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Widding, U., Hägglöf, B. & Farooqi, A. (2019). Parents of preterm children narrate constructive aspects of their experiences. Journal of Clinical Nursing, 28(21-22), 4110-4119
Open this publication in new window or tab >>Parents of preterm children narrate constructive aspects of their experiences
2019 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, no 21-22, p. 4110-4119Article in journal (Refereed) Published
Abstract [en]

Aims and objectives: To explore how parents of preterm infants express the constructive aspects of their experiences. Using the notion of post‐traumatic growth as a back‐drop, this study supplements the research on parents' difficulties by providing a more nuanced understanding of what it is like to have a preterm child.

Background: Researchers have reported that parents feel afraid, worried, helpless, powerless, guilty and stressed, as well as that preterm birth can be associated with physical and psychological ill health among parents; however, a few researchers have found indications of post‐traumatic growth among parents.

Design: This study includes qualitative interviews and relates to COREQ guidelines for reporting qualitative research.

Methods: A total of 13 mothers and 10 fathers of extremely preterm children, as well as 11 mothers and 7 fathers of moderately preterm children, were interviewed. The data analysis was based on thematic analysis.

Results: The analysis resulted in six themes that describe various constructive aspects of having a preterm child: acceptance of the fact that events do not always occur as planned; gratitude and reconsideration of the situation; reappraisal of close relationships; reliance on one's own ability to deal with events; thankfulness for what one has; and openness to being exposed to various kinds of people and their experiences.

Conclusions: The parents recounted constructive aspects of their experiences such as an altered understanding of themselves, others and life itself. These themes provide a more nuanced way of understanding how parents can relate to having preterm children.

Relevance to clinical practice: This knowledge can help professionals to enable parents to activate their social network and to acknowledge their care for each other, as well as to help parents see beyond cultural ideals regarding childbirth and family life and to find their own solutions to everyday life.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
childbirth experiences, constructive experiences, family‐centred care, neonatal care, parents, post‐traumatic growth, preterm children, qualitative study, thematic analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-160928 (URN)10.1111/jocn.14948 (DOI)000490292100037 ()31162754 (PubMedID)
Funder
Swedish Research Council Formas, 2102‐46
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-11-12Bibliographically approved
Silfver, E., Maritha, J., Arnell, L., Bertilsdotter-Rosqvist, H., Härgestam, M., Sjöberg, M. & Widding, U. (2018). Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics. Gender and Education
Open this publication in new window or tab >>Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics
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2018 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this paper is to analyse how Swedish grade three children are discursively positioned as pupils when they are taking national tests in mathematics and when they reflect on the testing situation afterwards. With support from theories about affective-discursive assemblages, we explore children's body language, emotions, and talk in light of the two overarching discourses that we believe frame the classroom: the 'testing discourse' and the 'development discourse'. Through the disciplinary power of these main discourses children struggle to conduct themselves in order to become recognized as intelligible subjects and 'ideal pupils'. The analysis, when taking into account how affects and discourses intertwine, shows that children can be in 'untroubled', 'troubled', or ambivalent subject positions.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
affective-discursive assemblages, grade three children, ‘ideal’ pupils, mathematics tests, power
National Category
Pedagogy Nursing
Identifiers
urn:nbn:se:umu:diva-147753 (URN)10.1080/09540253.2018.1473557 (DOI)
Available from: 2018-05-17 Created: 2018-05-17 Last updated: 2019-07-08
Bergman, B., Karp, S. & Widding, U. (2018). Educating Police Officers in Sweden: All about Making Meaning. European Journal of Policing Studies
Open this publication in new window or tab >>Educating Police Officers in Sweden: All about Making Meaning
2018 (English)In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article discusses the rarely investigated learning processes of Swedish intra-professional police educators: police teachers, police supervisors and police field training officers. Through the interpretation of three interview studies conducted from a theoretical perspective of experiential learning, reflection and meaning-making, a new understanding of professional development as viewed through the eyes of an educator emerges. The findings exemplify how the empowerment of positive, reflexive and creative intentions amongst intra-professional police educators can be seen as an important component of preparing new police officers as well as developing the Swedish police force. Moreover, it will be implied that this particular process is driven by both intrinsic (the internal drive of the educators) and extrinsic (the educational context of the Swedish police) forces.

Place, publisher, year, edition, pages
Maklu-Online, 2018
Keywords
police education, meaning-making, police educators, Reflexivity, professional development
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-146861 (URN)
Available from: 2018-04-20 Created: 2018-04-20 Last updated: 2019-06-13
Widding, U. (2018). Parental determinism in the Swedish strategy for parenting support. Social Policy and Society, 17(3), 481-490
Open this publication in new window or tab >>Parental determinism in the Swedish strategy for parenting support
2018 (English)In: Social Policy and Society, ISSN 1474-7464, E-ISSN 1475-3073, Vol. 17, no 3, p. 481-490Article in journal (Refereed) Published
Abstract [en]

This article analyses and problematises central assumptions in Sweden's National Strategy for Developing Parenting Support, a document that addresses children's deteriorating psychological health. The analysis was performed with Bacchi's (2009) approach to policy analysis. The results show how parental determinism is expressed; psychological ill health among school-aged children is described as an individualised problem caused by insecure parents, who are represented as the most important persons in a child's life and, therefore, are considered to be risk factors that require continuous support. Evidence-based parenting support programmes in particular are described as a central tool for improving parents' sense of responsibility and parenting skills. While the strategy aims to offer all Swedish parents support, it underlines ideals that have been related to gendered, middle-class notions of parenting. The issue concerning children's psychological health is problematised and discussed in relation to parental determinism, the risk society, equality, equity and psychological health.

Place, publisher, year, edition, pages
Cambridge University Press, 2018
Keywords
The National Strategy for Developing Parenting Support, psychological ill health, parental determinism, parenting support, policy analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-144152 (URN)10.1017/S1474746417000513 (DOI)000435651300011 ()
Available from: 2018-01-23 Created: 2018-01-23 Last updated: 2018-10-01Bibliographically approved
Widding, U. & Farooqi, A. (2016). “I thought he was ugly”: mothers of extremely premature children narrate their experiences as troubled subjects. Feminism and Psychology, 26(2), 153-169
Open this publication in new window or tab >>“I thought he was ugly”: mothers of extremely premature children narrate their experiences as troubled subjects
2016 (English)In: Feminism and Psychology, ISSN 0959-3535, E-ISSN 1461-7161, Vol. 26, no 2, p. 153-169Article in journal (Refereed) Published
Abstract [en]

This article explores the ways in which mothers of extremely premature children make sense of their negative feelings towards their newborn child and their strategies for performing ‘‘proper motherhood’’. The analysis was guided by discursive psychology and the feminist debate on attachment, mother–infant bonding, and ‘‘good mother-hood’’. The empirical material was created within a sub-study that set out to explore mothers’ and fathers’ experiences of having a premature child and was part of a project investigating the need for support for premature children and their families. Parents were interviewed about the pregnancy, their experiences of the birth and hospital period, the process of going home, the experiences of pre-school and school, and thoughts about the future. The stories of four mothers, which dealt with negative feelings towards their child and the guilt and distress related to this, were selected for analysis. The mothers handled their troubled positions as subjects unable to feel ‘‘motherly love’’ by referring to notions of attachment and bonding, and good mother-hood as being loving and caring. Yet, the mothers also talked about motherhood as being socially constructed, as duties that can be performed without the ‘‘right motherly feelings’’, and as something that men could also perform.

Place, publisher, year, edition, pages
Sage Publications, 2016
Keywords
motherhood, attachment theory, mother–infant bonding, gender, subject position
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-119962 (URN)10.1177/0959353516636149 (DOI)000375771900003 ()
Available from: 2016-05-03 Created: 2016-05-03 Last updated: 2018-06-07Bibliographically approved
Widding, U. (2015). Parenting ideals and (un-)troubled parent positions. Pedagogy, Culture & Society, 23(1), 45-64
Open this publication in new window or tab >>Parenting ideals and (un-)troubled parent positions
2015 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 23, no 1, p. 45-64Article in journal (Refereed) Published
Abstract [en]

This paper examines how some Swedish parents constructed meanings of parenthood. The parents had completed a state-sponsored parenting programme and were interviewed about their experiences of the programme, their everyday lives, their need for support, ideas about the societal context, and their understandings of ‘good’ and ‘bad’ parents. The study was grounded in a discourse-analytical tradition and concepts from discursive psychology guided the analysis. When the interviewees described good parents as responsible and engaged, they related to dominant discourses where middle-class values of involvement and ideals of intensive motherhood intersect. The descriptions of bad parenting were also classed and gendered, representing bad parents as irresponsible and uncaring, as not setting limits, and as not spending enough time with their children. The parents represented themselves in various ways as responsible parents, i.e. an untroubled subject position, but also handled troubled parent positions related to notions of gender and social class.

Place, publisher, year, edition, pages
London: Routledge, 2015
Keywords
parenthood, parenting programme, gender, social class, subject position
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-89780 (URN)10.1080/14681366.2014.919955 (DOI)000376562000003 ()
Available from: 2014-06-11 Created: 2014-06-11 Last updated: 2018-06-07Bibliographically approved
Widding, U. & Olsson, J. (2014). Ett föräldrastöd grundat i barnkonventionen?: En analys av hur föräldrastödsmaterial förhåller sig till olika dimensioner av barnkonventionen. Barn (1), 41-56
Open this publication in new window or tab >>Ett föräldrastöd grundat i barnkonventionen?: En analys av hur föräldrastödsmaterial förhåller sig till olika dimensioner av barnkonventionen
2014 (Swedish)In: Barn, ISSN 0800-1669, no 1, p. 41-56Article in journal (Refereed) Published
Abstract [en]

The Swedish strategy for parent support aims at offering all parents supporting activities that should be based on the values expressed in the Convention on the Rights of the Child (UNCRC). A specific subtarget of the strategy is to make parenting programs more available to parents. The aim of this study was to examine if, and how, the books and booklets parents use in six different parenting programs describe the UNCRC and how the texts present societal notions of the child and the parent-child relationship. The texts were examined using a qualitative text analysis and a model describing different dimensions of the UNCRC. The results show that some texts do not describe the UNCRC at all, while some present it but without problematizing and concretizing it. Further, some texts relate family life toa societal context, while some more narrowly focus on the family interaction.

Place, publisher, year, edition, pages
Trondheim: Norsk senter for barneforskning (NOSEB), 2014
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-88184 (URN)
Available from: 2014-04-24 Created: 2014-04-24 Last updated: 2018-06-07Bibliographically approved
Widding, U. (2014). Rational and professional, or emotional and 'good enough': Parents negotiating the meaning of parenthood within a parent education programme. Studies in the Education of Adults, 46(1), 42-57
Open this publication in new window or tab >>Rational and professional, or emotional and 'good enough': Parents negotiating the meaning of parenthood within a parent education programme
2014 (English)In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 46, no 1, p. 42-57Article in journal (Refereed) Published
Abstract [en]

This article is based on participant observation of adult education and explores how a group of parents, engaged in a parent education programme, responded to the parenting strategies that were provided for them. The aim was to investigate how the 'good parent' was represented in the programme and how the parents related to this ideal. An additional aim was to explore how parenting was related to gender. Overall, the parents appeared to accept the image of the ideal parent, but also challenged notions of a rational and professional parent – which can be associated with masculinity – by referring to parenting as related to emotionality and femininity.

Place, publisher, year, edition, pages
NIACE - National Institute of Adult Continuing Education, 2014
Keywords
GENDER, PARENT EDUCATION, PARTICIPANT OBSERVATION, PROFESSIONAL, RATIONAL
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-88772 (URN)
Available from: 2014-05-14 Created: 2014-05-14 Last updated: 2018-06-07Bibliographically approved
Widding, U. & Olsson, J. (Eds.). (2013). Familjepeppen: en familjestödssatsning i Umeåregionen : forskningsrapport : maj 2013. Umeå: Umeå kommun
Open this publication in new window or tab >>Familjepeppen: en familjestödssatsning i Umeåregionen : forskningsrapport : maj 2013
2013 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå kommun, 2013. p. 46
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-76686 (URN)
Available from: 2013-07-09 Created: 2013-07-09 Last updated: 2019-10-08Bibliographically approved
Widding, U. (2012). Parents’ narratives of their everyday life and need of support: a study of parents who participate in a parent education program. In: Gender and democracy: gender research in times of change. Paper presented at Gender and Education Association Interim Conference April 11-13, 2012. Göteborg: University of Gothenburg
Open this publication in new window or tab >>Parents’ narratives of their everyday life and need of support: a study of parents who participate in a parent education program
2012 (English)In: Gender and democracy: gender research in times of change, Göteborg: University of Gothenburg , 2012Conference paper, Published paper (Refereed)
Abstract [en]

In present times, there is a dominating discourse that describes parents as insecure and in need of support to be able to fulfill their parenting satisfactory. This discourse is expressed in the media in TV-shows like the Super-Nanny but it is also articulated in national policies. In Sweden are for example ‘insecure’ parents associated to the increasing mental illness among children. As a response to this problem the government 2009 declared the National Strategy for Developed Parent Support. This strategy includes a campaign to offer all parents educational activities but also to provide meeting places where parents can exchange experiences of parenting (Socialdepartementet, 2009). However, previous research has problematized this kind of parent support initiatives as state interventions in the family that promotes ideals on parenting that are deeply rooted in white, middle class values on mothering. This study is part of the evaluation of the Swedish campaign for parent support and the aim of the study is to describe and analyze how a number of parents that have been taking part of a parent education program narrate their everyday family-life and their need of support. The study is guided by a discourse theoretical perspective by focusing on what discourses the parents activate and how they position themselves in relation to these discourses. The data consists of interviews with five of the six parents that completed the parenting program. These interviews indicate that the parents refer to the dominating discourse and position themselves as responsible and engaged parents. But their narratives also work to problematize parent support in relation to the difficulties that affect their family-life. These difficulties are however not addressed in the national strategy or the parent education program. The parents’ stories also seem to re-construct parenting in relation to categories like gender and social class.

Place, publisher, year, edition, pages
Göteborg: University of Gothenburg, 2012
Keywords
Parenting, parent support, parent education, gender, social class
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-59380 (URN)
Conference
Gender and Education Association Interim Conference April 11-13, 2012
Available from: 2012-09-12 Created: 2012-09-12 Last updated: 2018-06-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8399-0983

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