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The aims of this scoping review were to map the current literature on interventions for improving mental health in athletes, identify knowledge gaps, and generate future research questions. The Preferred Reporting Items for Systematic Review and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guided this review. A systematic literature search was conducted in SPORTDiscus, PsycINFO, and SCOPUS and 44 intervention studies met the inclusion criteria. Results showed that 22 studies (50%) implemented cognitive behavioural principles, and the majority of these studies were influenced by various mindfulness programmes. Most studies (93%) included healthy athlete samples, and athletes aged 15–19 were the most examined age group (43%). Only three studies used clinical criteria in their sampling of participants and mediators were examined in two studies. The scarcity of studies examining mediators and subclinical or clinical samples revealed critical knowledge gaps in the literature. Furthermore, the critical appraisal showed that regardless of study design, most studies demonstrated low internal validity. We propose the use of high-quality single-case studies with athletes who experience subclinical or clinical mental health issues, and further investigation of mechanisms of change linking intervention components to outcomes of interest.

In recent years, athletes’ mental health has gained interest among researchers, sport practitioners, and the media. However, the field of sport psychology lacks empirical evidence on the effectiveness of psychotherapeutic interventions for mental health problems and disorders in athletes. Thus far, intervention research in sport psychology has mainly focused on performance enhancement using between-subject designs and healthy athlete samples. In the current paper, we highlight three interrelated key issues in relation to treating mental health problems and disorders in athletes. (i) How are mental health and mental health problems and disorders defined in the sport psychology literature? (ii) How are prevalence rates of mental health problems and disorders in athletes determined? (iii) What is known about psychotherapeutic interventions for mental health problems and disorders in athletes? We conclude that the reliance on different definitions and assessments of mental health problems and disorders contributes to heterogeneous prevalence rates. In turn, this limits our understanding of the extent of mental health problems and disorders in athletes. Furthermore, knowledge of the effectiveness of psychotherapeutic interventions for athletes with mental health problems and disorders is scarce. Future research should include athletes with established mental health problems and disorders in intervention studies. We also propose an increased use of N-of-1 trials to enhance the knowledge of effective psychotherapeutic interventions in this population.

Denna litteraturstudie har undersökt huruvida de undersökta läromedlens innehåll korrelerar med vad som står i ämnesplanen för svenska. Den har också undersökt hur läromedlen används och vilka urval i läromedlen lärarna gör. Resultaten pekar på att det är stora skillnader i utformningen av text, uppgifter och kunskapsnivåer i läromedlen kopplade till om eleven går ett yrkesprogram eller ett högskole-förberedande program. Resultaten har också visat på att de undersökta läromedlen har olika upplägg kopplat till ämnestraditionella konceptioner om svenskämnet, då det i första hand är lärarna själva som är läromedelsförfattare. När det kommer till lärares urval av innehållet i läromedlen och själva användandet av läromedlen, så har materialet i denna studie visat på att det finns indikationer på att detta sker mot bakgrund av den enskilde lärarens pedagogiska grundsyn, ämneskonception och lärarstil. Detta måste ses i ljuset av läromedlens tillkomst, där läromedels-författarna sitter på absolut makt om vad som blir normerande i klassrummens läromedel, utan någon statlig instans som kvalitetssäkrar läromedlen.

Denna studie har koncentrerats på läromedelsanalys av fyra läroböcker för svenska 1 på gymnasiet. Syftet har varit att undersöka hur urvalet av lyriken ser ut i läro-böckerna i förhållande till det centrala innehållet och kunskapskraven för svenska 1, och vilka läsarter som framträder i uppgiftskonstruktionen. Studien har också under-sökt huruvida manliga och kvinnliga författare får ta lika stort utrymme i läro-böckerna gällande lyriken, något som ämnesplanen eftersträvar. Detta har skett med hjälp av tematisk analys. Det har visat sig att läroböckerna över lag legitimerar ett svenskt kulturarv gällande lyriken, då svenska och västerländska författare dominerar innehållet. I en av läroböckerna dominerade ett vitt kvinnligt ideal, medan det i två andra läroböcker var en vit manlig dominans i vilka författare som fick ta plats. Det har också visat sig att uppgiftskonstruktionerna tenderar att premiera ett analytiskt perspektiv och i andra hand ett subjektivt perspektiv. Några andra läsarter går inte att identifiera i en större omfattning. Det kan få konsekvenser för vilka kunskapsnivåer som läroböckerna kan arbeta med, då uppgifterna saknar det djup som krävs för eleven för att kunna arbeta mot de högre kunskapskraven när endast ett fåtal läsarter blir synliga i uppgifterna. Alla de undersökta läroböckerna visar på brister i förhållande till vad det centrala innehållet och kunskapskraven efterfrågar gällande lyriken i svenska 1.

In this paper, we discuss problems of comparing two European cultures in a study of emotional intelligence by relying on traditional back translation of the questionnaire and the scales used in the study (Holmström, Molander, & Takšić, 2008; Molander, Holmström, & Takšić, 2009, 2011). We compared Croatian and Swedish university students in using The Emotional Skills and Competence Questionnaire, which is an original Croatian questionnaire (Takšić, 1998; Takšić, Mohorić, & Duran, 2009) based on the emotional intelligence theory of Mayer and Salovey (1997). Initially, we found small differences in responding to emotional items between the two countries as revealed by traditional statistical methods. Here we illustrate a large increase of the initial differences by applying differential item functioning (DIF) procedures (Zumbo, 1999), and then reducing again differences by taken several important steps in analyzing the translated items. Most important in these latter procedures was a new translation to Swedish by a native Croatian-speaking translator.

Mentorskap bygger på att en erfaren yrkesutövare (mentor) hjälper någon annan (adept) att bli mer kompetent i sitt yrke. Den grundläggande idén är att ta vara på och sprida erfarenhetsbaserad kunskap inom organisationen. Genom att bidra till en kollegas professionella utveckling kan mentorn utveckla sina egna kunskaper, förmågor och förhållningssätt. För adepten är det en möjlighet att utveckla sig och sin egen roll som lärare inom akademin (Mathisen, 2009; Eastcott, 2016). Syftet med denna presentation är att delge erfarenheter från ett pedagogiskt mentorskapsprogram som utvecklats, genomförts och utvärderats vid Umeå universitet. Mentorskapsprogrammet är ett komplement till det högskolepedagogiska utbildningsutbudet och samtidigt ett sätt att tillvara ta de pedagogiskt meriterade lärarnas kompetens och vilja att bidra till hållbar pedagogisk utveckling. Umeå universitet har en pedagogisk meriteringsmodell där lärare kan ansöka om prövning mot kriterier för utnämning till meriterad eller excellent lärare. Modellen har haft stort genomslag och det finns över 200 utnämnda lärare. En fråga som uppstått är hur lärosätet kan ta tillvara dessa lärares erfarenhet, engagemang och kompetens. I en undersökning av de utnämnda lärarnas förväntningar och önskemål framkom en stark vilja att dela med sig av sin kunskap och inspirera andra till pedagogisk utveckling. Detta ledde till att ett pedagogiskt mentorsprogram initierades 2019 med syftet att främja erfarenhetsutbyte och kollegial samverkan inom lärosätet. Mentorskapsprogrammet består av en utbildning för mentorerna och ett pedagogiskt mentorstöd för adepterna. Ett intyg motsvarande en veckas högskolepedagogisk kurs utfärdas för de som genomför mentorsutbildningen och agerar mentorer. Vid antagning till mentorsplatserna prioriteras sökande med lång undervisningserfarenhet och ett reflekterande förhållningssätt till lärarrollen. Med andra ord: utnämning i Umeå universitetets pedagogiska meriteringsmodell är meriterande. För

There has been an increasing interest in applying the concepts of acceptance, mindfulness, and compassion-based intervention in sports psychology (Noetel et al., 2017). Studies have shown that athletes' level of psychological flexibility and self-compassion have shown to be important for athletes' performance and well-being (e.g., Baltzell, 2016; Gardner & Moore, 2012). For athletes with dual careers who are under pressure to develop both as athletes and students, it's essential to evolve psychological factors to shield the individual. The purpose of this study was to explore how different profiles of psychological flexibility are related to fear of failure, burnout, general health, and how satisfied the athletes are with their performance in their sport and academically. A total of 107 athletes between the age of 16 and 19 years old participated in the study. The athletes were enrolled at a Swedish sports academy, and they were competing on an elite level in both team and individual sports. K-means cluster analysis with a three-cluster solution was used. The results show that the profile with high psychological flexibility had significantly lower levels of fear of failure, burnout and higher levels of satisfaction of their performance in school than the other two clusters. There were no significant differences between the different clusters on general health (GHQ-12) and satisfaction of sports performance; these results are not in line with results from earlier studies. The sample size is small, and therefore caution is needed when interpreting the result.

Leadership training most often involves training of formal leaders, and little is known about the potential benefits of leadership training for other members of an organization. Using theories of shared leadership, the current study examined outcomes of transformational leadership training that targets both formal and informal leaders (i.e., both vertical and shared leadership). The training was set in a Swedish paper pulp factory and involved formal and informal leaders participating in 20 days of training over a period of 16 months. Based on employee survey data collected both pre- and postintervention our analyses revealed that both formal and informal leaders significantly improved their transformational leadership behaviors. Interestingly, the improvement in transformational leadership behaviors of formal and informal leaders tended to predict employee efficiency and well-being in different ways. Improvements in formal leaders' transformational leadership were related to employee well-being, while informal leaders' increases in transformational leadership were associated with efficiency. The results point toward the benefit of a shared leadership perspective on leadership training and indicate that improvements in transformational leadership may affect employees differently depending on who in the organization displays them.

Employees often need to adapt to situational demands as well as shift their mindset, preferably supported by a broad and adaptable work-related behavioral repertoire. Early in their careers psychologists and social workers are still developing said repertoire, which tests their work related psychological flexibility. Considered a personal resource, psychological flexibility moderates workrelated stress. However, prolonged lack of personal and organizational resources would impair the development of adequate behavioral repertoires, possibly to the extent of hampering work related psychological flexibility. Purpose: We hypothesize that improved work-environment supports the development of relevant professional behavioral repertoires and strengthens work related psychological flexibility. Approach: In 2018 (P2) we sent a survey to 5176 newly graduated psychologists and social workers in Sweden, of whom approximately 3800 previously received our 2017 (P1) survey. We will use the P1 and P2 ratings of psychosocial work environment to sort participants into No-, Positive- and Negative-change categories respectively. Thereafter we will measure intra-individual changes in work-related psychological flexibility per category, as well as inter-group differences in P1 to P2 change. Preliminary results: In a cluster analysis on P1 data, results indicated that individuals in well-balanced work-environments rated their psychological flexibility higher than those in high-demands-low-resources contexts. Suspecting a direct or indirect influence of demands-resources (im)balance, we expect psychological flexibility at Point 2 to reflect changes in work-environment from Point 1 to Point 2. Limitations: All results are based on self-reported survey data. Practical implications and originality: Significant results would indicate that early career work-environment influences work-related psychological flexibility.

Stress-related sick leave is more common among psychologists and social workers than the general working population in Sweden. The transition from higher education to work-life seems to interact with the work environment to influence long-term health. Purpose: To explore how different profiles of psychosocial work environment variables relate to health and well-being among newly graduated social workers and psychologists. Methods: Of the 5213 surveys distributed, 2091 responses are included in this study (1248 social workers and 843 psychologists; 1742women, 331 men and 14 unknown). The cluster variables were selected among the context related resources surveyed: Professional isolation, (social support and stress during) Transition to work-life and Influence at work. Results: Of the eight context-related clusters, the two “best” clusters differed significantly from the two “worst” on almost every variable tested, including General Health and Life Satisfaction. The four clusters “in the middle” did not differ significantly from each other, except on the three cluster variables. As no differences were found in health and well-being, yet each of the “middle” clusters lacked in one or two of the cluster variables, indicates that some lacking resources can compensate for by the other(s). This finding is in line with the JD-R theory. Limitations: These results are based on cross-sectional self-reported survey data. Practical implications and originality: This large scale study puts focus on the context and the role of compensatory resources, opening up for fruitful health interventions.

Our previous research on social workers and psychologists indicated that men were underrepresented in work contexts characterised by high job demands and low resources, and that work-related self-efficacy correlated positively with intention to leave. Moreover, the JD-R theory stipulates that work-contexts with well-balanced demands and resources facilitate job-crafting. Purpose: We therefore aim to find out if those (women) who had a “bad” start in their profession, and low work-related self-efficacy, remain in “bad” work-contexts. Approach: In 2018 we sent a survey to 5176 newly graduated psychologists and social workers in Sweden, of whom approximately 3800 previously received our 2017 survey. We will again use SLEIPNER 2.0 to conduct a hierarchal cluster analysis based on transition to work-life, perceived influence at work, and professional isolation, and compare the two cluster solutions – including mapping how participants migrate between the 2017 and 2018 clusters. Preliminary results: In 2017 a satisfactory 8-cluster solution emerged where the two “best” and two “worst” clusters differed on most variables studied, however psychological demands hit the ceiling in all clusters. In the four middle clusters lack of one or two resources seemed to be compensated for by the other(s), as no further inter-cluster differences surfaced. In 2018 we expect most individuals to have transited between clusters of similar compositions. Limitations: All results are based on self-reported survey data. Practical implications and originality: This large scale longitudinal study will put focus on the context rather than the nature of the work of these professionals, opening up for fruitful interventions.

Burnout is a construct that has garnered considerable attention in sport psychology within recent years. Several hypothesized models regarding how the three dimensions (exhaustion, devaluation, and reduced sense of accomplishment) temporally relate to each other have been advanced. One proposal outlined by Maslach and Leiter suggests that exhaustion predicts devaluation which predicts reduced sense of accomplishment. However, there is no consensus among researchers as it has been argued that exhaustion predicts devaluation and reduced accomplishment separately. The aim of this study was to test multiple alternative hypotheses regarding the relationships of the burnout dimensions in athletes. Two samples of Swedish youth elite athletes with differing time spans between measurements were used. Specifically, one sample involved time-intensive measures collected every week over an eight-week period, and the other sample included four measurement points across an 18-month period. Results showed that none of the previously proposed models outlining the temporal relations of burnout dimensions were supported. Statistical analysis of the models including the cross-lagged predictions of dimensions did not have any statistically significant impact except when exhaustion negatively predicted devaluation between time 1 (month 0) and time 2 (month 6) in the 18-month sample; this relation faded in the following time points. Further, issues regarding the stability of devaluation and reduced sense of accomplishment emerged as their autocorrelation were very weak in the time-intensive sample. These findings raise a number of points for further theoretical and practical discussions about the athlete burnout construct.

Rationale: The overall objectives of this research were to study the relationships between the transfer from higher education to working life for psychologists and social workers. We were interested in early career experiences of emotional demands, ability to influence work, and professional isolation. Finally, we expected psychological flexibility to be an important buffer in the performance of human services work and therefore investigated its potential moderating effect. Method: A postal survey was sent to 5213 psychologists and social workers in Sweden who had graduated within three years of the spring of 2017. There were 2514 respondents, and after exclusion criteria, a final sample consisted of 2224 participants (642 psychologists; 1582 social workers). The gender distribution shows that substantially fewer men participated. Results: The results of hierarchical multiple regressions with emotional exhaustion and physical fatigue and cognitive weariness as outcome variables explained 34.5% and 35% respectively. Significant main effects were found for emotional demands, influence, professional isolation and work-related psychological flexibility (-.15 (p<.001) for emotional exhaustion and physical fatigue respective -.27 (p<.001) for cognitive weariness); there was no significant effect for age and profession or any interaction terms. In a cluster analysis derived from perceived influence, professional isolation, and most recent transition, work-related psychological flexibility is one of the constructs which could distinguish between the different clusters. Implications: Our preliminary results show that work-related psychological flexibility affects emotional exhaustion and physical fatigue and cognitive weariness. By increasing psychological flexibility, we can decrease emotional exhaustion, and in turn buffer against work-related stress.

Both social workers and psychologists are exposed to emotionally demanding situations in their work life – even from early on. The focus of this paper falls on social workers who start their first position after their studies, and psychologists who start their first position after their one year of practical training, following completion of their studies. Early on in a new career would typically be when a new employee experiences the least ability to influence their work situation – for example whom they work with and what kinds of tasks they work on. Also, this may also very likely be the time such an employee is vulnerable if professionally isolated, at time when crucial skills and competences are formed – One is typically employed for one’s unique skills, but works with other professionals, with different skills sets. Lastly, how successfully one perceives oneself to have transitioned from academic to professional life may be an influencing factor. A postal survey was sent to 5213 (respondents=2514, not target group=103, response rate 49%) psychologists and social workers in Sweden who had graduated within three years of the spring of 2017. In the analysis, graduated psychology students who had not yet reached independent registration as psychologist were excluded (Final sample=2224: 642 psychologists; 1582 social workers) The central hypothesis was that emotional demands, perceived influence at work, and experienced isolation at work may contribute to burnout-related symptoms (as indicated by the dimensions of cognitive weariness and physical fatigue) among psychologists and social workers in the beginning of their careers. We set out to investigate a regression model where work-related variables relates to two dimensions of burnout (physical fatigue and cognitive weariness). The work-related variables were self-rated transition from studies to work, emotional demands, influence at work and professional isolation, and work-related psychological flexibility was, Poster session: Psychosocial risks, stress, safety and well-being

The focus of this paper falls on ‘new’ employees; more specifically, social workers who start their first position after their studies, and psychologists who start their first position after their one year of practical training, following completion of their studies. This work firstly makes the assumption that both social workers and psychologists are exposed to emotionally demanding situations in their work life – even from early on. Early on in a new chosen career may typically be the time when a new employee experiences the least ability to influence their work – for example whom they work with and what kinds of tasks they work on. Also, this may also very likely be the time such an employee feels most isolated from other professionals in the same occupation – One is typically employed for one’s unique skills, but works with other professionals, with different skills sets. Lastly, how successfully one perceives oneself to have transitioned from academic to professional life may be an influencing factor. A postal survey was sent to 5213 (respondents=2514, not target group=103, response rate 49%) psychologists and social workers in Sweden who had graduated within three years of the spring of 2017. In the analysis, psychology students who had not yet reached independent registration as psychologist were also excluded (Final sample=2224: 642 psychologists; 1582 social workers) The central hypothesis was that emotional demands, perceived influence at work, and experienced isolation at work may contribute to the burnout (as indicated by the dimensions of cognitive weariness and physical fatigue) of psychologists and social workers. The paper set out to investigate a regression model where work-related variables relates to two dimensions of burnout (physical fatigue and cognitive weariness). Work-related variables to consider were self-rated transition from studies to work, emotional demands, influence at work and professional isolation, and work-related psychological f

When translating and adapting psychological measures in different countries, besides the problem of language translations, there are several other problems a researcher has to be aware of, since there are some common methodological problems that all cross-cultural studies share. The Emotional Skills and Competence Questionnaire (ESCQ; Takšić, 1998) was developed in Croatian settings using the theoretical framework from the Mayer and Salovey emotional intelligence model (Mayer & Salovey, 1997). The ESCQ consists of 45 items, divided into three subscales which measure: the ability to Perceive and Understand emotions, the ability to Express and Label emotions, and the ability to Manage and Regulate emotions. The ESCQ is used in a large number of studies and has showed satisfying psychometric characteristics. It was translated and validated in several countries (Avsec, Takšić & Mohorić, 2009; Faria at al., 2006; Costa & Faria, 2016). In different cross-cultural studies, the ESCQ was applied to a large sample of university students, confirming the three-factor [BM1] structure. The question of cultural impact on the items in the ESCQ was examined by Differential Item Functioning (DIF) analyses. In the chapter, common cross-cultural methodology and statistical procedures performed on ESCQ data in various countries will be compared and discussed.