Umeå University's logo

umu.sePublications
Change search
Link to record
Permanent link

Direct link
Publications (10 of 50) Show all publications
Hillborg, H., Lövgren, V., Bejerholm, U. & Rosenberg, D. (2024). Supporting education with ips: advancing a career-oriented model for integrating work and study support for young adults in Sweden. Psychiatric rehabilitation journal, 47(1), 37-45
Open this publication in new window or tab >>Supporting education with ips: advancing a career-oriented model for integrating work and study support for young adults in Sweden
2024 (English)In: Psychiatric rehabilitation journal, ISSN 1095-158X, E-ISSN 1559-3126, Vol. 47, no 1, p. 37-45Article in journal (Refereed) Published
Abstract [en]

Objective: Supported education (SEd) provides individualized support to people with mental health problems to achieve their educational goals. Individual placement and support (IPS) has emerged as a model through which SEd may be efficiently delivered. However, the components and characteristics of educational support for these employment-focused services have not been fully explored. Building on earlier studies, we constructed a preliminary model of SEd components that integrated with the IPS model. The SEd model included the eight original principles of IPS, developed to reflect the SEd component, and two new principles were suggested. The aim of the study is to investigate these adapted principles by exploring the feasibility of applying them within established IPS programs providing both employment and educational services.

Methods: An organizational learning approach was taken, involving five IPS programs providing both employment and educational services to young adults with mental health problems. Data were collected through focus groups, interviews, and workshops with 19 IPS specialists.

Results: The results suggest that while the IPS principles provide a feasible and relevant structure for the development and provision of integrated services, adaptations that reflect the educational context were considered valuable when supporting young adults in pursuing their career-related goals. Conclusions and

Implications for Practice: The respondents confirmed that the SEd principles and the focus on support in educational contexts helped them to further develop their knowledge and strategies. While challenging, integrating SEd in IPS models shows good potential for supporting young adults as they struggle to reach longer term career-oriented goals. 

Place, publisher, year, edition, pages
American Psychological Association (APA), 2024
Keywords
supported education, individual placement and support, supported employment, mental health problems
National Category
Social Work
Research subject
Psychiatry
Identifiers
urn:nbn:se:umu:diva-221829 (URN)10.1037/prj0000597 (DOI)38436660 (PubMedID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2024-03-06 Created: 2024-03-06 Last updated: 2024-03-07Bibliographically approved
Markström, U., Näslund, H., Schön, U.-K., Rosenberg, D., Bejerholm, U., Gustavsson, A., . . . Svedberg, P. (2023). Developing sustainable service user involvement practices in mental health services in Sweden: The "Userinvolve" research program protocol. Frontiers in Psychiatry, 14, Article ID 1282700.
Open this publication in new window or tab >>Developing sustainable service user involvement practices in mental health services in Sweden: The "Userinvolve" research program protocol
Show others...
2023 (English)In: Frontiers in Psychiatry, E-ISSN 1664-0640, Vol. 14, article id 1282700Article in journal (Refereed) Published
Abstract [en]

Background: The purpose of this paper is to outline the protocol for the research program “UserInvolve,” with the aim of developing sustainable, service user involvement practices in mental health services in Sweden.

Methods: This protocol outlines the knowledge gap and aim of the UserInvolve-program. It further provides an overview of the research infrastructure, with specific focus on the organization and management of the program as well as the design of the six underlying research projects. These six research projects form the core of the UserInvolve-program and will be carried out during a six-year period (2022–2027). The projects are focused on examining articulations of experiential knowledge in user collectives, on four specific user involvement interventions (shared decision-making, peer support, user-focused monitoring, and systemic involvement methods) and on developing theory and method on co-production in mental health research and practice.

Results or conclusion: The knowledge gained through the co-production approach will be disseminated throughout the program years, targeting service users, welfare actors and the research community. Based on these research activities, our impact goals relate to strengthening the legitimacy of and methods for co-production in the mental health research and practice field.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2023
Keywords
co-production, involvement, mental health, protocol, research program, service users
National Category
Social Work
Research subject
Psychiatry
Identifiers
urn:nbn:se:umu:diva-215780 (URN)10.3389/fpsyt.2023.1282700 (DOI)37900294 (PubMedID)2-s2.0-85174892656 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2021–01427Forte, Swedish Research Council for Health, Working Life and Welfare, 2020–01328
Available from: 2023-10-25 Created: 2023-10-25 Last updated: 2024-01-17Bibliographically approved
Grim, K., Bergmark, M., Argentzell, E. & Rosenberg, D. (2023). Managing Peer Support Workers in Swedish Mental Health Services: A Leadership Perspective on Implementation and Sustainability. Journal of Psychosocial Rehabilitation and Mental Health, 10, 313-329
Open this publication in new window or tab >>Managing Peer Support Workers in Swedish Mental Health Services: A Leadership Perspective on Implementation and Sustainability
2023 (English)In: Journal of Psychosocial Rehabilitation and Mental Health, ISSN 2198-9834, E-ISSN 2198-963X, Vol. 10, p. 313-329Article in journal (Refereed) Published
Abstract [en]

Even though it has been demonstrated that peer support contributes to positive outcomes for service users, organizational implementation issues remain. The aim of the current study was to examine an implementation of peer support from the perspective of managers in order to develop knowledge of factors influencing sustainability of this initiative. Eighteen managers were interviewed in connection with the introduction of peer support in sixteen mental health settings. Interviews were analyzed utilizing inductive and deductive approaches. The results suggested that managers were predominantly positive in their evaluation of peer support as a recovery-oriented addition to their services, but noted developmental issues regarding role, professional identity, supervision and financing in relation to other traditional personnel. The involvement of the user movement, especially with regard to training and supervision helped prepare staff and support peer workers, yet there was some apprehension attached to the critical scrutiny that this `outsider’ perspective might imply. The results confirm previously noted uncertainties regarding peer support as an integrated component of mental health systems and illuminate a number of culturally conditioned challenges that may hamper peer support from being implemented with the same approach as other interventions. In response, the present study suggests a number of focus areas that should be attended to in future implementation efforts, including issues related to staff roles, power dynamics, connection to the user movement and reconsideration of the value of experience-based knowledge. In the Swedish context, a government level commitment was identified as critical to ensure stable funding.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Peer support, Manager perspectives, Sustainable implementation, Mental health services
National Category
Social Work
Identifiers
urn:nbn:se:umu:diva-200329 (URN)10.1007/s40737-022-00311-6 (DOI)2-s2.0-85139936854 (Scopus ID)
Funder
Karlstad University
Available from: 2022-10-15 Created: 2022-10-15 Last updated: 2023-09-04Bibliographically approved
Liljeholm, U., Hillborg, H., Argentzell, E., Lövgren, V., Rosenberg, D. & Bejerholm, U. (2023). The process of supporting careers for young adults with mental health problems: case study of a supported education program. Journal of Psychosocial Rehabilitation and Mental Health
Open this publication in new window or tab >>The process of supporting careers for young adults with mental health problems: case study of a supported education program
Show others...
2023 (English)In: Journal of Psychosocial Rehabilitation and Mental Health, ISSN 2198-9834, E-ISSN 2198-963XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

Mental health problems often appear at a young age. As the labour market places higher demands for education and competence, mental health services are focusing on young adults’ support needs for school and career opportunities. This study is a single case of an integrated supported education and employment unit in Sweden over an 18-month period. Multiple data sources illustrate the process of supporting careers and transition to school and work for young service users. This is a promising example of how careers can be supported through a flexible service that provides support for successful individual education and work trajectories among the youth. The service allowed for evolution of an identity process towards recovery through student and work roles.

Place, publisher, year, edition, pages
Springer Publishing Company, 2023
Keywords
Career advancement, Implementation, Person-centred, Recovery-oriented, Rehabilitation
National Category
Social Work
Identifiers
urn:nbn:se:umu:diva-204077 (URN)10.1007/s40737-023-00330-x (DOI)2-s2.0-85146250364 (Scopus ID)
Available from: 2023-01-27 Created: 2023-01-27 Last updated: 2023-01-27
Bergmark, M., Richter Sundberg, L., Markström, U. & Rosenberg, D. (2022). Evidence-based Methods in Rural Areas – Knowledge and National Guideline Utilization in Mental Health Service Development. Journal of Evidence-Based Social Work, 19(2), 161-184
Open this publication in new window or tab >>Evidence-based Methods in Rural Areas – Knowledge and National Guideline Utilization in Mental Health Service Development
2022 (English)In: Journal of Evidence-Based Social Work, ISSN 1543-3714, E-ISSN 1543-3722, Vol. 19, no 2, p. 161-184Article in journal (Refereed) Published
Abstract [en]

PURPOSE: To examine how rural municipalities develop services to people with serious mental illness in relation to evidence-based practice and national guidelines. Additional sources of knowledge and strategies used by the municipalities in relation to their development needs were explored as well.

METHOD: Qualitative multiple-case approach, with 43 deep-interviews involving 84 informants representing selected social psychiatric services from 11 sites.

RESULTS: National guidelines and evidence-based practices have a limited impact on how rural municipalities develop services to the target group. The municipalities favor other sources of knowledge, including regional networks, pragmatic problem-solving approaches and community-based knowledge.

DISCUSSION AND CONCLUSION:  Most of the informants expressed a need for more systematic and evidence-based knowledge in order to meet their clients’ needs. A major challenge to improve the utilization of these methods, is to make adaptions to match the rural municipalities’ needs and actual resources without risking the quality of these evidence-based services.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Rural, evidence-based, mental health services, guidelines, knowledge
National Category
Social Work
Identifiers
urn:nbn:se:umu:diva-190161 (URN)10.1080/26408066.2021.2001401 (DOI)000728761500001 ()2-s2.0-85121370954 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2018-01344
Available from: 2021-12-07 Created: 2021-12-07 Last updated: 2023-09-05Bibliographically approved
Markström, U. & Rosenberg, D. (2022). Kuratorns arbete inom psykiatrins förändrade fält (1ed.). In: Joakim Isaksson; Sara Lilliehorn; Helena Hansson (Ed.), Perspektiv på hälso- och sjukvårdskuratorns mångfacetterade arbete: (pp. 193-215). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Kuratorns arbete inom psykiatrins förändrade fält
2022 (Swedish)In: Perspektiv på hälso- och sjukvårdskuratorns mångfacetterade arbete / [ed] Joakim Isaksson; Sara Lilliehorn; Helena Hansson, Lund: Studentlitteratur AB, 2022, 1, p. 193-215Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
National Category
Social Work
Identifiers
urn:nbn:se:umu:diva-202132 (URN)978-91-44-14019-3 (ISBN)
Available from: 2023-01-02 Created: 2023-01-02 Last updated: 2023-01-03Bibliographically approved
Markström, U. & Rosenberg, D. (2022). Kuratorns arbete inom psykiatrins förändrade fält (1ed.). In: Joakim Isaksson; Sara Lilliehorn; Helena Hansson (Ed.), Perspektiv på hälso- och sjukvårdskuratorns mångfacetterade arbete: (pp. 193-215). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Kuratorns arbete inom psykiatrins förändrade fält
2022 (Swedish)In: Perspektiv på hälso- och sjukvårdskuratorns mångfacetterade arbete / [ed] Joakim Isaksson; Sara Lilliehorn; Helena Hansson, Lund: Studentlitteratur AB, 2022, 1, p. 193-215Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
National Category
Social Work
Identifiers
urn:nbn:se:umu:diva-215818 (URN)9789144140193 (ISBN)
Available from: 2023-10-26 Created: 2023-10-26 Last updated: 2023-11-20Bibliographically approved
Grim, K., Näslund, H., Allaskog, C., Andersson, J., Argentzell, E., Broström, K., . . . Rosenberg, D. (2022). Legitimizing user knowledge in mental health services: epistemic (in)justice and barriers to knowledge integration. Frontiers in Psychiatry, 13, Article ID 981238.
Open this publication in new window or tab >>Legitimizing user knowledge in mental health services: epistemic (in)justice and barriers to knowledge integration
Show others...
2022 (English)In: Frontiers in Psychiatry, E-ISSN 1664-0640, Vol. 13, article id 981238Article in journal (Refereed) Published
Abstract [en]

Including the voices and knowledge of service users is essential for developing recovery-oriented and evidence-based mental health services. Recent studies have however, suggested that challenges remain to the legitimization of user knowledge in practice. To further explore such challenges, a co-production study was conducted by a team of researchers and representatives from user organizations in Sweden. The aim of the study was to explore the barriers and facilitators to the legitimacy of user knowledge, as a central factor in sustainably implementing user influence in mental health practice. A series of workshops, with representatives of mental health services and user organizations were conducted by the research team to explore these issues. The analysis built on the theoretical framework of epistemic injustice, and the underlying aspects, testimonial, hermeneutic and participation-based injustice, were utilized as a framework for a deductive analysis. Results suggest that this is a useful model for exploring the complex dynamics related to the legitimacy of user knowledge in mental health systems. The analysis suggests that the legitimacy of user knowledge is related to the representativeness of the knowledge base, the systematic formulation of this knowledge in applicable methods, access to resources and positions within the mental health system and participation in the process of integrating this knowledge-base in mental health contexts. Legitimizing user knowledge in practice additionally challenges mental health systems to support readiness for change in working environments and to address the power and role issues that these changes involve.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
mental health services, user involvement, co-production in research, epistemic injustice, user organizations, implementation, recovery
National Category
Other Social Sciences Sociology Health Care Service and Management, Health Policy and Services and Health Economy
Identifiers
urn:nbn:se:umu:diva-198973 (URN)10.3389/fpsyt.2022.981238 (DOI)000852169600001 ()36090358 (PubMedID)2-s2.0-85138003423 (Scopus ID)
Projects
Challenges and opportunities for establishing user influence – Legitimizing experiential knowledge as a resource in social psychiatry
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2020-01297
Available from: 2022-08-29 Created: 2022-08-29 Last updated: 2024-01-17Bibliographically approved
Liljeholm, U., Argentzell, E., Hillborg, H., Lövgren, V., Rosenberg, D. & Bejerholm, U. (2022). The Journey to My Student Identity: A Grounded Theory Study on Supported Education for Young Adults with Mental Health Problems. Journal of Psychosocial Rehabilitation and Mental Health, 203-219
Open this publication in new window or tab >>The Journey to My Student Identity: A Grounded Theory Study on Supported Education for Young Adults with Mental Health Problems
Show others...
2022 (English)In: Journal of Psychosocial Rehabilitation and Mental Health, ISSN 2198-9834, E-ISSN 2198-963X, p. 203-219Article in journal (Refereed) Published
Abstract [en]

Support for developing a work identity has been shown to be essential for the recovery process of young adults with mental health problems. Since research shows that the development of a student role during the educational years for these young adults may be interrupted, this time period may be relevant to explore in order to support career development and the critical transition to adulthood for this target group. To explore young adults’ experiences of participating in supported education that is integrated with vocational and mental health services, reflecting the process of developing a student identity while struggling with mental health problems. A grounded theory design was used. The material consists of 17 individual interviews with young adults aged 18–29 years who were receiving supported education. Young adults who study while having mental health problems encountered structural barriers and challenged engagement in education that created a gap between the students and the regular education system. Access to supported education was reported to decrease this gap and formed a bridge that to facilitate educational achievements. The achievements were related to several personal benefits that were important for the experience of meaning and identity development in the future. Supported education can contribute to enabling the development of student identity for young adults with mental health problems. This involves an engagement process and positive identity formation that may reduce stigma and is therefore important for the personal recovery process and career advancement.

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Community integration, Education, Mental health recovery, Psychiatric rehabilitation, Vocational support
National Category
Social Work
Identifiers
urn:nbn:se:umu:diva-190818 (URN)10.1007/s40737-021-00253-5 (DOI)2-s2.0-85121035319 (Scopus ID)
Available from: 2021-12-29 Created: 2021-12-29 Last updated: 2022-10-12Bibliographically approved
Hillborg, H., Lövgren, V., Bejerholm, U. & Rosenberg, D. (2021). Integrating Interventions That Can Support a Career-Oriented Recovery for Young Adults: Building on the Supported Education Knowledge Base. Journal of Psychosocial Rehabilitation and Mental Health, 8(1), 35-60
Open this publication in new window or tab >>Integrating Interventions That Can Support a Career-Oriented Recovery for Young Adults: Building on the Supported Education Knowledge Base
2021 (English)In: Journal of Psychosocial Rehabilitation and Mental Health, ISSN 2198-9834, E-ISSN 2198-963X, Vol. 8, no 1, p. 35-60Article in journal (Refereed) Published
Abstract [en]

Young adults experiencing mental health problems are less educated than their peers, putting them in a more vulnerable position for employment and career possibilities. While Supported employment models have been widely implemented, educational supports may be necessary in order to contribute to longer term and sustainable employment. The aim of this study was to describe the state of current research regarding Supported education services for individuals with mental health problems, with a particular focus on studies that address both educational and vocational goals. A scoping review of articles published between 2000 and July 2020 was conducted. Eight databases were searched, titles/abstracts and full-text articles were reviewed for inclusion. The results, which built on 56 included articles, were analysed both descriptively and thematically. The results suggest that the focus in the literature has primarily been on adapting and implementing models for the needs of different populations and contexts. Many of these build on integrated models focusing on both vocational and educational needs. Despite addressing varied populations and working in varied contexts, it is possible to identify a number of essential components when delivering educational support. The review suggests a need to look at work and studies as equally important from a career development perspective. The knowledge base developed through studying supported education services and the educational components of newly emerging services, can contribute to the further development of integrated models for young adults.

Place, publisher, year, edition, pages
Springer, 2021
National Category
Social Work
Research subject
Psychiatry
Identifiers
urn:nbn:se:umu:diva-175540 (URN)10.1007/s40737-020-00197-2 (DOI)2-s2.0-85105599456 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2020-10-02 Created: 2020-10-02 Last updated: 2022-10-12Bibliographically approved
Projects
A working life on the horizon - Supported education for young adults with mental health problems [2016-00946_Forte]; Umeå University; Publications
Hillborg, H., Lövgren, V., Bejerholm, U. & Rosenberg, D. (2021). Integrating Interventions That Can Support a Career-Oriented Recovery for Young Adults: Building on the Supported Education Knowledge Base. Journal of Psychosocial Rehabilitation and Mental Health, 8(1), 35-60
Implementation of evidence-based practice in rural Sweden - Exploring innovative strategies for realization of national guidelines for treatment and support for people with schizophrenia [2018-01344_Forte]; Umeå University; Publications
Bergmark, M. (2023). Den kunskapsbaserade arbetsplatsen. In: : . Paper presented at Fokus: forskning i socialtjänsten, Växjö, Sverige, 7 mars, 2023. Bergmark, M., Richter Sundberg, L., Markström, U. & Rosenberg, D. (2022). Evidence-based Methods in Rural Areas – Knowledge and National Guideline Utilization in Mental Health Service Development. Journal of Evidence-Based Social Work, 19(2), 161-184
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0790-9386

Search in DiVA

Show all publications