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Kimber, Birgitta
Publications (6 of 6) Show all publications
Västhagen, M., Özdemir, M., Ghaderi, A., Kimber, B., Giles, C. J., Bayram Özdemir, S., . . . Enebrink, P. (2022). Refugee parents’ experiences of coming to Sweden: A qualitative study. International Journal of Intercultural Relations, 91, 97-109
Open this publication in new window or tab >>Refugee parents’ experiences of coming to Sweden: A qualitative study
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2022 (English)In: International Journal of Intercultural Relations, ISSN 0147-1767, E-ISSN 1873-7552, Vol. 91, p. 97-109Article in journal (Refereed) Published
Abstract [en]

Each year, millions of people worldwide are forced to leave their homes. Many of those affected are families. There are already a considerable number of initiatives designed to support refugees who are resettling in new countries and cultures. However, few are promotive interventions aiming to support parents and thereby their children through the extraordinary challenges they face. To develop a culturally adaptive intervention, more knowledge about how refugee parents from different countries perceive and handle these challenges is needed. This study explores refugee parents’ own perspectives on the obstacles, challenges and opportunities they faced during their first years in Sweden to guide the future development of promotive interventions for refugee parents. Interviews were conducted with Arabic, Kurdish, and Somali-speaking refugee parents (n = 28; 19 mothers, 9 fathers). The interviews were examined using content analysis. One overarching theme emerged; “The new language is the key for entering social networks and society, and for helping your child in a new country”. The new language was viewed as a key to integration, and to mastering parenthood in the new context. This theme consisted of four categories; “parents’ motivation and hope as driving forces,” “navigating among past and present culture and values”, “loneliness as a risk factor” and “a new way of being a parent and relating to an acculturation gap”. These findings may help guide the development of parenting interventions for refugees, to promote integration and well-being among parents and their children.

Place, publisher, year, edition, pages
Elsevier, 2022
Integration, Parenthood, Qualitative study, Refugees
National Category
Applied Psychology
urn:nbn:se:umu:diva-199831 (URN)10.1016/j.ijintrel.2022.08.010 (DOI)000894321100009 ()2-s2.0-85138052905 (Scopus ID)
Vinnova, 2018-05756Karolinska InstituteSwedish Research CouncilUmeå UniversityForte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2022-10-03 Created: 2022-10-03 Last updated: 2023-09-05Bibliographically approved
Lilja, J. L., Kimber, B., Eriksson, C., Henriksson, B. & Skoog, T. (2021). Does the Delivery System Matter? The Scaling-Out of a School-Based Resilience Curriculum to the Social Services Sector. Frontiers in Psychiatry, 12, Article ID 578048.
Open this publication in new window or tab >>Does the Delivery System Matter? The Scaling-Out of a School-Based Resilience Curriculum to the Social Services Sector
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2021 (English)In: Frontiers in Psychiatry, E-ISSN 1664-0640, Vol. 12, article id 578048Article in journal (Refereed) Published
Abstract [en]

Background: The context is highly relevant to the implementation of new health-related programs and is an implicit or explicit part of the major implementation models in the literature. The Resilience Curriculum (RESCUR) program was developed to foster the psychosocial development of children in early and primary education. RESCUR seeks specifically to decrease children's vulnerability. It aims to promote the emotional and social learning of children who may be at risk of leaving school pre-maturely, social exclusion and mental-health problems. The program is taught using a teachers' manual to support consistency of delivery, a parents' guide, and a resource package. This study aimed to examine the scaling-out of RESCUR to social services, and specifically to test if implementation differs between the school and social services sectors.

Methods: RESCUR was implemented in schools and social services in Sweden 2017–2019. Data were collected via group leaders' self-reports and observation protocols for 3 months after implementation started. There were 34 self-reports from schools, and 12 from the social services sector; 30 observation protocols were collected from schools, and 10 from social services. We examined whether there were differences in implementation outcomes (in, for example, dosage, duration, fidelity, adaptation, quality of delivery) between the two delivery systems. Descriptive statistics were prepared and non-parametric tests of significance conducted to compare implementation-related factors across the two settings.

Results: Analyses of both the observation protocols and group leaders' self-reports revealed that RESCUR was well-implemented in both schools and social services. The results showed a few significant differences in the outcomes of implementation between the sectors. First, regarding observations, school staff more often adapted the pace of RESCUR lessons to ensure that the children could understand than did social services staff (p < 0.01). Second, social services staff demonstrated greater interest in students and sensitivity to the needs of individual students than did school staff (p = 0.02). Regarding self-reports, social services staff reported having delivered more (p = 0.4) and longer (p < 0.01) lessons than did school staff. Second, school staff reported greater fidelity to (p = 0.02) and less adaptation of (p < 0.01) the intervention than did social services staff. Both observations and self-reports, however, indicated a high fidelity of implementation.

Conclusions: Overall, the findings suggest that the resilience program, designed for delivery in schools, can be scaled-out to social services with its implementation outcomes retained. Further research is needed to test the effectiveness of the program regarding child health-related outcomes.

Clinical Trial Registration: National Institute of Health,, identifier: NCT03655418. Registered August 31, 2018.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2021
implementation, resilience curriculum, scaling-out, school, social services
National Category
Social Work
urn:nbn:se:umu:diva-183702 (URN)10.3389/fpsyt.2021.578048 (DOI)000651212900001 ()2-s2.0-85106065219 (Scopus ID)
Public Health Agency of Sweden , 00603-2016-6.2Public Health Agency of Sweden , 02350- 2016-6.2Public Health Agency of Sweden , 02774-2017-6.2Public Health Agency of Sweden , 03091-2018-6.2
Available from: 2021-05-31 Created: 2021-05-31 Last updated: 2024-01-17Bibliographically approved
Miljević-Riđički, R., Simões, C. & Kimber, B. (2020). Resilience in School Children: A Multicultural Comparison between Three Countries – Croatia, Sweden and Portugal. Druatvena istra~ivanja (Zagreb), 29(4), 555-574
Open this publication in new window or tab >>Resilience in School Children: A Multicultural Comparison between Three Countries – Croatia, Sweden and Portugal
2020 (English)In: Druatvena istra~ivanja (Zagreb), ISSN 1330-0288, E-ISSN 1848-6096, Vol. 29, no 4, p. 555-574Article in journal (Refereed) Published
Abstract [en]

Culture and context are important for children's development, affecting, inter alia, resilience. The main aim of our research was to find out if resilience among schoolaged children aged 10-12 differs between three countries – Croatia, Sweden and Portugal. The participants were 750 pupils from Croatian, Swedish and Portuguese schools, 54.5% boys and 45.5% girls. The instrument used was the Child and Youth Resilience Measure-28 (CYRM-28). Descriptive statistics were computed, and one-way between--groups ANOVAs were performed. The CYRM total score, as well as the item scores, were high. Both differences and similarities between the three countries were found. Sweden and Portugal share the highest number of non-significant comparisons, followed by Croatia and Sweden. Croatia and Portugal have the least between-pair similarities. The results are discussed in the context of countries' needs for education for resilience and application of the resilience curriculum (RESCUR).

Abstract [hr]

Kultura i kontekst važni su za dječji razvoj te utječu, između ostalog, i na otpornost. Glavni cilj našeg istraživanja bio je provjeriti postoje li razlike u otpornosti školske djece od 10 do 12 godina između triju zemalja – Hrvatske, Švedske i Portugala. Ispitanici su bili učenici (N = 750) iz hrvatskih, švedskih i portugalskih škola, 54,5 % dječaka i 45,5 % djevojčica. Primijenjen je upitnik otpornosti Child and Youth Resilience Measure, CYRM-28. Provedene su deskriptivna analiza podataka i jednosmjerna analiza varijance. Ukupan rezultat, kao i rezultati na pojedinim česticama CYRM-28, visoki su. Nađene su i razlike i sličnosti između triju zemalja. Švedska i Portugal imaju najviše sličnosti, a zatim Hrvatska i Švedska. Hrvatska i Portugal imaju najmanje sličnosti kad se gledaju parovi zemalja. O rezultatima se raspravlja u kontekstu potreba zemalja za obrazovanjem za otpornost i primjenom kurikula otpornosti.

Place, publisher, year, edition, pages
Zagreb: Institute of Social Sciences IVO PILAR, 2020
children, resilience, cross-cultural comparison, resilience curriculum, djeca, otpornost, međukulturna usporedba, kurikul otpornosti
National Category
Medical and Health Sciences Social Work
urn:nbn:se:umu:diva-177507 (URN)10.5559/di.29.4.03 (DOI)000593196900003 ()2-s2.0-85096777480 (Scopus ID)
Available from: 2020-12-10 Created: 2020-12-10 Last updated: 2021-04-16Bibliographically approved
Eriksson, C., Skoog, T. & Kimber, B. (2020). Supporting implementation of resilience training among school-aged children - RESCUR in Sweden. European Journal of Public Health, 30(Supplement_5), Article ID ckaa165.385.
Open this publication in new window or tab >>Supporting implementation of resilience training among school-aged children - RESCUR in Sweden
2020 (English)In: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 30, no Supplement_5, article id ckaa165.385Article in journal, Meeting abstract (Other academic) Published
Abstract [en]

Issue: What is needed to facilitate implementation of an intervention when scaling up and scaling out the program?

Description of the problem: RESCUR: Surfing the Waves (Jag vill, jag kan, jag törs!) is a new resilience curriculum, developed in 2012-2015 by researchers in six European Universities, to foster the psychosocial development of children and give them tools to deal with challenging situations. It aims at increasing children's resilience, i.e. their capacity to cope with disadvantages, crises, changes and stress without breaking down. The RESCUR project in Sweden consists of a Randomized Controlled Trial among children of the ages 6-12 in schools or social services. RESCUR is a pedagogic material, which requires training before getting access to the intervention. The training consists of two days and a follow-up day as well as observation and supervision. The project has been evaluated from two perspectives: implementation and effects. For a theoretically promising method to work at all, the method must be implemented effectively and correctly. Implementation was documented through self-evaluations, reported by group leaders after six months, and observations made according to a formalized checklist. The implementation of the method is fundamental to properly evaluating the effects of the method.

Results: The model used to train and support people who implemented the intervention seems to have worked according to the self-reports and the observations of lessons, which noted good implementation quality in the activities that were carried out every week by the majority of teachers and group leaders. The observed implementation was exemplary or very strong among 56 % in schools (n = 41) and 41 % in social services (n = 12).

Lessons: An important challenge in health promotion is ensuring that an intervention is implemented in an efficient way. Recruiting participants and training implementers are basic requirements for successful trials.

Key messages:

The implementation of the health promoting method is fundamental to properly evaluating the effects of the method. Therefore, an educational and monitoring component is needed.

Different implementers can achieve the high-quality implementation of an intervention. Training, observation, feedback, supervision and educational material all supported the implementation of RESCUR.

Place, publisher, year, edition, pages
Oxford University Press, 2020
child, feedback, follow-uphealth promotion, social welfare, social work, knowledge acquisition, stress, psychosocial development, school-age child, teachers, professional supervision, wave - physical agent, surfing
National Category
Public Health, Global Health, Social Medicine and Epidemiology
urn:nbn:se:umu:diva-179512 (URN)10.1093/eurpub/ckaa165.385 (DOI)000605268701066 ()
Available from: 2021-02-05 Created: 2021-02-05 Last updated: 2021-02-05Bibliographically approved
Eriksson, C., Kimber, B. & Skoog, T. (2018). Design and implementation of RESCUR in Sweden for promoting resilience in children: a study protocol. BMC Public Health, 18(1), 1-11, Article ID 1250.
Open this publication in new window or tab >>Design and implementation of RESCUR in Sweden for promoting resilience in children: a study protocol
2018 (English)In: BMC Public Health, E-ISSN 1471-2458, Vol. 18, no 1, p. 1-11, article id 1250Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: This research program aims to investigate the implementation and effects of a theoretically promising prevention method. It is being developed in a European research collaboration within a Comenius project (2012-2015) between 6 European universities (in Malta, Italy, Greece, Croatia, Portugal and Sweden) with the purpose of enhancing European children's resilience.

METHODS/DESIGN: RESCUR in Sweden consists in a RCT study of the Resilience Curriculum (RESCUR) that is taking place in Sweden 2017-2019. The study is being performed by Junis, IOGT-NTO's Junior Association, part of IOGT International, in conjunction with researchers at Göteborg, Umeå and Stockholm universities, and is being funded by the Public Health Agency of Sweden. Around 1000 children of the ages 7-12 will, through their schools and associations, or via groups in social services, be acquainted with the material. Children will learn and practice mindfulness, storytelling, group discussions and much more, all designed to strengthen protective factors and increase their resilience. The program also involves parents, who are taking part in the work to reinforce children's protective factors. Based on the work with groups of children, an effectiveness study including children aged 7-12 in school classes, with randomized and controlled pre- and post-measurements, self-rating questionnaires and group observations is being performed. The program will also be implemented in a non-governmental organization and in groups in social services. The study also investigates forms of implementation.

DISCUSSION: The design of the study will enable the researchers to answer five research questions by using a mixed-methods approach. Implementation will be studied, which is a necessary prerequisite for an effect study. Moreover, the research procedure has been tailored to the target group, with age-appropriate measures as well as multiple informants, which will produce high-quality data for analysis. A special ethical challenge is the study of young children, and efforts to give children a voice have been included in the program. This project is regarded as having good potential to benefit children in general, and particularly children in vulnerable positions.

TRIAL REGISTRATION: National Institute of Health, identifier NCT03655418. Registered August 31, 2018.

Children, Controlled trial, Implementation, Intervention, Promotion, Resilience
National Category
Medical and Health Sciences
urn:nbn:se:umu:diva-153623 (URN)10.1186/s12889-018-6145-7 (DOI)000450272400001 ()30419888 (PubMedID)2-s2.0-85056360940 (Scopus ID)
Available from: 2018-11-26 Created: 2018-11-26 Last updated: 2023-08-28Bibliographically approved
Skoog, T. & Kimber, B. (2017). Special issue: Social and Emotional Learning and Diversity. The International Journal of Emotional Education, 9(2), 1-3
Open this publication in new window or tab >>Special issue: Social and Emotional Learning and Diversity
2017 (English)In: The International Journal of Emotional Education, ISSN 2073-7629, E-ISSN 2073-7629, Vol. 9, no 2, p. 1-3Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Centre for Resilience & Socio-Emotional Health, 2017
National Category
urn:nbn:se:umu:diva-146176 (URN)000426207500001 ()
Available from: 2018-05-16 Created: 2018-05-16 Last updated: 2019-04-08Bibliographically approved

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