معرفی
Caroline Johansson serves as a Lecturer at the Department of Psychology within Linnaeus University's Faculty of Health and Life Sciences, holding dual administrative roles as program coordinator for the subject teacher program in psychology and study director for independent courses.
Her academic foundation includes a PhD in Psychology from Lund University (2013), documented through her doctoral thesis "Perception of touch: Developmental and personality factors in touch avoidance" which established her research trajectory in touch-related psychological phenomena.
Dr. Johansson's scholarly work critically examines physical touch dynamics in early childhood education, with particular focus on preschool teachers' boundary negotiations, gendered perceptions of male educators, and societal constructions of risk. Her interdisciplinary approach bridges educational psychology, gender studies, and developmental psychology to analyze how cultural norms shape physical interactions between educators and children. This research reveals persistent tensions between caregiving touch and institutional risk management within preschool environments.
Analysis of her publication timeline (2000-2021) shows evolving scholarly focus from psychometric scale development toward nuanced sociocultural examinations of touch practices. Her work consistently intersects educational policy, teacher training, and child development perspectives, with increasing attention to gender dynamics in early education settings since 2017.
While no specific awards are documented in available sources, her sustained publication record in high-impact journals like the Scandinavian Journal of Educational Research and Journal of Early Childhood Research demonstrates significant disciplinary contribution.
In her educational leadership capacity, Dr. Johansson directly shapes psychology teacher training curricula and oversees independent course delivery. Her administrative responsibilities position her at the nexus of research-practice integration, influencing how touch-related competencies are developed in future educators despite institutional constraints around physical interaction.
