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Publikationer (10 of 15) Visa alla publikationer
Sundström, A. E. & Hakelind, C. (2023). Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology. Journal of Mental Health Training, Education and Practice, 18(2), 97-110
Öppna denna publikation i ny flik eller fönster >>Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology
2023 (Engelska)Ingår i: Journal of Mental Health Training, Education and Practice, ISSN 1755-6228, E-ISSN 2042-8707, Vol. 18, nr 2, s. 97-110Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose: Assessment of complex clinical skills and abilities is a challenge in mental health education. In the present study, an objective structured clinical examination (OSCE) was adapted to psychology and implemented in a Master in Psychology program. The purpose of the present study was to examine aspects of validity of this OSCE.

Design/methodology/approach: A total of 55 students enrolled in the Master in the Psychology program at Umeå University, Sweden, participated in two OSCE occasions. In addition to OSCE data, questionnaires were administered immediately after the OSCE to students (n = 18) and examiners (n = 13) to examine their perceptions of the OSCE.

Findings: The results provided support for different aspects of validity. The level of internal consistency was close to acceptable, and there was a good correspondence between global ratings and checklist scores for many stations. However, adding an additional category to the global rating scale and reviewing some of the station checklists might improve the assessment further. The present cut-score of the OSCE was comparable to a cut-score set by the borderline regression model. In general, students and examiners perceived the OSCE as a high-quality examination, although examiners raised some issues that could improve the OSCE further.

Originality/value: In conclusion, OSCE is a promising assessment in psychology, both from a psychometric perspective and from a test-taker and examiner perspective. The present study is an important contribution to the field as there are only a few examples where OSCE has been used in clinical psychology, and to the best of the authors’ knowledge, this paper is the first to evaluate the validity of such an assessment.

Ort, förlag, år, upplaga, sidor
Emerald Group Publishing Limited, 2023
Nyckelord
Validity, OSCE, Clinical psychology education, Competence-based assessment
Nationell ämneskategori
Psykologi Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi
Forskningsämne
psykologi
Identifikatorer
urn:nbn:se:umu:diva-194285 (URN)10.1108/jmhtep-10-2021-0124 (DOI)000780291800001 ()2-s2.0-85129129361 (Scopus ID)
Tillgänglig från: 2022-04-29 Skapad: 2022-04-29 Senast uppdaterad: 2023-07-12Bibliografiskt granskad
Höglund, P., Hakelind, C., Nordin, M. & Nordin, S. (2023). Risk factors for insomnia and burnout: a longitudinal population-based cohort study. Stress and Health, 39(4), 798-812
Öppna denna publikation i ny flik eller fönster >>Risk factors for insomnia and burnout: a longitudinal population-based cohort study
2023 (Engelska)Ingår i: Stress and Health, ISSN 1532-3005, E-ISSN 1532-2998, Vol. 39, nr 4, s. 798-812Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Insomnia and burnout are highly prevalent in the general population, calling for understanding of its causes. Taking a broad approach, the aim of this study was to determine various mental and somatic risk factors for development of insomnia and burnout and stratifying for sex and age group. Questionnaire data were used from a Swedish population-based sample aged 18–79 years, from which cohorts without insomnia (= 1702) and without burnout (= 1972) at baseline were followed-up after 3 years. Self-reports of eight mental and somatic conditions at baseline were used as independent variables in logistic regression analyses to predict development of insomnia and burnout at 3-year follow-up. All eight studied conditions were significant risk factors for development of both insomnia (odds ratio, OR = 1.62–2.73) and burnout (OR = 2.20–3.21). Burnout and poor self-rated health had the highest ORs for insomnia, and poor self-rated health, anxiety and somatic symptoms had the highest ORs for burnout. The ORs were generally similar between men and women, whereas age groups tended to differ in some of the risk factors. The study highlights the importance of a broad assessment of both mental and somatic conditions in the prevention of insomnia and burnout.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2023
Nyckelord
epidemiology, mental health, public health, somatic health
Nationell ämneskategori
Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi Tillämpad psykologi
Identifikatorer
urn:nbn:se:umu:diva-204764 (URN)10.1002/smi.3218 (DOI)000920645800001 ()36634111 (PubMedID)2-s2.0-85147301936 (Scopus ID)
Forskningsfinansiär
AFA Försäkring, 190082
Tillgänglig från: 2023-02-21 Skapad: 2023-02-21 Senast uppdaterad: 2024-03-28Bibliografiskt granskad
Hakelind, C. & Sundström, A. (2022). Examining skills and abilities during the pandemic: psychology students’ and examiners’ perceptions of a digital osce. Psychology Learning and Teaching, 21(3), 278-295
Öppna denna publikation i ny flik eller fönster >>Examining skills and abilities during the pandemic: psychology students’ and examiners’ perceptions of a digital osce
2022 (Engelska)Ingår i: Psychology Learning and Teaching, ISSN 1475-7257, Vol. 21, nr 3, s. 278-295Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2022
Nyckelord
Clinical psychology training, competency assessment, online assessment, simulation-based methods
Nationell ämneskategori
Lärande Psykologi (exklusive tillämpad psykologi)
Identifikatorer
urn:nbn:se:umu:diva-198506 (URN)10.1177/14757257221114038 (DOI)000828842600001 ()2-s2.0-85135166239 (Scopus ID)
Tillgänglig från: 2022-08-15 Skapad: 2022-08-15 Senast uppdaterad: 2023-01-13Bibliografiskt granskad
Kubik, V., Harris, R. & Hakelind, C. (2022). Teaching and Learning Psychology in Times of COVID and Beyond: Special Issue of the ESPLAT Conference 2021. Psychology Learning and Teaching, 21(3), 190-192
Öppna denna publikation i ny flik eller fönster >>Teaching and Learning Psychology in Times of COVID and Beyond: Special Issue of the ESPLAT Conference 2021
2022 (Engelska)Ingår i: Psychology Learning and Teaching, ISSN 1475-7257, Vol. 21, nr 3, s. 190-192Artikel i tidskrift, Editorial material (Övrigt vetenskapligt) Published
Ort, förlag, år, upplaga, sidor
Sage Publications, 2022
Nationell ämneskategori
Tillämpad psykologi
Identifikatorer
urn:nbn:se:umu:diva-200074 (URN)10.1177/14757257221119298 (DOI)2-s2.0-85138785604 (Scopus ID)
Tillgänglig från: 2022-10-10 Skapad: 2022-10-10 Senast uppdaterad: 2022-10-10Bibliografiskt granskad
Hakelind, C., Steinvall, A. & Deutschmann, M. (2022). The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes. Psychology Learning & Teaching, 2(1), 57-72
Öppna denna publikation i ny flik eller fönster >>The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes
2022 (Engelska)Ingår i: Psychology Learning & Teaching, ISSN 1475-7257, Vol. 2, nr 1, s. 57-72Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This qualitative study introduces a pedagogic design which addresses the challenging task of teaching and learning self-awareness and critical reflection in the teaching of psychology. The context of the study was a course in personality psychology for first year students, and the topic of interest was how the perception of personality is affected by gender stereotypes. The pedagogic design included the recording of a mixed-sex dialogue, which was then digitally altered for pitch and timbre producing two gender-switched versions of one single recording. Students were divided into two groups who listened to one of the two different voice alterations, and were given the task to rate the personality traits of male or female sounding versions of the same character. In the subsequent debriefing seminar, students were presented with the data from their ratings. These results were then used as a reference point for inter-group discussion, and later students were also asked to reflect over the activity individually in writing. A thematic analysis of their written answers indicates that this pedagogic setup, in combination with guided reflection, can be helpful to challenge students' own assumptions, aiding self-awareness and critical reflection related to stereotyping.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2022
Nyckelord
Critical reflection, self-awareness, gender stereotypes, personality, active learning, matched-guise technique
Nationell ämneskategori
Lärande
Identifikatorer
urn:nbn:se:umu:diva-178334 (URN)10.1177/1475725720979460 (DOI)000598827900001 ()2-s2.0-85097534082 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 721-2014-1972
Tillgänglig från: 2021-01-12 Skapad: 2021-01-12 Senast uppdaterad: 2022-05-31Bibliografiskt granskad
Vishwanatha, K., Hakelind, C., Steinvall, A., Svensson, J. & Deutschmann, M. (2021). Interpersonal complementarity and gender: Contextual influences on perception of personality. Social behavior and personality, 49(6), Article ID e9812.
Öppna denna publikation i ny flik eller fönster >>Interpersonal complementarity and gender: Contextual influences on perception of personality
Visa övriga...
2021 (Engelska)Ingår i: Social behavior and personality, ISSN 0301-2212, E-ISSN 1179-6391, Vol. 49, nr 6, artikel-id e9812Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Contextual influences have long been recognized as an important factor explaining individual differences in perception of personality traits. In this study we investigated whether interpersonal complementarity creates a context for the perception of personality traits, and whether gender stereotypes play a role in the process. Participants were 205 students taking a personality psychology course. They evaluated personality traits in the context of observing an interpersonal exchange that reflected complementarity. Among the respondents, 103 made the evaluation based on a gender stereotypical exchange (dominant male-submissive female) and 102 based their evaluation on a gender counterstereotypical exchange (dominant female-submissive male). Results reveal that interpersonal context had a stronger influence on ratings of conscientiousness, openness, and emotional stability traits than it did on extraversion and agreeableness trait ratings. Furthermore, openness and conscientiousness were particularly susceptible to gender-based stereotypes in the context of interpersonal complementarity. These results suggest that both interpersonal complementarity and gender stereotypes influence the perception of personality traits, but that they do so in a way that is unique to each trait.

Ort, förlag, år, upplaga, sidor
Scientific Journal Publishers, 2021
Nyckelord
Big Five personality traits, Gender stereotypes, Interpersonal complementarity, Interpersonal exchange, Perception of personality traits, Social roles
Nationell ämneskategori
Socialpsykologi Psykologi (exklusive tillämpad psykologi)
Identifikatorer
urn:nbn:se:umu:diva-184909 (URN)10.2224/sbp.9812 (DOI)000661110100001 ()2-s2.0-85107717004 (Scopus ID)
Tillgänglig från: 2021-06-21 Skapad: 2021-06-21 Senast uppdaterad: 2023-09-26Bibliografiskt granskad
Höglund, P., Hakelind, C. & Nordin, S. (2020). Severity and prevalence of various types of mental ill-health in a general adult population: age and sex differences. BMC Psychiatry, 20(1), Article ID 209.
Öppna denna publikation i ny flik eller fönster >>Severity and prevalence of various types of mental ill-health in a general adult population: age and sex differences
2020 (Engelska)Ingår i: BMC Psychiatry, E-ISSN 1471-244X, Vol. 20, nr 1, artikel-id 209Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background: Taking a broad approach, the aim of this study was to better understand severity and prevalence of various types of mental ill-health across age and sex groups in the general adult population. A first objective was to determine symptom severity of anxiety, depression, insomnia, burnout and somatization in combinations of different age groups and sex. A second objective was to determine prevalence of caseness of these types of mental ill-health in both absolute and relative terms in the combinations of age groups and sex.

Methods: Cross-sectional data based on validated questionnaire instruments were used from the Västerbotten Environmental Health Study in Sweden. In total, 3406 participants, aged 18 to 79 years, constituted a random sample stratified for age and sex.

Results: Severity and prevalence of anxiety, insomnia and burnout were high in women, in particular young women, and lower in older age groups. The prevalence rates for insomnia, burnout and somatization were particularly high based on the used cut-off scores. Men aged 30–49 years had the highest prevalence of mental ill-health compared to other age groups among men. Men and women aged 60–69 years had generally the lowest symptom severity and caseness. The prevalence of depression was similar in men and women in all age groups, whereas sex-related differences in extent in general were largest in the youngest age group, and gradually decreased with age.

Conclusion: The results suggest that focus in primary healthcare regarding mental ill-health should to be directed more towards insomnia, burnout and somatization, in particular in young women.

Ort, förlag, år, upplaga, sidor
BioMed Central, 2020
Nyckelord
Burnout, Epidemiology, Insomnia, Negative affect, Somatization
Nationell ämneskategori
Psykiatri
Identifikatorer
urn:nbn:se:umu:diva-171786 (URN)10.1186/s12888-020-02557-5 (DOI)000534342400001 ()32393209 (PubMedID)2-s2.0-85084590093 (Scopus ID)
Projekt
HUSS
Tillgänglig från: 2020-06-15 Skapad: 2020-06-15 Senast uppdaterad: 2024-03-28Bibliografiskt granskad
Hakelind, C. & Nilsson, J. (2019). Behöver vi verkligen arbeta med studenters arbetsmiljö?. In: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin. Paper presented at Universitetspedagogiska konferensen 2019, Umeå, 10-11 oktober, 2019. (pp. 10-10). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Öppna denna publikation i ny flik eller fönster >>Behöver vi verkligen arbeta med studenters arbetsmiljö?
2019 (Svenska)Ingår i: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2019, s. 10-10Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2019
Serie
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2019:1
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:umu:diva-194793 (URN)
Konferens
Universitetspedagogiska konferensen 2019, Umeå, 10-11 oktober, 2019.
Tillgänglig från: 2022-05-17 Skapad: 2022-05-17 Senast uppdaterad: 2022-05-23Bibliografiskt granskad
Dennhag, I., Steinvall, A., Hakelind, C. & Deutschmann, M. (2019). Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques. Paper presented at Dennhag, I., Hakelind, C., Steinvall, A., & Deutschmann, M (2017). When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes. Gender conference 12 april. Umeå Universitet.. Social behavior and personality, 47(8), Article ID e8150.
Öppna denna publikation i ny flik eller fönster >>Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques
2019 (Engelska)Ingår i: Social behavior and personality, ISSN 0301-2212, E-ISSN 1179-6391, Vol. 47, nr 8, artikel-id e8150Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The current study explores gender stereotypes among Swedish university students (n=101) studying a course in psychology, using a matched-guise experimental design. The gender identity of a speaker in a dialogue, manifested by voice, was digitally manipulated to sound male or female. Responses to the recordings indicated that an actor with a male voice was rated significantly less conscientious, agreeable, extraverted, and open to experience than the same actor with a female voice. On social behavior, there was a tendency for the actor with a male voice to be rated as more hostile than the same actor with a female voice. The study suggests that stereotype effects rather than real behavioral differences may have an impact on perceived gender differences.

Ort, förlag, år, upplaga, sidor
Scientific Journal Publishers, 2019
Nyckelord
Stereotypes, Gender differences, Interpersonal understanding, Personality, Education, Expectancies
Nationell ämneskategori
Psykologi
Forskningsämne
psykologi; patologi
Identifikatorer
urn:nbn:se:umu:diva-157914 (URN)10.2224/sbp.8150 (DOI)000480459300006 ()2-s2.0-85071845462 (Scopus ID)
Konferens
Dennhag, I., Hakelind, C., Steinvall, A., & Deutschmann, M (2017). When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes. Gender conference 12 april. Umeå Universitet.
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2019-04-08 Skapad: 2019-04-08 Senast uppdaterad: 2023-03-24Bibliografiskt granskad
Hakelind, C., Dennhag, I., Deutschmann, M. & Steinvall, A. (2017). Confronting students with their own stereotypes: Awareness-raising activities about gender stereotypes with match-guise techniques. In: Universitetspedagogiska konferensen 2017: undervisning i praktiken – föreläsning, flexibelt eller mitt emellan?. Paper presented at Universitetspedagogiska konferensen 2017, Undervisning i praktiken – föreläsning, flexibelt eller mitt emellan? Umeå universitet, 24-25 oktober, 2017 (pp. 29-32). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Öppna denna publikation i ny flik eller fönster >>Confronting students with their own stereotypes: Awareness-raising activities about gender stereotypes with match-guise techniques
2017 (Engelska)Ingår i: Universitetspedagogiska konferensen 2017: undervisning i praktiken – föreläsning, flexibelt eller mitt emellan?, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2017, s. 29-32Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2017
Serie
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2017:1
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:umu:diva-194617 (URN)
Konferens
Universitetspedagogiska konferensen 2017, Undervisning i praktiken – föreläsning, flexibelt eller mitt emellan? Umeå universitet, 24-25 oktober, 2017
Tillgänglig från: 2022-05-11 Skapad: 2022-05-11 Senast uppdaterad: 2022-05-12Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4411-3803

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