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Syftet med studien är att bidra med ökad förståelse och kunskap om hur pedagoger kan skapa förutsättningar för lek på en förskolegård. Både Barnkonventionen och Förskolans läroplan (2018) hävdar att barn har rätt till lek. För att besvara studienssyftet valdes en kvalitativ metod där barn och pedagogernas handlingar observerades på en förskolegård. Resultatet ger förståelse för hur pedagoger skapade förutsättningar för lek genom omsorg, socialiserande samt material och miljö. Exempelvis visar resultatet att pedagogernas förhållningssätt spelar stor roll för barns lek, att de värnar om och ser det positiva i barns lek. Genom att först och främst se till att barnens grundläggande behov av trygghet och värme säkerställs så skapar pedagogerna på förskolanförutsättningar för barns lek. Resultatet visar på detta sätt hur lek kan värnas och hur den kan få en central plats i förskolans utbildning i enlighet med Lpfö 18 och Skollagen samt även spegla de värden som uttrycks i Barnkonventionen.

Objective: Access to effective treatments for adolescents with depression needs to improve. Few studies have evaluated behavioural activation (BA) for adolescent depression, and none remotely delivered BA. This study explored the feasibility and acceptability of therapist-guided and self-guided internet-delivered BA (I-BA) in preparation for a future randomised controlled trial (RCT). Design: A single-blinded randomised controlled feasibility trial. Setting: A specialist outpatient clinic in Sweden. Participants: Thirty-two adolescents with mild-to-moderate major depression, aged 13-17 years. Interventions: Ten weeks of therapist-guided I-BA or self-guided I-BA, or treatment as usual (TAU). Both versions of I-BA included parental support. TAU included referral to usual care within child and youth psychiatry or primary care. Outcomes: Feasibility measures included study take-up, participant retention, acceptability, safety and satisfaction. The primary outcome measure was the blinded assessor-rated Children's Depression Rating Scale, Revised. The primary endpoint was the 3-month follow-up. Results: 154 adolescents were screened and 32 were randomised to therapist-guided I-BA (n=11), self-guided I-BA (n=10) or TAU (n=11). Participant retention was acceptable, with two drop-outs in TAU. Most participants in TAU had been offered interventions by the primary endpoint. The mean number of completed chapters (total of 8) for adolescents was 7.5 in therapist-guided I-BA and 5.4 in self-guided I-BA. No serious adverse events were recorded. Satisfaction was acceptable in both I-BA groups. Following an intent-to-treat approach, the linear mixed-effects model revealed that both therapist-guided and self-guided I-BA (Cohen's d=2.43 and 2.23, respectively), but not TAU (Cohen's d=0.95), showed statistically significant changes on the primary outcome measure with large within-group effect sizes. Conclusions: Both therapist-guided and self-guided I-BA are acceptable and potentially

Clinical supervision is a cornerstone in psychotherapist training, but research in this area is hampered by a lack of validated tools for assessing supervision quality. Short-SAGE (Supervision: Adherence and Guidance Evaluation) is an observational instrument designed for evaluating supervision in cognitive behavioural therapy. The aim of this study was to evaluate the inter-rater reliability of Short-SAGE. Four experienced clinical psychologists participated in three 3-hour Short-SAGE coding training sessions, followed by an additional meeting and coding instructions. In a cross-over design, codings of 20 supervision sessions were then assessed with intraclass correlations (ICC), for both the 3- and 7-point scales of the instrument. In the single measure analyses for both scales, only one item showed ICC in the good range, and the rest of the 14 item ICCs were in the poor to fair range. Moreover, on the 3-point scale, five of the 14 inter-rater correlations were non-significant. For research and training purposes, validated tools to assess supervision quality are highly needed. However, instruments for measuring adherence and/or competence are of little value if the coders do not attain inter-rater reliability. Whether quality of supervision is associated with improvements in supervisees' competencies is not yet clear. Short-SAGE provides a tool that may enable empirical research in this area. Further studies are needed to assess whether extensive training can improve the inter-rater reliability of Short-SAGE.

Motivational interviewing (MI) is a method of eliciting individuals’ inner motivation to change their behavior. MI is typically delivered within health care settings as well as in occupational and educational settings and in multiple populations. MI builds on practice skills that are relational and technical, aiming to evoke and reinforce client utterances in the direction of behavior change, termed change talk, and to reduce client utterances in the direction of maintaining current behaviors, termed sustain talk. Meta-analyses show that MI training leads to increased practice of relational and technical skills, and practice of relational and technical skills are related to change talk. Technical skills increase the proportion of change talk in relation to sustain talk. Sustain talk has a negative effect on behavioral outcomes, but change talk has a positive effect on behavioral outcomes. Meta-analyses also show positive effects of MI over six months in reducing or eliminating binge drinking, alcohol consumption, problematic substance use, and smoking, and increasing physical activity in chronic illness patients. Studies have shown positive effects of MI on behavior change in a range of behaviors and populations. A step-by-step guide to MI outlines typical intervention content, target populations and behaviors, practitioner training and skills required, and evaluation of fidelity and effectiveness.

Aims To test the efficacy of a therapist-guided high-intensity internet intervention compared with an unguided low-intensity internet intervention among individuals with alcohol use disorder. Design A three-group randomized controlled trial with follow-up assessments post-treatment (12 weeks) and 6 months post-randomization (primary end-point). Settings General population sample in Sweden. Participants A total of 166 on-line self-referred adults (49% males) with a score of 14 (females)/16 (males) or more on the Alcohol Use Disorders Identification Test, a preceding week alcohol consumption of 11 (females)/14 (males) or more standard drinks and an alcohol use disorder according to a diagnostic interview. Interventions and comparators Both the high- (n = 72) and low-intensity internet interventions (n = 71) consisted of modules based on relapse prevention. Controls were on a waiting-list (n = 23), and were only followed until the post-treatment follow-up. Participants were randomized at a 7 : 7 : 2 ratio. Measurements Primary outcome was self-reported alcohol consumption in the preceding week measured as (1) number of standard drinks and (2) number of heavy drinking days at the 6-month follow-up. Findings Alcohol use disorders were largely in the severe category (74.7%), with the majority of participants having had alcohol problems for more than 5 years. Attrition was 13 and 22% at the post-treatment and 6-month follow-up, respectively. At the 6-month follow-up, an intent-to-treat analysis showed no significant differences in alcohol consumption between the high- and low-intensity interventions [standard drinks d = -0.17, 95% confidence interval (CI) = -0.50 to 0.16; heavy drinking days: d = -0.07, 95% CI = -0.40 to 0.26]. Prevalence of negative effects was somewhat low (8-14%) in both intervention groups, as was deterioration (3-5%). Conclusions At 6-month follow-up, there were no significant differences between a therapist-guided high-intensity internet intervention

The concept of Green Brand Equity is based on the assumption that customers will be more favorable towards a firm's brand when the firm provides products and services that satisfy the customers' environmental needs. While environmental and brand management have been researched thoroughly in business-to-consumer (B2C) markets, similar research inbusiness-to-business (B2B) contexts is still scarce. This study aims to contribute to environmental management and B2B brand research through an empirical study of customers' perceptions of Green Brand Equity in industrial B2B markets. A qualitative study was conducted analyzing customers who purchase products from a brand of a Swedish high-tech and global industrial engineering company. The findings suggest that although traditional aspects like price, quality and delivery performance are of high importance, customers in B2B markets also take environmental impact into consideration in their purchase decisions. The customers' consideration of environmental impact mainly stemmed from the customer firms' Green Policies, as well as the individual buyer's Green Concerns. The findings further showed that supplier firms can strengthen Green Brand Equity through sustainability initiatives. By supporting the applicability of Green Brand Equity in a B2B context, this study contributes to the theoretical discussion as well as to practitioners in the field.

Aim: Training practitioners is often used as the primary implementation strategy to disseminate evidence based practices into clinical and community settings. The overall objective of this thesis was to evaluate various aspects of training practitioners as part of the dissemination and implementation of motivational interviewing (MI). Method: In Study I, ten supervisors from a randomized controlled trial responded to semi-structured interviews about their supervision behaviors. Study II and III were conducted with practitioners in five Swedish county councils: In Study II, 174 practitioners were randomized to: 1) Regular county council workshop training; or 2) Regular county council workshop training followed by telephone supervision sessions based on objective feedback. All participants recorded three to eight sessions with actors. In Study III, the 98 participants from Study II receiving supervision were randomized to objective feedback based on either: 1) Half of a feedback protocol; or 2) The entire protocol. In study IV, 134 employees from The Swedish National Board of Institutional Care (SiS) with at least one completed MI training course were randomized to: 1) Six months of regular SiS supervision; or 2) Six monthly sessions of telephone supervision based on objective feedback. Study IV also replicated Study III. All participants in Study IV recorded three to seven sessions with a client or a colleague. Results: While many of the reported supervisory behaviors in Study I were similar, there where also variations. Moreover, none of the supervisors described the feedback protocol as relatively important for the supervisees to learn MI, and half of them expressed concerns regarding an eventual negative impact of the objective feedback. In Study II, the different county councils workshops trainings increased the participants’ MI skills to virtually the same level, and the subsequent supervision group showed larger proficiency gains at follow-up. In Study III, the

Vissa människor väljer att skänka saker som gåvor istället för att slänga eller sälja dem och detta gåvogivande antas skapa något av värde för givarna. Vilka värden som skapas av gåvogivande och när de uppkommer undersöks i uppsatsen genom en case-studie av Erikshjälpens secondhandbutiks gåvogivare utifrån teorierna Service Dominant Logic och Service Logic. Studiens resultat visade att värden som skapades var: att göra sig av med saker; att skapa nytta för andra, vilket uppstod direkt genom att någon annan kan använda de skänkta sakerna och indirekt genom att gåvorna vid försäljning i secondhandbutiken genererar ett bidrag till bistånd; samt att de skänkta sakerna kan återanvändas och bidra till en minskad miljöpåverkan. Dessa värden uppkom vid olika tillfällen i gåvogivarprocessen och genom olika aktörers inblandning. Secondhandbutiken kunde genom sitt agerade bidra som möjliggörare till värdet som skapades för gåvogivarna eller bli en samskapare av värde tillsammans med gåvogivarna.