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  • 1. Eriksson, C.
    et al.
    Skoog, T.
    Kimber, Birgitta
    Umeå University, Faculty of Medicine, Department of Clinical Sciences.
    Supporting implementation of resilience training among school-aged children - RESCUR in Sweden2020In: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 30, no Supplement_5, article id ckaa165.385Article in journal (Other academic)
    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.

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  • 2. Eriksson, Charli
    et al.
    Kimber, Birgitta
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Child and Adolescent Psychiatry.
    Skoog, Therése
    Design and implementation of RESCUR in Sweden for promoting resilience in children: a study protocol2018In: BMC Public Health, E-ISSN 1471-2458, Vol. 18, no 1, p. 1-11, article id 1250Article in journal (Refereed)
    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, ClinicalTrials.gov identifier NCT03655418. Registered August 31, 2018.

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  • 3.
    Lilja, Josefine L.
    et al.
    Department of Psychology, University of Gothenburg, Gothenburg, Sweden; RD Primary Health Care, Västra Götaland, Sweden.
    Kimber, Birgitta
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Child and Adolescent Psychiatry.
    Eriksson, Charli
    Department of Public Health Sciences, Stockholm University, Stockholm, Sweden.
    Henriksson, Barbro
    Junis – Movendi's Junior Association, Stockholm, Sweden.
    Skoog, Therése
    Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
    Does the Delivery System Matter? The Scaling-Out of a School-Based Resilience Curriculum to the Social Services Sector2021In: Frontiers in Psychiatry, E-ISSN 1664-0640, Vol. 12, article id 578048Article in journal (Refereed)
    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, ClinicalTrials.gov, identifier: NCT03655418. Registered August 31, 2018.

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  • 4. Miljević-Riđički, Renata
    et al.
    Simões, Celeste
    Kimber, Birgitta
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Child and Adolescent Psychiatry.
    Resilience in School Children: A Multicultural Comparison between Three Countries – Croatia, Sweden and Portugal2020In: Druatvena istra~ivanja (Zagreb), ISSN 1330-0288, E-ISSN 1848-6096, Vol. 29, no 4, p. 555-574Article in journal (Refereed)
    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).

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  • 5. Skoog, Therese
    et al.
    Kimber, Birgitta
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Child and Adolescent Psychiatry.
    Special issue: Social and Emotional Learning and Diversity2017In: The International Journal of Emotional Education, ISSN 2073-7629, E-ISSN 2073-7629, Vol. 9, no 2, p. 1-3Article in journal (Other academic)
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  • 6.
    Västhagen, Maja
    et al.
    Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
    Özdemir, Metin
    School of Law, Psychology and Social work, Örebro University, Örebro, Sweden.
    Ghaderi, Ata
    Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
    Kimber, Birgitta
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Child and Adolescent Psychiatry.
    Giles, Clover Jack
    School of Law, Psychology and Social work, Örebro University, Örebro, Sweden.
    Bayram Özdemir, Sevgi
    School of Law, Psychology and Social work, Örebro University, Örebro, Sweden.
    Oppedal, Brit
    Department of Child Health and Development, Norweigan Institute of Public Health, Oslo, Norway.
    Enebrink, Pia
    Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
    Refugee parents’ experiences of coming to Sweden: A qualitative study2022In: International Journal of Intercultural Relations, ISSN 0147-1767, E-ISSN 1873-7552, Vol. 91, p. 97-109Article in journal (Refereed)
    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.

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1 - 6 of 6
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