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Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway.
Full text linkThe Sámi are the only recognised Indigenous peoples in Europe. The traditional homeland, Sápmi, stretches today over the countries Norway, Sweden, Finland and the Kola peninsula in Russia. The aim of this article is to pinpoint critical issues related to special educational support for Sámi children and youth in Norway. Research on this topic is scarce. Research conversations were held in 2022 with 10 Sámi special education teachers. The Sámi special education teachers’ narratives reveal how their language proficiency, cultural and subject knowledge, and special educational competencies allow them to bridge the paradigmatic disharmonies and dilemmas in special educational practices in Norway to various extent. To illustrate the results the article presents three scenarios depicting the Sámi special education teacher as a strong instrumentalist bridging between paradigmatic disharmonies; as a frustrated player constantly improvising to find the harmony; or playing an instrument that is not included in the symphony.publishedVersio
THE YELLOW-RED TEST IN THE “ART OF LEARNING” PROGRAM Results from Hungarian and Norwegian art-supported learning in elementary schools
Full text linkThe present report analyzes the results from the Yellow-Red test conducted at the start of the Art of Learning project and again as a follow-up test nearly a year after the project's conclusion in Norway and Hungary. The intention of this testing was to see if participating in the project improved the socalled executive functions in school children.
After correction for age differences, however, children participating in the AoL project and a nonparticipating control group got the same results. This probably means that the test either
1. Does not measure executive functions in a satisfactory and relevant manner or
2. Indicates that participation in the project does not influence the children’s executive functions.
The report also summarizes some parts of the data material in additional detail, mainly to check that subtests or respondent subgroups do not yield results that are different from those of the complete data matrix. These additional analyses may also be relevant to further discussions on the practical procedures of the project and on its future.Financed by:
Inland County Council, IC
Kjønnsforskjeller i utviklingen av maksimalt oksygenopptak gjennom 48 uker med utholdenhetstrening hos utrente
Full text linkSammendrag
Formål: Maksimalt oksygenopptak (VO₂maks) øker vanligvis som følge av utholdenhetstrening. Det er imidlertid uklart om denne tilpasningen er lik for kvinner og menn. Denne studien har som mål å undersøke potensielle kjønnsforskjeller i utviklingen av VO2maks etter langvarig utholdenhetstrening med likt treningsvolum mellom kjønnene.
Metode: 27 utrente kvinner (n = 12) og menn (n = 15) gjennomførte 48 uker med progressiv utholdenhetstrening med likt treningsvolum, hovedsakelig på ergometersykkel. Ved baseline hadde deltakerne en VO₂maks på hhv. 2130 402 mlmin-1 for kvinner og 3566 676 mlmin-1 for menn. Gjennom intervensjonen varierte antall intervalløkter i uken fra to til fire økter (45 min per økt). Intervallene hadde 4-6 drag med en lengde på 5-8 minutter. All trening ble enten gjennomført med tilsyn eller med kontroll av testleder i etterkant. Gjennom intervensjonen ble VO2maks, Hbmasse og blodvolum målt ved seks måletidspunkter.
Resultat: Det ble ikke observert noen kjønnsforskjell i den prosentvise endringen av maksimalt oksygenopptak, hhv. 14.91 ± 5.80% hos kvinner og 11.41 ± 6.93% hos menn (p = 0.067). Den absolutte forbedringen i VO2maks var også lignende mellom kjønnene, hhv. 307.03 99.00 mlmin-1 for kvinner og 403.06 255.86 mlmin-1 for menn (p = 0.094). Det var ingen signifikant kjønnsforskjell i utviklingen av BV eller Hbmasse gjennom intervensjonen, verken ved absolutte eller prosentvise verdier.
Konklusjon: Det ble ikke observert kjønnsforskjeller i endring i VO2maks gjennom 48 uker med utholdenhetstrening. Lignende utvikling i Hbmasse og BV mellom kvinner og menn støtter opp under denne observasjonen.Abstract
Purpose: Maximal oxygen uptake (VO₂max) typically improves with endurance training. However, it remains unclear whether this adaptation differs between women and men. This study aims to investigate potential sex differences in the development of VO₂max following long-term endurance training with equal training volume between sexes.
Methods: Twenty-seven untrained women (n = 12) and men (n = 15) completed 48 weeks of progressive endurance training with equal training volume, mainly on a cycle ergometer. At baseline, VO₂max was 2130 ± 402 ml·min⁻¹ for women and 3566 ± 676 ml·min⁻¹ for men. During the intervention, participants performed two to four interval sessions per week (45 minutes per session), consisting of 4–6 intervals lasting 5–8 minutes each. All training sessions were either supervised or reviewed by a test leader afterwards. VO₂max, hemoglobin mass (Hbmass), and blood volume were measured at six timepoints throughout the intervention.
Results: No significant sex difference was observed in the relative change in maximal oxygen uptake, with an increase of 14.91 ± 5.80% in women and 11.41 ± 6.93% in men (p = 0.067). The absolute improvement in VO₂max was also similar between sexes, with values of 307.03 ± 99.00 ml·min⁻¹ for women and 403.06 ± 255.86 ml·min⁻¹ for men (p = 0.094). No significant sex differences were found in the development of blood volume or Hbmass during the intervention, either in absolute or relative terms.
Conclusion: No sex differences were observed in the change in VO2max over 48 weeks of endurance training. Similar developments in Hbmass and blood volume between women and men support this observation
Mangfold i hjemmemarkedet for film : Hva strømmetjenester og Oslo-kinoene byr sine brukere
Full text linkNorsk:
Digital filmdistribusjon over internett har gitt konsumentene tilgang til en stor mengde filmer. Dette er filmer innenfor alle sjangre, fra hele verden og fra alle filmhistoriske perioder. I dette prosjektet har vi undersøkt strømmetjenestene utstillingsvinduer – hvilke filmer de viser fram på sine hjemmesider for film. Strømmetjenestene stiller ut en rekke filmer gjennom filmplakater, som brukeren kan klikke på for å få tilgang til. Vi har undersøkt øyeblikksbilder av sju strømmetjenester slik de var i uke 43 og 47. Vi vet lite om strømmetjenestenes totale tilbud – de er antakelig mye større enn det som vises fram. Den skjulte delen av tilbudet –det vil si det som ikke stilles ut på hjemmesiden – kan vi ikke si noe om. Ikke desto mindre er selve utstillingsvinduet interessant å undersøke fordi den gjør noen filmer godt synlig. Dermed blir de lettere valgt.
Tar vi strømmetjenestene under ett så viser det seg at brorparten av det som ligger i utstillingsvinduet er amerikanske filmer. Halvparten av filmene som strømmetjenestene viste fram på sine nettsider har USA som hovedprodusentland. Noen av disse filmene er coproduksjoner med kapital og kompetanser fra andre land. Og en del filmer fra andre land har USA som co-produsent. Europeisk film har samlet sett litt over 30 % av de filmene som er vist fram – om man inkluderer norsk film er det samlete tilbudet 41 %. Men vi fant også forskjeller i filmtilbudet mellom de ulike strømmetjenestene.
Også når det gjelder andre parametere er det forskjeller mellom de ulike strømmetjenestene. Generelt er tendensen at utstillingsvinduet domineres av nyere amerikansk film. Særlig film fra det globale sør og eldre film har dårlige vilkår på disse strømmetjenestene.
Norsk film har en forholdsvis beskjeden plass i utstillingsvinduet. I snitt ligger andelen norske filmer på under 10 %. Også her varierer de ulike strømmetjenestene en del. Vi har skilt ut seks framhevelsesteknikker som de ulike strømmetjenestene i varierende grad har tatt i bruk. Sett i lys at norsk film, i likhet med amerikansk film, er forholdsvis populær på kino skulle man tro at norske filmer ville fremheves ekstra godt i utstillingsvinduet. I vår analyse av hvordan framhevelsesteknikkene ble brukt på norsk film, finner vi at de ikke er brukt i særlig omfang.
Vi har i tillegg sett på filmtilbudet på kinoene i Oslo i samme perioden. Tallene for kinovisning i Oslo viser en relativ klar polarisering i dette norske kinomarkedet. Filmer fra Norge og USA utgjør cirka 54 % av de aktuelle filmtitlene, og hele 87 % av alle visninger. Norske filmer sto for 45 % av alle visninger i Oslo de undersøkte dagene. Norske filmer var tilgjengelig på samtlige kinoer i Oslo, gjennom hele dagen. Det er verd å merke seg at det ikke ser ut til at de norske filmene erstatter hverandre i utpreget grad, men heller eksisterer side om side så lenge det lar seg gjøre. Filmer fra andre steder i verden har vanskelige kår på kinoene. De fleste filmene utenfor Norge og USA har to eller færre visninger.
I prosjektperioden fremstår posisjonen til norske filmer i Oslos kinomarked, i motsetning til det vi fant hos strømmetilbydere, som solid. Det understrekes at denne konklusjonen er basert på tilbudsside (antall titler og visninger), og ikke på brukertall eller markedsandeler (seertall eller solgte billetter). Her kan forholdene være nokså forskjellige. Det må understrekes at perioden ikke er representativ for hele året og vår undersøkelse gir bare et øyeblikksbilde. For kinoens del er dette er en periode med spesiell høy aktivitet for norske filmer med mange premierer.English
Digital film distribution over the internet has given consumers access to a large number of films. These are films across all genres, from all over the world, and from all historical periods. In this project, we have examined which films streaming services display on their homepages. The streaming services display films through movie posters that users can click on to access. We have examined snapshots of seven streaming services as they were in weeks 43 and 47. We know little about the streaming services' total offerings – they are probably much larger than what is shown. The hidden part of the offerings – that is, what is not displayed on the homepage – we cannot comment on. Nonetheless, the displayed films are interesting to examine because it makes some films highly visible. Thus, they are more easily chosen.
When we look at the streaming services together, it turns out that the lion’s share of what is displayed are American films. Half of the films that the streaming services displayed on their websites have the USA as the main producing country. Some of these films are co-productions with capital and expertise from other countries. Some films from other countries have the USA as a co-producer. European films account for just over 30 % of the films shown – including Norwegian films, the total offering is 41 %. But we also found differences in the film offerings among the different streaming services.
There are also differences among the various streaming services when it comes to other parameters. Generally, mostly newer American films are displayed. Especially films from the global south and older films have poor conditions on these streaming services.
Norwegian films have a relatively modest place. On average, the share of Norwegian films is below 10 %. Here too, the different streaming services vary somewhat. We have identified six highlighting techniques that the various streaming services have adopted to varying degrees. Given that Norwegian films, like American films, are relatively popular in cinemas, one would think that Norwegian films would be particularly well-highlighted. In our analysis of how the highlighting techniques were used on Norwegian films, we find that they are not used to a significant extent.
We have also looked at the film offer at the cinemas in Oslo during the same period. The figures for cinema screenings in Oslo show a relatively clear polarization in this Norwegian cinema market. Films from Norway and the USA make up about 54 % of the current film titles and as much as 87 % of all screenings. Norwegian films accounted for 45 % of all screenings in Oslo on the days examined. Norwegian films were available in all cinemas in Oslo throughout the day. It is worth noting that it does not appear that Norwegian films replace each other to a great extent but rather exist side by side as long as possible. Films from other parts of the world face difficult conditions in cinemas. Most films outside Norway and the USA have two or fewer screenings.
During the project period, the position of Norwegian films in Oslo's cinema market appears, in contrast to what we found with streaming providers, to be solid. It is emphasized that this conclusion is based on the offer side (number of titles and screenings), and not on user numbers or market shares (number of viewers or tickets sold). Here, the conditions may be quite different. It should be emphasized that the period is not representative of the entire year, and our investigation provides only a snapshot. For cinemas, this is a period of particularly high activity for Norwegian films with many premieres.Medietilsyne
Challenging the binaries: A queer perspective on Norwegian music education
Full text linkSammendrag på norsk
Denne artikkelbaserte avhandlingen utforsker betydningen, potensialet og utfordringene ved å integrere kjønn- og seksualitetsperspektiver i musikkundervisningen innenfor rammen av læreplanen fra 2020 (LK20) for grunnskolen (Kunnskapsdepartementet, 2020). Med innføringen av læreplanen har flere nye kompetansemål blitt introdusert, hvorav noen eksplisitt omhandler kjønn og seksualitet. I musikkfaget forventes det at elevene skal “undersøke hvordan kjønn, kjønnsroller og seksualitet fremstilles i musikk og dans i det offentlige rom, og skape uttrykk som utfordrer stereotyper” (Utdanningsdirektoratet, 2020). Denne avhandlingen undersøker hvordan lærere arbeider med temaer knyttet til kjønn og seksualitet i musikkundervisningen, inkludert de mulighetene og utfordringene de møter i denne sammenhengen. I tillegg utforsker avhandlingen den formative/dannende rollen musikk og populærkultur kan spille i identitetskonstruksjonen til kjønnskreativ (gender-expansive) ungdom, og fremhever dermed betydningen av musikkundervisning fra et uformelt perspektiv. De overordnede forskningsspørsmålene som styrer denne avhandlingen er: What can a queer perspective offer music education? og How can gender and sexuality perspectives be integrated into Norwegian music education within the framework of the 2020 national curriculum, and what challenges and possibilities arise from this integration?
Avhandlingen adresserer disse spørsmålene gjennom tre artikler. Artikkel 1 undersøker et utvalg musikklæreres tolkninger og forståelser av læreplanens mål knyttet til kjønn og seksualitet, og hvordan disse tolkningene påvirker deres undervisningspraksis i klasserommet. Dette undersøkes via en diskursanalyse av lærernes såkalte fortolkningsrepertoarer (Edley, 2001; Wetherell & Potter, 1987;) som gjenspeiler større ideologiske dilemmaer. Artikkel 2 fokuserer på en ikke-binær trettenårings erfaringer med å ha et ikke-normativt kjønnsuttrykk, og illustrerer hvordan musikk fungerer som et medium for utforsking og forhandling av hens (ikke-)kjønnede identitet. Artikkel 3 gir en filosofisk diskusjon om begrepet “utdanningens risiko” (Biesta, 2016) i kontekst av musikkundervisning, spesielt med tanke på usikkerheten og det potensielle ubehaget som ligger i å inkludere kjønns- og seksualitetsperspektiver i klasserommet. For å støtte denne undersøkelsen benytter avhandlingen et teoretisk rammeverk basert på skeiv teori og kjønnsteori (Foucault, 1981, Butler 1990/2007), ubehagets pedagogikk (Boler, 1999; Røthing, 2020) og dannelsesorienterte pedagogiske tilnærminger innen musikkundervisning (Dyndahl & Ellefsen, 2009; Nielsen, 1998). Den konseptualiserer også et “queer perspective” som en kritisk-analytisk linse for å undersøke hvordan iv musikkundervisning enten kan forsterke eller utfordre normative rammeverk gjennom subjektiveringsprosesser. Metodologisk benytter avhandlingen kvalitative forskningsmetoder, inkludert semi-strukturerte intervjuer med musikklærere og en narrativ kasusstudie av en ikke binær trettenåring. Diskursanalyse og narrativ historiefortelling fungerer som sentrale analytiske verktøy, og muliggjør en dyptgående utforskning av hvordan kjønns- og seksualitetsperspektiver manifesterer seg i pedagogiske praksiser, både i formelle og ikke formelle musikkpraksiser.
Avhandlingens funn indikerer at musikkundervisningen ofte opererer innenfor heteronormative rammeverk, der lærere ofte tolker kompetansemålene gjennom tradisjonelle kjønnsnormer. Imidlertid understreker erfaringene til den ikke-binære deltakeren i Artikkel 2 det transformative potensialet musikkundervisning har som en arena for utforsking og forhandling av identitet. Avhandlingen argumenterer for at integrering av kjønns- og seksualitetsperspektiver ikke bare handler om å tilføye ny kunnskap, men også innebærer å beskue den pedagogiske praksisen gjennom et “queer perspective” – ved å omfavne identitet som en ikke-essensiell kvalitet, ved å omfavne risiko og usikkerhet som styrker, og ved å anerkjenne subjektivering som en kontinuerlig prosess. Den understreker at denne nytenkningen innebærer å ta en risiko (jf. Biesta, 2016) ved å la utdanningsrommene forbli åpne og uforutsigbare. Slik bidrar denne avhandlingen til musikkpedagogikk som fagfelt ved å fremme en tilnærming som aktivt navigerer i kompleksitetene og mulighetene for skeiv pedagogikk i kontekst av den norske læreplanen.Abstract: Sammendrag på engelsk
This article-based dissertation explores the significance, potential, and challenges of integrating gender and sexuality perspectives into music education within the framework of the 2020 Norwegian national curriculum for primary and lower-secondary public schools (Ministry of Education, 2020). With the implementation of the 2020 curriculum, several new learning objectives, known as “competence aims,” have been introduced, some explicitly addressing gender and sexuality. Within the music subject, pupils are expected to “investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere, and create expressions that challenge stereotypes” (Norwegian Directorate for Education and Training, 2020b). This dissertation examines how teachers work with gender and sexuality topics in music education, including the opportunities and challenges they encounter in this context. Additionally, it investigates the formative role that music can play in the identity construction of gender-expansive1 youth, thereby highlighting the importance of music education from an informal perspective. The overarching research questions guiding this dissertation are: What can a queer perspective offer music education? and How can gender and sexuality perspectives be integrated into Norwegian music education within the framework of the 2020 national curriculum, and what challenges and possibilities arise from this integration?
The dissertation addresses these questions through three articles. Article 1 examines music teachers’ interpretations of the competence aim and their experiences with integrating gender and sexuality in music education. This is investigated through an analysis of the teachers’ so called interpretative repertoires (Wetherell & Potter, 1987; Edley, 2001), which reflect larger ideological dilemmas. Article 2 focuses on the experiences of a non-binary thirteen-year-old with having a non-normative gender expression and illustrates how music serves as a medium for exploring and negotiating their (non-)gendered identity. Article 3 offers a philosophical discussion on the concept of educational “risk” (Biesta, 2016), in music education. I discuss this specifically in relation to the uncertainty and potential discomfort inherent in addressing gender and sexuality in music education. To support this inquiry, the dissertation employs a theoretical framework based on queer/gender theory (Butler, 1990/2007; Foucault, 1981) 1 I use the term “gender-expansive” throughout the dissertation to encompass the breadth of (non-)gendered identities. The term is borrowed from Garrett and Palkki (2021). ii pedagogy of discomfort (Boler, 1999; Røthing, 2020), and Bildung-oriented pedagogical approaches within music education (Dyndahl & Ellefsen, 2009; Nielsen, 1998). It also conceptualizes “a queer perspective” as a critical-analytical lens for examining how music education can either reinforce or challenge normative frameworks through processes of subjectification. Methodologically, the dissertation utilizes qualitative research methods, including semi-structured interviews with music teachers and a narrative single-case study of a non-binary youth. Discourse analysis and narrative storytelling serve as key analytical tools, enabling an in-depth exploration of how gender and sexuality perspectives manifest in pedagogical practices, both in formal and informal music practices.
The dissertation’s findings indicate that music education often operates within heteronormative frameworks, with teachers frequently interpreting the curriculum aims through traditional gender norms. However, the experiences of the non-binary participant in Article 2 emphasize the transformative potential that music education holds as an arena for exploring and negotiating (gender) identity. The dissertation argues that integrating gender and sexuality perspectives is not just about adding new knowledge, but also about viewing pedagogical practice through a “queer perspective” – by embracing identity as a non-essential quality, by embracing risk and uncertainty as strengths, and by acknowledging subjectification as a continuous process. It emphasizes that this rethinking involves taking a risk (cf. Biesta, 2016) of allowing educational spaces to remain open and unpredictable. In this way, this work contributes to the field of music education by advocating for an approach that actively navigates the complexities and possibilities of queer pedagogy within the context of the Norwegian curriculum.publishedVersio
Environmental variability across space and time drives the recolonization pattern of a historically persecuted large carnivore
Full text linkWildlife populations are not static. Intrinsic and extrinsic factors affect individuals, which lead to spatiotemporal variation in population density and range. Yet, dynamics in density and their drivers are rarely documented, due in part to the inherent difficulty of studying long-term population-level phenomena at ecologically meaningful scales. We studied the spatiotemporal density dynamics in a recolonizing large carnivore population, the wolverine Gulo gulo, across the Scandinavian Peninsula over nine years. We fitted open-population spatial capture-recapture models to noninvasive genetic sampling data collected across Norway and Sweden to estimate annual density surfaces and their drivers. This approach allowed us to model sex-specific changes in wolverine density and the effect of landscape-level environmental determinants over time. Our results revealed that, as wolverines successfully recolonized many parts of their historical range in Scandinavia, the relationship with spatial determinants of density has changed over time. We also found support for sex-specific responses of the Scandinavian wolverine to the environmental determinants of density and differences in the temporal dynamics of their relationships, indicating disproportionate recolonization ability and anthropogenic pressures. We observed significant changes in the relationship of female wolverine density with several determinants during the study period, suggesting still ongoing expansion of female wolverines whereas males might have already reached the range limits. These findings show that the Scandinavian wolverine population is still recovering from centuries of persecution and severe range contraction. Our study sheds light on the dynamics and challenges of recolonizing large carnivores in human-dominated landscapes across time and spacepublishedVersio
Young adults in SUD treatment: Characteristics and long-term course of service utilization, criminality, and socioeconomic factors
Full text linkSubstance use among young adults is widely acknowledged as a key priority in global health agendas. There is limited research on following young adults entering residential SUD treatment over time. The overarching aim of this thesis was to comprehensively investigate the characteristics, long-term course, and outcomes of young adults entering residential SUD treatment between 2011 and 2016. Three papers were written to focus on different aspects of this issue, including the identification of the initial status or characteristics of the young clinical cohort when entering residential SUD treatment (Paper 1), longitudinal patterns of treatment use and their association with sociodemographic factors (Paper 2), and long-term outcomes related to education, employment, and mortality (Paper 3).
The sample comprised former patients who received treatment for SUDs in residential treatment facilities in Stiftelsen Fossumkollektivet between 2011 and 2016. The overall study was a combination of a cross-sectional design (Paper 1) and a historical prospective cohort study with multiple measurement points over an observation period of six years (Papers 2 and 3).
High levels of psychosocial issues among participants were revealed, including poor societal functioning and significant mental health problems. Early initiation of substance use and polysubstance use were prevalent. Results demonstrated significant variation in trajectories of treatment use in this young group. Females reported more severe substance use, more severe mental health problems, and higher treatment use. Males were more likely to report convictions and had a higher percentage of individuals who died during the three-year follow-up. This study suggests varying capacities and abilities in these young people. Only two-fifths were in education and/or employment three years after entering residential SUD treatment.
In conclusion, our study revealed poor social and health outcomes in this clinical cohort. This may suggest that the combined efforts of individual services failed to offer the comprehensive support needed for this group of patients.Denne studien har oppmerksomheten på en populasjon som er spesielt utsatt for sammensatte og langvarige problemer: unge voksne som er i døgnbehandling for rusbrukslidelse (inkludert skadelig bruk og avhengighet). Fra før av finnes det få langtidsstudier av denne kliniske gruppen. Det overordnede formålet med avhandlingen var å undersøke kjennetegn, langtids forløp og utfall hos unge voksne som kommer i døgnbasert behandling i TSB i perioden 2011 til 2016. Tre artikler er publisert for å fokusere på ulike aspekter ved formålet, inkludert hva som kjennetegner de unge ved innleggelse i døgnbehandling (Artikkel 1), langtids bruk av spesialisthelsetjenester og tjenestebrukens sammenheng med sosiodemografiske faktorer (Artikkel 2), i tillegg til utfall knyttet til utdanning, sysselsetting og dødelighet tre år etter behandling (Artikkel 3).
Utvalget besto av tidligere pasienter som mottok behandling for rusbrukslidelse i døgninstitusjoner tilknyttet Stiftelsen Fossumkollektivet mellom 2011 og 2016. Studien var en kombinasjon av en tverrsnittsdesign (Artikkel 1) og en historisk prospektiv kohortstudie med flere målepunkter over en observasjonsperiode på 6 år (Artikkel 2 og 3). Det ble funnet indikasjoner på store psykososiale vansker, inkludert lav samfunnsdeltakelse og betydelige psykiske helseproblemer hos de unge som kom til behandling ved Fossumkollektivet i perioden 2011 til 2016. Tidlig debut av rusmiddelbruk og blandingsbruk var utbredt hos denne gruppen. Resultatene viste stor variasjon i bruk av spesialisthelsetjenester. Kvinnene rapporterte mer alvorlig rusmiddelbruk, mer alvorlige psykiske helseproblemer og hadde en høyere bruk av spesialisthelsetjenester. Mennene hadde en høyere sannsynlighet for å rapportere domfellelser og prosentandel individer som døde i løpet av de tre første årene etter inntak i døgnbehandling. Denne studien antyder at ressursene til disse unge menneskene er forskjellige. Bare to femtedeler var i utdanning og/eller arbeid tre år etter innleggelse i behandling av rusbrukslidelse.
Oppsummert tyder hovedfunnene i avhandlingen på at mange av de unge fortsatt strever tre år etter døgnbasert rusbehandling. Fortsatt vansker med rusbruk og redusert sosial fungering kan indikere at helse- og velferdstjenestene ikke klarte å tilby nødvendig støtte og hjelp for denne gruppen unge pasienter.publishedVersio
Ability to utilize digital health services: Validating the DHC measure in youth.
No full textBackground: While adolescents and young adults are increasingly expected to take more responsibility for their health and wellbeing, continuing digital transformation and increased implementation of digital health services demand skills to utilize digital solutions offered to successfully undertake self-care and self-management. However, research is lacking regarding measurement of adolescents’ and young adults’ ability to utilize digital health services (DHC).
Objective: This study aims to measure young people’s ability to utilize digital health services by 1) validating the DHC scale in adolescents and young adults and 2) exploring the extent to which DHC and digital health literacy (DHL) are associated with the number of GP, emergency, or specialist visits.
Methods: A cross-sectional survey was conducted among 890 Norwegian 16–25-year-old adolescents and young adults. Data were collected during April–October 2020 using computer-assisted telephone interviewing. Rasch modeling, independent samples t-test, chi-square test, and negative binomial regression models were used to analyze the data.
Key Results: The DHC scale is considered valid for measuring DHC in adolescents and young adults, showing sufficient unidimensionality, good overall data-model fit, and no disordered responsepublishedVersio
Bilingual children reach early language milestones at the same age as monolingual peers
Full text linkIn this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0–24 months), matched on sex, age at study entry, duration of parental reporting, and parental education. The milestones under investigation include crawling, walking, babbling, first, 10th, 50th word, and first multi-word utterances. The data was collected with a specially designed mobile app, in which parents reported their children’s development repeatedly. Using this relatively big sample and looking at a wide range of investigated milestones, we present evidence that typical bilingual development follows a trajectory similar to monolingual development. We also evaluate the feasibility and usefulness of online data collection using mobile apps to study early language development.publishedVersio
Rethinking Neutrality in Sport and Sport Studies
Full text linkThis special issue explores the contested concept of neutrality in the relationship between sport and politics, and in sport studies. Amid rising geopolitical tensions and ideological polarization, neutrality is increasingly seen as untenable or politically loaded. Our article examines how neutrality functions as both a political position and a site of conflict: in international sport governance and in research on sport. Based on the contributions in this special issue, we argue that the concept of neutrality must be rethought as a shifting, negotiated stance rather than a fixed or apolitical ideal.publishedVersio