Search

Female genital cutting (FGC), sometimes referred to as female genital mutilation, is the subject of intense debate, exposing tensions between varying cultural values about bodies and sexuality. In Sweden, FGC is framed as a social problem designed to control female sexuality, and national efforts have long aimed to prevent it from being perpetuated. Welfare workers have a key role in interpreting and implementing FGC politics, making the welfare encounter a site where sometimes divergent cultural understandings about FGC, bodies, and sexuality converge. In this thesis, I explore how sexuality and sexual health are constructed in relation to FGC through welfare work and from the perspectives of different generations of Somali women in the Swedish setting of immigration. Based on individual interviews (16) and focus groups (3) with welfare workers (24) in social care, healthcare, and education, I investigate how FGC, sexuality, and sexual health, is approached in counseling and information targeting young women potentially affected by FGC. Through individual interviews (12) and focus groups (9) with Swedish-Somali women of different generations (53), I examine how women relate to and make sense of their own FGC experiences in light of changing social norms and discourse of FGC post-migration to Sweden. I discuss how concepts of FGC, body, sexuality, and sexual health are navigated and negotiated by investigating meanings ascribed to FGC by the various actors. I also consider the ways in which the understandings of these notions are changing depending on a complex interchange between individual experience, social interaction, and global discourse on FGC. The thesis consists of four papers. The first two papers explore the complexity of how to counsel and address FGC in welfare encounters while having a difficult dual role – working to protect future generations from the practice, while simultaneously encouraging and empowering those for whom it has already been done, w, Paper IV in dissertation as manuscript

Introduction: A dominant narrative, referred to as "the standard tale," prevails in popular representations about female genital cutting (FGC) that often contrast with how cut women traditionally narrate their FGC experience as meaningful in contexts where FGC is customary. However, scholarship has increasingly highlighted how global eradication campaigns and migration to countries where FGC is stigmatized provide women with new frames of understanding which may lead to a reformulation of previous experiences. This article subjects the storytelling itself to analysis and explores how participants narrate and make sense of their FGC experience in a post-migration setting where FGC is stigmatized. Methods: Semi-structured focus groups (9) and individual interviews (12) with Swedish-Somali girls and women (53) were conducted. Results: The article highlights how the participants navigate their storying in relation to "the standard tale" of FGC in their efforts to make sense of their experiences. Navigation was conducted both at an intrapersonal level through continuous identity work, and in relation to the social context in interpersonal encounters, i.e., with service providers and others, among whom the standard tale has become a truth. Discussion: The article places the analysis within broader discussions about anti-FGC work and considers the implications in relation to efforts to end FGC.

The aim of this study is to illustrate how drama can be used as a pedagogical tool in compulsory school for pupils with learning disabilities, and the conditions needed for drama to become a meaningful element in teaching. Five qualitative interviews were conducted with teachers with experience of drama in special school teaching. The questions of the study ask what emerges in the teachers´ descriptions regarding the value of, and conditions for, drama in compulsory school for pupils with learning disabilities, and which didactic considerations and choices the teachers give expression to current drama in their own teaching. As a starting point for the study and as an aid in the analysis work, Dillon´s (2009) curriculum theory, sociocultural perspective on learning and Vygotsky´s (1930/1995) theory of imagination and culture have been used. The results, based on an analysis of the teachers´ descriptions, indicate that the teachers see drama as an opportunity for learning through participation in interaction and drama as a mediating tool for learning. The most important prerequisites for drama, according to the teachers, are competence, courage, and commitment on the part of the teacher, as well as support from people around and governing documents. The didactic considerations and choices that the teachers express are about scaffolding in and through drama as well as about drama in the proximal development zone. Based on the results of the study, theory, and previous research, it is concluded that drama has beneficial effects, but risks reduced space in compulsory school for pupils with learning disabilities. It is also concluded that knowledge in drama should be spread among teachers and that more research is needed to strengthen and preserve the place that drama has in compulsory schools for pupils with learning disabilities.

Recent genome-wide association studies (GWAS) have identified several common variants associated with depression (Howard et al. 2019; Levey et al. 2021) and anxiety disorders (Levey et al. 2020; Meier et al. 2019; Purves et al. 2020), and these findings have been harnessed to develop polygenic scores (PGS) in order to provide an overall measure of individuals’ genetic liability to develop a disease (Torkamani et al. 2018). Research on the utility of PGSs as predictors of risk for disease is gaining traction, with studies on somatic illness showing that disease risk increases sharply in the right tail of the PGS distribution (Khera et al. 2018). Thus, PGS stratification could be of clinical relevance if it provides an opportunity to target those in need of preventive interventions with increased precision. The current potential of PGS stratification for depression and anxiety disorders remains an open question. In the current study, we applied 36 predefined PGSs from the polygenic index repository (Becker et al. 2021) on a target sample of 11,210 genotyped twins. Cases were defined as those with prescribed medication, where the prescription explicitly stated that a drug was ordinated for indication of depression or anxiety, respectively. Drugs included antidepressants (SSRI and SNRI), Benzodiazepines, Antihistamines, Buspirone, and Betablockers.

Underweight, defined as BMI ≤ 18.5 kg/m2, is found in 4.2% of pregnancies in Denmark. Pre-pregnancy underweight is more often seen in relation to psychiatric disorders, e.g. anorexia nervosa, and diet restrictions and associates with adverse pregnancy outcomes, such as antepartum haemorrhage requiring blood transfusion, preterm birth, small for gestational age infants, and impaired ability to breastfeed. In this review, we recommend identification of possible underlying medical or psychiatric disorders, focus on sufficient gestational weight gain, and relevant vitamin and mineral substitution.