Pub Date : 2022-11-16DOI: 10.1080/19012276.2022.2144937
O. Salim, E. Davidsson, J. Carlsson, J. Norberg
{"title":"The development of facilitative interpersonal skills during 5-year psychology training programs: a cross-sectional study","authors":"O. Salim, E. Davidsson, J. Carlsson, J. Norberg","doi":"10.1080/19012276.2022.2144937","DOIUrl":"https://doi.org/10.1080/19012276.2022.2144937","url":null,"abstract":"","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44074054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/19012276.2022.2137567
N. Dalgaard, Anja Bondebjerg, Lone Svinth
Abstract The aim of the present systematic review was dual: 1) to systematically identify and present all qualitative research exploring caregiver/child ratio and group size in Scandinavian Early Childhood Education and Care (ECEC) for children aged 0–5 years, and 2) to synthesize the results from included studies in order to explore how the structural aspects of the ECEC setting (ratio and group size) are perceived to influence the everyday life experiences, development, and wellbeing of children. All studies exploring caregiver/child ratio and group size in ECEC in Scandinavia using qualitative methods were included. Systematic electronic searches were carried out in Socindex, PsycINFO, ERIC, Academic Search Premier, Science Citation Index, Sociological Abstracts, Cristin, Forskningsbasen, Libris, Norart, Swemed, and BIBSYS between September 2020 and February 2022. Furthermore, hand searches and snowballing strategies were used to identify relevant studies. The final selection included 12 studies in the review. The quality of all included studies was assessed independently by two review authors. After critical appraisal, the thematic analysis was conducted using data from 11 studies as one included study was deemed to be of insufficient quality. Findings within the thematic synthesis highlight ways in which group size and caregiver/child ratio influence caregiver/child interactions, children’s interactions, behavior, development, and learning as perceived by caregivers and observers and the caregivers’ perceptions on what constitutes optimal group size and caregiver/child ratio in ECEC. No study included in the review used interviews with children or parents, and thus future research is needed in order to explore children’s perspectives on these central structural characteristics of the ECEC setting.
{"title":"Caregiver/child ratio and group size in Scandinavian Early Childhood Education and Care (ECEC): a systematic review of qualitative research","authors":"N. Dalgaard, Anja Bondebjerg, Lone Svinth","doi":"10.1080/19012276.2022.2137567","DOIUrl":"https://doi.org/10.1080/19012276.2022.2137567","url":null,"abstract":"Abstract The aim of the present systematic review was dual: 1) to systematically identify and present all qualitative research exploring caregiver/child ratio and group size in Scandinavian Early Childhood Education and Care (ECEC) for children aged 0–5 years, and 2) to synthesize the results from included studies in order to explore how the structural aspects of the ECEC setting (ratio and group size) are perceived to influence the everyday life experiences, development, and wellbeing of children. All studies exploring caregiver/child ratio and group size in ECEC in Scandinavia using qualitative methods were included. Systematic electronic searches were carried out in Socindex, PsycINFO, ERIC, Academic Search Premier, Science Citation Index, Sociological Abstracts, Cristin, Forskningsbasen, Libris, Norart, Swemed, and BIBSYS between September 2020 and February 2022. Furthermore, hand searches and snowballing strategies were used to identify relevant studies. The final selection included 12 studies in the review. The quality of all included studies was assessed independently by two review authors. After critical appraisal, the thematic analysis was conducted using data from 11 studies as one included study was deemed to be of insufficient quality. Findings within the thematic synthesis highlight ways in which group size and caregiver/child ratio influence caregiver/child interactions, children’s interactions, behavior, development, and learning as perceived by caregivers and observers and the caregivers’ perceptions on what constitutes optimal group size and caregiver/child ratio in ECEC. No study included in the review used interviews with children or parents, and thus future research is needed in order to explore children’s perspectives on these central structural characteristics of the ECEC setting.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/19012276.2022.2141838
M. Bach, N. B. Hansen, Courtney E. Ahrens, M. Hansen
{"title":"Giving voice: experiences and needs of sexual assault survivors facing multiple adversities","authors":"M. Bach, N. B. Hansen, Courtney E. Ahrens, M. Hansen","doi":"10.1080/19012276.2022.2141838","DOIUrl":"https://doi.org/10.1080/19012276.2022.2141838","url":null,"abstract":"","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44311872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/19012276.2022.2138516
P. Lindfors, U. von Thiele Schwarz
{"title":"Health-related effects of an intervention involving reduced working hours among women employed in the municipal eldercare","authors":"P. Lindfors, U. von Thiele Schwarz","doi":"10.1080/19012276.2022.2138516","DOIUrl":"https://doi.org/10.1080/19012276.2022.2138516","url":null,"abstract":"","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41523416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/19012276.2022.2145797
K. Nielsen
: Stress, Depression, Anxiety and Quality
：压力、抑郁、焦虑和质量
{"title":"Happiness, concussion, user experience, socialization and ADHD","authors":"K. Nielsen","doi":"10.1080/19012276.2022.2145797","DOIUrl":"https://doi.org/10.1080/19012276.2022.2145797","url":null,"abstract":": Stress, Depression, Anxiety and Quality","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43534726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/19012276.2022.2112744
I. Ljunggren, M. Najström, D. Levitt, J. Ramnerö
Abstract Verbal interaction is at the heart of many helping professions. This is often reflected in the curriculum of professional training. Somewhat surprisingly, there is a dearth of research regarding the assessment and training of students in these skills, not least of those about to become psychologists. The present study focused on communicational microskills in psychology students. We were interested in generic skills that should be observable across different training tasks focused on training interviewing skills. Video-taped interview segments, where the students acted as interviewers, were rated by their instructors using an eleven-item assessment of active listening skills. A total of 206 students were included, of whom 63 were assessed on five consecutive occasions over three semesters. The assessment showed satisfactory overall homogeneity. An investigation of the factor structure identified three principal components: Attention and exploration; Structuring skills; and Direct relating. In the subsample that was studied over repeated sessions, a marked progression was observed over time. The results are discussed in terms of implications for assessment and training within an educational context.
{"title":"Dialogue as psychological method – a study of training interviewing and communication skills in psychology students","authors":"I. Ljunggren, M. Najström, D. Levitt, J. Ramnerö","doi":"10.1080/19012276.2022.2112744","DOIUrl":"https://doi.org/10.1080/19012276.2022.2112744","url":null,"abstract":"Abstract Verbal interaction is at the heart of many helping professions. This is often reflected in the curriculum of professional training. Somewhat surprisingly, there is a dearth of research regarding the assessment and training of students in these skills, not least of those about to become psychologists. The present study focused on communicational microskills in psychology students. We were interested in generic skills that should be observable across different training tasks focused on training interviewing skills. Video-taped interview segments, where the students acted as interviewers, were rated by their instructors using an eleven-item assessment of active listening skills. A total of 206 students were included, of whom 63 were assessed on five consecutive occasions over three semesters. The assessment showed satisfactory overall homogeneity. An investigation of the factor structure identified three principal components: Attention and exploration; Structuring skills; and Direct relating. In the subsample that was studied over repeated sessions, a marked progression was observed over time. The results are discussed in terms of implications for assessment and training within an educational context.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44652286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-26DOI: 10.1080/19012276.2022.2103726
Kirsi Raetsaari, T. Suorsa, Marianne Peltola, H. Muukkonen
Abstract This study aims to understand intervening in early school leaving-related problems at general upper secondary schools in a large Finnish municipality. Sometimes intervening causes a paradoxical situation because professionals follow legislation by providing guidance and support to promote students' progress in their studies but, at the same time, try to strengthen students' wellbeing, which may not always mean continuing their studies in upper secondary school. We focus on professionals’ action and experience which are studied utilising concepts and methodological principles of subject-scientific psychology. The main material of the study consists of recorded and transcribed group discussions with 32 professionals who encounter the phenomenon of early school leaving in their everyday work. The material is analysed qualitatively 1) to identify how professionals perceive the phenomenon as a reason for intervening, and 2) to identify common contradictions they encounter in their everyday work related to early school leaving. The results suggest that professionals understood students' rocky conduct of everyday school life as consisting of 1) choosing the school without thorough consideration, 2) a mismatch of expectations and reality, 3) learning difficulties, 4) problems in social relationships, and 5) difficulties in other life scenes. Further, we identified six common contradictions which related to 1) students' conduct of everyday life, 2) students' broader life trajectories, and 3) professionals' conduct of their professional everyday lives. We argue that it is essential to consider early school leaving situationally, from the standpoint of the subject, instead of specifying risks or statistical probabilities.
{"title":"To intervene or not? Professionals' relation to early school leaving in Finnish general upper secondary education","authors":"Kirsi Raetsaari, T. Suorsa, Marianne Peltola, H. Muukkonen","doi":"10.1080/19012276.2022.2103726","DOIUrl":"https://doi.org/10.1080/19012276.2022.2103726","url":null,"abstract":"Abstract This study aims to understand intervening in early school leaving-related problems at general upper secondary schools in a large Finnish municipality. Sometimes intervening causes a paradoxical situation because professionals follow legislation by providing guidance and support to promote students' progress in their studies but, at the same time, try to strengthen students' wellbeing, which may not always mean continuing their studies in upper secondary school. We focus on professionals’ action and experience which are studied utilising concepts and methodological principles of subject-scientific psychology. The main material of the study consists of recorded and transcribed group discussions with 32 professionals who encounter the phenomenon of early school leaving in their everyday work. The material is analysed qualitatively 1) to identify how professionals perceive the phenomenon as a reason for intervening, and 2) to identify common contradictions they encounter in their everyday work related to early school leaving. The results suggest that professionals understood students' rocky conduct of everyday school life as consisting of 1) choosing the school without thorough consideration, 2) a mismatch of expectations and reality, 3) learning difficulties, 4) problems in social relationships, and 5) difficulties in other life scenes. Further, we identified six common contradictions which related to 1) students' conduct of everyday life, 2) students' broader life trajectories, and 3) professionals' conduct of their professional everyday lives. We argue that it is essential to consider early school leaving situationally, from the standpoint of the subject, instead of specifying risks or statistical probabilities.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42630647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-11DOI: 10.1080/19012276.2022.2093778
Hilde Visnes Trå, F. Volden, R. Watten
Abstract Sensory Processing Sensitivity (SPS) is a heritable personality related trait which includes sensitivity to a variety of stimuli, emotional, cognitive, and behavioural reactions such as strong positive and negative emotional responses, deep cognitive processing of stimuli, and empathic behaviour. Two studies are reported. Study 1 investigated the factor structure of the Highly Sensitive Person scale (HSP) and gender differences in HSP. Study 2 described differences in Big Five personality traits between two HSP groups. Study 1 comprised a sample of adults, mostly university students, matched on gender (N men = 548, N women = 548; total N = 1096). Study 2 was based on a sample consisting of a High (N = 164) and Low (N = 164) HSP group also matched on gender (N men = 82 and N women = 82 in both groups; total N = 328). There were no age differences between men and women in the two samples. Results from Study 1 showed a correlated three-factor solution: The first factor reflected excitability, easily aroused, negative emotional reactivity, frustration, avoidance of upsetting situations and childhood shyness. Factor 2 comprised low sensory threshold and sensory discomfort. Factor 3 captured intensity of aesthetic reactions, preoccupation with details in the environment, and socio-emotional sensitivity. Gender differences were found, women had elevated HSP scores on all scales, also when controlled for personality traits. Study 2 showed that the highly sensitive individuals had a unique personality trait profile compared to low sensitives. They had higher scores on neuroticism, agreeableness, openness, and lower scores on conscientiousness. There were no differences in extraversion i.e., there was no tendency towards introversion among the high sensitives.
{"title":"High Sensitivity: Factor structure of the highly sensitive person scale and personality traits in a high and low sensitivity group. Two gender—matched studies","authors":"Hilde Visnes Trå, F. Volden, R. Watten","doi":"10.1080/19012276.2022.2093778","DOIUrl":"https://doi.org/10.1080/19012276.2022.2093778","url":null,"abstract":"Abstract Sensory Processing Sensitivity (SPS) is a heritable personality related trait which includes sensitivity to a variety of stimuli, emotional, cognitive, and behavioural reactions such as strong positive and negative emotional responses, deep cognitive processing of stimuli, and empathic behaviour. Two studies are reported. Study 1 investigated the factor structure of the Highly Sensitive Person scale (HSP) and gender differences in HSP. Study 2 described differences in Big Five personality traits between two HSP groups. Study 1 comprised a sample of adults, mostly university students, matched on gender (N men = 548, N women = 548; total N = 1096). Study 2 was based on a sample consisting of a High (N = 164) and Low (N = 164) HSP group also matched on gender (N men = 82 and N women = 82 in both groups; total N = 328). There were no age differences between men and women in the two samples. Results from Study 1 showed a correlated three-factor solution: The first factor reflected excitability, easily aroused, negative emotional reactivity, frustration, avoidance of upsetting situations and childhood shyness. Factor 2 comprised low sensory threshold and sensory discomfort. Factor 3 captured intensity of aesthetic reactions, preoccupation with details in the environment, and socio-emotional sensitivity. Gender differences were found, women had elevated HSP scores on all scales, also when controlled for personality traits. Study 2 showed that the highly sensitive individuals had a unique personality trait profile compared to low sensitives. They had higher scores on neuroticism, agreeableness, openness, and lower scores on conscientiousness. There were no differences in extraversion i.e., there was no tendency towards introversion among the high sensitives.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41509938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-11DOI: 10.1080/19012276.2022.2093777
Janne Granås, Jennifer Strand, P. Sand
Abstract To explore the phenomenon of non-attendance for psychotherapy in psychiatric outpatient care for patients with affective disorders. Ten patients, seven women and three men, aged 25–51 years, agreed to participate in the study. The participants were recruited from a psychiatric outpatient clinic for patients with affective disorders at Sahlgrenska University Hospital, Sweden. A semi-structured interview guide was used during the interviews, which were audiotaped, transcribed and analyzed using content analysis. All informants expressed concern that they had been absent from booked appointments. The main reason given was that the mental illness that caused the need for treatment also caused the absence. They expressed ambiguity about the goals and method of treatment and showed ambivalence regarding the possibility of being helped and achieving change. The participants also highlighted shortcomings in communication with the psychologist regarding their non-attendance. Four themes were generated: A vicious circle, Processes without direction, Ambivalence and Inadequate communication. The study shows that missed appointments have a negative effect on the treatment process. If the patient and the psychologist jointly decide to start psychotherapy, it is thus important that the psychologist promptly addresses the problem of missed appointments and takes a professional responsibility for limiting the risk of another failed attempt at psychotherapy. In some cases, it is necessary to consider whether psychotherapy is an appropriate form of treatment or not. Practitioner points The study shows the importance of a careful assessment phase, where questions about motivation, goals and previous experiences of missed appointments are examined. The informants were not able to raise the issue of missed appointments in a larger perspective; their but focus was rather on the current symptom burden. It is therefore the responsibility of the psychologist to raise the issue and maintain a dialogue about goals, direction and evaluation of the psychotherapy. The psychologist bears a professional responsibility to limit the risk of another failed attempt to provide psychotherapy.
{"title":"A patient perspective on non-attendance for psychotherapy in psychiatric outpatient care for patients with affective disorders","authors":"Janne Granås, Jennifer Strand, P. Sand","doi":"10.1080/19012276.2022.2093777","DOIUrl":"https://doi.org/10.1080/19012276.2022.2093777","url":null,"abstract":"Abstract To explore the phenomenon of non-attendance for psychotherapy in psychiatric outpatient care for patients with affective disorders. Ten patients, seven women and three men, aged 25–51 years, agreed to participate in the study. The participants were recruited from a psychiatric outpatient clinic for patients with affective disorders at Sahlgrenska University Hospital, Sweden. A semi-structured interview guide was used during the interviews, which were audiotaped, transcribed and analyzed using content analysis. All informants expressed concern that they had been absent from booked appointments. The main reason given was that the mental illness that caused the need for treatment also caused the absence. They expressed ambiguity about the goals and method of treatment and showed ambivalence regarding the possibility of being helped and achieving change. The participants also highlighted shortcomings in communication with the psychologist regarding their non-attendance. Four themes were generated: A vicious circle, Processes without direction, Ambivalence and Inadequate communication. The study shows that missed appointments have a negative effect on the treatment process. If the patient and the psychologist jointly decide to start psychotherapy, it is thus important that the psychologist promptly addresses the problem of missed appointments and takes a professional responsibility for limiting the risk of another failed attempt at psychotherapy. In some cases, it is necessary to consider whether psychotherapy is an appropriate form of treatment or not. Practitioner points The study shows the importance of a careful assessment phase, where questions about motivation, goals and previous experiences of missed appointments are examined. The informants were not able to raise the issue of missed appointments in a larger perspective; their but focus was rather on the current symptom burden. It is therefore the responsibility of the psychologist to raise the issue and maintain a dialogue about goals, direction and evaluation of the psychotherapy. The psychologist bears a professional responsibility to limit the risk of another failed attempt to provide psychotherapy.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43411041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1080/19012276.2022.2093779
J. Bjørkvik, D. P. Quintero, K. Jensen, J. Virtanen
People with severe or long-term mental illness (SMI) have poorer oral health than the general population has, but little is known about how, to what extent, and in what ways oral health problems affect daily functioning, quality of life and well-being among people in this patient group. The present study investigated oral health and oral health-related quality of life for persons with SMI in Norway. The longitudinal clinical study targeted SMI patients with their age- and gender-matched control patients at a public dental clinic in Norway. SMI patients were recruited from an ambulatory team within community mental health services. Clinical examinations followed the WHO criteria. We used a validated Oral Impact on Daily Performance (OIDP) instrument to assess oral health-related quality of life (OHRQoL). The prevalence of oral impact (OIDP > 0) was 77 % among SMI patients and 22 % among the controls. More than 60 % of the SMI patients reported dif fi culties showing their teeth without embarrassment, compared to 5.5 % of the controls. The results suggest that shame is a key factor inhibiting patients faced with the need for dental treatment. Collaboration between dental and mental health professionals is therefore essential for this patient group to enjoy digni fi ed oral health and quality of life.
{"title":"Oral health and quality of life among people with severe or long-term mental illness: A call for interprofessional collaboration","authors":"J. Bjørkvik, D. P. Quintero, K. Jensen, J. Virtanen","doi":"10.1080/19012276.2022.2093779","DOIUrl":"https://doi.org/10.1080/19012276.2022.2093779","url":null,"abstract":"People with severe or long-term mental illness (SMI) have poorer oral health than the general population has, but little is known about how, to what extent, and in what ways oral health problems affect daily functioning, quality of life and well-being among people in this patient group. The present study investigated oral health and oral health-related quality of life for persons with SMI in Norway. The longitudinal clinical study targeted SMI patients with their age- and gender-matched control patients at a public dental clinic in Norway. SMI patients were recruited from an ambulatory team within community mental health services. Clinical examinations followed the WHO criteria. We used a validated Oral Impact on Daily Performance (OIDP) instrument to assess oral health-related quality of life (OHRQoL). The prevalence of oral impact (OIDP > 0) was 77 % among SMI patients and 22 % among the controls. More than 60 % of the SMI patients reported dif fi culties showing their teeth without embarrassment, compared to 5.5 % of the controls. The results suggest that shame is a key factor inhibiting patients faced with the need for dental treatment. Collaboration between dental and mental health professionals is therefore essential for this patient group to enjoy digni fi ed oral health and quality of life.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44047906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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