steep slope, dense tree cover and choose areas further from human infrastructure, in relation to availability and compared to the carcass sites. Time spent at resting sites was longest when they arrived around sunrise and shorter when arriving later in the day. They spent longer time at resting sites when they were located further away from paved roads. Notably, they also spent longer time at resting sites if the carcass was located close to a road and the resting site was far from a paved road. None of the habitat variables explained the variation in distance moved away from carcass to resting site, but this distance increased as time since death increased.
The findings from this study suggest that wolves are highly selective as to where, when and for how long they rest. These patterns of resting site selection and resting behaviour are emblematic of the “landscape of fear” – suggesting that humans shapes activity patterns of nature’s own apex predators. This study can help future conservation of wolves by preserving important areas for rest and mitigate human-wildlife conflicts that stems from fear rooted in unpredictability of wolves’ activity.
Keywords: Resting site selection, resting behaviour, Canis lupus, Scandinavia, human disturbance, concealment, overloo
Equine-Facilitated Psychotherapy as a Supplementary Treatment for Patients with Mental and/or Substance Use Disorders: An Observational Study on Treatment Outcome
Full text linkpublishedVersio
Gravel, Dawn, and Dusk: Tracking the Commute Schedule of Dispersing Scandinavian Wolves
Full text linkDispersal is a key life stage in wild animals, shaping gene flow, population structure, and interactions with humans in anthropogenic landscapes. We investigated the natal dispersal behaviour of 42 wolves (Canis lupus) across Scandinavia, all GPS-collared in their natal territories over a 20-year period within the breeding range of Scandinavian wolves. Using GPS data at 4-hourly intervals, our analysis followed a three-step approach: we assessed patterns of movement and rest across the diel cycle, modelled habitat selection during movement periods using step selection functions, and analysed movement speed in response to environmental and anthropogenic features.
Dispersal distances varied considerably among individuals. Straight-line displacement from the natal territory ranged from 13 km to 1013 km, with a median of 155 km and a mean of 227 km. One wolf dispersed to Russia with a distance of 1013 km. Wolves travelled at a mean rate of 13.2 ± 4.49 km/day based on 4-hour GPS intervals.
To capture behavioural responses to human presence, we classified daytime as 07:00–21:00 based on typical patterns of human activity, and used the Human Influence Index (HII) as a spatial proxy for human pressure across the landscape. Our findings reveal a clear temporal segregation between wolves and humans. Wolves predominantly rested during the day in areas with low HII and moved more actively and flexibly at night, when human activity was reduced. During daytime travel, wolves avoided crossings of main roads and proximity to gravel (forest) roads, while at night these avoidance patterns weakened or disappeared facilitating faster travel. However, nighttime selection for gravel roads declined in areas of higher human influence. Wolves consistently avoided areas outside forests and instead selected locations deeper within forest patches. They also avoided steep terrain when traveling in daylight and preferred higher elevation.
These results underscore that, despite occasional sightings near settlements, dispersing wolves generally avoid human activity both spatially and temporally, highlighting a strong behavioural adaptation to minimize risk in anthropogenic landscapes
Sammenhengen mellom hvordan elever presterer faglig og relasjonen de har til sine medelever
Full text linkDette er en masteroppgave i tilpasset opplæring ved Universitetet i Innlandet. Gjennom denne besvarelsen ser jeg på sammenhengen mellom hvordan elevene mestrer det sosiale og hvordan de presterer faglig på skolen. Det er valgt en kvantitativ forskningstilnærming, på grunnlag av data hentet fra skoleelever og kontaktlærere i en region på Østlandet, fra en tverrsnittstudie gjennomført i 2024 av Senter for Praksisrettet Utdanning (SePU).
Oppgavens problemstilling er: Hvilken sammenheng er det mellom hvordan elever presterer faglig og relasjonen de har til sine medelever?
Oppgavens kunnskapsgrunnlag gir et innblikk i tidligere forskning og teori rundt skolen som sosialiseringsarena, inkludering, læringsmiljø, vennskap, atferd og kjønnsforskjeller i skolefaglige prestasjoner. Det er brukt sekundærdata i denne besvarelsen, men ved å finne ulike begreper og områder i spørreundersøkelsen som knyttes til problemstillingen og forskningsspørsmålene blir relevansen i oppgaven godt bevart. Inkludering og vennskap knyttes opp mot elevenes vurdering av det sosiale miljøet i klassen. Læringsmiljøet i klassen vurderes opp mot elevenes vurdering av læringskulturen og hvordan elevene vurderer sin egen atferd er knyttet opp mot elevenes vurdering av utagerende atferd og sosial isolasjon.
Resultatene fra variansanalysen viser at de elevene som presterer lavt faglig vurderer alle områder litt dårligere enn de som presterer høyt faglig. Forskjellene er ikke store, men de er signifikante og er gjennomgående i hele analysen. Korrelasjonsanalysen viser en sterk sammenheng mellom hvordan elevene vurderer det sosiale miljøet og læringsmiljøet i klassen med Pearson r beregnet til 0,68. Det er en sterk positiv korrelasjon som viser at elevenes vurdering av det sosiale miljøet og læringsmiljøet henger sammen.This is a master's thesis on adapted education at the University of Innlandet. Through this report, I examine the relationship between how students master social skills and how they perform academically in school. A quantitative research approach has been chosen, based on data collected from school students and contact teachers in a region in Eastern Norway, from a cross-sectional study conducted in 2024 by the Center for Practice-oriented Education (SePU).
The thesis problem statement is: What is the relationship between how students perform academically and their relationship with their peers?
The knowledge base of the thesis provides an insight into previous research and theory regarding the school as a socialization arena, inclusion, learning environment, friendships, behavior, and gender differences in academic performance. Secondary data has been used in this report, but by finding various concepts and areas in the survey that relate to the problem statement and research questions, the relevance of the thesis is well preserved. Inclusion and friendship are linked to students' assessment of the social environment in the classroom. The learning environment in the classroom is evaluated in relation to students' assessment of the learning culture and how students evaluate their own behavior is connected to students' assessment of disruptive behavior and social isolation.
The results from the variance analysis show that students who perform poorly academically assess all areas slightly worse than those who perform well academically. The differences are not large, but they are significant and are consistent throughout the analysis. The correlation analysis shows a strong relationship between how students evaluate the social environment and the learning environment in the classroom, with Pearson r calculated at 0.68. There is a strong positive correlation that indicates that students' assessment of the social environment and learning environment are connected
Situasjonsforståelse i operativ og operasjonell ledelse i OUS Ambulanse og AMK Oslo
Full text linkI denne masteroppgaven har vi hatt som hensikt å se på hvordan situasjonsforståelsen mellom operasjonell og taktisk ledelse i prehospital setting ved Oslo Universitetssykehus sin Prehospitale klinikk (OUS PRE).
Situasjonsforståelse er helt essensielt for at man skal kunne håndtere ulike typer hendelser på en trygg og effektiv måte, og sikre at flest mulig involverte står igjen med minst mulig lidelse og død. I de siste tiårene har det vært økt fokus på samvirke og samhandling, med ytterligere fokus under innføringen av Nødnett fra 2010, 22. juli-terroren i 2011, Bussdrapene på Årdal i 2013 samt flere hendelser. Dette har resultert i en innføring av en nasjonal trippelvarslingsprosedyre som brukes i alle nødsentraler i hele landet, samt begge Hovedredningssentraler og Vegtrafikksentralen Øst fra 2019.
Vi ønsket å se om denne innføringen har påvirket situasjonsforståelsen til de to viktigste operative lederrollene i OUS PRE. Det ble gjennomført 8 semistrukturerte intervjuer av informanter som har rollen som enten Innsatsleder Helse i ambulanseavdelingen eller Operasjonsleder i AMK-avdelingen, og som hadde rollen før innføringen. Videre er det gjort en tematisk analyse av samtlige intervjuer.
Funnene i studiet vårt er at de fleste informanter var i forkant fornøyd med kommunikasjonen mellom lederfunksjonene, men at prosedyren kan ha bidratt til økt struktur og fokus. Flere informanter påpeker at det ikke kan direkte knyttes til prosedyren, men heller et overordnet fokus.
Videre forteller informantene om at de som regel nå har en riktigere situasjonsforståelse for hendelsen på vei ut, og at dette gir positive effekter som rett ressursutnyttelse og sikrer pasientene rett hjelp.
Videre er det flere informanter som er tydelige på at det er svært varierende hvor vidt det er en god situasjonsforståelse i det hele tatt, og sier det forekommer fortsatt at man ikke har forståelse på vei ut. De trekker frem at håndteringen på sentralen er svært sensitiv for personen som håndterer meldingen, hvilken innringer de får og hvordan evne og ønske de har til å formidle nødvendig informasjon.
Til slutt påpekes det også at særlig kapasitetsutfordringer og sanntidskonflikter særlig hos Operasjonslederen, men også Innsatsleder Helse er en utfordring prosedyren ikke løser