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Adelphi University, NY 21402 USA; University of Oxford, England.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.

Univ Social Welf & Rehabil Sci, Iran.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology, Högskolan Väst, Trollhättan, Sweden.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.

Linköping University, Department of Behavioural Sciences and Learning.

Department of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.

Abrahamsson, Lena Department of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet. Björkman, Torsten Department of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet. Ellström, Per-Erik Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Johansson, Jan Department of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.
Linköping University, Department of Behavioural Sciences and Learning.

Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.

Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.

Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.

Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.

Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.

Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.

Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Health Sciences.

Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.

Carlsson, Irma Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.

Linköping University, Department of Medical and Health Sciences, Medical Pedagogics. Linköping University, Faculty of Health Sciences.

Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.

Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.

Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.

Gustavsson, Maria Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre. Fejes, Andreas Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.

Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.

Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.

Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.

Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.

Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.

Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.

Rystedt, Hans Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden. Felländer-Tsai, Li Department of Clinical Science, Intervention and Technology (CLINTEC) Division of Orthopedics and Biotechnology, Karolinska Institutet, Stockholm, Sweden. Nyström, Sofia Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.

Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.

Division of Family Medicine and Primary Care, Karolinska Institute, Huddinge, Sweden.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.

Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.

Linköping University, Department of Behavioural Sciences and Learning.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.

Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.

Linköping University, Department of Behavioural Sciences and Learning.

Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.

Avdelningen för beteendevetenskap och socialt arbete, Hälsohögskolan, Jönköping University.

Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.

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Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden
Understanding the Dynamics of the Employability Agenda in Further Education Colleges in England
Portraits of PBL: The Differential Impact of Assessment on Students' Approaches to Learning in Psychology, Computer Engineering, and Physiotherapy
Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 2008
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Research has indicated that patients in-session experience of previously avoided affects may be important for effective psychotherapy. The aim of this study was to investigate patients in-session levels of affect experiencing in relation to their corresponding levels of insight, motivation, and inhibitory affects in initial Experiential Dynamic Therapy (EDT) sessions. Four hundred sixty-six 10-min video segments from 31 initial sessions were rated using the Achievement of Therapeutic Objectives Scale. A series of multilevel growth models, controlling for between-therapist variability, were estimated to predict patients adaptive affect experiencing (Activating Affects) across session segments. In line with our expectations, higher within-person levels of Insight and Motivation related to higher levels of Activating Affects per segment. Contrary to expectations, however, lower levels of Inhibition were not associated with higher levels of Activating Affects. Further, using a time-lagged model, we did not find that the levels of Insight, Motivation, or Inhibition during one session segment predicted Activating Affects in the next, possibly indicating that 10-min segments may be suboptimal for testing temporal relationships in affective processes. Our results suggest that, to intensify patients immediate affect experiencing in initial EDT sessions, therapists should focus on increasing insight into defensive patterns and, in particular, motivation to give them up. Future research should examine the impact of specific inhibitory affects more closely, as well as between-therapist variability in patients in-session adaptive affect experiencing.
This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.
This study problematizes activity frames and participation frameworks (Goffman 1981), exploring how students deploy online (MSN Messenger) and offline activity frames in identity performances. One problem in analyzing participation frameworks and particularly notions of subordinate forms, like crossplay, byplay, and sideplay, is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data, which consist of video recordings of computer activities in a seventh-grade classroom. It is shown how MSN (online) identities were invoked in subsequent and intermittent face-to-face interaction, a dialogue that started on MSN would continue in face-to-face interaction, and vice versa. This means that frame switches constituted important features of the students' identity work. Similarly, the students employed nicknames or what are here called tags, that is, textual-visual displays of speaker identities, located in the boundary zone between online and offline activities. In the classroom interactions, there was thus not one dominant activity frame, but rather the activities involved borderwork, and more specifically frame switches and a strategic use of tags. © Walter de Gruyter 2008.
The aim of this pilot study was to evaluate the changes in symptom severity and long-term health care cost after intensive short-term dynamic psychotherapy (ISTDP) individually tailored and administered to patients with psychotic disorders undergoing standard psychiatric care. Eleven therapists with different levels of expertise delivered an average of 13 one-hour sessions of graded ISTDP to 38 patients with psychotic disorders. Costs for health care services were compiled for a one-year period prior to the start of ISTDP (baseline) along with four one-year periods after termination. Two validated self-report scales, the Brief Symptom Inventory and the Inventory of Interpersonal Problems, were administered at intake and termination of ISTDP. Results revealed that health care cost reductions were significant for the one-year post-treatment period relative to baseline year, for both physician costs and hospital costs, and the reductions were sustained for the follow-up period of four post-treatment years. Furthermore, at treatment termination self-reported symptoms and interpersonal problems were significantly reduced. These preliminary findings suggest that this brief adjunctive psychotherapy may be beneficial and reduce costs in selected patients with psychotic disorders, and that gains are sustained in long-term follow-up. Future research directions are discussed. (C) 2015 Elsevier Ireland Ltd. All rights reserved.
Objective: To evaluate whether a mixed population of patients treated with Intensive Short-term Dynamic Psychotherapy (ISTDP) would exhibit reduced healthcare costs in long-term follow-up. Methods: A quasi-experimental design was employed in which data on pre- and post-treatment healthcare cost were compared for all ISTDP cases treated in a tertiary care service over a nine year period. Observed cost changes were compared with those of a control group of patients ref
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