My present reseach is focused on developing a model for teaching social problem solving at schools.
In this research I integrate the imperatives of the Child Convention with pragmatist philosophy and cognitive neuroscience.
My reseach provides examples for successful intervention design and action research in qualitative studies.
I teach the course which is called "Theories and methods in social work."
I have great interest in education and my research has strong connection to taching and learning.
In line with William James I believe that "teaching is an art," an art that get its strength from neuropsychosocial knowledge.
I am cooperating with the University of Teacher Training in Dushanbe, Tajikistan.
I will supervise 15 master students and 5 PhD students between 2017 to 2022. These students' studies in Tajikistan is the continuation of my research in Sweden. The aim is to follow Article 29 of Child Convention and create a new subject in schools. This subject teaches social problem solving to pupils.
Membership of a family of four individuals, where one is engaged in philosophical research, the other in neurobiological research and the third is a sport analyst, gives me inspiration for research, respect for science and enthusiasm for seeking multidisciplinary knowledge.
I have a licentiate exam in sociology, a PhD in social medicine and an associate professorship in social work.
Over the years, my research has always been based on intervention, which sometimes is called action research. Another aspect of my research is cognitive empowerment and I have cooperated with other researchers on cognitive empowerment of children, families and women. Child Convention, pragmatist philosophy and neuroscientific knowledge are three valuable sources for my research. I am among very few sociologists in the world who sometimes call themselves “neurosociologist.” My recent book Brain, School and Society (2017, Springer) which is based on four years intervention in schools in Sweden helped me to build a new theory: The neuropsychosocial preparation theory.
Moula, A (2017), Brain, School and Society. Springer.
Moula A. (2005). Population based empowerment practice in immigrant communities. Linköpings universitet, Medical dissertation 887.
Moula A. (2009). Empowermentorienterat socialt arbete. Lund: Studentlitteratur.
Moula A. (2011). An invitation to empowerment-oriented neurosociology. In Pirani BM, ed. Learning from memory: body, memory and technology in a globalizing world (pp. 234–266). Newcastle upon Tyne: Cambridge Scholars Publishing.
Moula A, Addelyan Rasi H. (2014). Empowering marginalized people by maximizing reflective intelligence: a pragmatist problem solving approach. Social Sciences 3(6), 189–198. doi:10.11648/j.ss.20140306.12
Moula A, Timpka T, Puddephatt A. (2009). Adult–adolescent interaction and adolescents’ brain development: integrating pragmatism/interactionism and neuroscience to develop a platform for research on adolescents’ life regulation. Sociology Compass 3(1), 118–136.
Moula A, Mohseni S, Starrin B, Scherp HA, Puddephatt AJ. (2010). The intelligent method of learning. Culture and Development 19(3), 26–31.
Moula A. Puddephatt A. Mohseni S. (2014). A neuropragmatist framework for childhood education: Integrating pragmatism and neuroscience to actualize Article 29 of the UN Child Convention. In Solymosi, T. and Shook, R. Neuroscience, neurophilosophy, and pragmatism: brains at work with the world (pp. 215–239), Palgrave Macmillan.
Addelyan Rasi H, Moula A, Puddephatt A J, Timpka T. (2012a). Empowering single mothers in Iran: applying a problem-solving model in learning groups to develop participants’ capacity to improve their lives. British Journal of Social Work 2012, 1–20. doi:10.1093/bjsw/bcs009
Addelyan Rasi H, Moula A, Puddephatt A J, Timpka T. (2012b). Empowering newly married women in Iran: a new method of social work intervention that uses a client-directed problem solving model in both group and individual sessions. Qualitative Social Work doi:10.1177/1473325012458310
Addelyan Rasi H, Moula A. (2015). Towards a conceptual framework for socio-cognitive empowerment: lessons from intervention research with women in Iran. Clinical Social Work doi:10.1007/s10615-015-0518-5