Abstract Children with Neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with Neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with Neuropsychiatric disorders, and four counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the counselors worked to support parents of children with Neuropsychiatric disorders, and to understand how the parents experienced this support offered by the counselors.The qualitative interviews with counselors and parents followed a thematic interview guide. A structured interview form was used.

Abstract Children with Neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with Neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with Neuropsychiatric disorders, and four counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the counselors worked to support parents of children with Neuropsychiatric disorders, and to understand how the parents experienced this support offered by the counselors.The qualitative interviews with counselors and parents followed a thematic interview guide. A structured interview form was used.

Abstract Children with Neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with Neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with Neuropsychiatric disorders, and four counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the counselors worked to support parents of children with Neuropsychiatric disorders, and to understand how the parents experienced this support offered by the counselors.The qualitative interviews with counselors and parents followed a thematic interview guide. A structured interview form was used.

Abstract Children with Neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with Neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with Neuropsychiatric disorders, and four counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the counselors worked to support parents of children with Neuropsychiatric disorders, and to understand how the parents experienced this support offered by the counselors.The qualitative interviews with counselors and parents followed a thematic interview guide. A structured interview form was used.

In this paper we have chosen to focus on social workers and their experiences of interacting with clients with Neuropsychiatric disabilities, in example persons with ADHD (Attention-Deficit/Hyperactivity Disorder), Asperger syndrome, autism and/or Tourette syndrome. The main purpose was to look into three areas: What knowledge do social workers mean that they need about Neuropsychiatric disabilities and how can their needs of knowledge can be met? How do they experience the meeting with a person with Neuropsychiatric disabilities? How does the cooperation function between authorities regarding persons with Neuropsychiatric disabilities?Definition of the concept of disability and function from a historical perspective points out that the approach has changed over time. Previous research studies of the interaction in meeting between the client and the social worker shows that the social worker carries two faces, so called aspects. The first aspect is about help and care and the second aspect is about administrative functions.

The aim of the study was to understand how an elementary school interpreted and worked with the law Skollagen (SFS 2010:800) concerning special needs in school additionally in which way a Neuropsychiatric diagnosis might interact with the interpretation. To answer the aim we used following research problems: How does the school define the term special needs and special resources itself? How does the school identify pupils with special needs and work with them? In which way does the Neuropsychiatric diagnosis affect the interpretation of the law concerning special needs when it comes to deciding whether a pupil is in need of special recourses? Skollagen (SFS 2010:800) does not define special recourses and does not indicate how the school should use them. We were therefore interested in how an elementary school defined the term and decided to work with it. We based our study upon interviews with 6 respondents whom are central in the process of providing special resources for children in school.

The purpose of our study is to examine what risk factors can contribute to a child/youth with Neuropsychiatric disorders developing an addiction to drugs. We also wanted to find out what protective factors can contribute not to develop an addiction. In order to find out these two different aspects we interviewed twelve professionals to get their view upon the matter. The professionals work within different sectors such as school, healthcare, social services and one of the interviewed is a member of an organization that specialises in Neuropsychiatric disorders.When analysing our result of the interviews we used Bronnfenbrenner´s theory on the ecology of human development. What we found was that there are significant risk factors and protective factors on different levels of the child's environment.On the first level, the microsystem, interpersonal relations have an impact on the child's development.

The basic principle of the integrated school according to the Salamanca Declaration is that all children, whenever possible, should be taught together, regardless of any difficulties or diversity. It has been shown that students with Neuropsychiatric disorders are having much more difficulties to achieve the targets than the average student. Pupils with Neuropsychiatric syndrome will always be present in school and we who are working in the business must be better at learning to adapt to them so that they too can achieve proficiency in school.Mathematics is perhaps the topic that Swedish students generally have most problems with,and it will not obviously be easier if you have some form of Neuropsychiatric disability.In our future role as special education teachers, we will mentor and support other teachers in the complex educational environment that exists today. The aim that has been built up is thus partly to explore how mathematics teachers work with included students with Neuropsychiatric disorders, as well as how teachers wishing to become supervised by specialeducation teachers in mathematics. The study is conducted from a sociocultural perspective.A sociocultural perspective on learning means that all people are learning all the time in social settings.

Diagnoser är ett sätt för samhället att beskriva och gränssätta vad som är normalt och socialt accepterat. Diagnos är även en social konstruktion som oftast utifrån ett samhällsperspektiv har en negativ inverkan. Människor sätter etiketter på de med diagnosen och oftast är det i negativ bemärkelse och man accepterar inte det avvikande beteendet som diagnosen förklarar. Syftet med denna studie är att ta reda på hur vuxna med diagnos upplever för- och nackdelar med sin diagnos. Med den kvalitativa metoden har semistrukturerade intervjuer genomförts.

The purpose of this study is to find out, explore and see how children with Neuropsychiatric problems like ADHD/DAMP are portrayed and treated in five fictional children?s books written by writers who all are related to ADHD issues, except for one writer.I have done a text analysis performed on five children?s books which can be found in libraries in most of the libraries in Sweden. The analysis shows varying results between the five books followed by a general conclusion about how children with concentration problems are being presented in these chosen children's literature. The main problematic of this study is to examine how these characters are being represented and treated within the scopes of school, family relations and how ADHD/DAMP symptoms are portrayed. This study focuses on analysing how the actual ADHD/DAMP behaviour is being reflected and better understanding for the reader to understand the symptoms of ADHD.Another fact is what kind of relations these children with Neuropsychiatric dysfunctions are portrayed when facing with other persons, such as family and friends and how ADHD/DAMP is affecting them daily basis.

The aim of this study has been to describe and clarify the phenomenon violence from patients within Neuropsychiatric institutions, as experienced by staff members. The study has adopted an actor perspective and phenomenology as a philosophic and theoretical framework. The method used for data collection and analysis has also been influenced by phenomenology. Data consisted of five semi-structured interviews of a descriptive nature, and the goal of the analysis has been to articulate the general structure of the phenomenon. The results showed that the violence from patients is characterized by a professional commitment which includes always staying ahead and being able to help, protect and express a high level of emotional self-control.

This essay analyse the relationships between scientific paradigms and different logics of power in the field of psychiatry, primarily in the fields of attention disorders of children and schizophrenia. In these two fields of psychiatric research and treatment, there exist two scientific paradigms, a biological/Neuropsychiatric and a socialpsychological, working from different standpoints regarding questions of ontology, epistemology and theories of value. Drawing from Thomas Kuhns paradigmatic theory of science, and Michel Foucaults concept of power, this essay proposes that different paradigmatic standpoints gives rise to different logics of power. Relying on the concept of power/knowledge and different paradigmatic standpoints, the essay states that the biological/Neuropsychiatric paradigm produces a biological individualising logic of power that fixes the individual to his/hers biological condition. This in contrast to the socialpsychological paradigm, which on the basis of its paradigmatic standpoints produces a social-group related logic of power.

Normal children acquire the necessary social habits without being consciously aware of this, they learn instinctively. (Author?s translation from Swedish to English) (Asperger & Frith, 1998, s. 21) This essay is about people who do not learn to socialize, the social habits, instinctively but through conscious learning. We have interviewed three adults with the diagnosis of Asperger syndrome with the aim to let them tell us about what it means to have a Neuropsychiatric disability.

AbstractThe purpose for this essay has been to illuminate some teachers opinions of integration of students with Aspergers syndrom in the compulsory school, then compare it with the statue documents and see similarities and differences.The studie has been of a quality character, based on quality intervjues to get the teachers understanding at a deeper level. The questions in the intervju are based on open questions with purpose not to control the person during the intervju.The most obvious result which was that it appered two perspective of integration of students with Aspergers syndrom. One in the short run and one in the long run.In the long run it was the integration of the individual into the society and in the short run integration in school.For the perspective in the long run, the opinions from the teachers in compulsory school is good corresponding to the statue documents, that the integration is necessary for our democratic and human values that our sociaty are based on.In the short run, during the years when the students are in school, it came out great difficulties to integrate children with Aspergers syndrom. To proceed an integration that works out for the students, the teachers took site from the individual and not from the society. If we do not look at integration from an individual base we are probably not going to succeed to integrate in society.Searchwords: Aspergers syndrom, Neuropsychiatric funktional disorders, integration, inclusion, segregation..

This study aims to examine how families that during a long time have lived with Neuropsychiatric disabilities have experienced their contact with different authorities. The study builds on qualitative interviews with two young people and five parents, from four different families. Focus in the paper lies mainly on the families' experiences of the school and different care sectors.The result shows that there is a great number of aspects as lack of information, lack of knowledge, dislodges between different authorities lack of support from school and care sectors, incorrect medication and shortage of long-term plans for treatment, which the families experienced as problematic. These aspects have also brought dramatic consequences that have strengthened the disabilities' negative effects.The result also shows that the parents are very active and bears a great responsibility for the child's health. The parents are in large extent alone in search for care, arranging meetings, searching for information, taking care of the children's medication etc.