Skolbakgrund hos rättspsykiatriska patienter - dömda enligt lagen om rättspsykiatrisk vård

• Main Author: Jonasson, Anna
• Format: Others
• Language: Swedish
• Published: Malmö högskola, Fakulteten för lärande och samhälle (LS) 2016
• Subjects: educational background; forensic psychiatric; literacy; special education; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35659

ABSTRACTJonasson Anna (2015). Educational background in forensic psychiatric patients – judged according to the LRV and LRV: sup. School Improvement and Leadership, Master, Learning and Society, Malmö University.The intention of the research in forensic psychiatry and special education is an improvement of psychiatric care, but also to contribute knowledge to prevention work in the community that lead to benefits for individuals` health and by extension economic gains. The aim of this study was to investigate forensic psychiatric patients´ needs of special education. The first question was how forensic psychiatric patients’ preschool and school background looked like. The second question was, wherein sessions of information, which would give possibilities to increase the patients´ information comprehension by special education during their treatment process. The theoretical base is socio-cultural perspective. By using a qualitative approach two qualitative studies were developed. In the first study a content analysis was conducted regarding pre-school and school background on 102 forensic psychiatric examinations. In the second study, the reader can follow a fictional patient through the forensic psychiatric treament process. The results show that 50 % of patients documented to have family-related problems. The most common measures were contact with BUP, Swedish child and adolescent psychiatry, and measures among the Care of Young Persons. 65 % attended at least 9 years of school and half of the patients have, received some form of grades. The enrollment, change of ward, distributing folders are some of the sessions of information, which would give possibilities to increase the patients´ information comprehension by using special education during the treatment process. Special education support involves consideration of the literacy level. The importance of the patients to have a realistic self-image regarding their cognitive abilities is emphasized. Tailor-made training programs in information literacy are proposed, also the importance of training non-cognitive abilities are recognized. Access to illustrative pictures and follow-up discussions at information sessions are also proposed as special education support.